Light snacks and refreshments will be provided

SENATE MEETING

MONDAY, OCTOBER 24, 2016

5:30 pm | OVC Lifetime Learning Centre | Room 1714

AGENDA || Light snacks and refreshments will be provided. ||

Page

Information for Members of Senate Orientation and General Senate Information

1. Welcome and Approval of the Agendaa) Approval of the Agenda [Motion]

2. Approval of the Minutesa) Minutes of May 30, 2016 [Motion] b) Business Arising

3. Remarks from the Chaira) Chair's Remarks to Senate

l Academic Planning and Priorities [Provost Dr. Charlotte Yates]

4. Question Perioda) Question Period

5. Student Senate Caucus Reporta) Update on Student Senate Caucus Activities

6. Priorities and Planning Committee Reporta) Planning of the 2016-17 Senate Session b) Council of Ontario Universities (COU) Academic Colleague Update

7. Committee on Bylaws and Membership Reporta) Membership Slate: Chancellor Selection Committee [Motion] b) Proposed Amendments to the Board of Undergraduate Studies Bylaws [Motion] c) Proposed Amendments to Priorities and Planning Committee Bylaws [Motion] d) Proposed Amendments to Committee on Quality Assurance Bylaws [Motion] e) Results of Senate By-elections

8. Board of Undergraduate Studies Reporta) Academic Accommodation Policy: Proposed Revisions to the Policy and

Procedures for Students with Disabilities [Motion] b) Admission Policy on the British Patterned Education System: Proposed

Changes [Motion] c) Proposed New Major in Neuroscience and Deletion of Major/Minor in Brain &

Cognition [Motion]

3-17

19

21-39

41-49

51

53-5759-64

65-6667-7273-7577-7981

83-99

101-107

109-176

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Senate Meeting Agenda Monday, October 24, 2016

Page

8. Board of Undergraduate Studies Reportd) Undergraduate Curriculum Changes: Course Additions, Deletions, Changes e) BUGS Subcommittees Membership: 2016-17 f) Academic Schedule of Dates: 2017-18

9. Board of Graduate Studies Reporta) Graduate Curriculum Changes: Course Additions, Deletions, Changes b) BGS Subcommittees Membership: 2016-17 c) Graduate Faculty Appointments

10. Committee on Quality Assurance Reporta) Annual Report on Quality Assurance: 2015-16

11. Research Board Reporta) Annual Reports: 2015-16

l Research-related Committees l Research Integrity Breaches

12. Honours and Awards Committee Reporta) Call for Nominations for University Awards

13. Other Business

Adjournment________________________ Upcoming Senate Meetings: Monday, December 5, 2016 Monday, February 6, 2017 Monday April 10, 2017 Tuesday, May 23, 2017

177-184185-193195-205

207-210211

213-239

241-242

243

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UNIVERSITY SECRETARIAT

To: Senators From: Kate Revington, University Secretary Subject: Information for Members of Senate

Meeting: October 24, 2016 Orientation and General Senate Information The University of Guelph, like all universities in Ontario, was formally created through provincial statute, which, in the case of this institution, is the University of Guelph Act (1964). The Act prescribes a “bicameral” governance structure common to Canadian universities and comprised of both a Senate and a Board of Governors. Generally, the Board of Governors is responsible for fiscal oversight of the University, while Senate is responsible for the oversight of academic initiatives. Specifically, the Act charges Senate with formulating educational policy; creating faculties, departments, schools and institutes for the delivery of curricula and related educational initiatives1; the creation and implementation of bylaws and regulations relating to matters under the jurisdiction of Senate; the election of the Chancellor; determining courses of study; oversight of academic examinations; matters involving scholarships, bursaries, prizes and awards relating to students and their learning; and conferring of degrees and diplomas that fall under the jurisdiction of the University of Guelph, including honorary degrees. The following Standing Committees assist Senate with its responsibilities:

• Priorities and Planning Committee (SPPC) • Bylaws and Membership Committee • Board of Undergraduate Studies (BUGS) • Board of Graduate Studies (BGS) • Committee on Non-degree Studies (SCNS) • Committee on Quality Assurance (SCQA) • Research Board (SRB) • Committee on Student Petitions • Committee on Honours and Awards (SHAC)

1 Approval of the Board of Governors is required as it relates to required financial resources

Orientation and General Senate Information

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https://uoguelph.civicweb.net/filepro/documents/5523

Enclosed for the reference and information of Senators are the following context-setting documents and policies of Senate:

• Governance at the University of Guelph – The Role of Senate • University of Guelph Mission Statement • Role and Responsibilities of Senators • Organization Chart – Governance • Curriculum Approvals – Undergraduate and Graduate • Senate Membership 2016-17 • Senate and Senate Committees Meeting Schedule – Fall 2016

Under agenda item 6.a), the Senate and Board of Governors approved University of Guelph Strategic Framework and excerpt from the Student Mental Health Framework are referenced as documents to be used to guide the work of Senate going forward. Senators are also encouraged to view the following documents available on the University Secretariat/ Senate website: https://www.uoguelph.ca/secretariat/

• Senate Bylaws • Senate Standing Committee Bylaws • Rules of Order • Governance Handbook • University Policies

Other Senate-approved documents that inform the work and decision-making of Senate are:

• The Integrated Plan 2012-17 outlines directions and priorities for educational programming at the University of Guelph

• The 21st Century Curriculum Report • The Senate-approved Learning Outcomes for the Undergraduate Curriculum:

Information on Learning Outcomes is also posted on the Office of the Provost’s website and can be found in the Undergraduate Calendar

• The Senate-approved Learning Outcomes for Graduate Programming. These Learning Outcomes are included in Chapter XII of the Graduate Calendar

• The Senate-approved Institutional Quality Assurance Process document • The Senate-endorsed Strategic Research Plan

Senators are invited to contact the University Secretary, Kate Revington ([email protected]) with questions on these or other Senate-related matters. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\orientation and info.docx


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https://www.uoguelph.ca/secretariat/

http://www.uoguelph.ca/vpacademic/planning/

http://www.21c.uoguelph.ca/

https://uoguelph.civicweb.net/Documents/DocumentDisplay.aspx?ID=68908

http://www.uoguelph.ca/vpacademic/avpa/outcomes/

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/outcomes/index.shtml

http://www.uoguelph.ca/registrar/calendars/graduate/current/degoutcomes/index.shtml

https://www.uoguelph.ca/secretariat/office-services-senate-senate-boards-and-standing-committees-committee-quality-assurance/quality

https://www.uoguelph.ca/secretariat/office-services-senate-senate-boards-and-standing-committees-senate-research-board/additional

mailto:[email protected]

Governance at the University of Guelph: The Role of Senate

In accordance with the University of Guelph Act (1964), the University operates under a bicameral system of governance comprising the Senate and the Board of Governors. The Senate is responsible for the academic policy of the University which includes responsibility for determining the courses of study, standards of admission and qualifications for graduation. The Board of Governors is responsible for all other aspects of the governance of the University not assigned to the Senate. This includes oversight of the management and control of the University and its property, revenues, expenditures, business and related affairs.

Excerpt from the University of Guelph Act regarding the responsibilities of Senate. https://uoguelph.civicweb.net/Documents/DocumentDisplay.aspx?ID=5523&Original=1

13. The Senate is responsible for the educational policy of the University, and, with theapproval of the Board in so far as the expenditure of funds and the establishment of facilities are concerned, may create such faculties, departments, schools or institutes or establish such chairs as it may determine, may enact bylaws and regulations for the conduct of its affairs, and, without limiting the generality of the foregoing, has power a) to elect the Chancellor;b) to control, regulate and determine the educational policy of the University;c) to determine the courses of study and standards of admissions to the

University and continue membership therein, and qualifications for degrees anddiplomas;

d) to conduct examinations and appoint examiners;e) to deal with all matters arising in connection with the awarding of fellowships,

scholarships, bursaries, medals, prizes and other awards;f) to confer the degrees of Bachelor, Master and Doctor, and all other degrees and

diplomas in all branches of learning that may appropriately be conferred by aUniversity;

g) to confer honorary degrees in any department of learning;h) to create faculty councils or committees and committees generally to exercise its

powers.


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https://uoguelph.civicweb.net/Documents/DocumentDisplay.aspx?ID=5523&Original=1%20

MISSION STATEMENT __________________________________________________________ Approved by Senate: November 21, 1995

The University of Guelph is a research-intensive, learner-centred university. Its core value is the pursuit of truth. Its aim is to serve society and to enhance the quality of life through scholarship. Both in its research and in its teaching programs, the University is committed to a global perspective.

The University offers a wide range of excellent programs, both theoretical and applied, disciplinary and interdisciplinary, undergraduate and graduate, in the arts, humanities, social sciences, natural sciences, as well as professional fields. Among these, it recognizes agriculture and veterinary medicine as areas of special responsibility.

The University attracts students, faculty, and staff of the highest quality. It is animated by a spirit of free and open inquiry, collaboration, and mutual respect. It asserts the fundamental equality of all human beings and is committed to creating for all members of its community, an environment that is hospitable, safe, supportive, equitable, pleasurable, and above all, intellectually challenging.

The University of Guelph is determined to put the learner at the centre of all it does, recognizing that research and teaching are intimately linked and that learning is a life-long commitment. The University eagerly promotes collaboration among undergraduates, graduate students, faculty, staff, and alumni, as well as with our local and international community, other educational institutions, government and business.

The University of Guelph is committed to the highest standards of pedagogy, to the education and well- being of the whole person, to meeting the needs of all learners in a purposefully diverse community, to the pursuit of its articulated learning objectives, to rigorous self-assessment, and to a curriculum that fosters creativity, skill development, critical inquiry, and active learning. The University of Guelph educates students for life and work in a rapidly changing world.

The University of Guelph invites public scrutiny of the fulfillment of its mission, especially by the people of Ontario, to whom it is accountable.


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Role and Responsibilities of Senators

The Senate is the foremost academic decision-making body of the University of Guelph and Senators have a vital role in fostering and supporting the mission and goals of the University. These include a commitment to: the highest standards of pedagogy; the education and well-being of the whole person; meeting the needs of all learners in a purposely diverse community; the pursuit of the University’s learning objectives; rigourous self-assessment, and a curriculum that fosters creativity, skill development, critical inquiry, and active learning. 1 The following guidelines are intended to assist Senators in the execution of their role and responsibilities. Each Senator should:

a) Engage in the work of Senate, as outlined in the University of Guelph Act, which includes the formulation of educational policy, the conferring of degrees (including honorary degrees); the determination of recipients of fellowships, scholarships, bursaries, medals, and others prizes and awards; and the election of the Chancellor.

b) Understand and respect the distinction between the role and

responsibility of the Board of Governors (which, broadly, is financial governance) and those of Senate (which, broadly, is the formulation of educational policy and related matters), as defined in the University of Guelph Act.

c) Participate constructively in the formulation of educational policy

within Senate and its various bodies, including standing committees and their subcommittees and working groups.

d) Communicate with constituents about the issues before Senate. e) Engage in frank, candid and respectful discussion of matters which

are brought before Senate and its various bodies, including standing committees, subcommittees and working groups, while adhering to the rules of procedure of Senate.

f) Consider fully, as citizens of the University, the complex issues that

Senate faces, taking into account that advancing the good of the University in all of its diversity inevitably will involve negotiation and compromise.

1 Adapted from the Mission Statement, University of Guelph (1995) n:\senate\policies\role and responsibilites of senators\RoleandResponsibilitiesSenatorsFINAL.doc


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University of Guelph Act

Board of Governors

President(also Chair of

Senate)

Vice President (Finance,

Administration & Risk)

Provost & Vice-President

(Academic)Vice-President

(Research)Vice-President

(External Affairs)

Senate

University Secretariat

Student Senate Caucus

Orientation and G

eneral Senate

Information

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Undergraduate Curriculum

Graduate Curriculum

Orientation and G

eneral Senate

Information

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Updated: October 19, 2016

2016-17 Senate Membership | P a g e 1 of 6

2016-17 SENATE MEMBERSHIP (September 1, 2016 - August 31, 2017)

Chancellor David Mirvish President Franco Vaccarino

Provost and Vice-President (Academic) Charlotte Yates Vice-President Research Malcolm Campbell

University Secretary |non-voting Kate Revington Associate University Secretary |non-voting Genevieve Gauthier Assistant University Secretary |non-voting Hilary Jarvis

ONTARIO AGRICULTURAL COLLEGE Ex-officio Members

[9] Ex-officio

Term Concludes

Faculty Members 11 Seats | 11 Elected

Senate Term

Concludes

Rene Van Acker, Dean 2021 1 Spencer Henson, Food, Agricultural Resource Economics 2019

Al Lauzon, Interim Director, School of Environmental Design & Rural Dev. ___

2 Rebecca Hallett, School of Environmental Sciences 2019

John Cranfield, Chair, Food, Agricultural and Resource Economics 2019

3 Karen Landman, Environmental Design and Rural Development 2019

Art Hill, Chair, Food Science 2019 4 Brandon Gilroyed, School of Environmental Sciences 2019

Hugh Earl, Interim Chair, Plant Agriculture Dec 31, 2016

5 Youbin Zheng, School of Environmental Sciences

2019

Jim Squires, Chair, Animal Biosciences 2020 6 John Cline, Plant Agriculture 2017 Jon Warland, Director, School of Environmental Sciences 2020

7 James Mahone, Environmental Design and Rural Development 2017

Ken McEwan, Director, Ridgetown Campus 2018 8 Vern Osborne, Animal Biosciences 2017

Andreas Boecker, Acting Associate Dean Academic

one year 9 John FitzSimons, School of Environmental Design and Rural Development

2017

10 Al Sullivan, Plant Agriculture 2017 11 Bernard Grodzinski, Plant Agriculture 2017


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ONTARIO VETERINARY COLLEGE Ex-officio Members

[6] Ex-officio

Term Concludes


Senate Term

Concludes

Jeff Wichtel, Dean 2020 1 Geoffrey Wood, Pathobiology 2019

Tarek Saleh, Chair, Biomedical Sciences 2021 2 Scott McEwen, Population Medicine 2018

Carolyn Kerr, Chair, Clinical Studies 2016 3 Andria Jones-Bitton, Population Medicine

2017

Cate Dewey, Chair, Population Medicine 2016 4 Janet MacInnes, Pathobiology 2017

John Lumsden, Chair, Pathobiology 2018 5 Tami Martino, Biomedical Sciences 2017 Peter Conlon, Associate Dean (Student Affairs)

one year 6 Roger Moorehead, Biomedical Sciences

2017

7 Andrew Papadopoulos, Population Medicine

2017

8 Olaf Berke, Population Medicine 2017 9 Vacant

COLLEGE OF BIOLOGICAL SCIENCE

Ex-officio Members [5]

Ex-officio Term

Concludes Faculty Members

8 Seats | 8 Elected Senate Term

Concludes Jonathan Newman, Dean 2020 1 Ray Lu, Molecular & Cellular Biology 2019

John Fryxell, Chair, Integrative Biology 2020 2 Terry Van Raay, Molecular & Cellular Biology 2019

Lawrence Spriet, Chair, Human Health and Nutritional Sciences 2021 3 Todd Gillis, Integrative Biology 2019

Marc Coppolino, Chair, Molecular & Cellular Biology 2021

4 Kelly Anne Meckling, Human Health and Nutritional Sciences 2018

Glen Van Der Kraak, Associate Dean (Research) one year

5 David Dyck, Human Health and Nutritional Sciences 2017

6 Coral Murrant, Human Health and Nutritional Sciences 2017

7 Ryan Norris, Integrative Biology 2017 8 Manfred Brauer, Molecular & Cellular Biology 2017


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COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES Ex-Officio Members

[7] Ex-officio

Term Concludes


Senate Term

Concludes

Gwen Chapman, Dean 2021 1 Olga Sutherland, Family Relations and Applied Nutrition 2019

Troy Riddell, Chair, Political Science 2021 2 Carol Dauda, Political Science 2019 Paula Brauer, (Acting) Chair, Family Relations & Applied Nutrition ____ 3 David MacDonald, Political Science 2019

Francesco Leri, Chair, Psychology 2018 4 Leanne Son Hing, Psychology 2017

John Smithers, Chair, Geography 2019 5 Michèle Preyde, Family Relations and Applied Nutrition 2017

Elizabeth Finnis, Chair, Sociology and Anthropology 2019

6 Tuuli Kukkonen, Family Relations and Applied Nutrition 2018

Byron Sheldrick, Associate Dean (Academic) one year 7 Ian Newby-Clark, Psychology 2018

8 Ze’ev Gedalof, Geography 2018 9 Sally Humphries, Sociology and Anthropology 2018

10 Vacant

COLLEGE OF ARTS

Ex-Officio Members [7]

Ex-officio Term


9 Seats | 7 Elected Senate Term

Concludes Don Bruce, Dean 2017 1 Matthew Hayday, History 2019

Sally Hickson, Director, School of Fine Art and Music 2019

2 James Harley, School of Fine Art & Music 2019

Ann Wilson, Director, School of English and Theatre Studies 2021 3 Christina Smylitopoulos, SOFAM 2018

Margot Irvine, (Acting) Director, School of Languages & Literatures

June 30, 2017

4 Mark Lipton, English & Theatre Studies 2017

Catherine Carstairs, Chair, History 2018 5 Susan Douglas, Art History 2017

Mark McCullagh, Chair, Philosophy 2017 6 Femi Kolapo, History 2017

Ruediger Mueller, (Interim) Associate Dean (Academic) one year

7 Dominic Marner, School of Fine Art & Music 2019

8 Vacant 9 Vacant


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COLLEGE OF PHYSICAL AND ENGINEERING SCIENCE Ex-Officio Members

[7] Ex-officio

Term Concludes


Senate Term

Concludes Tony Vannelli, Dean 2017 1 Ibrahim Deiab, School of Engineering 2019 Paul Rowntree, Chair, Chemistry 2019 2 Wael Ahmed, School of Engineering 2019 Pascal Matsakis, Interim Director, School of Computer Science

April 30, 2017

3 Dan Gillis, School of Computer Science 2019

Julie Horrocks, Chair, Mathematics and Statistics 2020

4 Medhat Moussa, School of Engineering 2019

Paul Garrett, Chair, Physics 2020 5 Bill Van Heyst, School of Engineering 2019 Hussein Abdullah, Director, School of

Engineering 2020 6 France-Isabelle Auzanneau, Chemistry 2019

Karen Gordon, Associate Dean (Academic) one year 7 Marwan Hassan, School of Engineering 2019

8 Simon Yang, School of Engineering 2018 9 Marcel Schlaf, Chemistry 2017 10 John Dutcher, Physics 2017

COLLEGE OF BUSINESS AND ECONOMICS

Ex-Officio Members [6]

Ex-officio Term


6 Seats |5 Elected Senate Term

Concludes

Kerry Godfrey, (Acting) Dean April 30, 2017

1 Kurt Annen, Economics & Finance 2019

Statia Elliot, Director, School of Hospitality, Food and Tourism Management 2019

2 Nita Chhinzer, Management 2019

Davar Rezania, Chair, Management 2017 3 Joe Barth, Hospitality, Food, and Tourism Management 2017

Stephen Kosempel, Chair, Economics and Finance 2019 4 Evie Adomait, Economics 2018

Tirtha Dhar, (Interim) Chair, Marketing and Consumer Studies

Dec 31, 2017

5 Miana Plesca, Economics and Finance 2018

Chris McKenna, Associate Dean (Research and Graduate Studies)

one year 6 Vacant


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OTHER EX-OFFICIO MEMBERS (Acting) Associate Vice-President (Academic) Sofie Lachapelle Assistant Vice-President (Graduate Studies) Ben Bradshaw

Associate Vice-President (Student Affairs) Brenda Whiteside (Interim) Registrar Deanna McQuarrie

Vice-Provost Guelph-Humber John Walsh Chief Information Officer and Chief Librarian Rebecca Graham

Academic Commissioner, Central Student Association Meghan Wing

President, Graduate Students’ Association Beryl Chung

ELECTED/APPOINTED SENATE REPRESENTATIVES

Affiliation Incumbent Senate Term Concludes

Librarian Robin Bergart 2019

Faculty Association Herb Kunze 2017

Board of Governors [2]

1 Mary Deacon 2017

2 Bill Hogarth 2017

Staff Members [2]

1 Scott McWhinnie 2018

2 Leigh West 2018

Alumni Representatives [2]

1 Richard Horne 2017

2 Jack Hutchison 2017

GRADUATE STUDENTS

College One-year Senate term concludes August 31, 2017

Ontario Agricultural College Sierra Harris

Ontario Veterinary College Emma Louth College of Social and Applied Human Sciences Jessica Sorenson

College of Arts Vacant College of Physical & Engineering Science Carolyn Augusta

College of Biological Science Gaelan Melanson

College of Business and Economics Sergiy Pysarenko


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UNDERGRADUATE STUDENTS Program One-year Senate term concludes

August 31, 2017 Bachelor of Arts (BA) [4]

John Fisher Noah Gould Keely Kavcic Lindsey Fletcher

Bachelor of Science (BSc) [4] Benjamin Baker Claudia Idzik Mohamed Ahmed Jared Cohen

Bachelor of Arts and Science (BAS) [1] Arielle Geist Bachelor of Engineering (BEng) [2] Sarah Rozon

Nervana Wadie Bachelor of Science (Agriculture) (BScAgr) [1] Neals Van Wely

Bachelor of Applied Science (BASc) [1] Katie Crichton Bachelor of Commerce (BComm) [3] Patrice Bigaignon

Cameron Chamberlain Zehra Karagoz

Bachelor of Biological Resource Management (BBRM) [1]

Nina Smit

Bachelor of Science (Environmental Sciences) (BScEnv) [1]

Krista Kapitan

Bachelor of Computing (BComp) [1] Vacant Associate Diploma Program [1] Vacant

Doctor of Veterinary Medicine (DVM) [1] Stipe Jelovcic Guelph-Humber [4] Nina Erceg-Gogic

Megan Hutchison Sandy Labib Ali Omar

Bachelor of Landscape Architecture (BLA) [1] Olivia Shotyk n:\senate\membership\2016-17\2016-17 senate membership.doc


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n:\senate\scheduling, planning & priorities\scheduling\2016-17\fall 2016\senate meeting schedule_fall2016.doc

Fall 2016 Senate and Standing Committees Meeting Schedule

As of: Oct 3, 2016 SEPTEMBER 2016

OCTOBER 2016

NOVEMBER 2016

Board of Undergraduate Studies

Thursday, September 29 9:30 – 11:00 am

UC Boardroom 424

– no meeting scheduled –

Thursday, November 17 9:30 – 11:00 am

UC441

Committee on Bylaws and Membership

Thursday, September 15 1:00 – 2:30 pm

UC Boardroom 424

Thursday, October 13 1:00 – 2:30 pm UC Room 441

Thursday, November 10 1:00 – 2:30 pm

UC Boardroom 424

Board of Graduate Studies


Friday, October 7 10:30 – 12:00 noon UC Boardroom 424

Tuesday, November 8 10:30 – 12:00 noon

UC441

Research Board


Friday, October 14 1:30 – 3:00 pm

UC Boardroom 424

Friday, November 25 1:00 – 3:00 pm

UC Boardroom 424

Committee on Non-degree Studies

*CANCELLED* Friday, September 30 10:30 – 12:00 noon


Friday, November 18 10:30 – 12:00 noon UC Boardroom 424

Committee on Quality Assurance

Monday, September 26 10:30 – 12:00 noon UC Boardroom 424

Monday, Oct 31 10:30 – 12:00 noon UC Boardroom 424

Monday, November 21 10:30 – 12:00 noon UC Boardroom 424

Honors and Awards Committee



Thursday, November 3 1:30 – 3:30 pm

UC Boardroom 424

Priorities and Planning Committee


Monday, October 17 9:30 – 11:00 am

UC Boardroom 424

Thursday, November 24 9:30 – 11:00 am

UC Boardroom 424 Student Petitions Meetings scheduled as required.

SENATE Monday, October 24, 2016 5:30 pm | OVC LLC 1714

Monday, December 5, 2016 5:30 pm | OVC LLC 1714

SENATE Winter 2017

Monday, February 6, 2017 5:30 pm | OVC LLC 1714

Monday, April 10, 2017 5:30 pm | OVC LLC 1714

Tuesday, May 23, 2017 5:30 pm | OVC LLC 1714

Orientation and G

eneral Senate

Information

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To: Senators From: Kate Revington, University Secretary Subject: 1. Welcome and Approval of the Agenda 2. Approval of the Minutes Meeting: October 24, 2016 1. Welcome and Approval of the Agenda a) Approval of the Agenda Senate is asked to, RESOLVE, that the meeting be approved, as presented. 2. Approval of the Minutes a) Minutes of May 30, 2016 The minutes of the May 30, 2016 Senate meeting are enclosed for consideration. Senate is asked to, RESOLVE, that the minutes of the May 30, 2016 meeting be approved, as presented. b) Business Arising At its meeting on June 3, 2016, the Board of Governors approved the Strategic Renewal Framework, and the Student Mental Health Framework. All other matters of business arising are addressed throughout the meeting agenda. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\1&2_agenda-minutes.docx

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SENATE

Minutes of the meeting held Monday, May 30, 2016 5:30pm | OVC Lifetime Learning Centre | Room 1714

The following were present:

Franco Vaccarino, Chair Kate Revington, University Secretary (non-voting) Eveline Adomait Nancy Brown Andison Joe Barth Olaf Berke Manfred Brauer Don Bruce Adina Bujold Wayne Caldwell Malcolm Campbell Gwen Chapman Natalie Chow Beryl Chung Anthony Clarke Peter Conlon Marc Coppolino Bill Cormack John Cranfield Serge Desmarais Cate Dewey David Dyck Hugh Earl John Fryxell

Paul Garrett Genevieve Gauthier (non-voting) Ze’ev Gedalof Kerry Godfrey Rebecca Graham Ryan Gregory Bernard Grodzinski James Harley Leanne Son Hing Sally Humphries Hilary Jarvis (non-voting) Stipe Jelovcic Lori Jones Andria Jones-Bitton Vinay Kanetkar Tuuli Kukkonen Francesco Leri Janet MacInnes Pascal Matsakis Hafiz Maherali

Tami Martino Scott McEwen Deanna McQuarrie Scott McWhinnie Kelly Anne Meckling Coral Murrant Tony Mutsaers Ian Newby-Clark Michael Nightingale Vern Osborne Andrew Papadopoulos Miana Plesca Michèle Preyde Sergiy Pysarenko Davar Rezania Thomas Sasso Marcel Schlaf Jonathan Schmidt Byron Sheldrick Paul Sibley Jim Squires Al Sullivan

Trent Tucker Anthony Vannelli Jon Warland Leigh West Brenda Whiteside Ann Wilson Meghan Wing Visitors: Daniel Atlin John Beaton Emily Christofides Teri Crease Kerry Daly Diane Dobbins Vicki Hodgkinson Lori Bona Hunt Rajesh Pereira Resource Support: Annette Blok Stephanie Bowie

1. Welcome and Approval of the Agenda The Chair called the meeting to order and welcomed Senators and Visitors to the last meeting of the 2015-16 session. a) Approval of the Agenda On a motion duly moved and seconded, it was RESOLVED, that the May 30, 2016 meeting agenda be approved, as presented.

Minutes of May 30, 2016 [Motion] of 243

Senate Minutes of May 30, 2016

Speaking Privileges: On a motion duly moved and seconded, it was RESOLVED, that speaking privileges be granted for the Visitors to the meeting. 2. Approval of the Minutes a) Minutes of April 4, 2016 The minutes of the meeting of April 4, 2016 were included with the meeting materials. On a motion duly moved and seconded, it was RESOLVED, that the minutes of the April 4, 2016 meeting be approved. b) Business Arising The Chair drew attention to the item of business arising included in the meeting materials. There were no questions. 3. Remarks from the Chair

a) Remarks from the Chair of Senate President Vaccarino noted that a written report was included in the meeting materials. He welcomed questions on the report, and also provided the following remarks:

• Thanks was expressed to those Senators who are completing their terms at the end of this session and will not be returning to Senate next year; special congratulations was offered to those student Senators who are graduating this year

• Thanks and appreciation was offered to Ms. Nancy Brown Andison and Mr. Paul Gibson, who are completing their appointments as Board of Governors representatives on Senate

• A number of members were acknowledged for their contribution to Senate’s work over the year:

o Associate Vice-President (Academic) Serge Desmarais will be on administrative leave over the next year; Dr. Desmarais was also a key member of the Strategic Renewal Leadership. Dr. Sofie Lachapelle will serve as Acting AVPA in his absence

o Assistant Vice-President (Graduate Studies & Quality Assurance) Dr. Anthony Clarke has completed his term in that role and will be taking administrative leave before returning as a faculty member. It was noted that Dr. Clarke has been a Senate member since 1995, and his leave is well deserved!

• The Chairs and Vice Chairs of the Senate Standing Committee Chairs were recognized for their service to Senate over year. Special thanks and appreciation was expressed for Dr. Coral Murrant, who is finishing her second two-year term as the Senate Member-at-Large elected to chair the Senate Priorities and Planning Committee. Dr. Murrant has chosen not to run for re-election but her excellent leadership over the past four years was acknowledged with thanks.



Senators joined the President is a sustained round of applause to acknowledge these members. The President concluded his remarks by reminding Senators that he is always happy to receive comments and feedback from Senators on any matters. He may be contacted via the Presidential email [email protected] a) Question Period A Senator asked for information on the status of a report recently submitted to the Provost’s office in regard to issues of inclusion and diversity on campus. Ms. Brenda Whiteside, Associate Vice-President (Student Affairs) responded on behalf of the Provost to say that the report is under review and will be released publicly at a future date. The intention is to bring the report forward with a plan for implementing recommendations. She reiterated that these issues are important and continue to be an area of priority. The President thanked the Senator for the question, and further noted that the themes of the Strategic Framework (see item 6) align with this priority as an on-going area of focus for the University. 5. Student Senate Caucus Report

a) Update on Student Senate Caucus Activities Incoming Co-chair of the Student Senate Caucus (SSC), Ms. Hailey Hoffman presented the report on behalf of Co-chairs Ms. Carolyn Augusta and Ms. Arianne Cohen. Ms. Hoffman was pleased to note that the SSC is already working towards the 2016-17 session. The SSC is always pleased to facilitate opportunities for faculty, staff, students or administrators to meet with the student Senators to discuss preliminary proposals anticipated to come before Senate in order to offer the student perspective; if interested, please contact the SSC. The Chair thanked Ms. Hoffman for the report. 6. Strategic Renewal a) Strategic Renewal Document [Presentation slides attached.] President Vaccarino introduced the proposed Strategic Renewal Framework by expressing his thanks and appreciation to all those who had contributed to the development of the Strategic Framework and its themes over the past year. In particular, he thanked the members of the Strategic Renewal Advisory Committee, some of who were in attendance, and the Strategic Renewal Leadership Team, for the tremendous amount of work required to review and synthesize the feedback used to




develop the framework. In particular, he noted the tremendous response from Senators who had assisted with the consultation and communication process through a number of facilitated conversations with report-backs in the fall. The Framework has been developed to reflect faithfully the community feedback. Dr. Desmarais provided a brief overview of the Framework (see the presentation slides attached). The themes are intended to acknowledge the institution’s strengths including areas of interdisciplinary focus, and are reflective of Guelph’s approach to teaching, learning, research, community and collaboration. The intention is that the Framework will be used as a lens through which to view plans, policies, and proposals, and ensure alignment with our values as expressed through the themes. It is intended to be both inspirational and aspirational. Following the presentation, Senators raised the following comments and questions: In response to a question about how progress will be tracked towards realizing these themes, President Vaccarino responded that while the Framework is aspirational in some respects, it is also intended to help shape plans going forward. The goal statements included in the Framework are intended to be “indicator” questions to focus intentions. The Framework is intended to anchor decision-making going forward. A Senator commented that she was pleased that the Framework has been developed out of the comments and feedback collected over the year as part of the community consultations. As a member of the Strategic Renewal Advisory Committee, she commented that the final document reflects and aligns with the tremendous volume of feedback received. A Senator suggested that he felt Senators were not demonstrating excitement over the presentation of the finalized Framework, and he reminded them that the document will influence the directions of the University in years to come. A number of Senators spoke in response to acknowledge their enthusiasm for the document and that the themes developed are inclusive; the role of every member of the community is reflected in the themes. Senators expressed their satisfaction that the consultation process had been inclusive and broad, the level of participation was high, and the cross-connection of the themes was highlighted positively. Following the discussion, the following motion was presented. On a motion duly moved and seconded, it was RESOLVED, that Senate accept and approve the University of Guelph Strategic Renewal Framework document, as presented, and recommend it for approval to the Board of Governors. The motion was approved unanimously, and Senators responded with a round of applause.



7. Student Mental Health Framework a) Student Mental Health Strategy Document The Chair invited Dr. John Beaton, Chair of the Mental Health Advisory Committee, and Ms. Brenda Whiteside to introduce the proposal. Ms. Whiteside noted that the Mental Health Framework document presented for approval is the culmination of years of work focusing on how best to serve students in regard to mental health support and services. In order to approach the issues systematically, a Mental Health Advisory Committee was struck, chaired by Dr. Beaton, and composed of students, staff, and faculty. Dr. Beaton reviewed the features of the Framework, and in particular drew Senators’ attention to the specific recommendations included for academic policies and procedures. Like the Strategic Renewal Framework, the Mental Health Framework is intended to be a lens through which academic policy decisions should be developed, reviewed, and approved. Senators responded with a number of questions, including the responsibility of faculty to identify students who they believe are struggling. Ms. Whiteside responded that there are a number of supportive services and contacts for faculty and staff members to access, and she encouraged members to contact the Manager of Students at Risk, or her office for advice or recommendations. Senators were referred to Appendix 4 in the document which includes details on how to seek support. In response to questions, Ms. Whiteside noted that plans are underway to consider resilience education for students living in student housing. The Framework is also intended to encompass students working with students, and as well, planning for a mental health framework for faculty and staff is underway. There are a number of education and awareness programs and events that will be rolled out over the next year to highlight support for mental health. A Senator observed that the document references the National Health Assessment Survey and asked how this survey is distributed. Ms. Whiteside responded that the information is posted on the student wellness website and as well, consultation sessions were held over the summer. The following comments were also raised in the discussion:

• Attention should be paid to the graduate student cohort; they may be both students and course instructors/ teaching assistants/ lab assistants

• Pressure around grades and academic performance are significant stressors for undergraduate and graduate students

• Communicating in a supportive and positive way with students around these issues is key



Dr. Vaccarino thanked Senators for their thoughtful comments, and expressed his appreciation for the supportive response to these important matters. On a motion duly moved and seconded, it was RESOLVED, that Senate endorse the Student Mental Health Framework; and that the Framework be utilized to inform the academic policy decisions of Senate as they relate to student mental health. 8. Priorities and Planning Committee Report [Professor Coral Murrant, Chair of the Committee, presented the report.] a) Annual Reports of the Senate Standing Committees to Senate On behalf of the Senate Priorities and Planning Committee, Dr. Murrant expressed thanks to all the Standing Committees for their hard work throughout the year. She directed members’ attention to the accomplishments of Senate over the year, as referenced in each Committee’s year-end accomplishments reports. 9. Committee on Bylaws and Membership Report [Professor Ian Newby-Clark, Chair of Committee, presented the report.] a) Re-appointment of COU Academic Colleague and Alternate Referring to the information included in the meeting materials, Dr. Newby-Clark thanked Professor Newman and Professor Carstairs for their dedicated work in these roles over the past few years, and presented the motions for re-appointments. On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the re-appointment of Professor Jonathan Newman as the University of Guelph COU Academic Colleague, for a three-year term beginning July 1, 2016; and, FURTHER RESOLVED, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the re-appointment of Professor Catherine Carstairs as the University of Guelph COU Academic Colleague Alternate, for a three-year term beginning July 1, 2016. b) Membership of 2016-17 Senate Standing Committees The 2016-17 Senate Committee memberships were presented. Dr. Newby-Clark noted that the Senate-approved Modus Operandi is used to bring balance to the composition of the committees. On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the proposed Senate Standing Committee membership for 2016-17.



c) Amendments to Senate Modus Operandi Referring to the information provided on page 71 of the meeting package, Dr. Newby-Clark presented the proposed changes for the Modus Operandi, which are intended to add clarity to the regulations. On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Committee on Bylaws and Membership, Senate approve the proposed changes to the “Modus Operandi for the Composition of Membership Slates and Ballots for Senate Approval”, as presented. d) 2015-16 Senate and Senate Standing Committees Evaluation Survey Results Professor Newby-Clark directed members’ attention to the results of this year’s Senate and Senate Standing Committee Evaluation Survey. In particular, he commented on the comment suggestion that Senate is a “rubber stamp” for decision-making. Dr. Newby-Clark observed that most decision items coming forward to Senate for approval have been reviewed assiduously by the Senate Standing Committees, who may return proposals to the originator for further clarification, detail, or consultation before they are recommended to Senate for approval. As well, the cover memos in the Senate package are written to include background and context for items coming forward. Given this careful process, Dr. Newby-Clark suggested that it was not unsurprising that many items might receive approval after minimal debate; however, he noted that Senate has also sent proposals back to committees if more consultation or detail is warranted. He concluded by suggesting that the absence of discussion at Senate should not be viewed as a sign of a lack of reflection by Senators or of poor engagement in the process, but may in fact, be a feature of an effective governance process. e) Election of the Member-At-Large to Chair SPPC [Dr. Newby-Clark relinquished the Committee Chair position for this item, declaring a conflict of interest. Mr. Sergiy Pysarenko, Vice Chair of the Committee, presented the information instead.] Mr. Pysarenko presented the proposal for the election of the Member-At-Large to Chair the Senate Priorities and Planning Committee. He reported that only one nomination had been received for the role, and – with Dr. Newby-Clark not in attendance at the meeting in which this item was presented – the Committee has reviewed the nomination and now recommends it to Senate for approval. As per Senate regulations, Mr. Pysarenko called for Nominations from the Floor. There were none. Mr. Pysarenko reminded Senators that the election ballot will be circulated to members via email following the meeting.



[Subsequent to the meeting, the ballot was circulated. Professor Ian Newby-Clark was elected to serve as Member-at-Large to chair the SPPC for a two-year term commencing September 1, 2016.] 10. Board of Graduate Studies Report [Professor Marc Coppolino, Chair of the Board, presented the report.] a) Graduate Programs and Policies Committee Report i) Approved Graduate Calendar Amendments Amendments to the Graduate Calendar, approved by the Board of Graduate Studies, were presented for information. There were no questions. ii) Graduate Faculty Appointments The Graduate Faculty Appointments list was included for information in the on-line Supporting Materials folder. There were no questions. b) New Field in Public Health for the PhD in Population Medicine Dr. Coppolino directed members’ attention to the information regarding the proposed new field in public health for the PhD program in Population Medicine. The proposed field has been developed in response to significant demand for more public health education professionals. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the new field in Public Health for the PhD in Population Medicine, as presented. c) New Field of Mechanical Engineering (MASc/ MEng/ PhD) Dr. Coppolino noted that the proposed new field builds on the very strong existing undergraduate program in mechanical engineering. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the new field of Mechanical Engineering in the MASc, MEng and PhD programs in Engineering, including the associated course change and additions, as presented. d) New Course-work Option for MSc (Planning) The new course-work option for MSc (Planning) was presented for approval. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the new course-work option for the MSc (Planning), as presented.



e) Changes to the Graduate Calendar Related to Maximum Registration The proposed changes to the graduate calendar related to maximum registration were presented to Senate for approval. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Graduate Studies, Senate approve the proposed amendments to the graduate calendar related to maximum registration, as presented. f) Changes to the Graduate Calendar Regarding the Role of Chairs on

Examination Committees Proposed changes to the Graduate Calendar in regard to regulations for the role of Chairs on Examination Committees were presented. A Senator spoke against the motion, noting that the current regulations have been in place for many years and that the rationale for the changes is not well presented. In his opinion, the Chair plays a role in adding balance to the committee and therefore the Chair’s ability to vote is vital. He also asked for further clarification on the consultation process undertaken. Dr. Anthony Clarke, Assistant Vice-President Graduate Studies and Quality Assurance, responded that the proposal had been discussed with the deans. He added that the forms that currently require signatures were created by the Office of Graduate Studies and do not necessarily reflect a formal policy decision: in fact, policy is silent on this point. Several Senators spoke to support the motion, noting that in their opinion the proposal adds clarity regarding the role of the committee members versus the role of the Chair. The Chair’s role is to supervise procedural fairness, and provides consistency across programs and departments. A member suggested that communications regarding the expectations for the Chair role should be circulated to departments. On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the Graduate Calendar section “IV. Degree Regulations”, with respect to the role of chairs on graduate qualifying examination committees, as presented. [The motion carried; 5 opposed.] 11. Board of Undergraduate Studies Report [Professor Trent Tucker, Chair of the Board, presented the report.] a) Calendar Review Committee Report: Approved Changes to the Undergraduate

Curriculum



The Calendar Review Committee Report was presented for information. There were no questions. b) Proposed Changes to Articulation Agreement: Conestoga College and BASc Program The proposed changes to the articulation agreement between Conestoga College ITAL (Institute of Technology and Advanced Learning) and the University of Guelph (Department of Family Relations and Applied Nutrition), with respect to entrance into the BASc Child, Youth and Family (CYF) or Adult Development (ADEV) programs was presented. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed amendment to the Articulation Agreement with Conestoga College Institute of Technology and Advanced Learning and the University of Guelph, with respect to admission into the Bachelor of Applied Science Program (CYF, ADEV), as presented. c) New Area of Emphasis in Dietetics (Applied Human Nutrition) Dr. Tucker directed members’ attention to the information in the meeting materials regarding the proposed new Area of Emphasis in Dietetics for the BASc Applied Human Nutrition (AHN) program. As well, it is proposed that students in the AHN major be allowed to declare a minor. There were no questions. On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed new Area of Emphasis in Dietetics in the Applied Human Nutrition (AHN) major as presented; and, FURTHER RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed program changes in the Applied Human Nutrition (AHN) major to allow students within the major to declare a minor, as presented. d) Area of Concentration: Psychology (BAG: PSYC) Members’ attention was directed to the information in the meeting materials regarding the proposed addition of an Area of Concentration in Psychology in the three year BA General program. Questions were raised regarding the renewal of the area of concentration, which had been eliminated previously. Members were advised that the proposal creates an offering consistent with similar areas of concentration in the BA program.



On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed Area of Concentration in Psychology, 3 Year General Program (BAG.PSYC), as presented. The following motions were approved with no discussion or questions: e) New Minor in Creative Writing On a motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed Minor in Creative Writing (CW), including the associated curriculum changes, as presented. f) BComm Guaranteed Admissions Policy: Proposed Changes On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed changes to the Undergraduate Calendar with respect to Open Learning Guaranteed Admissions to the Bachelor of Commerce Program, as presented. g) Leadership and Organizational Management: Changes to Admission

Requirements On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed changes to the admission requirements for the Leadership and Organizational Management major, as presented. h) BASc in Family and Community Social Services: Proposed Changes to

Admission Requirements for Degree Completion On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed changes to the admission requirements for the BASc in Family and Community Social Services degree completion program, as presented. i) Bachelor of Applied Arts (BAA): Proposed Name Change for Specialization in

Justice and Public Safety On a motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed name change to the Bachelor of Applied Arts Specialization in Justice Studies to Specialization in Justice and Public Safety.



12. Committee on Quality Assurance Report [Professor Leanne Son Hing, Vice-Chair of the Committee, was in attendance to answer questions related to the report.] a) Quality Review Report: Department of Family Relations and Applied Nutrition The quality review report for the Department of Family Relations and Applied Nutrition (CSAHS) was presented for information, including the Committee’s response to the review which was provided for information in the on-line Supporting Materials folder. There were no questions. b) One-year Follow-up Report: Tri-University Graduate Program in History The one-year follow-up report for the Tri-University Graduate Program in History was presented for information. There were no questions. 13. Senate Research Board [Professor Ryan Gregory, Chair of the Senate Research Board, was in attendance to answer questions related to the report.] a) 2015-16 Inventory of Centres and Institutes The Inventory of Centres and Institutes for 2015-16 was presented for information. There were no questions. 14. Honours and Awards Committee Report [Professor Peter Conlon, Vice-Chair of the Committee, presented the report.] Before beginning his report, Dr. Conlon drew members’ attention to the recent Call for Nominations for Honorary Degrees which had been circulated electronically. Members were encouraged to submit nominations for this highest Senate honour. a) Medal Announcements With pleasure, Dr. Conlon announced the recipients of this year’s convocation medals, which will be presented at the June Convocation. [List of recipients attached.] 15. Other Business

There were no items of Other Business. 16. Move to Closed Session a) Adjourn Open Session and Move into Closed Session On a motion duly moved and seconded, it was RESOLVED, that Senate move to the Closed Session of the meeting for the Senate Honours and Awards Committee Report.



17. Closed Session Honours and Awards Committee Report Professor Conlon presented the Honours and Awards Committee Closed Session Report which included nominations for University Professor Emeritus and Honorary Degrees candidates. There were no questions. Members were reminded that electronic ballots will be circulated following the meeting. Adjournment With the business completed, President Vaccarino expressed thanks and appreciation for the participation of Senators in tonight’s meeting, and wished all a restful and rejuvenating summer. The meeting was adjourned at 8:30 pm.


Chart our Path:A New Strategic FrameworkA Nf

New Strategic FrameworkA Nffor the University of Guelph

SenateMay 30, 2016

Our need for strategic renewal

• Very dynamic, complex, competitive environment

• Existing U of G strategic plan, strategic directions are more than 20-years old

• Current context for strategic renewal is key

• Our approach today will be different from the next renewal process (e.g. 5 years from now)


Our process and approach • Faithful to Fall 2015

conversations• Inclusive and invitational• Aligned with current

context• Room for transformative

thinking and initiatives• Distinctive to U of G• Practical & strong bridge

to planning

5 Strategic Themes: Support Action

• Each theme is explained• Each includes related strategic objectives

(i.e. goal statements)• Each has complementary questions we

can use to test plans, our alignment & our progress


5 Strategic Themes: Our Guideposts for Planning

• Inspiring Learning & Inquiry

• Catalyzing Discovery & Change

• Connecting Communities

• Stewarding Valued Resources

• Nurturing a Distinctive University Culture

Moving Forward

• Communication of approved document to share strategic framework in a manner that relates to needs & interests of various audiences

• Use of approved document to inform emerging institutional plans

• Most Immediate impact:– Strategic Mandate Agreement – Strategic Research Plan– Comprehensive plan for internationalism


2016 CONVOCATION AWARD RECIPIENTS

The following was reported to Senate at its meeting May 30, 2016

Below are the 2016 recipients of the University’s highest convocation honours, to be presented at the June convocation ceremonies.

W.C. Winegard Medal

This award is the University of Guelph’s top convocation award to an undergraduate student. Named for former University President Dr. William Winegard, the medal is awarded in recognition of both academic achievement and contributions to the university and community life.

This year’s recipient is Joel Gretton, from the College of Physical & Engineering Science, graduating with a Bachelor of Engineering in Environmental Engineering. Joel has achieved an exemplary academic record while balancing service to the campus and community, taking part in many student organizations such as Engineers Without Borders and Students for Environmental Change and Sustainability, among others. Joel is recognized for his consistent development and capacity for volunteer/student roles throughout his tenure as a undergraduate student.

D.F. Forster Medals

This medal is the University of Guelph’s top convocation award to a graduate student. Named for the late Donald Forster, a former president of the University, the award recognizes academic achievement, motivation, leadership and citizenship. In the Fall of 2014, Senate approved changes to the medal on recommendation of the Committee, to the effect that two medals will now be awarded annually – one at the magesteriate level, and one at the doctoral level.

Magisteriate

This year’s recipient is Laura Genik, from the College of Social and Applied Human Sciences, recently completing a Masters in Clinical Psychology: Applied Developmental Emphasis and has since begun the PhD program in Clinical Psychology at the University of Guelph. Lara’s research focuses on addressing pain in children, particularly those with cognitive impairments and has been recognized for this engaged research by an award from the Society of Pediatric Psychology and the Ontario Association of Developmental Disabilities.

Doctoral

This year’s recipient is Melanie Wills, from the College of Biological Science, recently completing a PhD in the Molecular and Cellular Biology program. Melanie was awarded both the Governor General’s Silver Medal and the W.C. Winegard Medal as a undergraduate student here at the University of Guelph. Melanie’s research focused on a project analyzing the function of a novel cell signalling protein ShcD, which has been arrayed in several publications within highly regarded journals in the fields of molecular and cellular biology.


2016 CONVOCATION AWARD RECIPIENTS

Walter Vaughan Medal This medal recognizes a student Senator who has achieved high academic standing and who has made a substantial contribution to student life and to the University, particularly through involvement in and commitment to Senate activities. Named in memory of the late Walter Vaughan, a former Secretary of Senate. This year’s recipient is Arianne Cohen, an undergraduate student Senator for the past three years and the Student Senate Caucus Co-chair for the past two years. Arianne has served on the Senate Committee on Student Petitions, the Bachelor of Arts and Science Program Committee, and the Student Senate Caucus representative on Student Life committees such as Student Executive Council and Student Leader and Administration Meetings.

Governor General’s Gold, Silver And Bronze Academic Medals The Governor General Awards are presented in recognition of outstanding academic achievement. Originating in 1873 to encourage academic excellence across the nation, they have become the most prestigious award that students in Canadian schools can receive. This year’s Gold Medal Recipient (for academic achievement at the graduate level) is:

• Calvin Tabert, College of Physical & Engineering Science, PhD in Physics program, and an average of 93.3%

This year’s Silver Medal recipients (two medals are awarded for academic achievement at the undergraduate level) are:

• Joel Gretton, Bachelor of Engineering, Environment Engineering, with an average of 95.299% • Kaitlyn Orton, Bachelor of Science Honours, Human Kinetics, with an average of 94.824%

This year’s Bronze Medal recipient (for academic achievement at the diploma level) is:

• Holly Alexander, graduating with an Associate Diploma in Environmental Management, with an average of 93.174%

N:\Senate\Awards\Student Awards\Announcements & Communication\SENATE MEDALS_2016.docx


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To: Senators From: Kate Revington, University Secretary Subject: 3. Remarks From the Chair Meeting: October 24, 2016

a) Chair’s Remarks to Senate Enclosed is a report from the Chair of Senate, President Franco Vaccarino, highlighting recent activities and events of interest to Senate and the University community. Dr. Vaccarino will provide additional comments and remarks to Senate at the meeting.

• Academic Planning and Priorities Dr. Charlotte Yates, Provost and Vice-President (Academic) will provide members with an update on academic planning and priorities for the 2016-17 session. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\3_chairs remarks.docx

Chair's Remarks to Senatel Academic Planning and

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Remarks from the Senate Chair President Franco Vaccarino October 24, 2016 The fall 2016 term is well under way and we have a number of successes to celebrate together as a University. The summer months were busy for the U of G community and, so far, the fall has maintained the same momentum and excitement. The following list highlights a few of our recent projects and accomplishments. SUPPORTING RESEARCH EXCELLENCE – more than $130M in new funding since June

• Food From Thought solidifies U of G’s position as Canada’s Food University o On September 7, the University of Guelph announced its largest single federal

research investment ever. MP Lloyd Longfield was on campus to announce an investment of $76.6 million through the Canada First Research Excellence Fund to support U of G’s Food From Thought initiative. The research project will use high-tech information systems to help produce enough food for a growing human population while sustaining the Earth’s ecosystems.

• Social sciences, humanities research gets $5M funding boost o U of G received federal funding of nearly $5 million from various programs to

support social sciences and humanities research. In total, 21 projects received funding, ranging from changing stereotypes about disabilities to climate change, digital privacy, and spousal and parental relationships.

• New high-tech driving simulator strengthens U of G research in road and motorist safety

o U of G’s DRIVE Lab (Driving Research in Virtual Environments) received new equipment to replace the lab’s original driving simulator. A cross-campus research team of psychologists, computer scientists and engineers will use the new driving simulator, considered unrivalled by any other university in Canada, to help strengthen U of G’s leading research role in road and motorist safety.

• U of G gets $30 million for new spaces, laboratory upgrades o On August 31, MP Lloyd Longfield and MPP Liz Sandals were on campus to

announce that U of G will receive more than $30 million from the Post-Secondary Strategic Investment Fund to enhance research and innovation facilities. The federal government will provide $26.2 million and the province will contribute $4.7 million. The funding will allow the University to undertake one of its largest-ever infrastructure improvement projects, involving six initiatives across campus.


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• Research awards for U of G projects o The Ontario Ministry of Research, Innovation and Science announced awards

worth more than $820,000 for U of G projects. Professor Stephen Brown, Human Health and Nutritional Sciences, will study the role of muscles in back problems to help prevent and relieve back pain. Pathobiology professor Bonnie Mallard hopes to make the Canadian pork industry more competitive and ensure food safety. Professor Thomas Koch, Biomedical Sciences, uses stem cells and related technologies to improve joint health in horses and dogs, which are important pre-clinical models of human joint disease. Professor Filippo Miglior, Animal Biosciences, uses genomics to improve feed efficiency and reduce methane emissions in livestock.

• Prof gets $750,000 grant to support kidney disease research o Professor Nina Jones, Department of Molecular and Cellular Biology, recently

received a five-year grant worth almost $750,000 from the Canadian Institutes of Health Research. The funding supports her research into the molecular “sieve” that enables a healthy kidney to filter waste from blood and regulate water in the body.

• U of G gets $460,000 from Nestlé for groundwater research o U of G received a $460,000 donation from Nestlé Waters Canada to conduct

leading-edge groundwater research in Wellington County. The funds will go to the U of G-based G360 Centre for Applied Groundwater Research. G360 involves studying groundwater and surface water interaction to ensure safe and sustainable groundwater drinking supplies.

• Prof gets $2-million grant to study drug-resistant pathogens o Professor Chris Whitfield, Department of Molecular and Cellular Biology, will use

his seven-year, $2-million Foundation Grant from the Canadian Institutes of Health Research for studies of drug-resistant pathogens that increasingly threaten human health.

• Pets, owners to benefit from $1.5-million gift for OVC companion animal care o A new $1.5-million gift will allow the Ontario Veterinary College to provide

companion animals with an unprecedented level of care before and after surgery. The donation from Stu and Kim Lang’s Angel Gabriel Foundation will support OVC Pet Trust’s Friends Together for Longer fundraising campaign.

• Prof gets CIHR grant to study role of gender, aging in heart failure o Professor Glenn Pyle, Department of Biomedical Sciences, has received a

$150,000 Canadian Institutes of Health Research Catalyst Grant to study why women have lower rates of heart failure than men for most of their lives.


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• Diverse research projects at U of G get $13 million from NSERC o From exploring the atomic nucleus and the neurobiology of nausea to creating

biosensors for new drugs to making food more appetizing, dozens of University of Guelph research projects will be supported by a new $13-million investment from the Natural Sciences and Engineering Research Council.

COLLABORATING FOR EXCELLENCE

• Building on opportunities through Government Relations o Since the last board meeting, there have been a number of different touch points

with all levels of government. Activity ranges from commenting on policy development to hosting roundtable discussions to campus visits. Additionally, we continue to advocate with the Ontario Ministry of Advanced Education and Skills Development on a new tuition framework and a new funding framework while positioning the University of Guelph for the upcoming renewal of our Strategic Mandate Agreement. More details on these activities will come through the vice-president’s (external) report.

• Alison Wearing appointed new Writer-in-Residence o Acclaimed writer Alison Wearing, author of Confessions of a Fairy’s Daughter:

Growing up with a Gay Dad, joins U of G as our newest writer-in-residence. She will work with students and other University community members on their writing projects.

• New assistant vice-president (graduate studies) named o Geography professor Ben Bradshaw has been appointed as assistant vice-

president (graduate studies). He began his five-year term October 17.

• U of G-created compostable coffee pods hitting shelves soon o Compostable single-serve coffee pods based on U of G innovation will soon

reach the shelves of Loblaw Companies Ltd. stores. The company is launching President’s Choice single-serve coffee pods that are certified 100-per-cent compostable.

• Lieutenant-Governor tours U of G, gives environmental politics lecture o On September 27, Ontario Lieutenant-Governor Elizabeth Dowdeswell made an

official visit to campus. During her visit, the Lieutenant-Governor attended a roundtable discussion with U of G’s Food Institute about Guelph’s Feeding Nine Billion program and student efforts to reduce waste. She also spoke with students and faculty members about work in the voluntary sector, and addressed a class on environmental politics and governance.


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• Two visits to U of G campus for federal agriculture minister o Lawrence MacAulay, minister of Agriculture and Agri-food Canada, visited the

University of Guelph July 7 and September 23. During his visits, MacAulay hosted roundtable meetings focused on agriculture and its relation to innovation, women and youth. He toured the Biodiversity Institute of Ontario and learned more about DNA barcoding and its applications for agriculture.

• Search for new chancellor begins o David Mirvish will be stepping down as chancellor due to increasing work and

personal responsibilities. The Secretariat has initiated the process of selecting a new chancellor. Mirvish will remain in the role until a successor is selected.

• Strategic Framework launched o At the community breakfast on September 7, president Franco Vaccarino

launched our new strategic framework to the University community. The framework articulates a common purpose for the University and consists of five strategic themes that describe who we are, where we will focus and how we will move forward. The five themes are: Inspiring Learning and Inquiry, Connecting Communities, Catalyzing Discovery and Change, Nurturing a Distinctive University Culture, and Stewarding Valued Resources. More information can be found at strategicrenewal.uoguelph.ca.

• U of G, Mexican government sign agreement o A memorandum of understanding signed by Charlotte Yates, U of G provost and

vice-president (academic), and Salvador Jara Guerrero, Mexico’s higher education undersecretary, is designed to increase co-operation between U of G and Mexican schools.

• New OAC dean named o Professor Rene Van Acker has been appointed dean of the Ontario Agricultural

College for a five-year term. Van Acker’s experience and knowledge will help the college achieve a new level of excellence in teaching, research and service, and continue to be a world leader in food and agriculture.

FACULTY, STAFF, AND STUDENT EXCELLENCE

• Four honorary degrees awarded at convocation o At the fall convocation ceremonies, honorary degrees were awarded to:

Mark Lautens, a Guelph graduate and noted chemist at U of T Anthony von Mandl, an owner of environmentally sustainable wineries in

the Okanagan Valley Richard Hill Sr., an aboriginal knowledge keeper Reuben Mapletoft, a pioneer in cattle embryo transfer technology and

professor in the Western College of Veterinary Medicine at the University of Saskatchewan.


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o Mandl and Lautens are both officers of the Order of Canada. • PhD student studying women in NGOs wins Vanier scholarship

o International development and sociology PhD candidate Jess Notwell has been awarded a prestigious Vanier scholarship worth $50,000 a year for three years. The federal government’s Vanier Canada Graduate Scholarships were created to attract and retain world-class doctoral students. Notwell documents the stories and priorities of women in non-governmental organizations.

• Grad student wins Nelson Mandela scholarship o Marian Kelly, a master’s student in philosophy, has been awarded a 2016

Canada Graduate Scholarship to Honour Nelson Mandela. Kelly studies health disparities caused by poverty, health and socio-economic inequities, and how to make the health-care system more inclusive and participatory.

• OVC prof honoured for contributions in Canada, abroad o A commemorative plaque dedicated to Francis Schofield, who died in 1970, was

installed at the Ontario Veterinary College. Schofield is well respected in the University community for his involvement in Korea’s independence movement and his identification of mouldy sweet clover as the cause of a bleeding disease in sheep and cattle.

• Five authors with U of G ties part of 2016 Giller Prize o Five authors involved in the 2016 Scotiabank Giller Prize for Canadian fiction

have ties to U of G. Four of the authors on the shortlist have U of G connections, and the jury for the prize — viewed as Canada’s top literary award — is chaired by U of G professor Lawrence Hill.

• Prof Lawrence Hill honoured with Order of Canada o Creative writing professor Lawrence Hill has been invested into the Order of

Canada, considered the country’s highest honour for lifetime achievement. • Prof elected to college of scholars

o Professor Nina Jones, Department of Molecular and Cellular Biology, has been named to the College of New Scholars, Artists and Scientists, joining the emerging generation of Canadian intellectual leadership. Created by the Royal Society of Canada, the College recognizes academics who have made exceptional achievements within 15 years of completing their doctoral degrees.

• Students, staff, faculty featured in Guelph Top 40 Under 40 o Thirteen U of G students, staff and faculty have made this year’s Top 40 Under

40 list published in Guelph Life magazine.


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• Emeritus prof named to Royal Society o Professor emeritus Barry Smit has received the country’s top senior honour for

an academic with his induction into the Royal Society of Canada. Smit, Department of Geography, has been honoured for his decades of work in climate change.

• U of G on the world stage at 2016 Summer Olympic and Paralympic games o Thirteen current and former Gryphons competed in the 2016 Summer Olympic

and Paralympic Games in Rio. Grad Britt Benn helped lead the Canadian women’s rugby team to its bronze-medal finish.

• U of G master’s student awarded Mackenzie King Open Scholarship o Michal Laszczuk, a master’s student in landscape architecture, has received the

Mackenzie King Open Scholarship. The prestigious award is given each year to a Canadian university grad pursuing graduate studies in any discipline, in Canada or abroad.

• Prof named to prestigious research network, will study machine learning o Engineering professor Graham Taylor is among the inaugural cohort of Canadian

Institute for Advanced Research Azrieli Global Scholars. He will receive $100,000 in research support and work with 18 early-career researchers from five countries for the next two years.

• U of G prof earns prestigious U.K. award for animal welfare research o Professor Georgia Mason, Animal Biosciences, has been honoured with a top

award from the British Society of Animal Science and the Royal Society for the Prevention of Cruelty to Animals. Mason received the RSPCA/BSAS Award for Innovative Developments in Animal Welfare for her pioneering research, which has led to a better understanding of the effects of captivity on animals and how their welfare can be improved.

• Prof wins Hispanic association book award o Sandino’s Nation by Professor Stephen Henighan, School of Languages and

Literatures, won an award for best book published between 2013 and 2016 from the Canadian Association of Hispanists.

• Psychology prof named CIHR chair o Psychology professor Barbara Morrongiello is among 15 inaugural chairs named

to the new Canadian Institutes of Health Research College of Reviewers. CIHR created the college to provide an internationally recognized resource for ensuring excellence in peer review for Canadian health research.


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INVESTMENTS IN EXCELLENCE

• U of G recognized for energy efficiency, receives $5.8 million o In September, Ontario Minister of Energy Glenn Thibeault and MPP Liz Sandals

delivered a $5.8-million energy-saving incentive to the University as recognition for U of G’s commitment to energy efficiency. The funds will be used to offset construction costs of our $15-million thermal energy storage system, the only one of its kind in Ontario. Since becoming operational this past summer, the facility has reduced the University’s energy bill by about $2.5 million.

• New Athletics Centre opens o The northern end of the new Guelph Gryphons Athletics Centre is now open. The

new space includes a 22,000-square-foot fitness centre, programming rooms and change rooms. The rest of the new building is scheduled to open in January.

SUPPORTING EXCELLENCE IN THE COMMUNITY

• U of G sets its annual United Way campaign at $600,000 and beyond o Our annual United Way campaign is well under way and working toward our

target of $600,000 and beyond. U of G is one of the largest supporters of the United Way in Guelph-Wellington-Dufferin.

• Story of U of G staffer, Syrian refugee tailor saving wedding day makes headlines o The story of Halil Dudu, a Syrian refugee who made an emergency fix to the

zipper on a bride’s wedding gown, made international headlines. The tailor and his family are living with David Hobson, a technology transfer manager at U of G’s Catalyst Centre.

• U of G influence will change lives of new Junior Gryphon basketball players o Some of the best female basketball players in Ontario will become regulars on

campus this fall through a new partnership with the Ontario Scholastic Basketball Association. U of G’s Department of Athletics has helped establish a new high school travel team -- the Junior Gryphons -- for elite players representing the Guelph Youth Basketball Association.


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To: Senators From: Kate Revington, University Secretary Subject: 4. Question Period 5. Student Senate Caucus Report

Meeting: October 24, 2016 4. Question Period The purpose of Senate’s Question Period, a feature developed out of parliamentary procedure, is to provide an opportunity for Senators to ask questions related to Senate business to any member, including Senior Administration. The regulations guiding Question Period are outlined in Senate’s bylaws:

The question period at each meeting shall be limited to a maximum of thirty minutes. Matters raised by members during the question period shall be confined to topics of significance to Senate as determined by the Chair. A member shall be entitled to only one question and one supplementary question. Questions may be directed to any member of Senate and a question not dealt with due to time constraints shall be answered during the next meeting of Senate.

5. Student Senate Caucus Report a) Update on Student Senate Caucus Activities [For Information] A report on the recent activities of the Student Senate Caucus will be presented by Co-chairs Ms. Carolyn Augusta and Ms. Arielle Geist. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\4-5_question period - ssc report.docx

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To: Senators From: Ian Newby-Clark, Chair, Priorities and Planning Committee Subject: 6. Priorities and Planning Committee Report

Meeting: October 24, 2016 [For Information] a) Planning of the 2016-17 Senate Session Senate’s Multi-year Priorities Over the 2015-16 Session of Senate, the University embarked on a strategic renewal process that culminated with the approval of a Strategic Framework by both the Senate (May 30) and Board of Governors (June 3). At the same meetings, Senate and the Board approved a Student Mental Health Strategy , also intended to guide policy development and planning. As work continues to progress towards Senate’s multi-year priorities (enclosed) over the 2016-17 session, the Senate Standing Committees will continue to process their work in accordance with their mandates and that of Senate, using the Strategic Framework (infographic enclosed) and the Student Mental Health Framework as guiding documents and as a lens through which to consider committee initiatives and decision-making, and inform and shape planning. Planning for Deliberative Discussions One way that SPPC supports progress towards Senate’s multi-year priorities is through the support and facilitation of “deliberative discussions”. These discussions are opportunities for Senators to provide feedback and comments on issues or policies of strategic importance to the University so that the input may be used to shape final decisions, policies, or documents before they are presented at the next meeting for final approval to the governing bodies.

Planning of the 2016-17 Senate Session

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http://strategicrenewal.uoguelph.ca/read-u-gs-new-strategic-framework/

http://bit.ly/2c4efkz

This year, working out of issues that are anticipated to come forward over the 2016-17 Senate session, the following topics are proposed for deliberative discussions:

- December – discussion on the draft Strategic Research Plan (it is anticipated that the final Strategic Research Plan will be presented at the February meeting for final approval)

- February – discussion on budget assumptions for 2017-18 (the final version of the budget will be presented to Senate at the April meeting – as it is every year – for feedback from Senate that is provided to the Board of Governors)

- May – discussion and reflections on the strategic renewal framework (this topic to be focussed more specifically as the year advances; reflections and feedback from this discussion will be used to inform planning and priorities for the 2017-18 Senate session)

Background documents related to the particular topic, along with several questions intended to kick start discussions, will be circulated in advance of the meeting so that Senators can prepare for the meeting. In addition to these deliberative discussions, there may be presentations to Senate on various issues of strategic importance to the University related to Senate’s mandate (e.g. reports from the Provost on the development on the new Strategic Mandate Agreement, etc.). These presentations and reports are also opportunities for Senators to ask questions, raise issues, and offer ideas and feedback. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\6_sppc.docx


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CONTINUING PRIORITIES

• Educational Innovation and CurricularRenewal, including Learning Outcomesand Internationalization

• Assurance of Academic Program Quality

• Student Accessibility, Opportunity, andChoice in Postsecondary LearningPathways

• The Research Mission, includingAdvancement of the Interconnection ofTeaching and Research

OVERVIEW

Senate advances the mission of the University through the development and oversight of educational policies and academic programming in a way that is attentive to institutional integrity and stakeholder relationships inside and outside the University, while also addressing the public policy context within which the University operates.

Building on key elements of the University’s 2012-17 Integrated Plan, Senate’s priorities through to 2016-17 will be punctuated by those activities that align with directions in the Integrated Plan and that increase engagement at Senate, including: • The establishment of regular opportunities for

Deliberative Discussions at Senate based on feedback and suggestions from Senate

SENATE MULTI-YEAR PRIORITIESApproved by Senate: December 2014


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Inspiring Learningand Inquiry

ConnectingCommunities

Stewarding ValuedResources

Nurturing a Distinctive University Culture

Catalyzing Discoveryand Change

$

Recruit and retain innovative top talent.

Attract funding and other resources to support research and knowledge mobilization.

Address complex questions using comprehensive strengths.

Share our knowledge to support decision-making locally and globally.

Be innovative in research, teaching and learning.

To act as a catalyst for discovery and change, we will:

Communicate better inside and outside the University to collaborate, listen effectively and raise our profile.

Provide vibrant campuses that are inclusive and respectful, where everyone is valued.

Further our international relationships.

Build knowledge-sharing partnerships.

To continue building connected communities, we will:

Meet learners’ changing needs using evidence-based practices and new technologies.

Advance experiential learning, engaged scholarship, learning outcomes and the graduate student experience.

Offer more learning opportunities for staff, faculty, alumni and communities.

Support the education and well-being of the whole person.

As a leader in inspiring learning and inquiry, we will:

Inspire each other to excel, remain curious and take informed risks.

In nurturing our distinctive University culture, we will:

Serve others, supporting people locally and globally.

Take pride in and be inspired by our history.

Make principled choices that are transparent and accountable.

Work together openly, respectfully and inclusively.

Recognize the importance of our campuses, facilities and services in supporting our academic mission and building communities where people thrive.

In stewarding valued resources, we will:

Use resources responsibly and remain an employer of choice.

Leverage land and facilities to serve our academic and research missions.

Harness our strengths, unique capacities and broad interdisciplinary knowledge.

Lead in advancing environmental sustainability.

Increase resources to support academic goals with help from government and partners. Get the whole story at

strategicrenewal.uoguelph.ca

University of Guelph’s Strategic Framework: Our Path ForwardThe framework’s five strategic themes describe who we are, where we

will focus, and how we will move forward as a University.

Planning of the 2016-17 S

enate S

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To: Senators From: Ian Newby-Clark, Chair, Priorities and Planning Committee Subject: 6. Priorities and Planning Committee Report

Meeting: October 24, 2016 [For Information] b) Council of Ontario Universities (COU) Academic Colleague Update

Enclosed is a summary of recent COU activities prepared by Dr. Jonathan Newman, the University of Guelph’s COU Academic Colleague.

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Council of Ontario Universities (COU) Academic Colleague

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Council of Ontario Universities Update from the University of Guelph Academic Colleague, Dr. Jonathan Newman — October 2016 Note: In June, the Ministry of Training, Colleges and Universities (MTCU), changed its name to the Ministry of Advanced Education and Skills Development (MAESD). Advocacy Initiatives Changing Workplaces Review: https://www.labour.gov.on.ca/english/about/workplace/. COU is working with experts in the sector on a response to the report and will explore advocacy needs associated with the issues raised. Communications: The COU, in conjunction with the 21 Ontario Universities, launched phase 1 of a three phase communication strategy aimed at “creating a conversation with Ontarians about the future.” Phase 1 comprises a listening exercise to discover what Ontarians think about the future and the role of universities within that future. Phase 2 comprises a ‘report back’ to ensure that Ontarians have been heard correctly. And Phase 3 is a message of delivery, describing how universities can deliver on Ontario’s needs for the future. The campaign was launched at OUF in September. Action on Open Files Strategic Mandate Agreements (SMAs): Through the SMAs, the government agreed to undergraduate growth projections for each university, and also made a multi-year allocation of funded graduate spaces (until 2016-17). The new Program Approval Guideline promises expedited approvals for programs that are aligned with a university’s identified areas of strength and growth in its SMA. The government is committed to review the metrics that are employed in the first round of SMAs, and also to add additional metrics in the areas of Jobs and Economic Development for the next round of SMA. MAESD has launched the SMA report back process, which will replace the Multi-Year Accountability Agreement (MYAA) report. The SMA reports will include the system wide metrics from the SMAs as well as an opportunity for universities to provide a narrative on institutional metrics. As with the MYAAs, submission of the results from the report will allow for the allocation of quality funding to universities. Bill 132 — Sexual Violence and Harassment Action Plan Act: MAESD issued regulations for Bill 132 in May 2016. The legislation provides the ministry with the authority to collect information on:

• the number of incidents and complaints reported by students; • the number of times supports, services and accommodations relating to sexual violence

are requested and obtained by students; • information on initiatives and programming; and • information on the implementation and effectiveness of the policy.

In addition to reporting to the ministry, universities are required to make an annual report to their governing boards containing the same information. MAESD has established an Advisory Committee on Sexual Violence Reporting that includes representation from colleges, universities, private career colleges, student groups, Violence


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against Women experts, COU and Colleges Ontario. The work of that committee will inform reporting requirements under the Act. Universities must be compliant with these changes on January 1, 2017. Changes to the Ontario Health and Safety Act include the addition of a definition of workplace sexual harassment and the requirement for workplace sexual harassment to be included in the definition of workplace harassment. Engineering Review: On March 9, 2015, MAESD announced the beginning of its review of engineering programs. Through the SMA process the ministry learned that significant expansion of degree-level engineering programs was being proposed across the system. The scope of the review focused on degree programs leading to an engineering credential and established principles to guide the ministry’s evaluation of funding approval for new engineering degree programs. In September 2016, MAESD announced that it will consider new degree-level engineering program proposals from colleges and universities that build on institutional strengths and are consistent with Strategic Mandate Agreements (SMAs), are innovative, and meet a demonstrated labor market demand. University Operating Funding: On February 25, the Ontario government released its 2016 Budget. The Budget reiterated the government’s commitment to a second targeted call for a Major Capacity Expansion project in the Halton and Peel regions. It also reiterated a commitment to provide $3 billion in capital grants to PSE institutions over the next 10 years. With respect to undergraduate and graduate funding in 2016-17, ministry staff reiterated that there is no policy change in the government’s commitment to fund enrolment growth if higher than projected growth is achieved. Overall, the budget of MAESD is expected to increase by $95M between 2015-16 and 2016-17. Increased transfers to colleges and universities for enrolment growth account for $38.9M ($21.2M of which will flow to universities), with the remaining $55.8M increase reflecting expected increases in other ministry programs, including OSAP, employment training programs, and other small investments. Planning and Funding of Enrolment: In its 2016 Budget, the Ontario government projected that demographic decline in the population of young adults 18 to 20 years of age will result in stable or declining university and college enrolments. The undergraduate figures for 2016-17 and 2017-18 reflect the same assumptions that were used in the 2015 budget (modest ongoing increases in the entering cohort of domestic students), adjusted by the revised estimate of actual 2015-16 funding based on enrolments reported to date. The figures for 2018-19 are stable both because the ministry does not expect enrolments to grow, and also because the university funding review may bring changes. In terms of graduate enrolment, the increases shown in 2016-17 would fully fund the projected growth in graduate spaces, based on the ministry’s revised projection, which takes account of growth achieved in 2015-16. The allocations in 2017-18 and 2018-19 show no further increase (relative to 2016-17) because no additional spaces have yet been allocated. It is anticipated that the next round of SMAs will address graduate expansion in 2017-18 and future years. The 2011 budget committed to provide funding to support the creation of 6,000 graduate spaces.


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Approximately 1,650 of these spaces were allocated for 2013-14 and 2014-15. About half of the remaining 4,350 spaces were allocated for 2015-16 and 2016-17 through the Strategic Mandate Agreements (SMAs).

Capital Funding and Planning: As part of its 2016 Budget, the federal government announced the launch of a new Post-Secondary Institutions Strategic Investment Fund (SIF), which will provide $2B over three years to support excellence in research, innovation and environmental sustainability at campuses across Canada. SIF will cover up to 50 per cent of a project’s eligible costs. [NOTE: The UoG had six projects funded through this scheme receiving $31M from the federal government.] Student Financial Assistance: MAESD will be implementing the changes to the Ontario Student Assistance Plan (OSAP) announced in the 2016 Budget in two phases. In Phase 1 (2017-18), the government will end provincial education tax credits, introduce the new Ontario Student Grant (OSG), and raise the weekly entitlement maximums for students. Phase 2 (2018-19) will introduce the reduced expected contributions of parental and spousal support and implement net billing of tuition. COU has established the OSAP Changes and Net Billing Implementation Steering Committee. Net Tuition Billing: The government announced in its 2016 Budget that it would be implementing net tuition billing starting in 2018-19. The policy is aimed at helping prospective students better understand the true costs of attending postsecondary education by showing them the net costs of tuition – that is, the nominal cost (“sticker price”) of tuition minus OSAP and institutional aid. The effort and resources required to design, test and implement the system changes necessary for net tuition billing are substantial and the timeline for action is short. The scope of this project cuts across not just institutions, MAESD branches and university and college application centers, but administrative processes within these groups, including finance, IT, enrolment planning, registrarial services, student aid, and communications, among others. Applications for Fall 2016: The deadline for students currently enrolled in an Ontario secondary school to apply to university through OUAC was January 13, 2016. Historically, 98% of total secondary school applicants submit their applications by this date. For Non-Secondary School applicants, the January 13 deadline does not apply; most choose to apply later in the cycle (in particular, those transferring from college or another university). OUAC released the following secondary school application statistics to the public as of September 14, 2016:


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More details and regular updates can be found on the “Statistics” page at www.ouac.on.ca/statistics. University Pension Plans: In 2016, COU and OCUFA received continued funding for the University Pensions Project (UPP) from MAESD. Six core universities [including Guelph] are involved in this “Pre-Build Phase” to finalize the details of a Jointly Sponsored Pension Plan (JSPP) design, related governance, and other interrelated issues, in order to move toward a “Build Phase,” where institutions would proceed to build a pension plan. Work at this stage with the small group of universities will not preclude other universities from joining the Build Phase or from joining a plan if it becomes a reality. Academic Colleagues’ Discussions: Colleagues will lead a discussion with Executive Head at the COU council meeting in October on the province’s highly skilled workforce initiative. Report prepared and submitted by: Jonathan Newman COU Academic Colleague, University of Guelph 2016-OCT-03


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UNIVERSITY SECRETARIAT To: Senators From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: October 24, 2016 a) Membership Slate: Chancellor Selection Committee [Motion] In September, Chancellor David Mirvish announced that he is stepping down from the post of University Chancellor due to increasing work and personal responsibilities. According to the University of Guelph Act, the Chancellor holds office until his/ her successor is elected. The University of Guelph Act stipulates that Senate is responsible for the election of a Chancellor, and consequently a Chancellor Selection Committee must be struck. A Call for Nominations to the Chancellor Selection Committee was circulated to the community, with a deadline of September 30, 2016 for submissions. The composition of the Chancellor Selection committee is stipulated in the Regulations Governing the Election of the Chancellor of the University of Guelph. The Committee is chaired by the President and is composed as follows: – Three tenured faculty members – Three students (two undergraduate and one graduate) – One regular full-time staff member – One member of the Board of Governors (appointed by the Board of Governors) – One Alumnus/ Alumna (appointed by the University of Guelph Alumni Association)

The Bylaws and Membership Committee is charged to compose the membership slate according to the principles outlined in the Senate-approved Modus Operandi for the Composition of Membership Slates and Ballots for Senate Approval with attention to the following factors:

• diversity of membership, consistent with the University’s equity policies • expertise/ background • evidence of commitment to the mandate of the committee in question • evidence of an ability to work in a consensus decision-making environment

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https://www.uoguelph.ca/secretariat/office-services-senate-senate-laws-governing-documents-senate-procedures-election-regulations-and-2

Referencing these factors, the Committee has composed a membership slate presented today to Senate for approval. The Committee thanks all those who were willing to stand for nomination, as well as their nominators. Their interest and involvement in this most important task is much appreciated.

The following slate of members is now presented for Senate’s approval: Three tenured faculty:

Merritt Turetsky (College of Biological Science) John Smithers (College of Social and Applied Human Sciences) Laura van Eerd (Ontario Agricultural College)

Three students – two undergraduate and one graduate: Evan Schijns (BAS, undergraduate) Lindsay Fletcher (BA, BSc, undergraduate)

Carolyn Augusta (PhD, College of Physical and Engineering Science) One regular full-time staff: Cara Wehkamp (Student Affairs) Note: As with all such slates and ballots presented to Senate, Senate regulations stipulate that nominations may be accepted from the floor of Senate. Such nominations must include an explanation of the reason for submitting the nomination from the floor rather than through the regular Call for Nominations process. As well, the nomination must be accompanied by a written indication that the nominee is willing to serve. Senate is asked to, RESOLVE, that, on the recommendation of the Bylaws and Membership Committee, Senate approve the membership slate for the Chancellor Selection Committee as presented: [faculty] Merritt Turetsky, John Smithers, Laura van Eerd; [undergraduate students] Evan Schijns, Lindsey Fletcher; [graduate student] Carolyn Augusta; and [staff] Cara Wehkamp, as presented. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\7a_bylaws-chancellor slate.docx

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UNIVERSITY SECRETARIAT To: Senators From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: October 24, 2016 b) Proposed Amendments to the Board of Undergraduate Studies Bylaws [Motion] Over the course of 2015-16 the Guelph-Humber Student Association (GHSA) and Humber College Students’ Federation (HSF) merged to encompass students at both institutions and formed the IGNITE Student Union (http://ignitestudentlife.com/). The IGNITE executive includes representatives from each of Humber College’s campuses, including Guelph-Humber, with a dedicated “Vice-President” seat for each, as well as several Board of Director seats. As a result of this change, language in the Board of Undergraduate Studies (BUGS) bylaws specific to the University of Guelph-Humber (i.e. with respect to the Academic Management and Programs Committee) is no longer reflective of the student governance structure at the University of Guelph-Humber. Enclosed for Senate’s review and consideration is an annotated version reflecting these changes in student governance. The amendments are put forward by the administration at the University of Guelph-Humber, in consultation with the Guelph-Humber representatives on IGNITE, and the University Secretariat and have been endorsed by both the Board of Undergraduate Studies (Sep 29) and the Committee on Bylaws and Membership (Sep 15). Senate is asked to, RESOLVE, that on recommendation of the Committee on Bylaws and Membership accept Senate approve the proposed amendments to the Board of Undergraduate Studies Bylaws, as presented.

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7.3.3 Guelph-Humber Academic Management and Programs Committee

The University of Guelph-Humber Academic Management and Programs Committee (AMAP) functions as the Program Committee for programs offered through the University of Guelph-Humber.

Membership The voting membership shall consist of: − Vice-Provost of University of Guelph-Humber (Chair) − each Program Head of a program offered on the University of Guelph-Humber

campus − four undergraduate students (selected according to the process outlined below) − Manager, Library Services (University of Guelph faculty position)

The non-voting membership shall consist of:

− University of Guelph-Humber Campus Registrar − Department Head, Student Life, Career and Alumni ServicesStudent Services − Department Head, Academic Services − Department Head, Finance & Administration − a committee secretary to be appointed by the Office of the Vice-Provost − Vice President, Guelph-Humber, IGNITE Student Union

Normally the chair of the Academic Management and Programs Committee shall be the Vice-Provost of University of Guelph-Humber. Undergraduate student members shall be permitted to send voting alternates if they are unable to attend. In such circumstances, the student member must notify the committee secretary in advance with the name and affiliation of the student alternate.

Any Dean, Associate Dean Academic, or Department Chair at the University of Guelph, or any Dean of a School, or their designate, at Humber College, contributing to University of Guelph-Humber programs; shall have the right to attend and speak at Committee meetings and to receive the meeting materials and minutes upon request, as will the Chair of the Board of Undergraduate Studies.

Speaking privileges are granted to non-members only through a motion duly made and seconded by voting committee members, following advance notification to the secretary of their desire to speak to an item(s) on the Agenda. All other guests must have speaking rights extended to them by the committee.

Meetings shall be scheduled each semester after polling the members for available times.

Selection of Members Members shall be selected by the Vice-Provost for their ability to contribute to the


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Committee, bearing in mind the following provisions: • University of Guelph-Humber Program Heads are appointed in consultation with

appropriate departments and Colleges at University of Guelph and Schools at Humber College

• Normally the four student members shall be selected from the University of Guelph-Humber undergraduate student senators. In the case where there are not four student senators willing and able to serve on the committee: o Prior to October 1st, the Vice-Provost shall be responsible for inviting the

University of Guelph-Humber student representatives on IGNITE Student Union Guelph-Humber Student Association (GHSA) to name the student representatives

o Should the University of Guelph-Humber student representatives on IGNITE Student Union GHSA not respond by November 1st (either with the names of representatives or with an indication of when they will be named) the Vice Provost will consult with Student Senate Caucus the current elected Guelph-Humber Student Senators who, in collaboration with the GHSA, shall to name the student representatives.

It is recognized that, for some programs involving a large number of academic units, not every constituency can be represented if the committee is to remain effective. Members of program committees are appointed with the expectation that they will be required to represent and be familiar with more areas than their own. Additional effort will be made to consult interdisciplinary groups when appropriate.

University of Guelph-Humber Curriculum Committee

Each University of Guelph-Humber program shall establish a Curriculum Committee.

Membership The voting membership shall consist of: − Program Head − at least three instructors from the University of Guelph with teaching

responsibility in the program, selected by the Program Head − at least three instructors from Humber College with teaching responsibility in the

program, selected by the Program Head − at least two undergraduate students, selected according to the process below The non-voting membership shall consist of: − Academic Advisor for the program − Faculty Support Officer who will act as the secretary for the committee − A University of Guelph-Humber Librarian

Normally, the Chair of the Curriculum Committee shall be the Program Head. Selection of Members


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In selecting instructors to serve on the Curriculum Committees, the Program Head shall consult with the Vice-Provost, and with appropriate departments at the University of Guelph and Schools at Humber College.

Undergraduate student members shall be selected according to the following process: • Prior to October 1st, the Program Head shall be responsible for inviting the

University of Guelph-Humber student representatives on IGNITE Student Union Guelph-Humber Student Association (GHSA) to name the student representatives

• Should the University of Guelph-Humber student representatives on IGNITE Student UnionGHSA not respond by November 1st (either with the names of the representative or with an indication of when they will be named) the Program Head will consult with the Student Senate Caucus who, in collaboration with the current elected Guelph-Humber Student Senators, shall to name the student representatives.

Undergraduate student members shall be permitted to send voting alternates if they are unable to attend. In such circumstances, the student member must notify the committee secretary in advance with the name and affiliation of the student alternate. Meetings of curriculum committees shall be scheduled each semester after polling the members for available times. Proposals for modifications to courses or Schedules of Study submitted to the University of Guelph-Humber Academic Management and Programs Committee must include documentation of consultation with those degree programs, specializations, or academic units affected by the change. University of Guelph-Humber Academic Review Subcommittee (ARC)

The Academic Management and Programs Committee shall establish an Academic Review Subcommittee.

The membership of the Academic Review Subcommittee at University of Guelph- Humber shall consist of:

− the Chair of the Academic Management and Programs Committee (AMAP) or designate

− at least two instructors and one alternate (appointed by the Chair of the Academic Management and Programs Committee, normally for a three year term, renewable once)

− at least one Academic Advisor (non-voting) − at least one representative from the Office of the Campus Registrar who shall

record the decisions on the student information system (non-voting)

The Academic Review Subcommittee shall:


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a) review and decide upon students’ status pertaining to continuation of study

regulations (e.g. probationary status; “required to withdraw”); b) review and decide upon student requests regarding the fulfilment of graduation

requirements; c) decide on requests for academic consideration of final course grade results

based on medical, psychological, or compassionate grounds (e.g. late drop of a course(s) with or without failure, deferred or supplemental privileges and credit status).

At the discretion of the Chair of the Academic Review Committee, the review of incomplete course results and application of Continuation of Study regulations, as well as requests for deferred privileges based on appropriate supporting documentation may be delegated to the program advisor(s).

University of Guelph-Humber Admissions Subcommittee

The Academic Management and Programs Committee shall establish an Admissions Subcommittee.

The membership of the Admissions Subcommittee at University of Guelph-Humber shall consist of:

− the Chair of the Academic Management and Programs Committee (AMAP) or designate

− at least two instructors and one alternate (appointed by the Chair of the Academic Management and Programs Committee, normally for a three year term, renewable once)

− at least one Academic Advisor (non-voting) − at least one representative from the Office of the Campus Registrar who shall

record the decisions on the student information system (non-voting)

The Admissions Subcommittee shall:

a) recommend admissions policies and procedures for the program(s) to the Program Committee for recommendation to the Board;

b) review and make recommendations regarding the admissibility of applicants according to information provided in the Supplementary Information Form;

c) review and make recommendations for the re-admission of students who were formerly Required to Withdraw.

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UNIVERSITY SECRETARIAT To: Senators From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: October 24, 2016 c) Proposed Amendments to the Priorities and Planning Committee [Motion] The Senate Priorities and Planning Committee undertook its periodic bylaws review in the 2015-16 session. The proposed revisions incorporate text to better reflect Senate’s multi-year approach to priority setting and are enclosed for Senate’s review and consideration. Senate is asked to, RESOLVE, that on recommendation of the Committee on Bylaws and Membership, Senate approve the proposed amendments to the Priorities and Planning Committee, as presented.

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SENATE PRIORITIES AND PLANNING COMMITTEE BYLAWS

Approved: Senate - December 5, 2012

1. The Priorities and Planning Committee shall consist of: the President; the

Provost; the Chairs of the Senate Standing Committees; one undergraduate student, and one graduate student (both elected annually by the Student Senate Caucus); the COU Academic Colleague; and one Member-at-Large (elected by Senate from the elected Senators, not already chairing a Senate Committee). The Member-at Large shall chair the committee for a two-year term.

2. The Senate Priorities and Planning Committee facilitates Senate in establishing its

multi-year annual priorities.

In doing so, the Priorities and Planning Committee shall: a) Utilize input from Senate’s standing committees to facilitate Senate in the

process of establishing and approving its multi-year annual goals and priorities within the context of the University’s strategic and operational planning related to educational policy;

b) Support the standing committees in their activities towards achieving the multi-year annual goals and priorities of Senate;

c) Monitor Senate's progress towards the multi-year annual goals and priorities through regular updates from the standing committees;

d) Recommend adjustments or revisions to Senate's goals and priorities; e) Receive and review the annual reports from Senate’s standing committees on

their accomplishments; f) Present an annual report to Senate synthesizing the work and achievements

presented in the annual reports of the standing committees of Senate; g) Make recommendations for the work and priorities over the next session in

the context of the University's long-term goals and strategic objectives, and based on input from the Senate’s standing committees;

h) Review motions submitted under Senate bylaws section 3. Matters for Inclusion in the Agenda to determine whether the matter presented falls within the purview of Senate, and/ or its standing committees;

i) Provide recommendations and leadership for the execution of those decisions of Senate which have not been referred to other standing committees and boards of Senate.

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UNIVERSITY SECRETARIAT To: Senators From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: October 24, 2016 d) Proposed Amendments to the Committee on Quality Assurance Bylaws [Motion] In August 2016 the Office of the Provost and Vice-President (Academic) announced operational changes with respect to the oversight and management of the Institutional Quality Assurance Process and the creation of an Office of Quality Assurance, to be overseen by the Director, Academic Programs and Policy. As a result of these changes it is necessary to revise the composition of the Senate Committee on Quality Assurance (SCQA) in order to ensure appropriate representation by those with operational responsibility for the Committee’s work. The revised bylaws are enclosed and reflect the change in title for the AVP Graduate Studies, and the addition of the Director, Academic Programs and Policy as a non-voting member of the Committee. The changes were made in consultation with the Office of the Provost, considered and accepted by the Committee on Quality Assurance (Sep 26), and the Committee on Bylaws and Membership (Oct 13). Senate is asked to, RESOLVE, that on recommendation of the Committee on Bylaws and Membership, Senate approve the proposed revisions to the Senate Committee on Quality Assurance bylaws, as presented. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\7d_bylaws-scqa.docx

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Senate Committee on Quality Assurance Bylaws 1 | P a g e 1

SENATE COMMITTEE ON QUALITY ASSURANCE BYLAWS

Senate Approved: February 22, 2010, date TBC Committee Bylaws Reviewed: February 2016 The Senate Committee on Quality Assurance (SCQA) is responsible for recommending to Senate for approval institutional policies and procedures related to quality assurance, and for receiving, reviewing, and presenting annually to Senate a summary report of all internal review reports produced through the institution’s quality assurance processes. 1. The Senate Committee on Quality Assurance shall consist of:

• Assistant Vice-President Graduate Studies and Program Quality Assurance • Associate Vice-President Academic • one Dean • four faculty members (members of Senate) • two students (one graduate and one undergraduate) • one librarian (designate of the Chief Librarian) • one staff member

Non-voting members:

• Director Academic Programs and Policy

2. In the fulfillment of its role, the committee shall: a) Review regularly the institution’s quality assurance policies and related processes

as approved by Senate, and make recommendations for changes as appropriate. b) Update Senate, as appropriate, on provincially mandated quality assurance

policies or initiatives, and make recommendations for revisions to the institution’s quality assurance policies and related processes, as appropriate.

c) Receive, review and respond to the final reports of the internal reviews for undergraduate and graduate programs, and departments and schools.

d) Provide an annual report to Senate that includes: i. A presentation of the general principles, guidelines, and methodology

used by the committee in the review of the university’s programs, departments and schools.

ii. A status report on the reviews performed during the year in question. iii. A summary of the key outcomes of the reviews, highlighting trends,

issues, or recommendations. iv. A list of academic programs, departments and schools scheduled for

review in the upcoming year. Subsequently, this report will be provided to the Board of Governors for information.

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UNIVERSITY SECRETARIAT To: Senators From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: October 24, 2016 [For Information] e) Results of Senate By-elections The 2016-17 Senate by-elections were completed on September 30, 2016 and the results are as follows: Faculty Seats Acclaimed

• College of Arts – Dominic Marner

• College of Physical and Engineering Science – Bill Van Heyst | France-Isabelle Auzanneau | Marwan Hassan

Undergraduate Student Seats Acclaimed

• Bachelor of Arts and Science (BAS) – Arielle Geist

• Bachelor of Applied Science (BASc) – Kathleen Crichton

Elected • Bachelor of Science (Environmental Sciences - BSc.Env)

– Krista Kapitan

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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 a) Academic Accommodation Policy: Proposed Revisions to the Policy and Procedures for Students with Disabilities [Motion] Enclosed for Senate’s consideration are proposed revisions to both the policy and procedures documents on “Academic Accommodation for Students with Disabilities”. The proposed changes are both editorial1 in nature, and reflective of recommendations received from the Ontario Human Rights Commission (HRC), including:

1. That the University not require students to provide a “diagnosis” for mental health disabilities. The University may require documentation from acceptable health professionals regarding the functional limitations of the student.

2. That the University provide interim accommodation for students accessing documentation to support their need for accommodation.

3. That for confidentiality purposes, confidential health information not be shared with individuals other than those in SAS.

4. That the policy note that disabilities can be temporary or permanent. The amendments were made in consultation with the University’s legal counsel (and following provincial discussions regarding the HRC recommendations), as well as those who work closely with the policy and procedures to ensure they are compliant with legislation and the HRC recommendations. As there have been numerous changes to both documents (including the movement of several items from procedures to policy), a document with ‘tracked changes’ is not useful. In lieu of a document with changes tracked, a summary is enclosed which outlines the major changes to the two documents, along with ‘clean’ versions of both the policy and procedures document. The original documents can be found on-line at the Student Accessibilities Website.

1 e.g. change in title of Centre for Students with Disabilities (CSD) to Student Accessibility Services (SAS)

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https://www.uoguelph.ca/csd/

The proposed revisions were considered and approved by the Boards of Graduate Studies (Oct 7) and Undergraduate Studies (Sep 29) and are now presented to Senate for approval. Senate is asked to, RESOLVE, that on the recommendation of the Board of Undergraduate Studies and the Board of Graduate Studies, Senate approve the proposed revisions to the “Academic Accommodation for Students with Disabilities (Policy Document)”, and the “Academic Accommodation for Students with Disabilities (Procedures Document)”, as presented.

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Academic Accommodations for Students with Disabilities Overview of Changes

Policy Document a) Added statement regarding Guelph-Humber (item 2.5) to reflect our present practice.

b) All definitions moved to the policy document; some were previously in the procedures section.

c) Examples of academic accommodations moved from the procedures document to the definitions section of the policy document.

o Removed “adjustment to lighting or ventilation” as this is not typically possible. When this is a concern, we typically look for alternative solutions (e.g. wearing sunglasses in class for light sensitivity).

o Added “Adjustment to academic loads” to reflect our current practice. Some academic programs require students to maintain a specific academic load, which must be accommodated in the case of some disabilities.

d) Definition of “disability or disabilities” now acknowledges that some conditions are temporary and others are permanent, and that both can be accommodated (per recommendations from the Ontario Human Rights Commission).

o Added “autism spectrum disorder” to the list of examples

o Changed “physical disabilities” to “dexterity or mobility impairments” in order to acknowledge that there is a physical dimension to all types of disabilities.

e) Added the following definitions:

o Academic Accommodation

o Diagnostic Information

o Diagnosis


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o Essential Requirements replaces the term “Academic Integrity” to avoid confusion with the principles of academic honesty. The notion of the integrity of a course or program is still referenced in 2.0 of the procedures document.

o Interim Academic Accommodations

o Learning Disabilities

o Regulated Health Professional

o Temporary Disability which does not include common short-term ailments or illnesses such as a cold or the flu.

o SAS (Student Accessibility Services) replaces the name CSD (Centre for Students with Disabilities)

o Supplementary Academic Accommodation

f) The following items have been added in order to respond to direction from the Ontario Human Rights Commission:

o Item 3.2 – students cannot be required to disclose “diagnostic information” to course instructors in order to receive academic accommodations. SAS acts as a moderator in gathering information about the nature of a disability within the guidelines from the Ontario Human Rights Commission, and then collaborating on decision-making about accommodations.

o Item 3.3 – it has been our practice for many years that students would be accommodated on an interim basis while documentation is being pursued. Compelling evidence is still required to substantiate the existence of a disability.

o Item 3.5 – the Ontario Human Rights Commission indicates that requests for “retroactive accommodations” must be considered. Examples might include becoming incapacitated and missing an exam, or becoming ill during an exam. The University of Guelph will continue to manage such requests through the Academic Consideration policy.

g) Section 6 is new (related policies, procedures and documents) and helps to connect the reader with other relevant information. This is also helpful for future revisions in order to ensure all policy statements remain aligned.


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Procedures Document a) Section 1 (Admissions) has been removed. Applicants are not considered “students”

and it is important not to conflate the two. Accommodations for applicants should be addressed in admissions policies. A review of needed changes may be warranted.

b) Item 2.0 is new and draws on concepts found in various statements in the previous versions of the policy and procedures document.

c) Section 3.1 describes the role of SAS. There has been no change in the mandate of SAS, although some items are now more clearly articulated.

d) Items 3.3 (d) and (e) have been added to reflect current practice – students are expected to make contact with SAS within a reasonable time frame in order to arrange for academic accommodations.

e) Item 3.4 is new and addresses how the University will respond when there is insufficient notice from a student about the need for an academic accommodation.

f) Item 3.6 now includes examples of when it might be necessary to shift the timing of an examination that is administered in the SAS Exam Centre. Such changes must still be approved by the course instructor.

g) Clarification has been added to section 4.1 that documentation of a disability must come from a regulated health professional who has the authority to diagnose the particular disability.

h) Item 4.2 addresses when documentation is considered current.

i) Item 4.3 describes the nature of the documentation required to substantiate the existence of a disability. Emphasis is now on functional limitations rather than a diagnosis as per direction from the Ontario Human Rights Commission.

o Note that a diagnosis is optional but not required for all types of disabilities except learning disabilities. In the case of learning disabilities, a psycho-educational assessment is required in order to understand learning the profile of the student and the required accommodations.

j) Item 4.4 addresses some of the unique characteristics of a psycho-educational assessment. Sub-items (e) and (f) are consistent with standards for these reports, but have not been specifically addressed in our policy in the past.


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k) Item 4.5 is newly added and affirms that the University retains ultimate decision-making authority for accommodations, rather than a physician or psychologist who may not understand the relevant academic context.

l) Item 5.3 labels all accommodations other than those provided directly by SAS as “supplementary academic accommodations”.

m) Item 5.4 responds to a request from the Ontario Human Rights Commission that students not be required to approach a faculty member directly in order to receive academic accommodations.

n) The last sentence of item 6.3 is new, and suggests that when consensus regarding academic accommodations has not be reached, alternatives should be considered.

o) Item 7.1 offers a mechanism for appeal when a student is turned down for note taking, specific classroom seating, or supports in the SAS Exam Centre.

p) Item 7.2 offers a mechanism for appeal when SAS declines to support a student’s request for an academic accommodation that would need approval from a course instructor.


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Academic Accommodation for Students with Disabilities

POLICY DOCUMENT

Authorization: Senate, through the joint Board of Graduate and Undergraduate Studies Established: 1994/95 Revised: May 2011, January 2013, September 2016

1.0 Subject Policy for the academic accommodation of students with disabilities.

2.0 Purpose, Scope and Definitions 2.1 In accordance with the University’s policies and procedures and applicable legislation

including the Ontario Human Rights Code, and the Accessibility for Ontarians with Disabilities Act, the University of Guelph shall provide reasonable accommodation, short of undue hardship.

2.2 The University promotes the full participation of students in their academic program. It is recognized that the provision of academic accommodation is a shared accountability and responsibility between the University and the student.

2.3 The purpose of this Policy Document is to identify the principles and responsibilities in the provision of academic accommodation for students with disabilities. This Policy does not address accommodation related to lifestyle or quality of life.

2.4 In the event of a discrepancy between this Policy Document and the Procedures Document, the Policy Document will apply.

2.5 Students studying at the University of Guelph-Humber will be subject to the policies and procedures of Humber College with regards to Academic Accommodations.

2.6 The following definitions shall apply in this Policy:

“Academic Accommodation” means modification to academic policies, procedures or the educational environment that would result in equal opportunity to attain the same level of performance, or to enjoy the same level of benefits and privileges enjoyed by others, and meets the student’s Disability-related needs. Examples of Academic Accommodations available may include, but are not limited to:

• Advanced provision of reading lists and other course materials to allow for alternate format transcription;

• Alternate scheduling for the completion of course, project, thesis work, or examinations, including competency examinations;


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• Extensions to program completion time limits; • Use of assistive technology in the classroom/laboratory/field (e.g. FM systems worn by

Course Instructors); • Use of oral and visual language interpreters and/or note takers in the classroom; • Use of audio and/or visual recording or webcast of lectures; • Use of adaptive technology and alternate format text for written materials; • Support for examinations including extra time, a private or semi-private room, use of a

computer, adaptive software or word processor, or access to a reader or scribe as needed;

• Special seating; wheelchair accessible tables; or • Adjustment to academic loads.

“Chair” means head of an academic unit and includes a Department Chair or School Director.

“Course Instructor(s)” is defined as the individual(s) teaching the course or coordinating the program; or in the case of graduate students, can include a faculty advisor or advisory committee.

“Dean” means the dean of the college that has the responsibility for the course or program.

“Disability or Disabilities” has the same meaning as under the Ontario Human Rights Code in force and as amended from time to time. Disabilities may include those which are permanent or those which fall under the definition of Temporary Disabilities. Disabilities may include but are not limited to:

• Learning Disabilities • Attention deficit/hyperactivity disorder (“ADHD”) • Hearing and/or vision impairments • Autism Spectrum Disorder • Medical disabilities • Dexterity or mobility impairments • Acquired brain injuries • Psychological/emotional disabilities

“Diagnostic Information” means the description of a diagnostic procedure, treatment, or underlying cause of a health condition, including a Diagnosis.

“Diagnosis” means the identification of a specific disease or disorder as the cause of a set of symptoms.

“Essential Requirement” means a task or activity that is core to the specific learning outcomes of a course or program.


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“Examinations” include but are not limited to midterms, tests, quizzes, lab examinations or final examinations, competency examinations and defences.

“In-course Academic Accommodations” means Academic Accommodations for courses in which the student is currently registered.

“Interim Academic Accommodations” means appropriate Academic Accommodations offered for up to a maximum of two semesters while a student is in the process of obtaining appropriate supporting documentation. The student may be required to produce evidence that the documentation process is underway.

“Learning Disabilities” has the same meaning as found in either: (a) the Diagnostic and Statistical Manual of Mental Disorders, as published by the American Psychological Association; or (b) the Learning Disabilities Association of Ontario; at the discretion of the diagnosing clinician.

“Notification” means formal written notification from SAS of the appropriate types of Academic Accommodations.

“Regulated Health Professional” has the same meaning found in the Regulated Health Professions Act, in force and as amended from time to time.

“Temporary Disability” means a disability that may not be permanent but does not include short-term common ailments or illnesses such as a cold or the flu.

“SAS” means Student Accessibility Services at the University of Guelph.

“Supplementary Academic Accommodation” has the meaning found in section 5.3 of the Procedures Document.

3.0 Principles for the Provision of Academic Accommodation 3.1 A student will be required to provide satisfactory documentation to SAS in accordance with

section 4 of the Procedures from an appropriate Regulated Health Professional in order to substantiate the existence of a Disability and describe the functional limitations experienced.

3.2 Students will not be required to disclose Diagnostic Information to Course Instructors in order to receive an Academic Accommodation.

3.3 A student who is undergoing diagnostic assessment or who needs a reasonable opportunity to acquire documentation in support of Academic Accommodations can request Interim Academic Accommodations.

3.4 Decisions regarding Academic Accommodations are made on an individual basis and must be consistent with the Essential Requirements of the course or program.


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3.5 A student may request retroactive consideration. Information on these procedures is provided in the academic calendars under the Academic Consideration policy.

3.6 The ultimate responsibility for the academic programming and educational policy of the University rests with Senate, and nothing in this Policy will be interpreted so as to alter Senate’s jurisdiction.

4.0 Periodic Review Process In order to ensure that this policy continues to be effective, it shall be reviewed periodically. The Associate Vice-President Student Affairs is responsible for initiating this review no less than every five years.

5.0 Relevant Legislation & External Policy Ontario Human Rights Code www.ontario.ca/laws/statute/90h19

6.0 Related University Policies, Procedures & Documents 6.1 Diversity & Human Rights: website includes the University’s Human Rights policy and

information about accessibility initiatives at the University.

6.2 SAS website includes information about how SAS facilitates academic accommodations and the process of registering for services.

6.3 Information about Academic Consideration can be found as follows:

a) Section VIII “Undergraduate Degree Regulations and Procedures” of the Undergraduate Calendar.

b) Section II “General Regulations” of the Graduate Calendar.

c) Section VIII “Associate Diploma Regulations and Procedures” of the Diploma Program Calendar.


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http://www.ontario.ca/laws/statute/90h19

http://www.uoguelph.ca/diversity-human-rights/

http://www.uoguelph.ca/sas

http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08

http://www.uoguelph.ca/registrar/calendars/graduate/current/genreg

http://www.uoguelph.ca/registrar/calendars/diploma/current/c08

Academic Accommodation for Students with Disabilities

PROCEDURES DOCUMENT

Authorization: Senate Established: 1994/95 Revised: May 2011, September 2016

1.0 Purpose, Scope The policy, Academic Accommodation of Students with Disabilities (“Policy”) is comprised of two documents: the Policy Document and this Procedures Document. This Procedures Document is intended to support the Policy Document and provides specific information on the decision making process and appeals process related to Academic Accommodations. Definitions for capitalized terms are found in the Policy Document. In the event of a discrepancy between the Policy Document and the Procedures Document, the Policy Document will apply.

2.0 Essential Requirements and Academic Accommodation Decisions concerning specific forms of Academic Accommodation are made with consideration to the Essential Requirements of a specific course or program in order to ensure its integrity. Registration in a course or program does not guarantee the granting of any specific form of Academic Accommodation. Students are expected to contact SAS as early as possible to discuss their accommodation needs if their choices concerning a course or program may be affected by the specific forms of Academic Accommodation granted by the University.

3.0 Student Accessibility Services (SAS)

ROLE OF SAS 3.1 SAS facilitates a variety of programs and services to assist students with participating fully in

University life and maximizing campus accessibility. These may include:

a) confirming whether a student has met the criteria for establishing that a Disability exists and helping to identify appropriate options for Academic Accommodations,

b) providing to a Course Instructor, Notifications as to the appropriate types of Academic Accommodation,

c) granting common forms of In-Course Academic Accommodations as described in section 5.1 below,

d) supporting and facilitating the provision of Academic Accommodations by academic departments,


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e) acting as a resource for members of the University community about disability related matters that have an impact on equitable participation in academic life, and

f) assisting the student in developing strategies for managing daily activities relating to academic life in the context of their disability.

REGISTRATION 3.2 All students who require Academic Accommodation must register with SAS in accordance

with this Policy including applicants who submitted information regarding a Disability as part of the Admission process. Submission of information as part of the Admission process does not satisfy registration requirements for SAS.

3.3 In order to provide Academic Accommodations in a timely fashion, students are expected to observe the following dates:

a) First year students must submit a New Student Intake Form (NSIF) by June 15 prior to commencing their program. It is also recommended that first year students participate in SAS orientation programs offered at the start of each academic year.

b) Transfer students who are admitted after June 15 or who are starting their program in either the winter or summer semester, must submit the NSIF as soon as possible after accepting an offer of admission.

c) Students who are already attending the University and are registering with SAS for the first time must submit the NSIF as soon as they are aware that a need for accommodation exists.

d) All new students and any returning students who need to meet with an advisor must normally contact SAS by the end of the first week of classes to book an appointment. If there is an immediate need for an accommodation, students are expected to make this known when booking the appointment.

e) Students who have registered with SAS in a previous semester must reactivate their status within the first 2 weeks of classes for each semester they are enrolled by following instructions on the SAS website or sent to their University email account.

3.4 Efforts will be taken to support students who delay registration with SAS. However, some options may not be available on short notice and may be deferred to a subsequent semester.


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SAS EXAM CENTRE

3.5 Students who have been approved to write Examinations in the SAS Exam Centre must normally book the appropriate date and time with SAS:

a) At least 7 days prior to a scheduled midterm examination date,

b) No later than the 40th class day for final examinations.

3.6 Where Examinations are written in the SAS Exam Centre, SAS is responsible for working with the academic unit to :

a) identify students who will be writing in the SAS Exam Centre at least three working days prior to the scheduled date of the Examination;

b) arrange for copies of the Examination to be available in the SAS Exam Centre on the day before it is to be administered to the student, and returned to the department/school on the first working day following the Examination.

c) arrange for Examinations written in the SAS Exam Centre to be administered at the same time as the rest of the class, except when alternate timing has been approved by the Course Instructor. Examples of when this may be necessary include but are not limited to when:

• granting additional time causes the scheduling of two Examinations to come into conflict,

• a Disability precludes the student from being able to write more than one Examination per day,

• medication required by the student affects the student’s ability to function at particular times of day, or

• Examinations are scheduled outside of regularly scheduled class times and/or the SAS Exam Centre is closed.

4.0 Documentation Requirements 4.1 Students requesting Academic Accommodation must provide appropriate documentation to

SAS in accordance with this section. The documentation must be from an appropriate Regulated Health Professional who has the authority to diagnose the particular Disability. In the absence of current documentation identified in section 4.2 below, students can request Interim Academic Accommodations.

4.2 Documentation must be current according to the following standards:


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a) Learning Disabilities and ADHD must have been assessed at age 18 or older, or within the last three years;

b) all other Disabilities must be assessed within the timeframe that the student experiences a functional limitation for which an Academic Accommodation is needed; and

c) documentation may need to be renewed as appropriate to reflect the student’s on-going need for Academic Accommodation.

4.3 Documentation must be comprehensive and provide information regarding the student’s functional limitations in a university setting. A Functional Assessment form is used for all forms of Disabilities except for Learning Disabilities (see section 4.4 below). Functional Assessment forms are available on the SAS website. All documentation must include the following minimal information:

a) a statement of the nature of the Disability (a specific diagnosis is optional but not required);

b) information on the severity, duration and intensity of the Disability;

c) a description of functional limitations; and

d) whether the Disability is permanent or whether it falls under the definition of a Temporary Disability.

4.4 Students with Learning Disabilities must provide documentation in the form of a psychoeducational assessment report (“Assessment”) that conforms to established standards. The Assessment must contain but is not limited to the following information:

a) The credentials and signature of the assessor, who must be a registered psychologist or psychological associate;

b) A description of the procedures used for the Assessment, including relevant contextual information;

c) Evidence that appropriate psychometric testing has been employed, including instruments that have been validated against adult norms;

d) Information about the severity of the Functional Limitations experienced by the student;

e) Ruling out of other possible explanations for the observed assessment results (differential diagnosis);

f) An indication that the results are believed to be a reasonable representation of the student’s normal abilities; and


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g) Confirmation that a specific learning disability exists.

4.5 Documentation may also include recommendations as to the types of Academic Accommodations that might address a student’s specific functional limitations. However, the University retains ultimate decision-making authority as to which forms of Academic Accommodations may be granted.

5.0 Requests for In-Course Academic Accommodation 5.1 Subject to appropriate documentation, requests for certain common forms of In-Course

Academic Accommodation can be granted directly by SAS. These include but are not limited to requests for:

a) note taking;

b) arrangements for appropriate seating in a classroom; or

c) supports for Examinations that are administered by the SAS Exam Centre such as extra time, use of a private or semi-private room, use of a computer, adaptive software or word processor, or access to a reader or scribe.

5.2 Students requesting In-Course Academic Accommodation are responsible for submitting their requests in accordance with deadlines as provided on the SAS website.

5.3 Requests for In-Course Academic Accommodations not in subsection 5.1 are considered “Supplementary Academic Accommodations” and are made directly to Course Instructors or the appropriate University units with the support of SAS. Examples may include but are not limited to:

a) audio recording of lectures;

b) use of memory aids or calculators for Examinations;

c) additional time for assignments, or alternate scheduling of Examinations;

d) advanced access to information about readings and assignments; or

e) alternative methods of assessing Essential Requirements.

5.4 SAS provides support to students in learning to negotiate on their own behalf. To that end, SAS encourages students to negotiate directly for Supplementary Academic Accommodations, when appropriate. At the student’s request, SAS may provide assistance in requesting Supplementary Academic Accommodations.

5.5 Course Instructors are encouraged to contact SAS to discuss any requested Supplementary Academic Accommodation that is not consistent with the Notification, or if there are


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questions related to the impact of the Supplementary Academic Accommodation on the Essential Requirements of a course or program.

5.6 If SAS supports the need to have textbooks produced in alternate format (e.g. audio books, Braille or e-text), students must make the necessary arrangements directly with Library Accessibility Services. Students are encouraged to make these arrangements early since it can take 4 to 6 weeks to acquire alternate format text.

6.0 Supplementary Academic Accommodation Decision Process 6.1 If consensus on Supplementary Academic Accommodation cannot be reached between the

student, the Course Instructor and SAS, then the Course Instructor shall consult as follows:

a) for undergraduate students, with the Chair or designate, or

b) for graduate students, with the Graduate Program Coordinator.

6.2 If, after the consultation described above, consensus still cannot be reached on the Supplementary Academic Accommodation to be provided, a report will be issued within 5 working days (“Report”) as follows:

a) for undergraduate students, the Chair shall provide a Report to the Dean (or designate).

b) for graduate students, the Graduate Program Coordinator shall provide a Report to both the Assistant Vice-President (Graduate Studies) and the College Dean (or designate) who has oversight responsibility for the graduate program.

6.3 The Report will include the Notification from SAS, the type(s) of Supplementary Academic Accommodation being requested, and the rationale for not granting the request including any concerns regarding its impact on the Essential Requirements of the course or program, if applicable. The Report will also include information about any alternative forms of Supplementary Academic Accommodations that have been considered.

6.4 Within 5 working days of the receipt of the Report, the Dean (or designate) and when applicable, the A.V.P. Graduate Students shall make a decision on the type(s) of Supplementary Academic Accommodation to be granted and advise the parties in writing.

7.0 Appeal Process 7.1 Decisions by SAS Advisors regarding the In-Course Academic Accommodations under section

5.1 may be appealed to the Manager, SAS.

7.2 Decisions by SAS regarding Supplementary Academic Accommodations it will support under Section 5.3 may be appealed to the Director, Student Wellness.


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7.3 Decisions by the Dean (or designate) and when applicable, the A.V.P. Graduate Students under 6.4 may be appealed by the student to the Senate Committee on Student Petitions (“Petitions”) in accordance with Petitions’ Bylaws.


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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 b) Admission Policy on the British Patterned Education System: Proposed Changes [Motion] Enclosed for Senate’s consideration is a proposed change to the admission policy on the British Patterned Education System to add the Pearson Education Ltd.’s International Advanced Level (IAL) to the list of acceptable examinations for admission consideration. Also enclosed is a memorandum, from Ms. Effie Gatsinos, Acting Associate Registrar, summarizing the proposed changes. Senate is asked to, RESOLVE, that on the recommendation of the Board of Undergraduate Studies, Senate approve the proposed changes to the admission policy on the British Patterned Education System, as presented. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\8b_bugs-admission policy british edu system.docx

Admission Policy on the British Patterned Education System:

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Admission Services Office of Registrarial Services

To: Byron Sheldrick, Chair - BUGS From: Effie Gatsinos, Acting Associate Registrar – Admission Services CC: Deanna McQuarrie, Interim Registrar Patricia Tersigni, Director – Academic Programs and Policy Date: September 19, 2016 Subject: Proposed Admission Policy and Undergraduate Calendar Change - British Patterned

Education System – IAL

Proposed Change: To amend the admission policy on the British Patterned Education System by adding the Pearson Education Ltd’s International Advanced Level (IAL) to our list of acceptable examinations for admission consideration and transfer credit allocation. Description: Within the British Patterned Education System, there are several approved examinations that can be administered and then accepted by institutions world-wide, including the GCSEs and IGCSEs (International GCSEs) which, for many years, have been accepted and considered interchangeable at the University of Guelph. We have also always accepted the British Advanced Levels (ALs). Recently, we have seen the development of an International Advanced Level (IAL) examination which gives the traditional British AL more ‘international’ context and content in the questions, while not altering the nature or rigor of the exam in any way. This dual examination system mimics that of the GCSE and IGCSE, which we already accept as equal and interchangeable. Rationale: The change to add the IAL as an acceptable examination for admission consideration and transfer credit allocation, equal to the AL, is being proposed so that we can align with our competitors in accepting all examinations in the British Pattern Education system, as for consistency as related to our acceptance of the IGCSE as equivalent to the GCSE. The proposed change will put us in line with admission criteria accepted by other universities, both inside Canada and internationally, and will broaden the scope of acceptable examinations, therefore increasing flexibility and opportunity for students to apply and be considered for admission and transfer credit. A list of Canadian and international universities that have accepted the IAL credential as interchangeable with the traditional AL, for both admission and transfer credit assessment, is attached as Appendix 1. The attached list is accurate at the time of publishing.


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Senate-Board of Undergraduate Studies Form A: PROGRAM INFORMATION CHANGE 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines

In addition to the material requested below, please include a cover memo from the Chair of the Program Committee, Dean of the College and Chair/Director indicating support for the proposed program change. Approved changes take effect May 1, 2017. Changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact Deanna McQuarrie, Associate Registrar, Admission Services [email protected] and Patricia Tersigni, Director, Academic Programs and Policy [email protected] to discuss proposed changes to admission requirements and required timelines. Effective September 1, 2011, in accordance with the University of Guelph's Institutional Quality Assurance Process (IQAP), programs having undergone major modifications must be reported to the Quality Council. Details regarding major modifications are found in the IQAP. For clarification as to whether the proposed revisions would be considered a major modification contact the Director, Academic Programs and Policy.

CHANGES TO EXISTING DEGREE PROGRAM OR SPECIALIZATION REGULATIONS (Do not use this form for changes to schedule of studies or course requirements for a specialization; use Form D)

1. Degree program name and/or specialization:

2. Change:

3. Rationale: Why is this change necessary?

4. Impact on students currently enrolled: What impact will this change have on students already enrolled in the program? What steps will be necessary to phase in the change smoothly?

5. Consultation: Include evidence of consultation if this change impacts additional programs/departments.


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http://www.uoguelph.ca/vpacademic/avpa/curriculum/approval.php



http://www.uoguelph.ca/vpacademic/iqap/

http://www.uoguelph.ca/vpacademic/iqap/

6. Calendar copy: Please attach both the current and proposed calendar copy (indicate with track changes or use Form D, if necessary). Please see attached.

CHANGES TO ADMISSION REQUIREMENTS FOR EXISTING DEGREE PROGRAMS


Proposal to amend the admission policy on the British Patterned Education System, located in the following section of the Undergraduate Calendar: https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c04/index.shtml

2. Change: Please use the current Ontario curriculum. For more information, contact Deanna McQuarrie, Associate

Registrar, Admission Services: [email protected] To add the Pearson Education Ltd’s, International Advanced Level (IAL) to our list of acceptable examinations for admission consideration and transfer credit allocation.

3. Rationale: Why is the change being proposed? Include evidence of consultation with the Associate Registrar, Admission Services, and any documentation or data to support the rationale for the change.

This change is being proposed so that we can update our Admission requirements and policies to be accepting of all examinations as part of changes being made to the British Patterned Education system The GCSEs and IGSEs (International GCSEs) have been interchangeable in the admission and transfer credit processes at the University of Guelph for many years. Recently we have seen the development of an International Advanced Level (IAL) examination which gives the traditional British Advanced Level (AL) (which we have always accepted) more ‘international’ context and content in the questions, but does not alter the rigour of this exam in any way. It is important that we maintain our Admission standards in step with changes being made in the UK and globally, accepting all accredited examinations in our admission and transfer credit processes, thus aligning us with our competitors. A list of universities both within Canada and internationally that have accepted the IAL credential as interchangeable with the traditional AL for both admission and transfer credits are attached in Appendix 1. The attached list is accurate at the time of publishing.

4. Impact on applicants: What effect will the change have on the applicants to the program? Is the number of applicants likely to be affected? The effects of the proposed change will only be positive, as the change will put us in line with admission criteria accepted by other universities, both inside Canada and internationally, and will broaden the scope of acceptable examinations, therefore increasing flexibility and opportunity for students to apply and be considered for admission.


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5. Advice to applicants: What recommendations, if any, will be given to students and high school guidance counselling offices beyond the basic admission requirements? Is this information to be placed in the calendar?

Changes will be made to the Undergraduate Calendar and International Admissions information for those in British Pattern Education schools once the new International Advanced Levels (IALs) are approved.

6. Implementation: When should the changes to admission requirements be implemented?

Note: changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact Deanna McQuarrie, Associate Registrar, Admission Services [email protected] and Patricia Tersigni, Director, Academic Programs and Policy [email protected] to discuss proposed changes to admission requirements and required timelines.

Prior to the Fall 2017 Admission Cycle.


8. Calendar copy: Please attach both the current and proposed calendar copy (indicate with track changes or use Form D, if necessary). See attached.

Questions? Contact the Director, Academic Programs and Policy, Administrative Secretary or your Program Committee Chair or Secretary.


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http://www.vpacademic.uoguelph.ca/avpa/curriculum/contact/

http://www.vpacademic.uoguelph.ca/avpa/curriculum/contact/

Proposal to amend the admission policy on the British Patterned Education System in the Undergraduate Calendar

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c04/index.shtml September 19, 2016 Current with Track Changes: British Patterned Education Systems - Applicants must present either the GCSE (or IGCSE) and the GCE A Levels or IALs showing one of: i. Minimum of two Advanced lLevel or International Advanced Level (IAL) passes and three GCSE or IGCSE (Ordinary level) passes. ii. Two Advanced Supplementary (AS) level courses may be substituted for one Advanced Llevel or International Advanced Level (IAL) course. iii. Applicants who have completed GCE Advanced Llevel or International Advanced Level (IAL) examinations with a minimum grade of 'C' may be eligible to receive a maximum of 3.00 unspecified credits (1.00 credit per course). Specific transfer credits and exemptions, where applicable, will be assigned upon receipt of official final results. Students may request a change to unspecified credit on an individual basis within the first 30 days of the semester in which they commence their studies.


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https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c04/index.shtml

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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 c) Proposed New Major in Neuroscience and Deletion of Major/Minor in

Brain & Cognition [Motion] At its meeting September 29, 2016, the Board of Undergraduate Studies (BUGS) reviewed and considered a proposal from the B.Sc. Program Committee for a new major in Neuroscience. The proposal includes a suite of course additions and changes, as well as the deletion of the BSc major and minor in Brain & Cognition currently offered through the Department of Psychology. This integrated program proposal is supported by the Deans of the respective colleges, and the Office of the Provost and Vice-President (Academic). The new program as subject to an external review in accordance with the University’s Institutional Quality Assurance Process (IQAP), and the resulting reviewer’s report is also included in the proposal package along with the complete new program brief, memos of support from sponsoring units and colleges, program learning outcomes, and schedule of studies. The corresponding curriculum additions and changes may be found on-line in the BUGS meeting package of September 29, 2016. The Board of Undergraduate Studies has reviewed the proposal, and is pleased to present it to Senate for approval. Senate is asked to, RESOLVE, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed new BSc Neuroscience (BSCH:NEUR) major, including the related Bachelor of Science curriculum changes as presented; And, FURTHER RESOLVE, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed deletion of the BSc Psychology: Brain & Cognition major and minor.

Proposed New Major in Neuroscience and Deletion of

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OFFICE OF THE PROVOST AND VICE PRESIDENT (ACADEMIC)

DATE: April 6, 2016

TO: Brian Husband, Associate Dean, Academic, CBSJonathan Newman, Dean, CBSJeff Wichtel, Dean, OVCGwen Chapman, Dean, CSAHSRobert Mullen, Chair, MCB, CBSLawrence Spriet, Chair, HHNS, CBSNeil MacLusky, Chair, Biomedical Sciences, OVCFrancesco Leri, Chair, Psychology, CSAHS

FROM: Serge Desmarais, Associate Vice President (Academic)

CC: Charlotte Yates, Provost and Vice President (Academic)Patricia Tersigni, Director, Academic Programs and PolicyDeanna McQuarrie, Interim RegistrarGenevieve Gauthier, Associate University Secretary

SUBJECT: Major in Neuroscience, BSc Program

I am writing to confirm approval from the Provost’s Office for the proposed Neuroscience Majorin the Bachelor of Science program. The proposal has great promise and we look forward toseeing it implemented. We are aware of the tremendous amount of work that has gone into theproposal and the collegial, cross departmental and cross college efforts that have been made insupport of the proposed major. Approval is contingent on receiving formal memos of supportfrom the Deans of the participating colleges and Chairs of the offering departments along withfinal course addition templates for the proposed new courses. There are some minor questionsregarding intake and targets and how these related to the Biological Science major which we willfollow up on via email.

Please work directly with Patricia Tersigni, Director, Academic Programs and Policy to bring theproposal through the next stages of internal governance and external approvals, including theexternal reviewer site visit required as part of the Quality Assurance process. Please note, theBoard of Undergraduate Studies meets May 16, 2016 and the final Senate meeting is May 30,2016.

Best wishes with this endeavour.


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GUELPH • ONTARIO • CANADA • N1G 2W1 • (519) 824-4120, EXT 52400 • FAX: (519) 766-4797

COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCESOffice of the Dean

June 22, 2016 Re Proposed B.Sc. in Neuroscience On behalf of the College of Social and Applied Human Science I am writing to express my complete support for the proposed B.Sc. in Neuroscience. This initiative represents an exciting collaboration between the Ontario Veterinary College, the College of Biological Sciences, and the department of Psychology in College of Social and Applied Human Sciences. I know that the faculty in the Department of Psychology are very excited to be a part of this new program, and as a College we are pleased to support the initiative without reservation. The Neuroscience major will provide students with an exciting educational opportunity, bringing together the exceptional teaching and research strengths of the three colleges. We look forward to our ongoing collaboration in the program as it grows and develops. Sincerely,

Gwen Chapman Dean, College of Social and Applied Human Science


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GUELPH ONTARIO CANADA N1G 2W1 (519) 824-4120 FAX: (519) 837-3230

ONTARIO VETERINARY COLLEGEOffice of the Dean

June 20, 2016

Dr. Brian Husband Associate Dean, Academic, CBS and Professor, Dept. of Integrative Biology College of Biological Science University of Guelph

Dear Brian,

I am writing to offer the Ontario Veterinary College's support for the proposal for a Neuroscience B.Sc. at the University of Guelph.

We have had a number of discussions at the college related to this initiative. In addition to discussions at Dean’s Council, there have also been internal discussions within the department of Biomedical Sciences and beyond.

As you know, the Ontario Veterinary College has for more than a decade offered courses as part of the Neuroscience minor and the Neuroscience graduate program at the University of Guelph. In addition, faculty in the departments of Biomedical Sciences, Population Medicine and Clinical Studies are members of the Intercollegiate Graduate program in Neuroscience. They offer students opportunities to participate in B.Sc. research project courses in a wide range of areas including basic Neuroscience, large and companion animal behavior, and veterinary clinical neurology.

We look forward to expansion of these course offerings to include the proposed fourth year neuropharmacology course, in the Neuroscience major.

This is an exciting opportunity for the University of Guelph and we are pleased to be part of the initiative.

Sincerely,

Dr. Jeffrey J. Wichtel Professor and Dean


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COLLEGE OF BIOLOGICAL SCIENCEDepartment of Molecular and Cellular Biology

GUELPH ONTARIO CANADA N1G 2W1 TEL. (519) 824-4120, x53432 FAX (519) 837-1802

Dr. Marc CoppolinoAssociate Professor, Chair

15 June 2016

Dr. Brian HusbandAssociate Dean, AcademicCollege of Biological Science

Dear Brian,

I am writing on behalf of the Department of Molecular and Cellular Biology to express our fullsupport for the Neuroscience major. This is an exciting program that is an important addition to the suite of undergraduate programs offered at the University of Guelph. As you know, MCB has a number of faculty whose research expertise aligns with Neuroscience major, and we will be supporting this program through several foundational biology courses in molecular and cellular biology. We will also be contributing one new course (Molecular Biology of Neurodevelopmental and Degenerative Disease) and plan to collaborate with other departments in a new techniques course for the major.

Sincerely,

Dr. Marc Coppolino


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GUELPH • ONTARIO • CANADA • N1G 2W1 • 519-824-4120, EXT. 54900 • FAX: 519-767-1450

June 27, 2016 Ontario Veterinary College University of Guelph 50 Stone Road East Guelph, Ontario N1G-2W1 Canada TO: Brian Husband

Associate Dean, Academic, College of Biological Science, Professor, Dept. of Integrative Biology, University Guelph

SUBJECT: B.Sc. in Neuroscience

Dear Brian,

This is to confirm the support of the department of Biomedical Sciences for the proposal for a Neuroscience B.Sc. at the University of Guelph.

As you know, since the inception of the Neuroscience minor at the University of Guelph, Biomedical Sciences has coordinated a number of undergraduate courses in Neuroscience, including Neuroanatomy (BIOM*3000), Current Issues in Neuroscience (NEUR*4000; jointly with the department of Psychology), the undergraduate Neuroscience Research Courses (NEUR*4450, NEUR*4401, NEUR*4402) as well as “core” B.Sc. courses that include Neuroscience components, in Biomedical Physiology (BIOM*3200), Pharmacology (BIOM*3090, BIOM*4090) and Biomedical Aspects of Aging (BIOM*4050). We plan to expand these course offerings to include a fourth year course in Neuropharmacology, as part of the proposed Neuroscience major. Several faculty in the department, including myself, Bettina Kalisch and Craig Bailey, as well as the incoming chair (Tarek Saleh, who takes up this position on Sept 1, 2016) have a Neuroscience research background, and we look forward with enthusiasm to expansion of the opportunities for B.Sc. students to obtain training in Neuroscience at the University of Guelph.

Sincerely

Neil J MacLusky Ph.D. Professor and Chair Biomedical Sciences


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Francesco Leri, PhD. June 14, 2016 Department of Psychology

University of Guelph 50 Stone Road East Guelph, Ontario N1G-2W1 Canada

[email protected]

TO: Serge Desmarais, Associate Vice‐President (Academic) CC: Brian Husband, Associate Dean, Academic, CBS

Jonathan Newman, Dean, CBS Jeff Wichtel, Dean, OVCGwen Chapman, Dean, CSAHS Robert Mullen, Chair, MCB, CBS Lawrence Spriet, Chair, HHNS, CBS Neil MacLusky, Chair, Biomedical Sciences, OVC

SUBJECT: Major in Neuroscience, BSc Program Dear Serge,

The role of Psychology in the academic and funding aspects of the Major in Neuroscience have been discussed at several faculty meetings in 2016, and the proposed program has been reviewed by our Undergraduate Curriculum Committee in April 2016. The outcome of these internal consultations has been very positive. Therefore, I would like to officially communicate the support of the Department of Psychology to this BSc program. Best regards,

Francesco Leri, PhD. Professor & Chair


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Senate-Board of Undergraduate Studies NEW PROGRAM PROPOSAL BRIEF 2017/2018 Undergraduate Calendar Submission Timelines/Deadlines

Program/Specialization Name and Administration

Proposed Program/Specialization Name:

Indicate the Sponsoring Department/School and College(s):

Indicate the office(s) responsible for academic counselling.

Provide evidence of consultation with other units/programs participating in the proposed new program/specialization. If the schedule of studies includes courses from unit(s) other than the sponsoring unit, a clear commitment of support (memo from the Chair/Director/Dean) for the proposed program/specialization must be included

Attached: Appendix I Evidence of Consultation

Neuroscience (BSCH.NEUR)

Departments of: Biomedical Sciences (Ontario Veterinary College), Human Health & Nutritional Sciences (College of Biological Science), Molecular & Cellular Biology (College of Biological Science), Psychology (College of Social and Applied Human Sciences)

The B.Sc. Advising Office is responsible for academic counselling. This office provides academic advising for the entire B.Sc. degree program. It consists of four program counsellors and two reception/secretarial staff, at the front desk. (An additional program counsellor has been requested conditional upon approval of this program)

In addition, Faculty Advisors will be selected from two different participating departments on a 3 yr rotating basis.

All participating departments (Human Health & Nutritional Sciences, Molecular & Cellular Biology, Biomedical Sciences, Psychology) have been in regular discussions about this major since 2012. A working group, comprising 1-2 faculty from each department, a graduate student rep and two undergraduate reps have met on a regular basis to explore the feasibility of this major and to assemble this proposal.

The Departmental Chairs of Biomedical Science, Psychology, Human Health & Nutritional Sciences and Molecular & Cellular Biology have been heavily involved for the last two years and have provided their support. The Department of Integrative Biology has expressed interest in future involvement

Deans from the three sponsoring colleges (College of Biological Science, College of Social and Applied Human Sciences, Ontario Veterinary College) have been fully briefed and are supportive of the academic program and resource model proposed.

Consultations have been completed with five additional departments who offer courses that will be affected by the Neuroscience Major:

Dept. of Mathematics and Statistics; Dept. of Chemistry; Dept. of Physics School of Computing Science Department of Philosophy


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Rationale and Consistency with the University’s Mission, Integrated Plan, and Strategic Mandate Agreement

1. A specialization in Neuroscience expands on our core academic mission and long-standing reputation in biological and health sciences at University of Guelph. Currently, five of seven colleges on campus have teaching and research expertise in different aspects of life and health science including animal/human health, medical technology and engineering, psychology and behavioural science, and the molecular, genetic, physiological and cellular basis of life. These strengths are consistent with the University Strategic Plan, which recognizes our expertise in health as it pertains to agriculture, veterinary and human biology, environment, molecular & cell biology and psychology, and success at securing medical research funding. 2. The Neuroscience Major advances several areas of strength outlined in the University of Guelph Strategic Mandate Agreement (SMA, 2014-17):

A) Jobs, Innovation and Economic Development- a Neuroscience major will provide a training ground for the growing demand for brain researchers and mental health practitioners in the health care system. The program is built on a strong scientific foundation and provides a clear pathway to graduate and professional programs. B) Teaching & Learning – the Neuroscience Major is distinct in its interdisciplinary and integrative features. Through a progression of Neuroscience courses, this program synthesizes and integrates course material in molecular bioscience, physiology, health and psychology in the context of neuroscience. The program requires students to integrate their knowledge and skills through a spine of neuroscience courses, an independent study requirement, and an opportunity to participate in extracurricular events such as Neuroscience Day. C) Student Population – The Neuroscience program is committed to supporting students’ successful transition from high school to first-year university through programs such as Start Online, New Student Orientation, Student Accessibility Services as well as the Health Counselling and Academic Advising services. It will provide support to students in-program through the science commons, learning commons, supportive learning groups and development of an early warning system for providing students at risk with early and personalized support. D) Research and Graduate Education – The Neuroscience Major will provide training and preparation for entry into graduate programs such as the Guelph Neuroscience Graduate Program, which spans multiple departments and colleges. We hope to facilitate this in the future by applying senior Neuroscience courses towards the course requirements in the graduate program. E) Program Offerings - Neuroscience expands on our core undergraduate mission in health, environment, and veterinary science and would allow the institution to strengthen a targeted growth area in the SMA, Biomedical Science. In fact, we expect the Neuroscience Major to appeal to the large pool of excellent students who apply to Biomedical Science but who are not admitted due to enrolment caps. F) Institutional Collaboration to Support Student Mobility – Growth in Neuroscience will assist with rebalancing student enrolments, which are changing due to shifting demographics and demand. Students can enter the Neuroscience major as a transfer student, either from another university or college, and will receive transfer credits as guided by the course learning outcomes and the University Credit Transfer database and Ontario College of Articulation and Transfer.

3. Neuroscience is an emerging and dynamic interdisciplinary science. The brain remains the most poorly understood organ in the human body and, increasingly, the source of some of the most pressing and intractable problems affecting the health care system. Data from Statistics Canada indicate that neurological disorders represent an increasingly serious problem: in 2011, 6% of the population of Canada suffered at some point in the year from a clinically diagnosed mood disorder (depression, bipolar disorder, mania or dysthymia) while more than 14,000 Canadians died of either Alzheimer’s or cerebrovascular disease. Adding in the other neurodegenerative disorders (e.g. Parkinson’s disease, Lewy body disease, non-Alzheimer dementia, Huntington’s, ALS) brings the death toll to more than 20,000 deaths per annum. Until relatively recently (20-30 years ago), the brain was frequently viewed as either a “black box” that could only be appreciated within the context of Psychology, or impossibly complex and therefore difficult to study with rigorous scientific methodology. Erroneous assumptions that held the field back for much of the 20th century have been cleared away, so that we now understand the brain is far more than just a mass of cells and biological wiring; rather, it is a complex and constantly evolving biological system that shares many fundamental properties with other organs of the body.


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Rationale, cont’d 4. Global demand in Neuroscience has grown dramatically. Nowhere is this more apparent than in the growth that has occurred in the North American Society for Neuroscience. In the 1970s, the annual meeting of this Society attracted approximately 2,000 participants. Within the last 25 years, it has become the largest single society meeting in the world, regularly attracting 25-30,000 registrants annually, more than half of them students. The Society for Neuroscience now has more than 41,000 active members, drawn from 86 countries around the world, although the largest single component of the membership remains in the United States. 5. Student demand at University of Guelph for Neuroscience has never been higher. Students on campus have mobilized around the need for Neuroscience. They have reached out to the central administration and made their case with a student petition. More recently, we surveyed students in the B.Sc. for their interest. It showed very strong support for such a program and a high level of interest among new students as well as those further along in their programs (discussed further, below). 6. University of Guelph is well positioned to offer a B.Sc. Honours program that integrates the major aspects of Neuroscience in a way that few other Ontario universities are currently able to do. It has a broad and deep expertise in neuroscience, covering animal and human systems, biological neuroscience (molecular and cellular, physiology, biomedical), behavioural neuroscience and network modeling. Over the last decade most of the necessary courses and areas of expertise at Guelph have already been established among the Colleges of Biological Sciences, Social and Applied Human Sciences, Physical and Engineering Science, and the Ontario Veterinary College. 7. The program would build logically on the success of our existing Neuroscience minor, the largest minor in the B.Sc. (biological sciences), and the graduate program in Neuroscience. It will replace and expand on the B.Sc. Honours Major in Psychology: Brain & Cognition, which will form an important dimension of this Major.


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Program Learning Outcomes and University of Guelph Learning Outcomes

Attached: Appendix II. The Neuroscience learning outcomes (which are embedded within the B.Sc. learning outcomes). Attached: Appendix III. The Outcome Alignment template, which shows the close relationship between the Neuroscience

learning outcomes and the University of Guelph outcomes. Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.

Indicate how the identified outcomes will be assessed and in which specific courses. (4th year culminating / capstone experiences are listed in bold)

General Learning Outcome Categories

Assessment Course

Problem Solving & Critical Thinking

-Scientific Inquiry Tutorials -Case studies in 1st year biology -Cross- course interdisciplinary project

BIOL*1070 Discovering Biodiversity, BIOL*1080 Biol. Concepts of Health, BIOL*1090 Molecular & Cellular Biology

Problem-based approaches in Physics PHYS*1070, 1080 Physic for Life Science Problem sets in Genetics, Statistics MBG*2040 Molecular Biology & Genetics

STAT*2040, PSYC*1010 Statistics Analysis of lab results BIOC*2580 Biochemistry

The learning outcomes for the Neuroscience major ensure the program: 1) provides a foundation in natural science, mathematical science and scientific thinking that is essential for a scientifically literate citizen; 2) prepares students with a set of transferable and technical skills and knowledge to successfully pursue a range of post-graduate options related to Neuroscience; 3) prepare students to work in an integrated and interdisciplinary environment; 4) engages students as participants in the broader mission of biological inquiry, and 5) fosters life-long habits of mind necessary to understand the value and ethical implications of basic research and critically evaluate the applications of science in society. Further, the learning outcomes provide a mechanism for students to explore the culture, concepts and controversies of the emerging discipline of neuroscience. The program draws on many different facets of this multidisciplinary topic and promotes integration and technical knowledge through a set of integrative neuroscience courses (the neuroscience spine) in 2nd, 3rd and 4th year. The learning outcomes stress breadth of perspectives in neuroscience and integration of disciplinary perspectives, which will place it among the strongest neuroscience programs in Ontario and undergraduate programs at Guelph.

Program Description: The B.Sc. Honours Major in Neuroscience will provide an opportunity to develop a strong foundation in science, advanced knowledge of nervous system structure and function, experience with implications of neuroscience for behaviour, learning, medicine and health care, and the skills required for critical thought and independent inquiry within neuroscience. The specialization is unique in its emphasis on technical skills and integrative/interdisciplinary problem solving. Through the use of electives, students may structure a program that emphasizes aspects of molecular/cellular, behavioural & cognitive, and biomedical neuroscience As outlined in the Neuroscience learning outcomes, the major prepares students for professional programs in health science (medical, physiotherapy, pharmacy, veterinary medicine, nursing), post-graduate work in neuroscience, and provides a strong foundation for students wishing to pursue careers in pharmacy, biotechnology industries, public health, teaching, and scientific publishing & journalism.


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Lit review analyses and Independent research, from formulation to execution and communication.

Independent study courses in subject areas BIOM, MCB, PSYC, IBIO and NEUR.

Communication Writing, Numeracy, Oral Communication online workshops


Oral Communication: presentation on human disease profile, literature analysis of neuro-degenerative disease; research presentations in senior courses.

BIOL*1080 Biol. Concepts of Health NEUR 3100 Mol Biol of Neurodegenerative Disease Independent study/research courses (4th year)

Written Communication through literature summary and poster (1st year biology); literature review and technical profiles in 3rd year Neur courses; literature synthesis and critique of topical issue in 4th year Neuroscience

BIOL 1090, HK*2810, NEUR 3100 Mol Biol of Neurodegenerative Disease NEUR*3270 Cognitive Neuroscience NEUR*3500 Techniques in Neuroscience NEUR*4000 Topics in Neuroscience

Numeracy: biology projects, mathematical and statistical applications

BIOL*1070, MATH*1080 Calculus I STATS*2040, 2050 Neur 3xx3 Independent study / research courses (4th year)

Professional & Ethical Teamwork online tutorial

Cross-course, Interdisciplinary project Professional planning using LinkedIn


Debates and Assignment related to Ethics Assignment related to Career Planning

Neuroscience spine: NEUR 2000, NEUR 3100, NEUR*3500, NEUR 4100

Full courses focused on critical thinking and philosophy

0.5 credits in Critical Thinking/ Philosophy (e.g. BIOM*4120, PHIL*2100)

Scientific Method Scientific Inquiry Online Tutorial &

assignment Statistic online tutorial and assignment

BIOL*1070 Discovering Biodiversity

Scientific Methods through problems, exams, quizzes, and labs

1st year biology (BIOL*1070, 1080, 1090), chemistry (CHEM*1040,1050), physics (PHYS*1070,1080) and math/stats (MATH*1080, STAT*2040) 2nd year biology (MBG*2040, BIOC*2580

Statistics / Experimental Design course STATS*2040, 2050 1 of 6 additional Statistics courses

Breadth & Depth of Understanding

Breadth in science through problems, exams, quizzes, and labs, learning communities. *First year biology employs cross-course interactions, problem solving and poster sessions to assess interdisciplinary knowledge.

1st year biology (BIOL*1070, 1080, 1090), chemistry (CHEM*1040,1050), physics (PHYS*1070,1080) and math/stats (MATH*1080, STAT*2040) 2nd year biology (MBG*2040, BIOC*2580


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Breadth in Biology: lecture exams, problem sets, wet labs and lab reports

Genetics (MBG*2040), Cell biology (MCB*2050), Biochemistry (BIOC*2580). Physiology (1 of 3 courses) Developmental biology (1 of 3 courses)

Breadth in Neuroscience: lecture exams, Case Studies, Simulations, literature syntheses, lab assignments/reports

Behaviour (PSYC*1000, PSYC*3140) Neuroanatomy (BIOM*3000) Nervous system (NEUR *2000) Mol Biol. Neuro Degen and Dis (NEUR*3100) Techniques in Neuroscience (NEUR*3500) Neuropharmacology (NEUR*4100); Current Topics in Neur (NEUR*4000),

Technical Skills critical thinking, identification, information management skills in science: case studies, lab reports, field project


Methods and skills in Neuroscience: demonstrations, critical analysis of the literature around technical methods, use of key methods in neuroanatomy, neurophysiology, molecular biology, and behavioural and cognitive neuroscience

Introduction to Neuroscience (NEUR*2000) Mol Biol of Neurodegenerative Disease (NEUR*3100) Techniques in Neuro (NEUR*3500) Cognitive Neuroscience (PSYC*3270)

Specific methods in Neuroscience evaluated through independent study projects, research reports and research theses.

Literature review or research courses across 5 departments.

Identify the appropriateness of the proposed method(s) of assessment in evaluating student progress and achievement of the learning outcomes.

A full range of assessment methods will be used throughout this program from multiple choice and short answer exams to presentations, lab reports, online quizzes, simulations, problem sets, group and individual projects, advanced synthesis of the literature, and integrative and independent research projects. The diversity of assessment methods reflects the diversity of learning styles and the desired cognitive abilities of the student as outlined by the learning outcomes.

Course learning outcomes have been mapped, qualitatively, against the program learning outcomes to ensure that the program outcomes are achievable. Methods for tracking student progress towards achieving the outcomes, outside of regular course evaluations, is part of a broader strategy for assessing learning outcomes in the B.Sc. in development at this time. The strategy will involve use of a biology concept inventory in year one, grades in key ‘high-impact’ courses (e.g. writing intensive), use of rubrics to evaluate learning outcomes through capstone courses, a student exit survey and alumni surveys.


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Identify which of the five University of Guelph Learning Outcomes are particularly addressed and how the proposed program supports student achievement of the Learning Outcomes.

Identify any distinctive curriculum aspects, program innovations or creative components.

Creative & Critical thinking – This outcome is developed throughout the program, first in the context of science and biological science and then in the context of neuroscience. Foundational courses develop general thinking tools related to scientific method, understanding sources of literature, evaluating strength of evidence and use of concept mapping for interdisciplinary problems. Courses in year 2 emphasize problem solving approaches and an introduction to the disciplinary literature. Courses in years 3 and 4 develop abilities to define problems, synthesize and analyze the primary literature pertaining to the problem, and explore the broader implications. Throughout select courses (ranging from first to fourth year), lectures will be organized around cases, contemporary problems and problem sets. Finally, the students apply their skills to a problem in an independent study project in fourth year, which include self-driven literature surveys or research projects. Literacy – Activities related to information management, communication and quantitative literacy are introduced in first year (biology, math) and expand as students are introduced to a diversity of source material, data analysis and increasingly challenging numerical problems. Two statistics courses are required. Students will develop technical skills associated with aspects of biology and neuroscience and primary research approaches and technologies used in the discipline. Global Understanding - Starting with the first Neuroscience course in year 2, students will be exposed to the historical developments of this field. Through much flexibility in the program starting in semester 6, students will have opportunities to expand their sense of global perspective through study abroad and exchange programs. Communication – opportunities to develop written and oral communication skills, and numeracy are provided starting in first year biology courses and continue into senior 3rd and 4th year courses. All three forms of communication are evaluated in a culminating independent study course. Professional & Ethical Behaviour – Unlike many majors in the B.Sc., Neuroscience deliberately integrates ethics and professional behaviour into its courses. This will be achieved initially in first year biology, through restricted electives and mostly through the spine of Neuroscience courses, which will incorporate workplace skills, career investigations and planning as part of the assessed activities.

First year is distinct relative to other similar programs in that: a) comprehensive foundation in science, small group components and first year seminars in 1st year; b) first year biology includes three courses, including one on health (Biological Concepts of Health). All three use case studies, and are linked through common use of online skill tutorials and an interdisciplinary project conducted by cross course learning communities. Student support is available through student volunteers, supported learning groups and the science commons in the library.

A set of five Neuroscience courses in Year 2, 3 and 4 define the major and integrate molecular, cellular, cognitive, behavioural and biomedical elements. The Neuro courses provide a progression of studies in neuroscience, from an introduction to the brain & nervous system to conceptual development of different aspects of advanced neurobiology and development of technical and methodological approaches. In the later years, there is increased emphasis on disease, pharmacology and the medical implications of neuroscience.

The program culminates in important integrative experiences in senior years through a range of independent study options and a ‘Topics in Neuroscience’ course, which promotes critical thinking and analysis of the literature.

This concentration of Neuroscience courses offers great potential for future developments in the major. We anticipate interest in other applications of neuroscience, including from an educational, marketing and business perspective.

Finally, we see the potential for cross-linking senior undergraduate and graduate courses in neuroscience to engage students and accelerate movement into and through the graduate degree in Neuroscience.


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Identify how the curriculum addresses the current state of the discipline.

If the program includes a Co-op option, the proposal must address 1) the proposed Learning Outcomes for work term reports; and 2) work term report guidelines for students. Contact the Director, CECS for more information.

For professional program areas, identify congruence with current accreditation and regulatory requirements of the profession and include any formal correspondence with accrediting bodies.

The curriculum offers foundational courses based on latest developments in biology, molecular biology, cell biology, physics and chemistry. Subject area courses in biochemistry, psychology, statistics, cell biology and biophysics introduce the key concepts and contemporary problems/ controversies and methods in these disciplines. Neuroscience courses, which link each year to neuroscience, reflect the latest developments and the integrative nature of this field. Courses such as “Techniques in Neuroscience”, “Topics in Neuroscience’ and independent study courses allow the student to not only learn of the latest developments but also participate alongside faculty and graduate students in advancing the field.

Not applicable

No professional accreditation


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Program Requirements Outline the proposed program (course and additional academic) requirements, including: a) courses currently offered, with frequency of offering;

b) list of any new courses proposed as part of the submission;

Required(R) or Restricted Elective (RE) Course Semesters Offered Department BIOL*1070 Discovering Biodiversity (R) F,W Integrative Biology BIOL*1080 Biological Concepts of Health (R) F,W Human Health & Nutritional Sciences BIOL*1090 Intro to Molecular and Cellular Biology (R) F,W Molecular and Cellular Biology CHEM*1040 General Chemistry I (R) F,W Chemistry CHEM*1050 General Chemistry II (R) F,W Chemistry PHYS*1300 Fundamentals of Physics (R) F Physics PHYS*1070 Physics for Life Sciences II (R) W Physics PHYS*1080 Physics for Life Sciences (R) F,W Physics MATH*1080 Elements of Calculus I (R) F,W Mathematics and Statistics PSYC*1000 Introduction to Psychology (R) S,F,W Psychology BIOM*3210 Critical Thinking in the Health Sci Res (RE) F Biomedical Science PHIL*2100 Critical Thinking (RE) F,W Philosophy PHIL*2110 Elementary Symbolic Logic (RE) F,W Philosophy PHIL*2120 Ethics (RE) F,W Philosophy PHIL*2180 Philosophy of Science (RE) F Philosophy PHIL*2240 Knowledge and Belief (RE) F Philosophy MBG*2040 Foundations in Mol Biol & Genetics (R) F,W Molecular and Cellular Biology BIOC*2580 Introduction to Biochemistry (R) S,F,W Molecular and Cellular Biology STAT*2040 Statistics I (R), or S,F,W Mathematics and Statistics PSYC*1010 Making Sense of Data in Psych Research (R) F,W Psychology MCB*2050 Molecular Biology of the Cell (R) F,W Molecular and Cellular Biology PHYS*2030 Biophysics of Excitable Cells (R) W Physics STATS*2050 [0.50] Statistics II (RE) F,W Mathematics and Statistics PSYC*2360 [0.50] Psyc. Method & Stats. (RE) F,W Psychology PSYC*3290 [0.50] Cond. Stat. Analyses in Psyc. (RE) F, W Psychology BIOM*3000 Functional Mammal. Neuroanatomy (R) W Biomedical Sciences PSYC*3410 Behavioural Neuroscience II (R) F Psychology BIOM*3090 Principles of Pharmacology (R) S,F,W Biomedical Sciences BIOM*3200 Biomedical Physiology (RE) S,F,W Biomedical Sciences ZOO*3600 Comparative Animal Physiology I (RE) F Integrative Biology HK*2810 Human Physiology I (RE) W Human Health & Nutritional Sciences ZOO*3050 Developmental Biology (RE) W Integrative Biology BIOM*3040 Medical Embryology (RE) W Biomedical Science MBG*4040 Genetics & Mol. Biol. of Development (RE) F Molecular and Cellular Biology NEUR*4000 Current Issues in Neuroscience (R) F Biomedical Sciences PSYC*4470 Adv Topics in Behav. and Cognitive (RE) F Psychology


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c) required courses mounted by other units and confirm commitment by said unit;

d) research and/or experiential learning activities, indicating whether required or elective;

NEUR*2000 Introduction to Neuroscience F Psychology PSYC*3270 Cognitive Neuroscience F Psychology NEUR*3100 Mol. Biol. of Neuro and Degen. Disease F Molecular & Cellular Biology NEUR*3500 Techniques in Neuroscience W MCB, PSYC, BIOM, HHNS NEUR*4100 Neuropharmacology F Biomedical Science

see attachment V (Consultations) CHEM*1040 General Chemistry I F,W Chemistry CHEM*1050 General Chemistry II F,W Chemistry PHYS*1300 Fundamentals of Physics F Physics PHYS*1070 Physics for Life Sciences II F,W Physics PHYS*1080 Physics for Life Sciences F,W Physics PHYS*2030 Biophysics of Excitable Cells W Physics STAT*2040 Statistics I S,F,W Mathematics and Statistics

Required NEUR*3500 Techniques in Neuroscience W MCB, HHNS, BIOM,PSYC A minimum of 1.0 credits of Independent Study from: BIOM*4500 [0.50] Literature-based Research in Biomedical Sciences S,F,W BIOM BIOM*4510 [1.0] Research in Biomedical Sciences S,F,W BIOM BIOM*4521/2 [2.00] Research in Biomedical Sciences F-W BIOM MCB*4500 [1.00] Research Project in Molecular & Cellular Biology I S,F,W MCB MCB*4510 [1.00] Research Project in Molecular & Cellular Biology 2 S,F,W MCB MCB*4600 [0.50] Topics in Molecular and Cellular Biology S,F,W MCB HK*4360 [1.00] Research in Human Health and Nutritional Sciences S,F,W HHNS HK*4230 [0.50] Advanced Study in Human Health and Nutritional Sciences S,F,W HHNS HK*4371/2 [1.00] Research in Human Health and Nutritional Sciences II S,F,W HHNS IBIO*4500 [0.50] Research in Integrative Biology I F,W IB IBIO*4510 [0.50] Research in Integrative Biology II F,W IB IBIO*4521/22 [2.00] Thesis in Integrative Biology F,W IB NEUR*4401/2 [1.00] Research in Neurosciences S,F,W BIOM NEUR*4450 [1.00] Research in Neurosciences S,F,W BIOM PSYC*4240 [0.50] Advanced Independent Research Project S,F,W PSYC PSYC*4870 [0.5] Honours Thesis I S,F,W PSYC PSYC*4880 [1.00] Honours Thesis II S,F,W PSYC


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e) thesis, major paper or other capstone requirement, indicating whether required or elective.

NEUR*4000 Current Issues in Neuroscience F Biomedical Sciences A minimum of 1.0 credits of Independent Study from:

BIOM*4521/2 [2.00] Research in Biomedical Sciences MCB*4500/10 [2.00] Research Project in Molecular & Cellular Biology I HK*4360 [1.00] Research in Human Health and Nutritional Sciences HK*4371/2 [1.00] Research in Human Health and Nutritional Sciences II IBIO*4500 [0.50] Research in Integrative Biology I IBIO*4510 [0.50] Research in Integrative Biology II IBIO*4521/22 [2.00] Thesis in Integrative Biology NEUR*4401/2 [1.00] Research in Neurosciences NEUR*4450 [1.00] Research in Neurosciences PSYC*3240 [0.50] Independent Research Project PSYC*4240 [0.50] Advanced Independent Research Project PSYC*4580 [0.50] Special Topics in Behavioural Sciences PSYC*4870 [0.5] Honours Thesis I PSYC*4880 [1.00] Honours Thesis II


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Identify the mode of delivery (in-class, lecture, problem- or case-based learning, online/distance, hybrid) and explain why the methods are appropriate for meeting the program’s learning outcomes.

The Neuroscience Major will strive for a progression of learning that transforms students from novices to expert thinkers and practitioners of science. A wide variety of high impact teaching practices and methods of assessment will be used in its courses to engage, inspire and support a diversity of learning styles. Below we summarize the approach used for 1st, 2nd, 3rd and 4th year courses. First year (1000 level) courses: many of the foundational courses in science are high enrolment (400 – 1200) due to the large number of programs that depend on them. They typically comprise some combination of online, lecture-period and small group learning (seminars, labs). Lecture classes contain up to 600 students at one time. While large, this experience is personalized through use of personal response devices (i-clickers), break-out groups, think-pair-share activities and problem-solving in lecture period. To enable these activities, students will sometimes engage with course content through online delivery in advance of the lecture period. In addition, large lecture classes are counterbalanced by small-group labs or small group tutorials, in which students work individually or in groups to conduct small projects (in lab and field), perform analytical procedures, and even address multidisciplinary problems in society. Students also have the opportunity to enroll in a first year seminar, each of which is capped at 18 students and provides an opportunity for deeper investigation and collaboration in a broad real-world topic. In addition to key concepts, general competencies, such as writing, oral communication, numeracy, scientific inquiry, information management are introduced and assessed with the foundational courses. Assessments in 1st year range from online quizzes, oral presentations, written reports, poster presentations, short answer and multiple-choice exams, and problem sets. Group work and individual performance are evaluated on multiple occasions. Second year (2000 level): these courses fall into two broad categories: foundational courses in biological science (Molecular Biology & Genetics; Cell Biology, Ecology, Evolution, Biochemistry) and statistics, taken by most life science majors; and subject-area introductory courses. Through these courses, there is a continued emphasis on developing general competencies (writing, oral communication, numeracy, team-work, scientific inquiry), which were first introduced in year 1, as well as subject area knowledge and skills (e.g. biological science or physical science). These courses are variable in size (the foundational courses being relatively large) and use many of the same teaching strategies used in first year. Didactic, blended and some flipped classroom approaches are part of the curriculum (although the latter is only now emerging). Second year courses make use of full wet labs and small group seminars to introduce experiential learning, dissection, critical analysis of literature and analysis of problems. We also see the growth of online learning objects and simulations to introduce interactive learning and problem solving. Assessments vary widely depending on the course content and learning outcomes, and range from conventional multiple-choice exams to written exams, lab reports, and analysis of data generated through simulations and examination of organisms. Third year (3000 level) courses: these courses provide opportunities for reinforcement of general competences, more advanced conceptual learning within particular subject areas, and development of technical proficiencies within specializations and some independent study, which promotes integration. The courses are variable in size and make use of a diversity of pedagogical strategies and assessments. Conceptually-oriented courses typically have a lecture component and may or may not include seminars, tutorials and labs. Techniques courses are often project driven and typically involve a much higher allocation to labs, group work and practical experience compared to lecture periods. Independent study courses operate similarly to 4th year courses in that they involve individual or group research projects and mentorship from a faculty member.


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Identify the appropriateness of the program’s structure and curriculum in meeting expressed learning outcomes.

Include the proposed calendar copy for this program (Preamble, Schedule of Studies) and templates for any new courses proposed to support the program. Attached Appendix IV. Calendar copy. This file contains the schedule of study includes a list of restricted electives and a list of recommended electives to assist students in course selection. Attached Appendix V. New Courses

The program structure (depicted schematically below) emphasizes transferable skills (Communication, Critical thinking, Problem-solving, Information management, Numeracy, Teamwork, Integrative Thinking) throughout the curriculum. Knowledge and technical skills in science and biology occur early and give way to more focused knowledge and skills in Neuroscience in later years. There is also a progression of cognitive abilities such that students in 3rd and 4th year are increasingly involved in critical analysis and synthesis of the primary literature, independent identification of questions and knowledge gaps, development of suitable methodologies, analysis and interpretation of results and implications.

Mode of deliver cont’d Fourth year (4000 level) courses: These courses are more numerous than at lower levels. They provide opportunities for mastery of concepts pertaining to a particular specialization, application of concepts to society, and an emphasis on independent study, knowledge transfer and integration. Many of these courses involve a small group experience although this varies due to resource pressures and increasing enrollments. The research project courses typically involve one-on-one mentorship or small groups. There are approximately 61 different independent research options across 13 subject areas, including special topics courses, literature reviews, and research/thesis projects of different duration (1 vs 2 semester) and credit weighting (0.5, 1.0, 2.0). These courses are truly student-centred, in that they are responsible for the formulation, execution and analysis of a project, and invariably involve a written or oral component or both. Students also have access to field courses, either offered by faculty at Guelph or through the Ontario University Field Course Program. In addition, many majors offer other forms of capstone experience that involve group research projects, knowledge transfer to younger learners (high school, 1st year undergrads), or community service learning (Biodiversity). Student further there research experience through a large number of research assistantships (e.g. University Research Assistantship, Undergraduate Student Research Awards, CBS Summer Research Assistantships, CIBC Summer Research Assistantship), which are available by competitive application. Most of these comprise 16 week, full-time experiences in a research scientist’s lab and provide transformation experiences in scientific inquiry. They are particularly sought after by students interested in graduate work, professional school or a deeper learning experience.


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Anticipated Enrolment and Impact on Existing Programs Identify projected enrolment levels for the first five years of operation of the proposed program, including: a) initial enrolment; b) enrolment after two years; c) steady-state annual enrolment and steady state total enrolment and years these will be achieved.

Identify whether the proposed program will impact existing programs and whether students move to this program from others or whether the proposed program is expected to attract new students.

Identify any programs proposed for closure as a result of this proposed new program. NB: Program closures require approval of the Board of Undergraduate Studies and Senate. Closures are reported for information to the Quality Council and to MTCU.

Based on student surveys and current patterns of enrolment in three other “health” majors (BSCH.PBC, BSCH.BIOM, BSCH.HK) at Guelph, we anticipate a large applicant pool consisting of high quality students. A significant enrolment will likely come from students who would otherwise have taken BSCH.PBC (which is being folded into Neuroscience), BSCH.BIOS, BSCH.BIOM and BSCH.HK (listed as ‘existing enrolment’). In addition, we expect the new major to attract ‘new’ students, although we expect that group to start small and grow as the program becomes known to high school students. Annual

Enrol. New Enrol

Existing Enrol

Cumulative Enrol. (4yr total)

Year 1 90 30 60 90 Year 2 135 60 75 225 Year 3 145 70 75 370 Year 4 145 70 75 515 Year 5 145 70 75 570 Year 6 145 70 75 580 Year 1: should have an enrolment of 90. This is composed of 30 ‘new’ students; i.e. would not otherwise have applied to the BSc at Guelph, and 60 ‘existing students’ represent those who would have come to BSc regardless (mostly in BIOS, PBC, BIOM and HK). Year 2: the number of new students doubles as communication about the major reaches high schools; number of existing students increases somewhat especially through transfers as students become familiar with the program. Year 3: Steady-state annual enrolment of 145 / year is achieved. Year 6: Steady-state 4-yr enrolment (across all years of program) is achieved at 580 students.

We expect the major to attract both new students (~70 / year) and students who would otherwise enrol in our other biology or health-based majors in the B.Sc (~75 / year).

Based on a student survey of current students in the BSc, we expect the new Major will have greatest impact on enrolment in four existing majors: BSCH.PBC (Psychology Brain & Cognition), BSCH.BIOS (Biological Science), BSCH.BIOM (Bio-medical Science), and BSCH.HK (Human Kinetics). Minor impacts will be felt on BSCH.MBG (Molecular Biology & Genetics), BSCH.BIOC (Biochemistry), and BSCH.ABIO (Animal Biology).

Compared to current enrolment numbers, adding the major will result in an increased enrolment in classes in all participating departments, particularly in the Departments of Molecular and Cellular Biology, Biomedical Science, and Psychology.

BSCH Psychology: Brain & Cognition (PBC) will be cancelled and subsumed into the Neuroscience Major. PBC content will be incorporated into the curriculum of the new Neuroscience major. At the same time, Neuroscience is intended to be broader, with a stronger science and biology core and, hence, will allow students to pursue a broader range of specializations within neuroscience.


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Admission Requirements List the admission requirements and indicate their appropriateness for ensuring adequate achievement and preparation for entry into the proposed program.

List any proposed alternative admission requirements and rationale.

For new majors within an already approved undergraduate degree program, indicate whether the admission requirements differ from existing requirements within the degree program. If different, provide the rationale.

Same as other Honours Majors in the BSc, biological science area. Specifically: ENG4U (4U English), 2 courses from SBI4U (4U Biology), SCH4U (4U Chemistry), SPH4U (4U Physics), and 2 additional 4U or 4M courses. MHF4U (Advanced Functions) This ensures adequate breadth in the natural sciences and capacity for communication and numeracy.

Depending on demand, we would prefer the option to impose a target enrolment, separate from the rest of the B.Sc., so that the GPA cutoff could be adjusted independently to regulate enrolment. Likewise, a strategy for regulating transfers into the major from other B.Sc programs would be necessary. A similar approach is currently being used for two other health-based majors: Bio-medical science (BSCH.BIOM) and Human Kinetics (BSCH.HK).

Admission requirements for this major do not differ from other majors in the biological science area of the B.Sc. at Guelph.


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Human and Physical Resource Requirements (a) Steps for assessing resource requirements

All but four courses already exist in the B.Sc. curriculum. Adding a NEUR major will have the following impacts:

a) foundational courses will increase by approximately 70 students / year, depending on the number of ‘new’ students. In many cases this growth can be accommodated within existing lecture sections and hence by existing faculty and staff. However, courses with lab or tutorial components will require additional support for GTAs.

b) a small number of courses may require additional lecture sections. In these cases, faculty equivalent resources (e.g. sessionals) may be required.

The four new courses can be mounted with existing expertise in Psychology (NEUR*2000), Biomedical Science (NEUR*4100) and Molecular & Cellular Biology (NEUR*3100). NEUR*3500 will be a collaboration across departments and will require an investment of three weeks of lecturer time / department and a coordinator each offering. However, re-directing faculty to these courses will necessarily affect availability of resources in other courses. Hence, we are seeking support to cover these gaps and have received support from the Provost.

Resource requirements based on enrolment projections were generated from two different sources of information: 1) knowledge of student application rates and intake for other health-oriented majors such as BSCH.BIOM, BSCH.HK and BSCH.PBC.; and 2) a survey of all B.Sc. students as to their interest in Neuroscience and willingness to change majors, should a Neuroscience major be made available. Based on the student survey, we know that a) there were >650 respondents from 26 majors, indicating strong interest amongst B.Sc. student, b) the number of responses was highest in the health-oriented majors and the Biological Science major (BIOS=138, BIOM=90, PBC=79, HK=65, all others < 38 each), c) there was a clear commitment to change majors in 23% (N=150) of respondents; c) a willingness to change majors was greatest in BSCH.PBC (65%), BSCH.BIOS (40%), BSCH.BIOM (19%), BSCH.HK (22%), BSCH.MBG (14%) and BSCH.BIOC (19%). Combining the rates of change with the number of respondents, we predict that at least 61 students / year would choose Neuroscience over their current major. However, since we propose to migrate BSCH.PBC into the new Neuroscience major, we now expect ~75 students to enter the major, that would otherwise have enrolled in another UoG major. To evaluate the impact on resources, we used multiple enrolment scenarios, from which we settled on a steady state projection of 75 existing students and 70 new students per year. Using these numbers, we calculated the impact on all courses taken by Neuroscience students AND by majors that are most affected by the Neuroscience major. In total this represents a matrix of 95 courses by 16 majors. We also considered changes to the enrolment of the Neuroscience minor in making our projections. With this information, we generated an expected change in total enrolment for the 8 most affected departments. These enrolments are distributed across different numbers of courses. Psychology has the most affect courses because of the number of course in the BSCH.PBC major. Neuroscience also has a more moderate impact on their enrolment because many of the expected students were already in their courses as part of the PBC major. Enrol

Chemistry Physics Math & Stats

Human Hlth

Biomedical Sci

Psychol Mol & Cell

Integrat Biol

70 + 75 140 140 89 98 527 126 550 171 # courses 2 3 4 17 11 33 12 7


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(b) Evidence of planning for adequate numbers and quality of faculty and staff to achieve the goals of the program; or

Faculty to support a new multidisciplinary program in the Bachelor of Science The Bachelor of Science at Guelph currently contains ~6000 registered students (1st to 4th year) and ~28 undergraduate programs. The core courses in these programs, which comprise biology, chemistry, physics, mathematics, statistics, molecular biology & genetics, evolutionary biology, biochemistry, physiology, psychology nutrition, human health and biomedical science are supported by ~ 500 faculty in five colleges on campus: College of Social and Applied Human Sciences, College of Biological Science, College of Physical and Engineering Sciences, Ontario Agricultural College and the Ontario Veterinary College. Over 95% of these individuals are in tenure-track positions. The Neuroscience Major will rely on many of these pre-existing courses as part of the 1st year science core, the 2nd year biological science core and the 2nd, 3rd and 4th year neuroscience specialization. Addition of a Neuroscience Major will necessarily result in increased enrolments within many courses. Many of the first year courses are currently large and should be able to absorb the growth using existing faculty and staff. Some existing 2nd, 3rd, and 4th year courses plus four new Neuroscience courses will require additional lecture sections and faculty support. This support will be found within existing departments and through an incremental growth fund. Number and Quality of Faculty who can contribute to a Neuroscience Specialization (Appendix VI) University of Guelph offers both breadth and depth of faculty expertise in Neuroscience, and these individuals are already involved to different degrees in support of the existing Neuroscience minor and the Neuroscience Graduate Program. The Collaborative Neuroscience Graduate Program lists 32 participating faculty from nine departments and four colleges. Many of these faculty members participate in the graduate Neuroscience courses and offer undergraduate courses providing skills and knowledge necessary for a neuroscience student. Importantly, through their involvement in this program, a track record of collaborative, productive interactions has already been established. In addition, we have identified 18 additional faculty whose research fits within some aspect of the Neurosciences. These faculty reside either in departments that are not members of the Collaborative Graduate Program, are relatively recent hires, or have not identified Neuroscience as their primary research thrust. In total, there are ~ 50 faculty from 14 departments (Animal & Poultry Sci., Clinical Studies, Computing Science, Biomedical Sci., Engineering, Human Health & Nutritional Sci, Integrative Biology, Molecular & Cellular Biology, Pathobiology, Philosophy, Population Medicine, Psychology) across six colleges (CSAHS, OVC, OAC, COA, CBS, CPES) with potential interest and expertise related to Neuroscience (Appendix VI). Guelph’s strength in Neuroscience spans the major research foci of the discipline. The Neurosciences can be divided into two main themes: behaviour and cognition AND molecular, cellular and biomedical. The University of Guelph has neuroscience faculty in each of these. In particular, our University has a strong contingent of researchers in animal behavioural neuroscience and cellular and molecular neuroscience. In addition we have an active group in computational neuroscience in the Schools of Engineering and Computing Science. A critical assessment would suggest that, if there is an area to strengthen, it would be in neuroscience and health, neurotoxicology and clinical neurosciences.


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(b) plans and the commitment to provide the necessary resources in step with the implementation of the program;

(c) planned/anticipated class sizes;

(d) provision of supervision of experiential learning opportunities (if required); and N/A (e) plans for administering and overseeing the curriculum and operations of the program.

All participating departments have committed significant resources to this program in the form of access to many of their courses, and hence to their faculty and staff, as well as faculty support for faculty advising and independent study mentoring. However, because of the impact of additional course enrolments on existing and new course offering, we have made the following request to the university incremental growth fund for additional resources to support this program:

3 new faculty (in Biomedical Science, Molecular & Cellular Biology, Psychology) to strengthen cross-disciplinary research in fields such as Neurotoxicology, Neuropharmacology and Neurophysiology; support added pressures on faculty to support the large Bio-medical Science program, which will be directly effected by this major, and to support teaching of new integrative Neuroscience courses.

27 GTA equivalents to support growth in several existing courses and in 5 new courses. 6 Sessional equivalents to cope with expanding enrolments and need to hold multiple sections in some

existing courses. Admin / Tech support (1.0 FTE): coordination of program across departments, including a shared course in

Neuroscience Techniques, a research day (Neuroscience Day), advising for undergraduate and graduate research opportunities.

Program Advisor (1 FTE) to accommodate an already over-extended BSc Advising Office. With 6000 students in the BSc currently, our 4 counsellors are over-extended and cannot support our advising goal of 1 visit per student / yr. We have now learned that this funding request has been granted and are confident that the program has sufficient resources to be sustainable as proposed.

We forecast a mixture of class sizes. 1st year science foundation courses are core for many students in the B.Sc. (and some Engineers) and thus range in size from 400 to 1800. Lectures never exceed 600 students due to class constraints and most courses also offer small group learning in labs and tutorials on a regular basis. Some second year courses also contain larger lecture sections along with small group labs and tutorials. Third and fourth year classes will vary in size but tend to be smaller. Core courses in these years will necessarily contain ~145 students, which is the expected yearly admission of students in this program. Lab intensive and independent study courses can be taken over multiple semesters and thus will be smaller and may involve one-on-one mentoring.

The current Chair of the Neuroscience minor curriculum committee and the Neuroscience Major working group. will oversee the transition of these committees to a Neuroscience curriculum committee which is composed of students and faculty representatives from all participating departments (as per the Senate bylaws) and will oversee the minor and major. Once the transition is complete and the new neuroscience faculty members are hired, the committee will elect co-chairs, who are faculty from the partner departments. These co-chair will serve as champions for this program, leading reviews of the program and initiating new elements to strengthen the program. Any changes made by the curriculum committee would be submitted through the Associate Dean, Academic in College of Biological Science for approval before going to B.Sc. Program Committee.


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Funding and Resource Availability Provide evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students, including library support, information technology support, and laboratory access. Consultations with the library are pending. All other resources are provided through Chairs and Deans of the respective units. Indicate whether there are any notable resources available to the proposed program demonstrating institutional appropriateness e.g. Chairs, institutes, centres; unique library collections or resources; facilities such as computer, laboratory, other acquisitions, etc.

Indicate any external financial support demonstrating strength such as facility/equipment donations, other external donations, grants, etc.

The Summerlee Science Complex offers state-of-the art teaching and lab facilities and two computer rooms available for instruction and student use. It also is home to the Advanced Analysis Centre, which contains central analytical facilities in microscopy, mass spectrometry, and genomics. As indicated above, the Neuroscience proposal has been granted funding support (1.6M, 1M of which is to base budgets) through the Incremental Growth Fund. This funding includes support for 3 new neuroscience faculty, counselling support, funds for GTAs in new courses and growth in existing courses as well as funds for equipment and consumables in a new lab-oriented course.

Donations to the CBS Highest Priority Fund will be allocated at the Dean’s discretion to support Student Summer Research Assistantships and Travel Bursaries for studies abroad through the College of Biological Science (CBS). These will be available on a competitive basis to students in Neuroscience as well as other CBS majors.


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Duplication, Student Demand and Societal Need Identify similar programs offered by other institutions in the Ontario university system and provide evidence of justifiable duplication based on demand and/or societal need.

Neuroscience is in many ways a ”young” science. Although the foundations of neurophysiology and neuroanatomy were laid more than a century ago, it is only within the last two decades that these subjects have been integrated with behaviour and cellular and molecular biology, to provide testable models of human disease. These models now incorporate elements that run the gamut from molecular events at the synaptic and neuronal level, through changes in neural network function, all the way to alterations in complex behaviour patterns. As a result, Neuroscience is now fundamentally an integrative science that requires knowledge and understanding of a wide range of life science disciplines, from cell biology and genetics, to neurophysiology and behaviour. Reflecting this, the great majority of papers in the high impact Neuroscience journals now take ideas from the cellular and molecular level, to functional and behavioural endpoints. It is almost impossible to get papers published in such journals, without approaching research questions from a broad, interdisciplinary foundation.

Most traditional neuroscientists did not start out in Neuroscience B.Sc. programs. They took degrees in more traditional science subjects (e.g. biophysics, biology, molecular and cellular biology, anatomy, physiology, pharmacology or psychology) and then “filled in the gaps” in their knowledge in Neuroscience research programs at the graduate or post-doctoral level. This makes the field extremely challenging, with many major breakthroughs coming via interdisciplinary collaboration to bring all the necessary expertise to bear. Even with such collaboration, however, traditionally trained scientists are at a fundamental disadvantage, because it is difficult post-hoc to go back and get a thorough understanding of multiple, different disciplines.

The limitations of traditional training programs have been addressed at many U.S. institutions through the development of Neuroscience B.Sc. degree specializations, in which students learn the elements of all the major disciplines that they need in order to understand Neuroscience problems. Within such programs, students develop their interests in Neuroscience on the foundation of a solid basic understanding of cell biology, genetics, anatomy, physiology and biochemistry. They learn, from the outset, that the ability to integrate information from different disciplines is fundamental to Neuroscience, that Neuroscience problems can only be fully appreciated if one knows what is happening at multiple levels, from the cellular and molecular, to physiology and behaviour.

By comparison, neuroscience B.Sc. programs remain relatively rare in Canada. Outside of Ontario, there are strong multidisciplinary B.Sc. programs at McGill and Calgary. More specialized undergraduate programs exist at Dalhousie (based in Psychology), Lethbridge and Simon Fraser University (with an emphasis on Behavioural Neuroscience). There are a number of programs currently available in Ontario:

Brock University: Neuroscience B.Sc. Honours, with 3 streams (Psychology, Neurobiology and Neuromotor function) McMaster University: B.Sc. program in Psychology, Neuroscience and Behaviour Wilfred Laurier University: Honours B.Sc. in Computer Science and Psychology University of Toronto, Scarborough campus: Specialist Program in Neuroscience University of Toronto, St. George campus: Neuroscience Major within the Human Biology program University of Toronto, Mississauga campus: Specialist Programs in Human learning, as well as behaviour, genetics and Neurobiology, offered through Psychology. Laurentian University: Four year honours program in Behavioural Neuroscience Windsor: BSc Behaviour, Cognition and Neuroscience6 Carleton: BSc Neuroscience7


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Provide convincing evidence of student demand for the proposed program. Per the MTCU checklist, consider the following in making these determinations: a) evidence of student demand through application statistics, for example: number of enquiries, applications received, number of qualified applicants;

The great majority of students currently applying to post-secondary educational institutions have grown up in an environment in which understanding of the brain and its disorders has grown at a rapid pace while, simultaneously, the potential significance of scientific advances has become increasingly obvious. Because of their increasing frequency, almost every student has personally experienced the consequences of neurological disease in his/her family. As a result, for students interested in health care and biomedical research, Neuroscience is a frequently sought option. This trend has been expressed at Guelph through several means: 1. steady growth in the number of students seeking access to Neuroscience courses via the existing

Neuroscience minor (from 26 students in 2005-2006, to the present enrolment of 205), as well as in the growth of the Collaborative Graduate Neuroscience program over the last three years.

2. high number of application to majors in health science. Application rates to Bio-medical Science major and Human Kinetics are among the highest for any Majors on campus (~2300 and 1000 respectively) and highest in the BSc. Due to the intake target of ~200 students/ year in the Bio-medical Science Major, the final cutoff for admission from high school is ~88, significantly higher than the rest of the BSc. The high school average of admitted students usually exceeds 90. This major represents an untapped pool of health-oriented students, many of which enrol in the Neuroscience minor and have indicated strong interest in a Neuroscience Major (see #4).

Duplication cont’d. Neuroscience programs in Canada have often been initiated as offshoots of, or specializations within, other programs: e.g. Human Biology (Toronto); or Psychology in the case of the majority of programs. As a result, there is a risk that these programs are unbalanced, with a primary emphasis on the interests of the department or unit that originally initiated the B.Sc. True integration between different fields of study in the program, and in particular between the biological and behavioural aspects of the subject is, therefore, often difficult to achieve and hence less common. Alternatively, where a broad-based program is offered, covering multiple fields, this may be based on relatively few faculty, and therefore limited expertise in each of the main areas of study. The fundamental problem that all Ontario programs face is that it is difficult and expensive to put together all the areas of expertise that are needed to support a multidisciplinary Neuroscience program, unless they are already fairly well represented.


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b) origin of student demand (% domestic and visa students);

c) duration of the projected demand (e.g. short, medium or long-term demand from specified sources;

d) evidence of review and comment by appropriate student organization(s), if applicable.

Identify the societal need for the proposed program including: a) dimensions of the societal need for graduates (e.g. socio-cultural, economic, scientific, technological);

b) geographic scope of the societal need for graduates (e.g. local, regional, provincial, national);

Student demand cont’d 3. a request by undergraduates on campus for a Neuroscience Major. This request came in many forms, not the

least of which was a signed list submitted to the Associate VP Academic. As a result, in 2012, a working group consisting of ~12 faculty, graduate students and undergraduates was assembled to explore the value and feasibility of such a program.

4. BSc students at Guelph were surveyed for their interests in Neuroscience (Appendix I). Of the 654 respondents (years 2-5 from 26 different majors), approximately 66% indicated they would have seriously considered applying to the major had it existed. In addition, ~23% of current students (150 students in the survey, alone) said they would have switched to Neuroscience from their current major, had the major existed. Compared to their representation in the sample, students in PSYC and BIOS were disproportionately likely to switch if a Neuroscience major existed. These data argue strongly that interest is very high among students coming to Guelph and suggests the major would have the potential to attract many students. Competition for a defined number of spots would likely ensure the quality of students applying would be among the highest in the BSc.

5. Based on OUAC data, application rates to Science and Phys & Health Education continue to increase despite expected and observed reductions in many other sectors due to demographic shifts in Ontario.

We expect most demand (>95%) to originate from domestic students.

Owing to the growth of this discipline and the increased need for research on its impact on health, learning and behaviour, we expect demand to remain strong for at least a 25 year period.

The proposal has been shared with the student councils. In addition, we had undergraduate representation on the Neuroscience Major working group from its inception in 2012. Students from psychology, biomedical science and biological science participated in the external review process for this program.

The brain remains the most poorly understood organ in the human body and, increasingly, the source of some of the most pressing and intractable problems affecting the health care system. Data from Statistics Canada indicate that neurological disorders represent an increasingly serious problem: in 2011, 6% of the population of Canada suffered at some point in the year from a clinically diagnosed mood disorder (depression, bipolar disorder, mania or dysthymia) while more than 14,000 Canadians died of either Alzheimer’s or cerebrovascular disease. Adding in the other neurodegenerative disorders (e.g. Parkinson’s disease, Lewy body disease, non-Alzheimer dementia, Huntington’s, ALS) brings the death toll to more than 20,000 deaths per annum. In addition, other sectors of society, such as business, education and non-brain health sciences are recognizing the potential impact of neuroscience for advancing their own disciplines.

The growth in Neuroscience and interest in brain/nervous function and health are of global concern. As such we anticipate a strong and sustainable need for graduates in this field at local, regional and national scales.


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c) trends in societal need for graduates;

d) duration of the societal need (e.g. short, medium, or long-term).

Student demand in Neuroscience has grown dramatically. Nowhere is this more apparent than in the growth that has occurred in the North American Society for Neuroscience. In the 1970s, the annual meeting of this Society attracted approximately 2,000 participants. Within the last 25 years, it has become the largest single society meeting in the world, regularly attracting 25-30,000 registrants annually, more than half of them students. The Society for Neuroscience now has more than 41,000 active members, drawn from 86 countries around the world, although the largest single component of the membership remains in the United States.

Neuroscience, as a discipline, is still in the early stages of growth and hence we expect the demand for this area of health science to remain strong for at least 25 year and will likely remain strong beyond then, although the specific controversies and foci will likely evolve.


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Bachelor of Science (B.Sc.)

Neuroscience (NEUR) Dean’s Office, College of Biological Science representing Departments of Biomedical Sciences (Ontario Veterinary College), Human Health and Nutritional Sciences (College of Biological Science), Molecular & Cellular Biology (College of Biological Science), and Psychology (College of Social and Applied Human Science).

Major (Honours Program) This Honours program provides a foundation in the natural sciences and an opportunity to develop advanced knowledge of nervous system structure and function, and the skills required for independent inquiry within neuroscience. The specialization is unique in its emphasis on integrative/interdisciplinary problem solving. Through the use of electives, students may structure a program that emphasizes molecular and biomedical neuroscience, behavioural and cognitive neuroscience, or comparative neuroscience.

The major prepares students for professional programs in health science (medical, physiotherapy, pharmacy, veterinary medicine, nursing), post-graduate work in neuroscience, and provides a strong foundation for students wishing to pursue careers in the pharmaceutical and biotechnology industries, public health, teaching, and scientific publishing & journalism.

Students may enter this major in Semester 1 or any semester thereafter. A student wishing to declare the major may wish to consult with a Faculty Advisor. A minimum total of 20.00 credits is required to complete the major.

SEMESTER 1 BIOL*1080 [0.50] Biological Concepts of Health CHEM*1040 [0.50] General Chemistry I MATH*1080 [0.50] Elements of Calculus I PHYS*1080 [0.50] Physics for Life Sciences 0.50 Arts or Social Science elective Students lacking Grade 12 or 4U Biology, Chemistry or Physics should follow the revised schedule of study for this major found at: http://bsc.uoguelph.ca/revisedss

SEMESTER 2 BIOL*1070 [0.50] Discovering Biodiversity BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology CHEM*1050 [0.50] General Chemistry II PHYS*1070 [0.50] Physics for Life Sciences II PSYC*1000 [0.50] Introduction to Psychology

SEMESTER 3 MBG*2040 [0.50] Foundations in Molecular Biology and Genetics BIOC*2580 [0.50] Introduction to Biochemistry NEUR*2000 [0.50] Introduction to Neuroscience One of STAT*2040 [0.50] Statistics I PSYC*1010 [0.50] Making Sense of Data in Psychological Research 0.50 Arts or Social Science elective


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SEMESTER 4 MCB*2050 [0.50] Molecular Biology of the Cell PHYS*2030 [0.50] Biophysics of Excitable Cells BIOM*3000 [0.50] Functional Mammalian Neuroanatomy 1.00 electives or restricted electives

Note: 0.50 credits in physiology from restricted elective list #3 must be taken before registering in BIOM*3090 in semester 6

SEMESTER 5 PSYC*3410 [0.50] Behavioural Neuroscience II PSYC*3270 [0.50] Cognitive Neuroscience NEUR*3100 [0.50] Molecular Biology of Neurodevelopmental and Degenerative

Disease 1.00 electives or restricted electives

Note: 0.50 credits in physiology from restricted elective list #3 must be taken before registering in BIOM*3090 in semester 6

SEMESTER 6 BIOM*3090 [0.50] Principles of Pharmacology NEUR*3500 [0.50] Techniques in Neuroscience 1.50 electives or restricted electives

SEMESTER 7 NEUR*4000 [0.50] Current Issues in Neuroscience NEUR*4100 [0.50] Neuropharmacology 1.50 electives or restricted electives

SEMESTER 8 2.50 electives or restricted electives

Restricted electives: Students are advised to pay particular attention to pre-requisite requirements when choosing individual courses, and seek advice as needed. *Indicates courses that require prerequisite courses not required in the major.

1. A minimum of 0.50 credits of Critical thinking/ Philosophy / Ethics from: BIOM*3210 [0.50] Critical Thinking in the Health Sciences PHIL*2100 [0.50] Critical Thinking PHIL*2110 [0.50] Elementary Symbolic Logic PHIL*2120 [0.50] Ethics PHIL*2180 [0.50] Philosophy of Science PHIL*2240 [0.50] Knowledge and Belief

Note: if a PHIL course is completed from this list, students are required to take an additional 0.50 credit approved science course as an elective to ensure the total science requirement is met.

2. A minimum of 0.50 credits of Developmental biology ZOO*3050 [0.50] Developmental Biology BIOM*3040 [0.75] Medical Embryology*


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MBG*3040 [0.50] Molecular Biology of the Gene MBG*4040 [0.50] Genetics and Molecular Biology of Development

3. A minimum of 0.50 credits of Physiology BIOM*3200 [1.00] Biomedical Physiology HK*2810 [0.50] Human Physiology I – Concepts and Principles ZOO*3600 [0.50] Comparative Animal Physiology I*

4. A minimum of 1.00 credits of Independent Study This requirement can be met by taking a literature study or research course. For students who are interested in graduate studies, a research course is recommended. *Indicates courses that have additional prerequisites.

BIOM*4500 [0.50] Literature-based Research in Biomedical Sciences BIOM*4510 [1.00] Research in Biomedical Sciences BIOM*4521/2 [2.00] Research in Biomedical Sciences MCB*4500 [1.00] Research Project in Molecular & Cellular Biology I* MCB*4510 [1.00] Research Project in Molecular & Cellular Biology 2* MCB*4600 [0.50] Topics in Molecular and Cellular Biology* HK*4230 [0.50] Advanced Study in Human Health and Nutritional Sciences HK*4360 [1.00] Research in Human Health and Nutritional Sciences HK*4371/2 [1.00] Research in Human Health and Nutritional Sciences II IBIO*4500 [0.50] Research in Integrative Biology I IBIO*4510 [0.50] Research in Integrative Biology II IBIO*4521/22 [2.00] Thesis in Integrative Biology NEUR*4401/2 [1.00] Research in Neurosciences NEUR*4450 [1.00] Research in Neurosciences PSYC*3240 [0.50] Independent Research Project** PSYC*4240 [0.50] Advanced Independent Research Project** PSYC*4580 [0.50] Special Topics in Behavioural Sciences** PSYC*4870 [0.50] Honours Thesis I* PSYC*4880 [0.50] Honours Thesis II** faculty advisor will determine if this course is an eligible science elective, depending on the instructor and topic

5. A minimum of 0.50 credits of additional statistics or experimental design STAT*2050 [0.50] Statistics II PSYC*2360 [0.50] Psychological Methods and Statistics

Lists of recommended electives The following lists contain recommended electives for students wishing to emphasize particular areas in neuroscience. *Indicates courses that require prerequisite courses not required in the major. Psychology PSYC*2330 [0.50] Principles of Learning PSYC*2390 [0.50] Sensation and Perception PSYC*2650 [0.50] Cognitive Psychology PSYC*3030 [0.50] Neurochemical Basis of Behaviour* PSYC*3100 [0.50] Evolutionary Psychology* PSYC*3330 [0.50] Memory and Attention* PSYC*3410 [0.50] Behavioural Neuroscience II


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PSYC*4470 [0.50] Advanced Topics in Behavioural and Cognitive Neuroscience PSYC*4750 [0.50] Motivation and Emotion

Computation, Modeling and Statistics CIS*1500 [0.50] Introduction to Programming CIS*2500 [0.50] Intermediate Programming* MATH*1160 [0.50] Linear Algebra MATH*2080 [0.50] Elements of Calculus II MATH*2270 [0.50] Applied Differential Equations* MATH*3510 [0.50] Biomathematics* PSYC*3250 [0.50] Psychological Measurement* PSYC*3290 [0.50] Conducting Statistical Analyses in Psychology* STAT*3240 [0.50] Applied Regression Analysis*

Biological Science BIOC*3560 [0.50] Structure & Function in Biochemistry BIOC*4580 [0.50] Membrane Biochemistry* BIOM*4070 [0.50] Biomedical Histology* MBG*3050 [0.50] Human Genetics MCB *3010 [0.50] Dynamics of Cell Function and Signaling* MCB*4010 [0.50] Advanced Cell Biology ZOO*3000 [0.50] Comparative Histology*

Health & Disease BIOM*3040 [0.75] Medical Embryology* BIOM*4030 [0.50] Endocrine Physiology* BIOM*4050 [0.50] Biomedical Aspects of Aging* HK*3100 [0.50] Neuromuscular Physiology* HK*3810 [0.75] Human Physiology II – Integrated Systems* HK*4070 [0.50] Clinical Biomechanics* TOX*4000 [0.50] Medical Toxicology*

CREDIT SUMMARY (20.00 TOTAL CREDITS) 4.00 – First year science core 7.00 – Required science courses semester 3-8 3.00 – Restricted elective (#1,2,3,4,5 in restricted electives list) 2.00 – Approved Science elective* 0.50 - Required arts and social science elective (PSYC*1000) 1.00 – Arts and/or Social Science electives 2.50 – Free electives Of the 20 total credits required, students must complete 16.00 credits in science of which a minimum of 2.00 credits must be at the 4000 level and an additional 4.00 credits must be at the 3000 or 4000 level. *2.50 Approved Science Electives if a PHIL*XXXX course is selected for restricted electives #1


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Appendix II Neuroscience Major description This Honours program provides an opportunity to develop advanced knowledge of nervous system structure and function, and the skills required for independent inquiry within neuroscience. The specialization is unique in its emphasis on integrative/interdisciplinary problem solving. Through the use of electives, students may structure a program that emphasizes molecular/cellular neuroscience, behavioural neuroscience, neurophysiology or computational neuroscience. The major prepares students for professional programs in health science (medical, physiotherapy, pharmacy, veterinary medicine, nursing), post-graduate work in neuroscience, and provides a strong foundation for students wishing to pursue careers in the pharmaceutical and biotechnology industries, public health, teaching, and scientific publishing & journalism. Learning outcomes A. GENERAL SKILLS 1. Problem Solving & Critical Thinking

• Critically evaluate ideas and arguments by gathering and integrating relevant information, assessing its credibility, and synthesizing evidence to formulate a position.

• Identify problems and independently propose solutions using creative approaches, acquired through interdisciplinary experiences, and a depth and breadth of knowledge/expertise.

• Accurately interpret and use numerical information to evaluate and formulate a position.

2. Communication • Accurately and effectively communicate ideas, arguments and analyses, to a range of audiences,

in graphic, oral and written form.

3. Professional and Ethical Behaviour • Demonstrate personal and professional integrity by respectfully considering diverse points of

view and the intellectual contribution of others, and by demonstrating a commitment to honesty and equity, and awareness of sustainability, in scientific practice and society at large.

• Collaborate effectively as part of a team by demonstrating mutual respect, leadership, and an ability to set goals and manage tasks and timelines.

• Plan for professional growth and personal development within and beyond the undergraduate program, including professional programs in health science, post-graduate work in neuroscience, and careers in pharmacy, biotechnology, public health, and education.

• Critically appraise and debate applications of neuroscience in relation to the ethics of advancing human health and treatment of animals.


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B. DEGREE RELATED SKILLS & KNOWLEDGE 1. Scientific Method

• Apply scientific methods and processes by formulating questions, designing investigations and synthesizing data to draw conclusions and make scientifically-based decisions.

• Generate and interpret scientific data using quantitative, qualitative and analytical methodologies and techniques.

2. Breadth & Depth of Understanding • Apply the core concepts of math, physics, chemistry and biology to the study of development,

anatomy, physiology and pathology of the nervous system. • Demonstrate the ability to integrate information across levels of biological organization (from

atoms to behaviour) to explain nervous system function. • Interpret evolution of nervous systems from patterns of diversity and phylogenetic processes. • Interpret current scientific concepts and gaps in knowledge (and methods) in light of historical

developments in neuroscience. • Demonstrate knowledge of the ethical, economic, commercial and social implications of

scientific discovery and technological innovation within the neurosciences.

3. Scientific Technology & Techniques • Apply contemporary research methods, skills and techniques to conduct an independent inquiry

in neuroscience. • Perform and interpret basic neuron and neuron network computer modelling. • Identify the contribution of technical discoveries in histology, physiology, molecular biology

and computer modelling to developments in neuroscience research and its practical applications.


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• Apply scientific methods and processes by formulating questions, designing investigations and synthesizing data to draw conclusions and make scientifically-based decisions.




• Apply the core concepts of math, physics, chemistry and biology to the study of development, anatomy, physiology and pathology of the nervous system.

• Demonstrate the ability to integrate information across levels of biological organization (from atoms to behaviour) to explain nervous system function.

• Interpret evolution of nervous systems from patterns of


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diversity and phylogenetic processes.

• Critically evaluate ideas and arguments by gathering and integrating relevant information, assessing its credibility, and synthesizing evidence to formulate a position.

• Accurately interpret and use numerical information to evaluate and formulate a position.


• Apply contemporary research methods, skills and techniques to conduct an independent inquiry in neuroscience.

• Perform and interpret basic neuron and neuron network computer modelling.

• Accurately and effectively communicate ideas, arguments and analyses, to a range of audiences, in graphic, oral and written form.


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• Identify the contribution of technical discoveries in histology, physiology, molecular biology and computer modelling to developments in neuroscience research and its practical applications.

• Interpret current scientific concepts and gaps in knowledge (and methods) in light of historical developments in neuroscience.

• Demonstrate knowledge of the ethical, economic, commercial and social implications of scientific discovery and technological innovation within the neurosciences.

• Demonstrate knowledge of the ethical, economic, commercial and social implications of scientific discovery and technological innovation within the neurosciences.

Accurately and effectively communicate ideas, arguments and analyses, to a range of audiences, in graphic, oral and written form.



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Collaborate effectively as part of a team by demonstrating mutual respect, leadership, and an ability to set goals and manage tasks and timelines.

Demonstrate personal and professional integrity by respectfully considering diverse points of view and the intellectual contribution of others, and by demonstrating a commitment to honesty and equity, and awareness of sustainability, in scientific practice and society at large.

Critically appraise and debate applications of neuroscience in relation to the ethics of advancing human health and treatment of animals.

Demonstrate personal and professional integrity by respectfully considering diverse points of view and the intellectual contribution of others, and by demonstrating a commitment to honesty and equity, and awareness of sustainability, in scientific practice and society at large.Plan for professional growth and personal development within and beyond the undergraduate program, including professional programs in health science, post-graduate work


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in neuroscience, and careers in pharmacy, biotechnology, public health, and education.


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Appendix VI. Faculty with expertise in aspects of Neuroscience at University of Guelph Members of Neuroscience Collaborative Program

1. Al-Aidroos, Naseem. Psychology Dept, visual attention, perception, and memory 2. Bailey, Craig. Biomedical Sciences Dept, nicotinic receptors within attention pathways 3. Bendall, Andrew. Molecular and Cellular Biology Dept, Molecular biology of vertebrate

development 4. Bent, Leah. Human Health and Nutrition Dept, Neural control of movement;

neurophysiology 5. Bernier, Nicolas. Integrative Biology Dept, Physiology and Molecular Neuroendocrinology

of stress in fish 6. Choleris, Elena. Psychology Dept, Neurobiology of social learning and memory in rodents -

ethological, molecular and genetic 7. Dedrick, Don. Philosophy/Psychology Depts, Categorization; Color perception; Cognitive

Science 8. Dobson, Howard. Clinical Studies Dept, Diagnostic imaging in orthopedics and neurology 9. Fenske, Mark. Psychology Dept, Cognitive Neuroscience in humans 10. Harauz, George. Molecular and Cellular Biology Dept, Protein structure and characterization

in multiple sclerosis 11. Heyland, Andreas. Integrative Biology Dept, Nervous system development in marine

invertebrates 12. James, Fiona. Clinical Studies, a veterinary neurologist, clinical

epilepsy/electroencephalography. 13. Jones, Nina. Molecular and Cellular Biology Dept, Signalling events in mammalian

development and disease 14. Kalisch, Bettina, Biomedical Sciences Dept, regulation of expression of genes that are

important in cholinergic neuron function and Alzheimer Disease; nerve growth factor; nitric oxide

15. Laberge, Frederic. Integrative Biology Dept, Comparative neuroanatomy, physiology and behavior

16. Leri, Francesco. Psychology Dept, Drug addiction, learning and memory, mostly in rodents 17. Lu, Ray. Molecular and Cellular Biology Dept, Cell signalling, animal stress response,

herpesvirus-cell interaction 18. Ma, David. Human Health and Nutrition Dept, lipids [n-3 PUFA's, CLA, trans fats] and

cancer, n-3 polyunsaturated fatty acids on Alzheimer’s 19. MacLusky, Neil. Biomedical Science Dept, estrogen, epilepsy, hippocampal function,

neuroplasticity 20. Mason, Georgia. Animal and Poultry Science Dept, how housing conditions affect brain and

behavior; stereotypy; animal behaviour; animal cognition 21. McLaughlin, Robert. Integrative Biology Dept, Behavioural Ecology, individual-group

behavior, Brain Size, Fisheries Management 22. Meegan, Dan. Psychology Dept, Cognitive neuroscience, Embodied Cognition, Memory,

Sensorimotor control, in humans 23. Niel, Lee. Population Medicine Dept. CNS sexual differentiation. Pain, distress and

aggression in companion animals


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24. Parker, Linda. Psychology Dept, Psychopharmacology, animal models of nausea, Taste aversion learning, Behavioural Neuroscience, Addiction, Endocannabinoids

25. Z. Srbley, John. Human Health and Nutrition Dept, clinical biomechanics, pain, aging 26. Trick, Lana. Psychology Dept, Attention, Subitizing & counting, Multiple-object tracking,

Lifespan development (childhood to old age) in humans 27. Turner, Pat. Pathobiology, diseases of laboratory animals 28. Vallis, Lori. Human Health and Nutrition Dept, Biomechanics of Gait and Posture 29. Van Raay, Terry. Molecular and Cellular Biology Dept, neurodevelopment in zebrafish 30. Widowski, Tina. Animal and Poultry Science Dept, relationships among an animal's

environment, behaviour and physiology; animal behaviour. 31. Winters, Boyer. Psychology Dept, neurobiology of learning in rodents 32. Zettel, John. Human Health and Nutrition Dept, Biomechanics and Motor Control of Human

Movement

Additional Neuroscientists on Campus 33. Emma Allen-Vercoe, Molecular and Cellular Biology Dept. gut-CNS interactions 34. Summerlee, Alastair J S. Biomedical Science Dept, Relaxin, Oxytocin, Vasopressin, CNS

functions, blood flow etc 35. Brad Hanna, Biomedical Science Dept, Electrophysiological characterization of ion channels

containing disease-related mutations 36. Ron Johnson, Biomedical Science Dept, Regulation and role of neurohormones in

cardiovascular function 37. Luis Gaitero, Clinical Studies Dept, Neuroncology, CNS inflammatory diseases,

neurosurgery. 38. Laura Smith-Maxie, Clinical Studies Dept, Neurologic problems in all species, particularly

equine and ruminant neurology, Cerebrospinal fluid analysis and interpretation 39. David Calvert, Computer Science Dept, Artificial neural networks 40. Stefan Kremer, Computer Science Dept, Learning, recognition, thought, artificial

intelligence 41. Deborah Stacey, Computer Science Dept, Artificial intelligence networks 42. Medhat Moussa, Engineering Dept, User-centric intelligent systems (User-adaptive

robotics); Artificial Intelligence 43. Robert Dony, Engineering Dept, Neural network modeling, medical engineering 44. Simon X. Yang, Engineering Dept, Neural networks, artificial intelligence, navigation,

modeling 45. Allan Willms, Mathematics Dept, Mathematical biology; neuronal ion channel modelling;

parameter estimation; dynamical systems. 46. Leonid S. Brown, Dept Physics, biophysical properties of rhodopsins, as light-driven ion

pumps or photosensors. 47. Vladimir Ladizhansky, Dept Physics, structural conformation of myelin basic protein (MBP)

in its association with lipids. 48. Linquist, Stefan, Philosophy Dept; philosophy of psychology and animal minds 49. Vessey, John Dept of Cellular and Molecular Biology 50. Ryan, Scott Dept. of Cellular and Molecular Biology


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Review of New Undergraduate Program Proposal

University of Guelph B.Sc. Honours in Neuroscience

Margaret Fahnestock, Ph.D.McMaster University

Site Visit: June 28, 2016

Summary:

I am enthusiastic about this program. The proposed new Honours B.Sc. major in Neuroscience is a high-quality, innovative program that meets the needs of students and reflects the research-intensive nature of the University of Guelph. The faculty, students and facilities are excellent. The program is built upon a firm foundation of 50 current faculty who conduct research and teach in neuroscience or neuroscience-related disciplines, a history of collaboration among the four participating departments, strong support and leadership from Deans and Department Chairs, and a vocal expression of need by the students. The program would replace and incorporate the Honours B.Sc. in Psychology and would expand upon the Neuroscience minor, bringing the University’s offerings up-to-date in a cutting-edge discipline in high demand.Innovative and highly desirable aspects of the program include: an emphasis on experiential learning, problem-solving and undergraduate research opportunities; integration of molecular, cellular, and physiological to behavioural and network neuroscience; the core laboratory course; and the use of electives to emphasize molecular/cellular, behavioural/cognitive, or biomedical neuroscience within the broad field of neuroscience. The curriculum is logical, well-planned and designed to give students a broad understanding of this interdisciplinary field and yet allow them the opportunity to engage in focused research at the undergraduate level. This curriculum provides a distinct advantage for students who aim for graduate or professional studies and will significantly enhance undergraduate offerings at the University of Guelph.

I met with Deans, Department Chairs, neuroscience faculty, students and staff. I was impressed with the universal commitment to and the enthusiasm for undergraduate education and for this program in particular. The only major issue is the provision of adequate resources to recruit and support new faculty and staff and to equip and maintain the core laboratory course – a crucial building block of the new program – as well as to provide funding for growth. Should the necessary financial investment be made at the Provost’s level, the program ought to move forward with due haste. There is a great deal of pent-up demand in the province for such a program, and its immediate implementation will greatly benefit the students and the University as a whole.


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Evaluation Criteria for New Program Approvals

1. Objectives

a) Consistency of the program with the University’s mission and academic plans.

The University of Guelph’s mission statement(https://www.uoguelph.ca/registrar/calendars/undergraduate/2014-2015/c02/index.shtml) describes the University as a “research-intensive, learner-centred university. Its core value is the pursuit of truth. Its aim is to serve society and to enhance the quality of life through scholarship.” The proposed new Honours Bachelor of Science in Neuroscience (Hons.B.Sc.Neuro) is entirely consistent with and meets the goals of the mission statement, giving added value to the participating departments and the university as a whole. The program’s emphasis on experiential learning, in particular incorporating research experience, is an excellent fit with the University’s mission statement and values and enhances the student experience.

b) Clarity and appropriateness of the program’s requirements and associated learning outcomes in addressing the University’s undergraduate or graduate Degree Level Expectations.

The new B.Sc. Honours Neuroscience program is a high quality, innovative program. It draws on the existing strengths of the participating departments and is integrative and synergistic. The Neuroscience major will build upon the success of the Neuroscience minor and the Neuroscience graduate program at Guelph. It will replace the B.Sc. Honours major in Psychology (leaving the B.A. in Psychology intact), incorporating the B.Sc. Psychology program as an important component of the new Neuroscience major. The new Neuroscience major will provide a clear path to graduate and professional careers in this growing, interdisciplinary field as well as to a host of other career possibilities.

The new Neuroscience program meets the needs of undergraduate students at the University of Guelph. It is expected that graduates of this program will be fully prepared for competitive graduate programs (i.e. neuroscience or biotechnology), professional programs (i.e. medicine, veterinary science, physiotherapy, nursing or pharmacy) and related careers (biotech/pharma industry, public health, teaching, scientific publishing and journalism, or law/ethics). The development of the present program was motivated by student demand for a neuroscience program as well as by active support from faculty engaged in neuroscience-related research and by Department Chairs. Currently, students are only able to patch together a multidisciplinary program of study via a neuroscience minor coupled with another major degree such as a B.Sc. in Psychology, Biological Sciences, or Human Kinetics. The new Neuroscience program provides increased experiential learning, interdisciplinarity, and research engagement, key learning outcomes.

The University Degree Level Expectations include six pillars related to acquiring, applying, assessing, and communicating knowledge in a specific discipline, in addition to developing thestudent’s appreciation for his or her capabilities and professional responsibility within the discipline. The Neuroscience Program requirements meet or exceed the University Degree Level Expectations.

c) Appropriateness of degree nomenclature.

All graduates of the new program will receive an Honours Bachelor of Science in Neuroscience (Hons.B.Sc.Neuro) degree from the University of Guelph. The nomenclature is appropriate and descriptive.


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2. Admission requirements

a) Appropriateness of the program’s admission requirements for the learning outcomes established for completion of the program.

The admission requirements are the same as for other Honours majors in the B.Sc. biological sciences. This is appropriate for the learning outcomes required for Neuroscience program completion. However, certain majors such as Biomedical Sciences are highly competitive, and, to maintain small class sizes, cutoffs and class averages are close to 90%. It is expected that the Neuroscience program will also attract highly competitive applications and will result in cutoffs well above the B.Sc. average. Although the B.Sc. minimum will be used as a starting point, class size will be regulated at the point of admission by actively managing the grade cutoff. In this regard, it is important that applications to the new Neuroscience program be monitored separately from applications to the B.Sc., particularly in case enrolment differs significantly from estimates.

b) Sufficient explanation of alternative requirements, if any, for admission into a graduate, second-entry or undergraduate program, such as minimum grade point average, additional languages or portfolios, along with how the program recognizes prior work or learning experience.

N/A.

3. Structure

a) Appropriateness of the program's structure and regulations to meet specified program learning outcomes and degree level expectations.

The program is well organized and coherent. The structure of the program is highly integrative, entirely appropriate to the interdisciplinary field of neuroscience. The first-year basic science and second-year Neuroscience core provide a broad foundation, while the third- and fourth-year courses provide technical skills and opportunities for synthesis and integration. Problem-solving is emphasized at all levels.

The Honours B.Sc. in Neuroscience program is a joint venture between four departments: Psychology, Biomedical Sciences, Molecular & Cellular Biology and Human Health & Nutritional Sciences. These departments have worked together for many years and, more specifically, have been working on this major since 2012. There is a working group consisting of faculty and students from the four departments which will become the Neuroscience curriculum committee and will oversee the Neuroscience major. The committee will be co-chaired by representatives from the participating departments. The Department of Integrative Biology may also be involved in future. Departments providing relevant courses, especially in the first year (Mathematics & Statistics, Chemistry, Physics and Computing Science) are also on board. The structure of the program will enable students to achieve the program’s six learning objectives.

b) For graduate programs, a clear rationale for program length that ensures that the program requirements can be reasonably completed within the proposed time period.

N/A.


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4. Program content

a) Ways in which the curriculum addresses the current state of the discipline or area of study.

Neuroscience is a highly interdisciplinary field, and the Neuroscience program curriculum integrates molecular and cellular science, physiology, health and psychology to provide both a broad overview and in-depth experience in the field. The core courses provide an integrative pathway of study through these disciplines, hands-on experience and, finally, focused independent research. The proposed program draws upon the strengths of participating departments and their existing courses in neuroscience-related fields and requires the development of only a small number of new courses for its successful execution. These new courses comprise the new Neuroscience core and include: NEUR 2000, NEUR 3100, PSYC 3270, NEUR 3500, and NEUR 4100.

In keeping with the interdisciplinary nature of neuroscience, the program requirements include the completion of first-year foundational courses in Biology (1070, 1080 and 1090), Chemistry (1040, 1050), Physics (1070, 1080), Mathematics (1080) and Psychology (PSYC 1000). The second-year core course in Neuroscience (NEUR 2000) provides an introduction to the nervous system. In the third year, NEUR 3100 and PSYC 3270 are courses providing more specialization in neurodevelopmental and neurodegenerative diseases and cognitive neuroscience, respectively, while NEUR 3500 is a hands-on course providing essential laboratory knowledge and skills. The fourth-year course NEUR 4100 is a Neuropharmacology course. In addition, required upper-level courses that are already taught include Molecular Biology (MBG 2040), Biochemistry (BIOL 2580), Statistics (STAT 2040 or PSYC 1010), Cell Biology (MCB 2050), Physics of Excitable Cells (PHYS 2030), Behavioural Neuroscience (PSYC 3410), Pharmacology (BIOM 3090) and Current Issues in Neuroscience (NEUR 4000). These give Neuroscience students the necessary breadth and multidisciplinarity.

b) Identification of any unique curriculum or program innovations or creative components.

The proposed curriculum is excellent. The Neuroscience program is strongly integrated to provide a broad understanding of the field from molecular, cellular, and physiological to behavioural and network neuroscience. The participating departments have a proven ability to work together, and they operate in close proximity on campus which fosters integration and collaboration. The faculty has particular strengths in human and animal neuroscience that distinguish it from other neuroscience programs. In addition, the core laboratory course is a creative way of providing technical skills and fostering problem-solving in the third year. Students may use electives to emphasize molecular/cellular, behavioural/cognitive, or biomedical neuroscience.

c) For research-focused graduate programs, clear indication of the nature and suitability of the major research requirements for degree completion.

N/A.

d) Evidence that each graduate student in the program is required to take a minimum of two-thirds of the course requirements from among graduate level courses.

N/A.


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5. Mode of delivery Appropriateness of the proposed mode(s) of delivery to meet the intended program learning outcomes and Degree Level Expectations.

The program learning objectives will be taught using a variety of teaching and assessment methods, another strength of the program. The methods used are highly interactive (oral presentations, poster presentations, flipped classroom approach, etc.). Even in very large classes, the use of CourseLink/D2L and TopHat (phone clickers) seems universal. The commitment of faculty to experiential learning is impressive.

6. Assessment of teaching and learning

a) Appropriateness of the proposed methods for the assessment of student achievement of the intended program learning outcomes and Degree Level Expectations.

The methods of assessment are appropriate. These methods are extremely varied and include multiple choice and short answer exams, presentations, lab reports, online quizzes, simulations, problem sets, group and individual projects, advanced synthesis of the literature, and integrative and independent research projects. There are six specific learning objectives that all students in the Hons.B.Sc.Neuro program are expected to achieve by the completion of the program. The Program Learning Outcomes table from the Program Brief, the Learning Outcomes in the Neuroscience Major description (Appendix III) and the Learning Outcomes Alignment Template demonstrate that all students will achieve these objectives through the completion of key assignments in required courses from the 1st to 4th years.

b) Completeness of plans for documenting and demonstrating the level of performance of students, consistent with the University’s statement of its Degree Level Expectations.

The documentation and demonstration of student performance, achieved primarily by course evaluations but also by other means such as a first-year biology concept inventory and exitsurveys, are satisfactory and are consistent with the University of Guelph’s Degree Level Expectations.

7. Resources for all programs a) Adequacy of the administrative unit’s planned utilization of existing human, physical and financial resources, and any institutional commitment to supplement those resources, to support the program.

The Neuroscience program is a cross-departmental program that draws on the many different disciplines of the field of neuroscience. Each yearly cohort is expected to be 145 students. Therefore, when fully implemented, the program is expected to comprise 580 students.Space for the new lab course has been identified and should be able to accommodate 145 students/yr. Additional sections will be added to existing lecture courses as required to accommodate students in the program. Identified younger faculty are vitally important to teach some of the required new NEUR courses. Additional new faculty are required as well.

The Neuroscience program has applied for support from the Provost’s Incremental Growth Fund. The request is for initial funding plus ongoing base funding for three new faculty positions, one


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new B.Sc. councilor, a half-time lab coordinator for the lab course, support for additional teaching assistants and/or sessionals to handle additional sections of existing lecture courses, research assistantships, and materials and supplies for the new lab course, NEUR 3500. Although the Provost’s Office has been positive about the request, there has been no formal promise of funding. It is understood that this funding is essential to the new Neuroscience program.

b) Participation of a sufficient number and quality of faculty who are competent to teach and/or supervise in the program.

Expertise in the broad disciplines of neuroscience already exists on campus, with 50 faculty listed as having neuroscience-related expertise in both teaching and research, while 32 are considered to be “core” faculty, as they currently participate in the Neuroscience Graduate Program at Guelph. I met with 8 faculty members, the majority of them from MCB and Psychology, and all were enthusiastic and committed to the offering of the Hons.B.Sc.Neuro program. The majority of the faculty have research programs that are in the field or related to neuroscience research. Thus, I am confident that there are a sufficient number of faculty to teach in the program, and that these faculty are of superb quality, with many who have international reputations as excellent neuroscientists.

A strength of the program is the integration of faculty with broad expertise from molecular to cellular, physiological and behavioural disciplines, all on one campus. The four major contributing departments are in close proximity to one another and are clearly able to work well together. The Deans, Department Chairs and faculty of the participating departments are universally enthusiastic about the new program, and a number of faculty already teach courses appropriate for the Neuroscience program. Faculty available to teach some of the new core curriculum are identified: some will no longer teach in the outgoing Psychology B.Sc. program in order to teach in the Neuroscience program (Francesco Leri, NEUR 2000); others are relatively recent faculty who do not yet have a full teaching load (John Vessey, NEUR 3100; Naseem Al-Aidroos, PSYC 3270; Craig Bailey, NEUR 4100). All other faculty have significant teaching loads, and all faculty supervise undergraduates, so the existing faculty is highly competent to teach and supervise in the program. Faculty are prepared to supervise additional undergraduates in their labs. However, the faculty I met with expressed concern that they are at their maximum teaching loads. Therefore, the new laboratory course (NEUR 3500) and the addition of a significant number of new project students necessitates additional faculty. In addition, I met with students who strongly suggested that NEUR 4000 (Current Topics in Neuroscience), which is currently offered in fall term only, be offered in both fall and winter terms.

Three new faculty positions have been requested. New faculty are essential to the program, as they will teach the core course NEUR 3500 (Techniques in Neuroscience), NEUR 4000 (Current Topics in Neuroscience) and will accept undergraduates for independent research projects. Apart from those three positions, in addition, the Department of Molecular and Cellular Biology has just posted an advertisement for a new faculty position, and a search is ongoing for a CRC in the Department of Human Health & Nutritional Sciences for someone with expertise in sports & exercise neuroscience.

c) Evidence that there are adequate resources to sustain the quality of scholarship produced by undergraduate students as well as graduate students scholarship and research activities, including library support, information technology support, and laboratory access.

A strength of the resources at the University of Guelph is that computing services and library services are all part of the same organizational unit. Via participation in library consortia such as


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CRKN or OCUL that provide licensing to e-journals, the library offers students access to 98% of the top 50 journals in neuroscience. Journals not available by immediate online access can be obtained by interlibrary loan. The library also provides access to databases and books.

As mentioned above, faculty readily take undergraduates in their labs for project courses, and space is available for the required laboratory course, NEUR 3500. It is essential that adequate initial funding be obtained to properly equip the laboratory for NEUR 3500 as well as funding be in place to support ongoing reagent and supply costs.

8. Resources for graduate programs only

a) Evidence that faculty have the recent research or professional/clinical expertise needed to sustain the program, promote innovation and foster an appropriate intellectual climate.

N/A.

b) Where appropriate to the program, evidence that financial assistance for students will be sufficient to ensure adequate quality and numbers of students.

N/A.

c) Evidence of how supervisory loads will be distributed, and the qualifications and appointment status of faculty who will provide instruction and supervision.

N/A.

9. Resources for undergraduate programs only Evidence of and planning for adequate numbers and quality of: (a) faculty and staff to achieve the goals of the program; or

Three new faculty (distributed among participating departments), one new B.Sc. councilor, one half-time laboratory coordinator, and additional TA’s and RA’s are required to supplement current faculty and staff.

New faculty are required to teach NEUR 3500, the laboratory course, which will be team-taught, to expand NEUR 4000 to include winter term, and to take additional project students. Because NEUR 3500 is a laboratory-based course, a half-time laboratory coordinator will be required. It isestimated that 145 students per year will join the Neuroscience program. Three additional TA’s per course (1 TA per 50 students) will provide adequate teaching coverage. The counselors in the B.Sc. advising office currently advise 1500-1800 students each. Long lines are the norm during heavy periods, and an additional 70-75 students/year (estimated new students, not from another program) will add to this burden. Another counselor seems necessary not simply for the Neuroscience program, but for the entire B.Sc. program. Lastly, funding for summer research assistantships is highly desirable for a research-based program such as Honours B.Sc. Neuro.

(b) of plans and the commitment to provide the necessary resources in step with the implementation of the program;

It is essential that all these resources be provided in order for the Neuroscience program to be adequately staffed.


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(c) planned/anticipated class sizes;

It is estimated that there will be 145 new students per year in the new Neuroscience program, half from existing majors and half new students. This estimate is based on: (a) there are currently 200 students in the Neuroscience minor, many of whom would choose it as a major, were it available; (b) some students majoring in Psychology, Human Kinetics and Biomedical Sciences would switch to the Neuroscience major; (c) the existing applicant pool and grade cutoffs for applicants to Biomedical Sciences means many good students don’t get accepted to this program and could be admitted to the Neuroscience program; (d) some students do not apply to Guelph because there is no neuroscience major. It is clear that there is a great deal of pent-up demand for the program, and therefore it is essential that enrolment be actively managed and applications closely monitored. This reviewer believes that applications will exceed estimates as news of the program spreads, and that there will be pressures to increaseenrolment. Therefore, there must be a commitment from the Provost and Deans to increase resources to meet future growth in the program.

(d) provision of supervision of experiential learning opportunities (if required); and

A strength of the program is the experiential learning component. The new third-year neuroscience lab course (NEUR 3500) is an essential part of the proposed program, and thus is required for the program to proceed. A fourth-year independent project course will be required as part of the core. Participating faculty already supervise undergraduates in their labs and willbe able to accommodate additional students in the Neuroscience program. Not all students will want or be able to pursue laboratory research for this course, and an alternative library research component will be offered. Nevertheless, new faculty are needed to teach NEUR 3500, NEUR 4000 and to accept additional project students. New faculty will also add new neuroscience research areas, strengthening the program, filling gaps and supporting neuroscience teaching.

(e) the role of adjunct and part-time faculty.

Adjunct and part-time faculty participate in graduate committees but do not participate in undergraduate teaching.

10. Quality and other indicators

a) Definition and use of indicators that provide evidence of quality of the faculty (e.g.,qualifications, research, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program).

The CVs of the faculty members who will provide the primary teaching in the program document the relevance of their research program to the field of neuroscience, their success in securing external research funds, their participation in research collaborations, and their publication record of peer-reviewed research manuscripts. The quality of the faculty members who will teach in the program is outstanding. There is ample expertise collectively between the participating Departments to provide high-quality teaching from active researchers to the students in this program.


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b) Evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience.

Each faculty member supervises a relatively high number of undergraduate students in their lab, either conducting research projects or independent studies. Students also serve as summer Research Assistants. The program has requested funding for additional Research Assistants through the Provost, and some are available on a competitive basis from the Dean’s office. The high capacity of experienced researchers supervising undergraduate research projects in their lab is a strong asset to the program and should be supported.

Reviewer’s recommendations:

1) Essential: As stated above, it is essential that there be a firm financial commitment from the Provost not only for initial funding, but for an adequate ongoing base funding level. Furthermore, because the campus is switching to a new funding model that includes activity-based funding, it is essential that an adequate percentage of activity-based resource funding be negotiated up front by the Program, to ensure that any future growth in the Program is adequately funded. There must be a firm commitment to increase resources to meet Program growth, and a description of how this will occur.

2) Desirable: Demand for the program may be higher than expected, and therefore close monitoring by the registrar, separate from the B.Sc., is highly desirable. Tracking of the quality of students entering the program, controlling the number of offers, setting the appropriate grade cutoff for program entrance separate from the B.Sc., and monitoring the depth of the applicant pool and rate of acceptance will be extremely helpful, particularly in the initial years of the program.

3) Desirable: It is strongly suggested that independent project courses be made available in the third year and possibly in the second year as well. This will allow students who wish to get involved in laboratory research to start as early as possible and gain a richer experience through longer-term projects.

4) Desirable: A Neuroscience Day, similar to the one available for graduate students, could be made available to undergraduates who are involved in research projects. Care should be taken so as not to interfere with exam period or with Ontario Biology Research Day, SONA, NeuroXchange or other conferences.


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GUELPH • ONTARIO • CANADA • N1G 2W1 • 519.824.4120, ext. 56102 • www.uoguelph.ca/cbs

COLLEGE OF BIOLOGICAL SCIENCE Dean’s Office

Subject: Response to the External Reviewer’s Assessment Report for the B.Sc. in Neuroscience

From: Jonathan Newman, Dean, College of Biological Science

Gwen Chapman, Dean, College of Social and Applied Human Science

Jeff Wichtel, Dean, Ontario Veterinary College

Date: July 26, 2016

We would like to thank Professor Fahnestock for her thorough review, and her enthusiastic endorsement of our

proposed BSc. in neuroscience program. This memorandum sets out our responses to Professor Fahnestock’s four

recommendations.

Recommendation #1 (essential) Funding: We are pleased to report a commitment of $1.03M in base funding

and $0.595M in one-time funding to support this major. This commitment includes three net new faculty

members as well as two staff positions, all in direct support of this major. With regard to the possibility of a new

activity based funding model at the university, nothing has yet been proposed let alone decided, so it is difficult to

respond to Professor Fahnestock’s concerns. Nevertheless, the Provost has clearly stated to all three deans that

whatever funding model we adopt, it will not discourage programs such as this one.

Recommendation #2 (desirable) enrollment management: We support Professor Fahnestock’s recommendation

to manage the intake of this major separately from other majors within the BSc. We are in discussions now with

the Registrar to effect this option.

Recommendation #3 (desirable) earlier access to independent project courses: The proposal already contains

a commitment to provide 1.0 credits of independent research to each student. We agree that, in principle, it is

highly desirable to provide additional research opportunities, earlier in the program. However, this

recommendation has significant resource and sustainability implications. We will take an incremental approach to

addressing this recommendation. First we will implement the proposal in its original form of 1.0 credits of research,

and then subsequently evaluate the feasibility of optional earlier research opportunities as the program matures.

Recommendation #4 (desirable) neuroscience day: Adding poster presentations by undergraduates to the

university’s already existing ‘neuroscience day’ should be feasible and we will move to implement this

recommendation.


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DegreeProgram

Department/ School Code Title CA CC CD CW PC PD PI PA SC Description

BSc Interdepartmental BSCH.NEUR Neuroscience Major XBSc Psychology NEUR*2000 Introduction to Neuroscience X

BSc CBS NEUR*3100Molecular Biology of Neurodevelopmentaland Degenerative Disease

X

BSc Interdepartmental NEUR*3500 Techniques in Neuroscience XBSc Biomedical Sciences NEUR*4100 Neuropharmacology X

BScPsychology PSYC*3270 Cognitive Neuroscience X

BScBiomedical Sciences BIOM*3000 Functional Mammalian Neuroanatomy X Add prereq NEUR*2000

BSc Psychology PSYC*3410 Behavioural Neuroscience II X Prereq changeBSc Interdepartmental NEUR Minor Neuroscience Minor X schedule of studies change

BScPsychology BSCH.PBC Psychology: Brain & Cognition Major X program deletion due to overlap with

new NEUR major

Undergraduate Curriculum ChangesBachelor of Science (B.Sc.) Curriculum Changes

2017/2018

LEGENDCA Course Addition CC Course Change CD Course Deletion CW Credit Weight Change PC Prog/Spec Change

PD Prog/SpecDeletion PI Prog/Spec Information PA Prog/Spec Addition SC Subject Area Change


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Memorandum To: B.Sc. Program Committee, Board of Undergraduate Studies Re: Deletion of the BSCH:Psychology : Brain and Cognition Major and Minor From: Brian Husband, Co-Chair, B.Sc. Program Committee Date: August 22, 2016 Since 2014, the Departments of Psychology, Biomedical Sciences, Human Health and Nutritional Sciences and Molecular & Cellular Biology have been developing a new interdisciplinary major in Neuroscience, which will replace and expand upon the existing B.Sc. Major, Psychology: Brain & Cognition (BSCH.PBC). As part of the provincial process for approving new programs, Neuroscience underwent an external review and received a positive response. The next step is to seek approval internally through the B.Sc. Program Committee, the Board of Undergraduate Studies, and Senate. Concomitant with the approval of the Neuroscience Major, the BSCH.PBC Major should be deleted for the Fall 2017 semester.


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COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES Office of the Associate Dean (Academic)

Macdonald Institute - Room 113C

GUELPH • ONTARIO • CANADA • N1G 2W1 • (519) 824-4120 EXT: 52419 • FAX: (519) 766-4797

August 24, 2016 BSc Program Committee University of Guelph Dear members of the BSc Program Committee, RE: Deletion of Psychology: Brain and Cognition I am writing to confirm that the College of Social and Applied Human Sciences supports the deletion of the BSc program in Psychology: Brain and Cognition. As a College we are excited about the potential of the new major in Neuroscience, which will replace the Brain and Cognition BSc. Yours sincerely, Byron M. Sheldrick, PhD Associate Dean (Academic) College of Social and Applied Human Sciences University of Guelph cc. Gwen Chapman, Dean of CSAHS Patricia Tersigni, Manager of Undergraduate Programs


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Francesco Leri, PhD. September 21, 2016

Department of Psychology University of Guelph 50 Stone Road East Guelph, Ontario N1G-2W1 Canada [email protected]

SUBJECT: Deletion of Psychology BSc Brain & Cognition Dear BSc Program Committee, The role of Psychology in the academic and funding aspects of the Major and Minor in Neuroscience has been discussed at several faculty meetings in 2016, and these new programs have been reviewed by our Undergraduate Curriculum Committee. The outcome of these internal consultations and reviews has been extremely positive, and the Department of Psychology is excited to support and participate to the Neuroscience BSc. One important consequence of this support is the necessity to reallocate academic resources away from the current BSc in Psychology: Brain and Cognition. As well, the Brain and Cognition program would overlap with the Neuroscience BSc, essentially providing internal completion and consequent confusion among prospective students. In light of these issues, the Department of Psychology supports the deletion of the Brain and Cognition BSc. Best regards,

Francesco Leri, PhD. Professor & Chair


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Senate‐Board of Undergraduate Studies Form G: PROGRAM or SPECIALIZATION DELETION 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines In addition to the material requested, please include a cover memo from the Chair of the Program Committee, Dean of the College and Chair/Director indicating support for the proposed program or specialization deletion.


B.Sc. Psychology: Brain & Cognition major and minor beginning Fall 2017

2. Rationale: Why is the specialization or program proposed for deletion? Include current enrolment figures by semester.

The major will be replaced by the interdisciplinary Neuroscience major and minor

Enrolment figures: 2011=165; 2012 =182; 2013 = 194; 2014 = 183; 2015 = 177

Admission to 1st year: 2011 = 49; 2012 = 30; 2013 = 43; 2014 = 27; 2015 = 36

3. Impact: What impact will this change have on students currently enrolled? What steps will be taken to ensure minimumdisruption? Please outline any planned substitutions and clear program paths to ensure degree completion for currentlyenrolled students.

Students currently enrolled in PBC will be allowed to complete the program. Most courses in the program will remainavailable. Students will also have access to new courses in Neuroscience (NEUR*2000; NEUR*3100, NEUR*3500,NEUR*4100) when they become available. Transfers into Neuroscience from PBC will be allowed on a graduated basis.In Fall 2017, students in 2nd year of PBC will also be given the opportunity to transfer. In Fall 2018, students in 2nd and3rd year, and in fall 2019 students in 2nd, 3rd and 4th year will be allowed to transfer.

4. Implementation: Program or Specialization deletions will normally take effect for the Summer and Fall 2017 admissioncycle.

Program deletion will take effect Summer and Fall 2017


Memo from Brian Husband (Co‐chair of Program Committee), Francesco Leri (Psychology) and Byron Sheldrick

(Associate Dean, Academic of CSAHS) are attached.


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6. Calendar Copy: Indicate the sections of calendar copy to be deleted (chapter and section of the Undergraduate Calendar). If the deletion of a specialization requires changes to one or more degree programs, include those changes on Form D.

Bachelor of Science (B.Sc.) Psychology: Brain & Cognition (PBC) Department of Psychology, College of Social and Applied Human Sciences The B.Sc. Major in Psychology: Brain and Cognition offers an opportunity for students to develop interests within learning, perception, cognition, and biopsychology from a sound base in physical and biological sciences. Students primarily interested in other areas within psychology should consult the schedule of studies for the Bachelor of Arts program. Psychology courses in the above focuses may also be studied via the B.A. program. Note on Honours Courses Honours Courses: courses designated with (H) are designed for students in a psychology honours specialization. This includes B.A. Honours Psychology (PYSC) major or minor, B.A. Information Systems and Human Behaviour (ISHB) major, B.Sc. Psychology: Brain and Cognition (PBC), major or minor, and the Neuroscience (NEUR) minor. (H) courses are Honours level requiring for registration a cumulative average of at least 70% in all course attempts in Psychology or registration in the ISHB major, NEUR minor, or PBC major or minor. Unless otherwise specified, all other courses may be taken by students in a general or honours program, providing the prerequisites are met. Major (Honours Program) Semester 1 BIOL*1090 [0.50] Introduction to Molecular and Cellular Biology CHEM*1040 [0.50] General Chemistry I MATH*1080 [0.50] Elements of Calculus I PHYS*1080 [0.50] Physics for Life Sciences PSYC*1000 [0.50] Introduction to Psychology Students lacking Grade 12 or 4U Biology, Chemistry or Physics should follow the revised schedule of study for this major found at: http://www.bsc.uoguelph.ca/revisedss Semester 2 CHEM*1050 [0.50] General Chemistry II PHYS*1070 [0.50] Physics for Life Sciences II One of: BIOL*1070 [0.50] Discovering Biodiversity BIOL*1080 [0.50] Biological Concepts of Health One of: CIS*1200 [0.50] Introduction to Computing CIS*1500 [0.50] Introduction to Programming One of: PSYC*1010 [0.50] Quantification in Psychology STAT*2040 [0.50] Statistics I


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Semester 3 One of: PSYC*2330 [0.50] Principles of Learning PSYC*2410 [0.50] Behavioural Neuroscience I One of: PSYC*2390 [0.50] Principles of Sensation and Perception PSYC*2650 [0.50] Cognitive Psychology 0.50 Arts/Non‐Psychology Social Science electives * 1.00 elective or restricted electives* Semester 4 PSYC*2040 [0.50] Research Statistics PSYC*2360 [0.50] Introductory Research Methods 0.50 Psychology core (PSYC*2330, PSYC*2390, PSYC*2410, PSYC*2650) One of: PSYC*2310 [0.50] Introduction to Social Psychology PSYC*2450 [0.50] Introduction to Developmental Psychology PSYC*2740 [0.50] Personality 0.50 Arts/Non‐Psychology Social Science electives * Semester 5 ** 2.50 electives or restricted electives (Students contemplating graduate studies should see Graduate Studies Advisory Note below) Semester 6 ** PSYC*3250 [0.50] Psychological Measurement 2.00 electives or restricted electives Semester 7 ** 2.50 electives or restricted electives Semester 8 ** 2.50 electives or restricted electives* Restricted Electives 1.A minimum of 1.00 credits of Approved Non‐psychology Arts and Social Science electives 2.3.00 credits from following psychology courses: PSYC*3030 [0.50] Neurochemical Basis of Behaviour PSYC*3100 [0.50] Evolutionary Psychology PSYC*3330 [0.50] Memory PSYC*3340 [0.50] Psycholinguistics PSYC*3370 [0.50] Experimental Design and Analysis PSYC*3380 [0.50] Non‐experimental Research Methods PSYC*3410 [0.50] Behavioural Neuroscience II PSYC*3440 [0.50] Cognitive Development PSYC*3850 [0.50] Intellectual Disabilities PSYC*3900 [0.50] Psychology Research Internship *** PSYC*4050 [0.50] Seminar in Animal Learning


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PSYC*4470 [0.50] Behavioural Neuroscience Seminar PSYC*4500 [0.50] Current Theoretical Issues in Psychology *** PSYC*4510 [0.50] Current Issues in Psychology *** PSYC*4600 [0.50] Cognitive Neuroscience PSYC*4750 [0.50] Seminar in Motivation and Emotion PSYC*4870 [0.50] Honours Thesis I *** PSYC*4880 [1.00] Honours Thesis II *** PSYC*4900 [0.50] Psychology Seminar Note: The selection of electives should take into consideration the prerequisites for preferred advanced courses. With the permission of the Psychology Department PRIOR to course selection, up to 2 non‐psychology credits can be used towards the psychology credits if such courses enhance the student's psychology program. Students should refer to the list of Approved Science and Arts/Social Science electives for BSc students:http://www.bsc.uoguelph.ca/Approved_electives.shtml ** Graduate Studies Advisory Note Students planning to enter a graduate program in Psychology are advised to complete PSYC*3370 and PSYC*3380 in Semesters 5 and 6, as well as and PSYC*4880 in Semesters 7 and 8, respectively. PSYC*4370 or PSYC*4900 must be completed prior to or concurrently with either PSYC*4870 or PSYC*4880. *** Depending upon the project chosen, these courses will be evaluated by the faculty advisor to determine their suitability as science electives. Credit Summary (20.00 Total Credits) 4.50 ‐ First year science core 3.00 ‐ Required science courses semesters 3 ‐ 8 3.00 ‐ Restricted electives (#2) 5.50 ‐ Approved Science electives 1.00 ‐ Required Arts and Social Science courses, semesters 1 ‐ 8 1.00 ‐ Approved Non‐Psychology Arts and/or Social Science electives (#1) 2.00 ‐ Free electives ‐ any approved elective for B.Sc. students Of the total credits required, students are required to complete 16.00 credits in science of which 2.00 credits must be at the 4000 level and an additional 4.00 credits must be at the 3000 or 4000 level. Minor (Honours Program) A minor in Psychology: Brain and Cognition requires a minimum of 5.00 psychology credits as follows: PSYC*1000 [0.50] Introduction to Psychology PSYC*2360 [0.50] Introductory Research Methods 2.00 credits from 2000 level psychology core courses selected as follows: a.1.50 credits from: PSYC*2330 [0.50] Principles of Learning PSYC*2390 [0.50] Principles of Sensation and Perception PSYC*2410 [0.50] Behavioural Neuroscience I PSYC*2650 [0.50] Cognitive Psychology


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b.0.50 credits from: PSYC*2310 [0.50] Introduction to Social Psychology PSYC*2450 [0.50] Introduction to Developmental Psychology PSYC*2740 [0.50] Personality 1.50 credits from courses in Restricted Electives list above One of: PSYC*1010 [0.50] Quantification in Psychology STAT*2040 [0.50] Statistics I


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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 [For Information] d) Undergraduate Curriculum Changes: Course Additions, Deletions,

Changes In accordance with Board of Undergraduate Studies (BUGS) Bylaws and its Senate-delegated authority, at its meeting on September 29, 2016, BUGS approved a number of course changes submitted by degree program committees, through the Calendar Review Committee. Enclosed is a memo from Ms. Patricia Tersigni, Director of Academic Programs and Policy and Chair of the Calendar Review Committee, outlining changes to the undergraduate curriculum. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\8d_bugs-undergraduate curriculum changes.docx

Undergraduate Curriculum Changes: Course Additions,

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To: Board of Undergraduate Studies

From: Patricia Tersigni, Chair, Calendar Review Committee

Date: September 21, 2016

Re: 2017-2018 Undergraduate Calendar Changes

Enclosed for BUGS approval are curriculum changes to the 2017-2018 University of Guelph Undergraduate Calendar. This includes changes reviewed by the Calendar Review Committee and recommended by:

- the Bachelor of Arts (B.A.) Program - the Bachelor of Commerce (B.Comm.) Program - the Bachelor of Computing (B.Comp.) Program - the Bachelor of Science (B.Sc.) Program

The changes are listed on summary sheets by degree program and all associated submissions (course outlines, calendar templates and change forms) can be found by degree program on the Secretariat’s DocumentCenter site. Library assessments and the consultation for submissions requiring support from multiple colleges or academic departments is held on file. All changes have the approval of the respective Dean/Associate Dean. There are also two proposals requiring the recommendation for approval to Senate in this package. These include:

- Proposed new major in Neuroscience (B.Sc. Program) - Proposed program deletion - Brain & Cognition major and minor (replaced by

Neuroscience)

These two proposals have the support of the Provost and AVPA, the respective Dean and Associate Dean(Academic), approval and support of the relevant degree program committee. The new program was subject to an external review per the University of Guelph’s Institutional Quality Assurance Process (IQAP) and the reviewers report is included in the package. The additional material for the proposed Neuroscience major includes the schedule of studies, program learning outcomes, the full new program brief, memos of support from all of the sponsoring units and colleges, and the responses from the Chairs and Deans, Provost support, and corresponding curriculum additions and changes. There is a significant volume of material and I will provide an overview at the meeting. Should a member have questions in advance regarding any of the changes, the curriculum change process, or the external quality review, or wish to review any of the supporting documentation held on file, please contact me via email or phone x53899 or the Secretary to the Calendar Review Committee, Lucy Cremasco, x55902. The Academic Calendars can be found online. To review undergraduate curriculum information, please refer to the AVPA website.

Undergraduate Curriculum Changes: Course Additions,

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http://www.uoguelph.ca/registrar/calendars/index.cfm?undergraduate

http://www.uoguelph.ca/vpacademic/avpa/curriculum/

Degree

Program

Department/

SchoolCode Title CA CC CD CW PC PD PI PA SC Description

BA Economics Economics x schedule of studies change

BA SETS THST*3530 Canadian Film xtitle change

prereq change

BA SETS THST*4240 Theatrical Organization and Culture x rest change

BA SETS THST*4270 Research Seminar I x prereq change

BA SETS Media and Cinema Studies x schedule of studies change

BA SOFAM MUSC*3010 Materials of Music II x new course

BA SOFAM MUSC*4460 Honours Music Recital Preparation x new course

BA SOFAM MUSC*4470 Honours Music Recital x new couse

BA SOFAM MUSC*2670 Materials of Music II x replacement MUSC*3010

BA SOFAM MUSC*4401 Honours Music Recital x replacement MUSC*4460, MUSC*4470

BA SOFAM MUSC*4402 Honours Music Recital x replacement MUSC*4460, MUSC*4470

BA SOFAM MUSC*1180 Musicianship I xdesc change

add rest - priority access

BA SOFAM MUSC*2010 The Musical Avant-Garde x desc change

BA SOFAM MUSC*2100 Creating Music on Computer xdesc change

prereq change

BA SOFAM MUSC*2330Beethoven to Broadway: Music and

Culture IIx

desc change

prereq change

BA SOFAM MUSC*2410 Applied Composition I x

remove "W"

(1-6) to (3-0) lec/lab

desc change

rest change remove Instr consent

BA SOFAM MUSC*2420 Applied Composition II x

remove "F"

(1-6) to (3-0) lec/lab

prereq change

Undergraduate Curriculum Changes

Bachelor of Arts (B.A.) Curriculum Changes

2017/2018

LEGEND

CA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change-

PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change

Department of Economics and Finance

School of English and Theatre Studies

School of Fine Art and Music

Undergraduate C

urriculum

Changes: C

ourse Additions,

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Degree

Program

Department/


BA SOFAM MUSC*2660 Materials of Music I x add co-req

BA SOFAM MUSC*3630Tragedy, Technology, and Torture: Music

Post 1900x add co-req

BA SOFAM MUSC*3730 Topics in Jazz and Improvised Music x prereq change

BA SOFAM MUSC*4200 Independent Project in Music x prereq change

BA SOFAM Music xschedule of studies change to Music major,

minor, applied composition

BA SOLAL CHIN*1210 Introductory Chinese II x desc change

BA SOLAL CHIN*1290 Conversational Chinese II x desc change

BA SOLAL EURO*3000Revolution and the Fantastic in European

Culturex replaces EURO*1200

BA SOLAL EURO*1200European Culture from the Mid 18th to

the Mid 19th Centuryx replacement EURO*3000

BA SOLAL EURO*2200European Culture from the Mid 19th

Century to the 1920'sx

title change

"F" to "W"

prereq change

remove rest

BA SOLAL EURO*3300 Before the Fall of the Berlin Wall x

title change

"W" to "F"

prereq change

BA SOLAL EURO*4740 Research Project in European Studies xdesc change

prereq change

BA SOLAL European Studies x schedule of studies change

BA SOLAL European Culture and Civilization x schedule of studies change

BA MATH & STATS Statistics x schedule of studies change

Department of Mathematics and Statistics

School of Languages and Literature

Undergraduate C

urriculum

Changes: C

ourse Additions,

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Degree

ProgramDepartment/

School

Code TitleCA CC CD CW PC PD PI PA SC Description

Bcomm MGMT*4991/2 Management Thesis x

Bcomm Bcomm program info xupdate liberal ed requirements

description

BComm HFTM MGMT*1000 Introduction to Business x add MGMT*2150 to rest

BComm HFTM MGMT*2150Introduction to Canadian Business

Managementx

desc update

rest change


Bachelor of Commerce (B.COMM.) Curriculum Changes

2017/2018

LEGEND



Bachelor of Commerce

School of Hospitality, Food and Tourism Management

Undergraduate C

urriculum

Changes: C

ourse Additions,

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Degree

Program

Department/


BCOMP SOCS CIS*1500 Introduction to Programming xdesc change

remove rest

BCOMP SOCS CIS*1910 Discrete Structures in Computing I x remove rest

BCOMP SOCSCIS*2030 Structure and Application of

Microcomputersx prereq change

BCOMP SOCSCIS*2500 Intermediate Programming

xdesc change

remove equate

BCOMP SOCSCIS*2750 Software Systems Development and

Integrationx

desc change

remove rest

BCOMP SOCS CIS*2910 Discrete Structures in Computing II x remove rest

BCOMP SOCSCIS*3110 Operating Systems I

xdesc change

prereq change

BCOMP SOCS

CIS*3150 Theory of Computation

x

desc change

prereq change

remove rest

BCOMP SOCSCIS*3210 Computer Networks

xdesc change

remove rest

BCOMP SOCSCIS*3490 The Analysis and Design of Computer

Algorithmsx prereq change

BCOMP SOCSCIS*3700 Introduction to Intelligent Systems

xdesc change

remove rest

BCOMP SOCSCIS*3750 System Analysis and Design in Applications

xdesc change

remove rest


Bachelor of Computer Science (B.Comp.) Curriculum Changes

2017/2018

LEGEND



School of Computer Science

Undergraduate C

urriculum

Changes: C

ourse Additions,

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Degree

Program

Department/


BCOMP SOCSCIS*3760 Software Engineering

xprereq change

remove rest

BCOMP SOCS CIS*4650 Compilers x remove rest

BCOMP SOCSCIS*4720 Image Processing and Vision

xprereq change

remove rest

BCOMP SOCSCIS*4780 Computational Intelligence

xprereq change

remove rest

BCOMP SOCS CIS*4820 Game Programming x prereq change

BCOMP SOCS SENG Software Engineering x schedule of studies change

Undergraduate C

urriculum

Changes: C

ourse Additions,

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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 [For Information] e) BUGS Subcommittees Membership: 2016-17 The Board of Undergraduate Studies is assisted in its responsibilities by several sub-committees. The 2016-17 membership for the Calendar Review Committee (CRC) and the Joint Editorial Awards Committee (JEAC) are below. The JEAC reports jointly to the Boards of Undergraduate and Graduate Studies. Calendar Review Committee Patricia Tersigni, Director, Academic Programs and Policy(Chair) Mickey Smart, Program Counsellor, Open Learning and Educational Support Sandra Speller, Associate Registrar, Enrolment Services Stella Holley, Manager, Operations and Records, Enrolment Services Katherine Sorensen, Program Counsellor, School of Engineering Meghan Wing, CSA Academic & University Affairs Commissioner

Joint Editorial Awards Committee (JEAC) Ann Wilson (Director, School of English & Theatre Studies), Chair Manuela Sheehy (Student Financial Services) Pauline Sinclair (Office of Graduate Studies) Adrianne Mead, Secretary Monica Nelmes, Secretary Assistant Resources to the Committee: Kate Revington (University Secretary) Monica Bertolo (Student Financial Services)

BUGS Subcommittees Membership: 2016-17

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Degree Program Committees

All proposals for curriculum changes are forwarded with recommendation to the Board of Undergraduate Studies through the relevant degree program committee. The 2016-17 Program Committee memberships, which include the Guelph-Humber Academic Management and Programs Committee (AMAP), are enclosed for information.

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UNDERGRADUATE PROGRAM COMMITTEES MEMBERSHIP 2016-17 As of: October 20, 2016

Bachelor of Arts (BA)

Co-Chairs: Ruediger Mueller (Interim Associate Dean Academic, COA) Byron Sheldrick (Associate Dean Academic, CSAHS)

Faculty: John Hacker-Wright (Philosophy) Carol Dauda (Political Science) Susannah Ferreira (History) Jennifer Silver (Geography)

External Member: Dave Hudson (Librarian)

Program Counsellor: Matt Edwards

ORS (non-voting): Stella Holley

Undergraduate Students: Lindsay Fletcher Noah Gould

Secretary (non-voting): Elke Radeboldt

Bachelor of Arts and Science (BAS)

Chair: Ruediger Mueller (Interim Associate Dean Academic, COA)

Faculty: Maya Goldenberg (Philosophy) Jeffrey Thomason (Biomedical Science) Patrick Barclay (Psychology)

External Member: Patricia Wright (Acting Associate Dean Academic, CBS) Nonita Yap (SEDRD)

Program Counsellor: Shannon Rushe

ORS (non-voting): Sandra Speller

Undergraduate Students: Arielle Geist F16 – Samantha Frattaroli W17 – Liam Thompson

Secretary (non-voting): Elke Radeboldt


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University of Guelph Undergraduate Program Committees Membership 2016-17

2

Bachelor of Applied Science (BASc)

Chair: Byron Sheldrick (Associate Dean Academic, CSAHS)

Faculty: Andrea Breen (FRHD) Andrea Buchholz (AHN) Tricia van Rhijn (FRHD)

External Member: David Walters (Sociology and Anthropology)

Program Counsellor: Linda Zehr


Undergraduate Students: Alyssa Colton Gillian Montoya Savannah Buccella (substitute)

Secretary (non-voting): Lina Fracasso

Bachelor of Commerce (BComm)

Chair: Tanya Mark (Acting Associate Dean Academic, CBE)

Faculty: Evie Adomait (Economics and Finance) Louise Hayes (Management) Sergio Meza (Marketing and Consumer Studies) Bruce McAdams (Hospitality and Tourism Management) John Cranfield (Food, Agricultural and Resource Economics)

External Member: to be determined

Program Counsellor: Hugh Clark


Undergraduate Students: Megan Rankin Cameron Chamberlain

Secretary (non-voting): Nina Eryavec


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3

Associate Diploma Program Committee (ADPC)

Chair: Andreas Boecker (Acting Associate Dean Academic, OAC)

Associate Director: Irene Moore (Ridgetown)

Director of Associate Diploma in Turfgrass Management Program:

Steve Fleischauer (Guelph campus)

Faculty: John Zandstra (Ridgetown)


Diploma Students: Rachelle Floin (Ridgetown) Denver Hart (Guelph campus) Alan Abdulkader (Guelph campus)

Other (non-voting): Secretary (non-voting):

Barb O’Neill (Ridgetown) Joe Varamo

Bachelor of Bio-resource Management (BBRM)


Faculty: John Lauzon (School of Environmental Sciences) Katrina Merkies (Animal Biosciences) John Cranfield (Food, Agricultural Resource Economics)

External Member: Lianne Foti (Marketing and Consumer Studies)

Program Counsellor: Melinda Vanryn (OAC Dean’s Office)


Undergraduate Students: Nina Smit Tamara Hamilton

Secretary (non-voting): Joe Varamo


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4

Bachelor of Landscape Architecture (BLA)


Faculty: Nathan Perkins (LA) – Acting for Sean Kelly Karen Landman (LA) Cecelia Paine (LA) Sean Kelly (LA) – On sabbatical (Return W17) Robert Corry (LA) – On sabbatical (Return W17)

External Member: Peter Pauls (Plant Agriculture)



Undergraduate Students: Hillary Eppel Kyle Foch Olivia Shotyk

Other: Diana Foolen (non-voting)


Bachelor of Science in Environmental Sciences (BScEnv)


Faculty: Rob McLaughlin (Integrative Biology) Ze-ev Gedalof (Geography) Jon Warland (School of Environmental Sciences) Glenn Fox (Food, Agricultural Resource Economics)

External Member: Stefan Linquist (Philosophy)

Program Counsellor: Jill Johnson (OAC Dean’s Office)


Undergraduate Students: Krista Kapitan Laurissa Christie



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5

Bachelor of Science in Agriculture (BScAgr)


Faculty: Francois Tardif (Plant Agriculture) John FitzSimons (SEDRD) Paul Voroney (School of Environmental Sciences) Gregory Bédécarrats (Animal Biosciences) Ira Mandell (Animal Biosciences)

External Member: Rob McLaughlin (Integrative Biology)



Undergraduate Students: Neals Van Wely Amy Reymer Amanda Gofton


Bachelor of Computing (BComp)

Chair: Karen Gordon (Associate Dean Academic, CPES)

Faculty: David Calvert (School of Computer Science) Judi McCuaig (School of Computer Science)

External Member: Robert Dony (School of Engineering)

Program Counsellor: Greg Klotz (School of Computer Science)


Undergraduate Students: to be determined

Secretary (non-voting): Debra Byart


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6

Bachelor of Engineering (BEng)

Chair: Hussein Abdullah (Director, School of Engineering)

Faculty: Wael Ahmed Shawki Areibi Mohammad Biglarbegian John Runciman Richard Zytner

External Member: Josef Ackerman (Integrative Biology)

Program Counsellor: Kim Thompson


Undergraduate Students: Sarah Rozon Feras Adi

Secretary (non-voting): Paula Newton

Bachelor of Science (BSc)

Co-Chairs: Karen Gordon (Associate Dean Academic, CPES) F16 – Patricia Wright (Acting Associate Dean Academic, CBS) W17 – Brian Husband (Associate Dean Academic, CBS)

Faculty: Jeremy Balka (CPES) Steffen Graether (CBS) Lana Trick (CSAHS) Bettina Kalisch (OVC) Dave Wolyn (OAC)

External Member: Patricia Swidinsky

Program Counsellor: Bonnie Lasby Heather Pollock (non-voting)


Undergraduate Students: Jack Wang Michaela Spencer Charlotte Chau

Secretary (non-voting): Kate Mooibroek


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7

Doctor of Veterinary Medicine (DVM)

Chair: Kerry Lissemore (Associate Dean Academic, OVC)

Faculty: Scott Weese (Pathobiology) Melissa Sinclair (Clinical Studies) Cathy Gartley (Population Medicine) Jonathan LaMarre (Biomedical Science)

External Member: Ira Mandell (BScAgr)

Program Counsellor: Peter Conlon (Associate Dean Students, OVC)


Undergraduate Students: Melanie Scott to be determined

Secretary (non-voting): Lynn Rumig

Guelph-Humber Academic Management and Programs Committee (AMAP)

Chair: John Walsh (Vice-Provost, Guelph-Humber)

Program Heads: George Bragues (Business) Jerry Chomyn (Media) David Danto (Psychology) Gary Ellis (Justice) Paul Sherman (Family & Community Social Services) Leslie Auger (Kinesiology) Nikki Martyn (Early Childhood)

Manager, Library Services: Nancy Birch

Undergraduate Students: Nina Erceg-Gogic Megan Hutchison Sandy Labib Ali Omar

Non-voting Membership: Grant Kerr (Campus Registrar) Gabrielle Bernardi-Dengo (Finance & Administration) Julie Gustavel (Academic Services) Leah Murdock (Student Services) Beata Dabrowska (Secretary)

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UNIVERSITY SECRETARIAT To: Senators From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: October 24, 2016 [For Information] f) Academic Schedule of Dates: 2017-18 The 2017-18 academic Schedule of Dates for the University of Guelph and Guelph-Humber are enclosed. The dates are prepared each year using the Principles and Goals approved by Senate, and were provided to the Board of Undergraduate Studies for review.

n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\8f_academic schedule of dates.docx

Academic Schedule of Dates: 2017-18

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https://uoguelph.civicweb.net/document/68900/updated_ScheduleofDatesformulaapproved%20by%20Senate.pdf?handle=6AA65F1747394618882F06F5D727876E

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III. Schedule of Dates The dates for the 2017-2018 academic year are listed by semester below as follows: Summer Semester 2017 Fall Semester 2017 Winter Semester 2018 Summer Semester 2017 (12 Week Format) Monday, May 1 • Last day for applications for external and internal program transfer to Fall Semester 2017 for all programs except D.V.M. Friday, May 5 • Last day to apply via hard copy to graduate at Summer 2017 Convocation (late application fee still in effect) Wednesday, May 10 • Add period begins Thursday, May 11 • Classes commence Friday, May 12 • Last day to submit co-op work performance evaluations and learning goals reflections for Winter Semester 2017 Monday, May 15 • New student course selection for F17 begins Wednesday, May 17 • Last day to submit co-op work semester reports for Winter Semester 2017 Friday, May 19 • Add period ends • Last day to drop two-semester courses (W17/S17) • Last day for clearance to graduate at Summer 2017 Convocation Monday, May 22 • Holiday--NO CLASSES SCHEDULED--classes rescheduled to Thursday, August 3 Friday, June 2 • Ridgetown Campus Convocation Monday, June 5 • Course selection period for Fall Semester 2017 begins--In-course students (F17 new students can continue to add & drop F17 courses) Friday, June 9 • Course selection period for Fall Semester 2017 ends--In-course students (F17 new students can continue to add & drop F17 courses) Monday, June 12 • Summer 2017 Convocation ceremonies begin • Deferred examinations for Winter 2017 courses commence Thursday, June 15 • Last day to submit co-op learning goals for Summer Semester 2017 Friday, June 16 • Summer 2017 Convocation ceremonies end • Deferred examinations for Winter 2017 courses conclude Thursday, June 22 • Last day to apply to graduate at Fall 2017 Convocation without late application fee Monday, July 3 • Holiday--NO CLASSES SCHEDULED--classes rescheduled to Friday, August 4 Wednesday, July 5 • Last day for F17 new student course selection Friday, July 7 • 40th class day--Last day to drop one-semester courses • Last day to apply online to graduate at Fall 2017 Convocation (late application fee still in effect) Wednesday, August 2 • Last day for regularly scheduled classes Thursday, August 3 • Classes rescheduled from Monday, May 22, Monday schedule in effect Friday, August 4 • Classes rescheduled from Monday, July 3, Monday schedule in effect • Classes conclude Monday, August 7 • Holiday Thursday, August 10 • Examinations commence Saturday, August 12 • Examinations scheduled Friday, August 18 • Examinations conclude Monday, August 21 • Add period for Fall Semester 2017 begins


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Summer Session 2017 (6 Week Format) Wednesday, May 10 • Add period begins Thursday, May 11 • Classes commence Monday, May 15 • Last day to add Summer Session courses Monday, May 22 • Holiday-- NO CLASSES SCHEDULED--classes rescheduled to Thursday, June 22 Thursday, June 8 • Last day to drop Summer Session courses Wednesday, June 21 • Last day for regularly scheduled classes Thursday, June 22 • Classes rescheduled from Monday, May 22, Monday schedule in effect • Classes conclude Monday, June 26 • Summer Session I examinations commence Friday, June 30 • Summer Session I examinations conclude Fall Semester 2017 Monday, August 21 • Add period for Fall Semester 2017 begins Monday, September 4 • Holiday Thursday, September 7 • Classes commence Friday, September 8 • Last day to submit co-op work performance evaluations and learning goals reflections for Summer Semester 2017 • Last day to apply via hard copy to graduate at Fall 2017 Convocation (late application fee still in effect) Wednesday, September 13 • Last day to submit co-op work semester reports for Summer Semester 2017 Friday, September 15 • Add period ends • Last day to drop two-semester courses (S17/F17) Friday, September 22 • Last day for clearance to graduate at Fall 2017 Convocation Monday, October 9 • Holiday--NO CLASSES SCHEDULED -- classes rescheduled to Friday, December 1 Tuesday, October 10 • Fall Study Break Day - NO CLASSES SCHEDULED -- classes rescheduled to Thursday, November 30 Wednesday, October 11 • Course selection period for Winter Semester 2018 begins--In-course students Friday, October 13 • Last day to submit co-op learning goals for Fall Semester 2017 Monday, October 16 • Deferred examinations for Summer 2017 courses commence Friday, October 20 • Deferred examinations for Summer 2017 courses conclude • Last day to apply to graduate at Winter 2018 Convocation without late application fee Saturday, October 21 • Fall 2017 Convocation Thursday, November 2 • Course selection period for Winter Semester 2018 ends--In-course students Friday, November 3 • 40th class day--Last day to drop one-semester courses • Last day to apply online to graduate at Winter 2018 Convocation (late application fee still in effect) Wednesday, November 15 • Last day for external and internal applications for admission to Winter Semester 2018 for all programs with Winter entry Wednesday, November 29 • Last day for regularly scheduled classes Thursday, November 30 • Classes rescheduled from Tuesday, October 10, Tuesday schedule in effect Friday, December 1 • Classes rescheduled from Monday, October 9, Monday schedule in effect • Classes conclude • Last day for applications from in-course students for admission into the Co-op option of B.A. (Psychology); B.Comm. (Accounting); B.Sc. (Biochemistry, Biological & Pharmaceutical Chemistry, Chemistry, Biomedical Toxicology); and B.Sc.(Env.) for Winter Semester 2018. Monday, December 4 • Examinations commence Saturday, December 9 • Examinations scheduled Monday, December 11 • Add period for Winter Semester 2018 begins Friday, December 15 • Examinations conclude


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D.V.M. Fall Semester 2017 Monday, September 4 • Holiday--NO CLASSES SCHEDULED (Phases 1, 2, 3) • Summer rotations with case-care responsibilities continue (Phase 4) Tuesday, September 5 • Classes commence (Phases 1, 2, 3) • Rotations commence (Phase 4) Monday, October 9 • Holiday--NO CLASSES SCHEDULED (Phases 1, 2, 3) • Rotations with case-care responsibilities continue (Phase 4) Tuesday, October 10 • Fall Study Break Day - NO CLASSES SCHEDULED (Phases 1, 2, 3) • Rotations begin or continue as scheduled (Phase 4) Friday, December 15 • Classes conclude (Phases 1, 2, 3) • Rotations conclude (Phase 4) Winter Semester 2018 Monday, December 11 • Add period for Winter Semester 2018 begins Monday, January 1 • Last day for applications to D.V.M. for Fall 2018 (Canadian applicants) Friday, January 5 • Last day to apply via hard copy to graduate at Winter 2018 Convocation (late application fee still in effect) Monday, January 8 • Classes commence Tuesday, January 9 • Last day to submit co-op work performance evaluations and learning goals reflections for Fall Semester 2017 Friday, January 12 • Add period ends • Last day to drop two-semester courses (F17/W18) • Last day to submit co-op work semester reports for Fall Semester 2017 Friday, January 19 • Last day for clearance to graduate at Winter 2018 Convocation Friday, January 26 • Last day to apply for international exchange, field schools and semester abroad programs departing in Summer Semester 2018, Fall 2018 or Winter 2019 Monday, February 5 • Deferred examinations for Fall 2017 courses commence Friday, February 9 • Deferred examinations for Fall 2017 courses conclude • Last day to submit co-op learning goals for Winter Semester 2018 Friday, February 16 • Last day to apply to graduate at Summer 2018 Convocation without late application fee Monday, February 19 • Winter Break begins--NO CLASSES SCHEDULED THIS WEEK • Holiday Tuesday, February 20 • Winter 2018 Convocation ceremonies begin Friday, February 23 • Winter Break ends • Winter 2018 Convocation ceremonies end Monday, February 26 • Classes resume Monday, March 5 • Course selection period for Summer Semester 2018 and Fall Semester 2018 begins--In-course students Friday, March 9 • Fortieth class day--Last day to drop one-semester courses • Last day to apply online to graduate at Summer 2018 Convocation (late application fee still in effect) Thursday, March 15 • Last day for external and internal applications for admission to Summer Semester 2018 for all programs with Summer entry Monday, March 26 • Course selection period for Summer Semester 2018 and Fall Semester 2018 ends--In-course students Friday, March 30 • Holiday – NO CLASSES SCHEDULED Friday, April 6 • Classes conclude • Last day for applications from in-course students for admission into the Co-op option of B.A. (Economics, Mathematical Economics); B.A.Sc.; B.Comm. (all programs except Accounting); B. Comp.; B.Eng.; B.Sc. (Biological & Medical Physics, Chemical Physics, Food Science, Microbiology, Nanoscience, Physics) for Fall Semester 2018. Monday, April 9 • Examinations commence Saturday, April 14 • Examinations scheduled Friday, April 20 • Examinations conclude


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D.V.M. Winter Semester 2018 Tuesday, January 2 • Classes resume (Phases 1, 2, 3) • Rotations resume (Phase 4) Monday, February 19 • Holiday--NO CLASSES SCHEDULED (Phases 1, 2, 3) • Rotations with case-care responsibilities continue (Phase 4) • Winter Break begins--NO CLASSES SCHEDULED THIS WEEK (Phases 1, 2, 3) Tuesday, February 20 • Rotations begin or continue as scheduled (Phase 4) Friday, February 23 • Winter Break ends (Phases 1, 2, 3) Monday, February 26 • Classes resume (Phases 1, 2, 3) Thursday, March 29 • Classes conclude (Phases 1, 2, 3) Friday, March 30 • Holiday Monday, April 2 • Laboratory evaluations commence (Phases 1, 2, 3) Friday, April 6 • Laboratory evaluations conclude (Phases 1, 2, 3) Monday, April 9 • Final examinations commence (Phases 1, 2, 3) Friday, April 13 • Rotations conclude (Phase 4) Saturday, April 14 • Examinations scheduled Monday, April 16 • Summative examinations commence (Phase 4) Friday, April 20 • Summative examinations conclude (Phase 4) • Final examinations conclude (Phases 1, 2, 3) Monday, May 7 • Externship begins (OVC-2019 Phase 4)


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GUELPH-HUMBER

Summer Semester 2017 (12 Week Format) Monday, May 8 • Classes commence • Deferred Examinations for Winter 2017 courses commence Friday, May 12 • Deferred Examinations for Winter 2017 courses conclude Tuesday, May 16 • Last day to add Summer 2017 course(s) Monday, May 22 • Holiday--NO CLASSES SCHEDULED--Classes rescheduled to Tuesday, August 1 Monday, June 19 • Convocation Monday, July 3 • Holiday --NO CLASSES SCHEDULED. Tuesday, July 4 • 40th class day--Last day to drop full semester (S17) course(s) without academic penalty Tuesday, August 1 • Classes rescheduled from Monday, May 22. Monday schedule in effect • Classes conclude Monday, August 7 • Holiday-- NO EXAMS SCHEDULED Tuesday, August 8 • Final Examinations commence • Fall 2017 Convocation Application opens Saturday, August 12 • Examinations scheduled Thursday, August 17 • Examinations conclude


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Summer Session I 2017 (6 Week Format) Monday, May 8 • Classes commence Thursday, May 11 • Last day to add Summer Session I course(s) Monday, May 22 • Holiday--NO CLASSES SCHEDULED--Classes rescheduled to Monday, June 19 Monday, June 5 • Last day to drop Summer Session I course(s) without academic penalty Monday, June 19 • Classes rescheduled from Monday, May 22. Monday schedule in effect • Classes conclude Summer Session I • Convocation Thursday, June 22 • Final Examinations commence - Summer Session I Saturday, June 24 • Examinations scheduled Friday, June 30 • Examinations conclude


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Summer Session II 2017 (6 Week Format) Tuesday, July 4 • Classes commence Friday, July 7 • Last day to add Summer Session II course(s) Monday, July 31 • Last day to drop Summer Session II course(s) without academic penalty Monday, August 7 • Holiday--NO CLASSES SCHEDULED--Classes rescheduled to Tuesday, August 15 Tuesday, August 8 • Fall 2017 Convocation Application opens Tuesday, August 15 • Classes rescheduled from Monday, August 7 - Monday schedule in effect • Classes conclude Summer Session II Saturday, August 19 • Examinations commence - Summer Session II Saturday, August 26 • Examinations conclude


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Fall Semester 2017 Monday, September 4 • Holiday Thursday, September 7 • Classes commence Monday, September 11 • Deferred Examinations for all Summer 2017 courses commence Friday, September 15 • Last day to add Fall 2017 (F17) course(s) • Deferred Examinations for all Summer 2017 courses conclude Friday, September 29 • Last day for applications to graduate at Fall 2017 Convocation Monday, October 9 • Holiday--NO CLASSES SCHEDULED Saturday, October 28 • Fall 2017 Graduation - No Ceremony Thursday, November 2 • 40th class day--Last day to drop Fall 2017 (F17) course(s) without academic penalty Wednesday, November 29 • Classes conclude Saturday, December 2 • Final Examinations commence • Examinations scheduled Saturday, December 9 • Examinations scheduled Wednesday, December 13 • Examinations conclude


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Winter Semester 2018 Monday, January 8 • Classes commence • Summer 2018 Convocation Application opens Friday, January 12 • Last day to drop two-semester courses (F/W) without academic penalty • Last day to add Winter 2018 (W18) course(s) Monday, January 15 • Deferred Examinations for Fall 2017 (F17) courses commence Friday, January 19 • Deferred Examinations for Fall 2017 (F17) courses conclude Monday, February 19 • Holiday • Winter Break (Reading Week) begins--NO CLASSES SCHEDULED THIS WEEK Friday, February 23 • Winter Break (Reading Week) ends Monday, February 26 • Classes resume Friday, March 2 • Last day for applications to graduate at Summer 2018 Convocation without application late fee Friday, March 9 • 40th class day--Last day to drop Winter 2018 (W18) course(s) without academic penalty Friday, March 16 • Last day to apply to graduate at Summer 2018 Convocation Friday, March 30 • Holiday-- NO CLASSES SCHEDULED Friday, April 6 • Classes conclude Monday, April 9 • Final Examinations commence Saturday, April 14 • Examinations scheduled Thursday, April 19 • Examinations conclude


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UNIVERSITY SECRETARIAT To: Senators From: Miana Plesca, Chair, Board of Graduate Studies Subject: 9. Board of Graduate Studies Report Meeting: October 24, 2016 [For Information] a) Graduate Curriculum Changes: Course Additions, Deletions, Changes At its meeting on October 7, 2016, and on the recommendation of the Graduate Programs and Policies Committee, the Board of Graduate Studies approved the changes as indicated on the enclosed summary chart.

Detailed information pertaining to the above-noted items can be viewed in the on-line Board of Graduate Studies meeting package.

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Graduate Curriculum Changes: Course Additions, Deletions,

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Summary of Graduate Curriculum Changes Board of Graduate Studies Meeting| Oct 7, 2016

COA Course Changes

Course Additions

Course Deletions

• LACS*6040 Novel and National in Spanish America

• LACS*6020 Re-imagining Latin American, Latino and Caribbean Community

• LACS*6070 Civil Society and Activism in Latin America

CBS Course Changes

Course Additions

Course Deletions

• IBIO*6000 Special Topics in Ecology and Behaviour

• IBIO*6010 Special Topics in Physiology

• IBIO*6020 Special Topics in Evolutionary Biology

• IBIO*6070 Advances in Integrative Biology I

• IBIO*6080 Advances in Integrative Biology II

• IBIO*6040 Special Topics in Ecology

• IBIO*6060 Special Topics in Evolution

• IBIO*6090 Special Topics in Physiology

CSAHS Course Changes

Course Additions

Course Deletions

• FRAN*6080 Power Relations and Diversity in CFT

• PSYC*6060 Research Design and Statistics

• PSYC*6380 Psychological Application of Multivariate Analysis

• PSYC*6940 Discrete Variable Research Design

• PSYC*6950 Qualitative Methods


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CBE Course Changes

Course Additions

Course Deletions

• ECON*6820 Security Analysis and Portfolio Management

OAC Course Changes

Course Additions

Course Deletions

• ANSC*6730 Applied Environmental Physiology and Animal Housing

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UNIVERSITY SECRETARIAT To: Senators From: Miana Plesca, Chair, Board of Graduate Studies Subject: 9. Board of Graduate Studies Report Meeting: October 24, 2016 [For Information]

b) BGS Subcommittees Membership: 2016-17 The Board of Graduate Studies is assisted in its responsibilities by several sub-committees. The 2016-17 membership for the Board of Graduate Studies subcommittees are as follows: Graduate Programs and Policies Committee Chair: Miana Plesca AVP Graduate Studies: Anthony Clarke/ Ben Bradshaw (as of October 17) Faculty: Andrew Papadopoulos, Coral Murrant, Rebecca Hallett, TBC Librarian: Pascal Lupien Graduate Student: Jessica Sorenson Recording Secretary: Laurie Winn, OGS staff | non-voting Committee on Admissions and Progress Chair: Teri Crease, Associate Dean Graduate Studies Faculty: Karl Cottenie, Simon Yang, Olga Sutherland Office of Student Affairs: Kathy Waltner-Toews, Counselling Services Graduate Students: Beryl Chung (GSA President), Mychal-Ann Hayhoe, TBC Staff from Office of Graduate Studies: Kristen Campbell, Sophia Boljanic The Joint Editorial Awards Committee membership was provided for information under the BUGS report – item 8.e). c) Graduate Faculty Appointments Appointments to the Faculty of Graduate Studies were presented to the Board of Graduate Studies for information and are available in the on-line Supporting Materials folder.

BGS Subcommittees Membership: 2016-17

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UNIVERSITY SECRETARIAT To: Senators From: Mark Lipton, Chair, Committee on Quality Assurance Subject: 10. Committee on Quality Assurance Report Meeting: October 24, 2016 [For Information] a) Annual Report on Quality Assurance: 2015-16 In accordance with its bylaws, the Senate Committee on Quality Assurance (SCQA) provides an annual report to Senate, for information, summarizing the previous year’s quality assurance activities. The report is subsequently forwarded to the Board of Governors for information. The Annual Report is intended to be a summary of quality review reports received and reviewed by the Committee in the previous Senate session, and includes the following elements:

• The general principles, guidelines, and methodology used by the committee in review of programs, departments and schools

• A status report on the reviews scheduled to be undertaken and subsequently reported, in accordance with the approved schedule of reviews

• A summary of key outcomes of the reviews, highlighting trends, issues, and recommendations

• A list of one-year follow-up reports expected during the previous Senate session ad their status

• A list of quality reviews scheduled for the upcoming year.

This report also includes the Annual Report on Major Modifications, a separate report submitted annually to the Quality Council in July of each year. The 2015-16 SCQA Annual Report was approved by the Committee at its meeting September 26, 2016, and is enclosed for the information of Senators. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\10a_scqa annual report.docx

Annual Report on Quality Assurance: 2015-16

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University of Guelph Senate Committee on Quality Assurance Annual Report 2015-16

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Overview of Reporting Principles

The most recent update to the University of Guelph’s Institutional Quality Assurance Process (IQAP)1 was approved by Senate on April 6, 2015, and ratified by the Ontario Universities Council on Quality Assurance (Quality Council) on October 30, 2015. The IQAP is available on-line from the University Secretariat website2.

The Senate Committee on Quality Assurance (SCQA) is vested with responsibility for institutional quality assurance insofar as it:

[…] Recommends to Senate, for its approval, institutional policies and procedures related to quality assurance. The Committee receives and reviews the Final Assessment Report to ensure that it is complete and complies with the Quality Council’s protocols, as outlined in the Quality Assurance Framework approved by the Council of Ontario Universities. SCQA presents the Final Assessment Reports to Senate as items of information […]3

Additionally, SCQA’s Bylaws stipulate that in fulfilment of its role, it shall prepare an annual report:

2d) Provide an annual report to Senate that includes: i. A presentation of the general principles, guidelines, and methodology used by the

committee in the review of the university’s programs, departments and schools. ii. A status report on the reviews performed during the year in question.

iii. A summary of the key outcomes of the reviews, highlighting trends, issues, or recommendations.

iv. A list of academic programs, departments and schools scheduled for review in the upcoming year.

Subsequently, this report will be provided to the Board of Governors for information.4

Quality Reviews Received in 2015-16

It is important to note that reviews received by the Committee in 2015-16 were conducted in the previous cycle (i.e., the 2014-15 review cycle, in accordance with the Quality Assurance Review Schedule5). The Committee provides regular reports to Senate on the outcome of reviews received throughout the year, as well as one-year follow-up reports from past reviews.

1 Original IQAP document was approved in 2011 (ratified by Quality Council June 3, 2011). 2 Web link: http://bit.ly/1Yj0A8h 3 University of Guelph Institutional Quality Assurance Process V.2 (2015). 4 Senate Committee on Quality Assurance Bylaws (approved by Senate February 22, 2010). 5 Web link: http://bit.ly/20eewlD


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https://www.uoguelph.ca/secretariat/office-services-senate-senate-boards-and-standing-committees-committee-quality-assurance/quality-0

http://bit.ly/20eewlD

http://bit.ly/1Yj0A8h

http://bit.ly/20eewlD


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2014-15 Quality Review Cycle

During the 2014-2015 cycle, the Committee received and reviewed six (6) of seven (7) quality review reports. One review remains outstanding (at the time of writing this report) and its omission is beyond the control of the SCQA. The Office of Quality Assurance6 continues consultation and support to units and programs whose reviews remain outstanding.

2014-15 Scheduled Reviews Status Presentation to SCQA

Presentation to Senate7

One-Year Follow-Up Report Due

Department of Biomedical Sciences

Pending

Department of Family Relations & Applied Nutrition

Complete May 2, 2016 May 30, 2016 June 1, 2017

Department of Mathematics and Statistics

Complete October 13, 2015 February 8, 2016 February 1, 2017 [Four-year interim report requested for February 1, 2019]

School of Languages and Literatures

Complete October 13, 2015 February 8, 2016 February 1, 2017

School of Hospitality, Food and Tourism Management

Complete November 11, 2015 February 8, 2016 February 1, 2017

Department of Sociology and Anthropology

Complete February 29, 2016 April 4, 2016 April 1, 2017

Bachelor of Science Program Complete November 11, 2015 February 8, 2016 Review of Biological Science major due February 1, 20198

The current quality review process and cycle effectively runs from September to June, and according to the following timeline expectations:

• September 1: Draft self-study report submitted to Internal Review Committee (IRC) Chair and College Dean.

• December – February: Site visit conducted. • February – March: Assessment report forwarded to Dean and Chair; then to Provost. • April – May: Final Assessment Report and Executive Summary submitted for review by SCQA and

provided for information to Senate.

6 As of August 1, 2016 operational changes have shifted responsibility for the IQAP to the Associate Vice-President (Academic) and a new Office of Quality Assurance under the direction of the Director, Academic Programs and Policy. 7 Completed Quality Review Reports (including Final Assessment Report and Executive Summary) are posted on the University Secretariat website: http://bit.ly/1XlGhXw 8 Due to change to IQAP, BSc program will no longer be reviewed independently from specific majors that comprise the degree; one-year follow-up report not required.


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http://bit.ly/1XlGhXw


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• April – May (one year later): Follow-up report submitted to the Committee and Senate.

Senate and standing committees do not meet between June and August; therefore, reports submitted after the last meeting of the Committee and Senate are brought forward to the next Session of Senate, and reviewed by SCQA during the fall semester.

One-Year Follow-Up Reporting

Overall, all one-year follow-up reports from 2013-14 review cycle were comprehensive and to the satisfaction of SCQA.

2013-14 Review Cycle

Review Report Received by Senate

Follow-Up Report Due

Follow-Up Report Received by SCQA

Follow-Up Report Received by Senate

Department of Management February 9, 2015 February 1, 2016 February 29, 2016

April 4, 2016

Department of Economics and Finance

December 1, 2014

December 1, 2015

September 16, 2015

October 26, 2015

School of Computer Science February 9, 2015 December 1, 2015

Pending

School of Fine Art and Music December 1, 2014

December 1, 2015

February 29, 2016

April 4, 2016

Department of Geography May 21, 2014 June 1, 2015 September 16, 2015

October 26, 2015

Department of History December 1, 2014

December 1, 2015

April 25, 2016 May 30, 2016

Bioinformatics (MSc, MBNF) December 1, 2014

December 1, 2015

Pending

Committee Principles, Guidelines and Methodology for Review of Reports

Although the IQAP was amended in 2015, review reports received by SCQA in 2015-16 were conducted under the former IQAP document. As such, the general principles and methodology used in assessing these reviews were guided by the former IQAP document and related appendices VI and VIII (appended to this report).

SCQA undertook an approach this year whereby a “first reader” and “second reader” were assigned for each review report. The first reader was responsible for providing a comprehensive report to the Committee on the review report in its entirety, including the self-study. The second reader supported this effort and offered additional information to supplement the first reader’s report. The remaining Committee members were responsible for reviewing the review report in its entirety, but not necessarily the self-study. As a result of this approach SCQA was able to engage in more fulsome discussions when considering reports; and, subsequently


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allowed for more in-depth feedback and recommendations to be provided within SCQA’s response letters to reviews (letters issued in 2015-16 are appended to this report).

Quality Review Outcomes, Issues and Trends

Delays in the Committee receiving quality review reports continue. While some reporting was delayed due to transition and changes in leadership within the unit, it remains to be determined whether the review cycle and timing expectations should be revisited in order to reflect the emerging trend of reports being received between June and August and subsequently reviewed by SCQA during the Fall semester. This approach would also allow greater time for reports to be received and considered by the deans and the Office of the Provost.

Overall, reports were well-done. SCQA accepted all reports, however, two requests for “interim” reports (i.e., to be received at the mid-point between regular cyclical reviews) represent our attempts at addressing issues and enhancing quality.

The following represents a summary of key issues identified by SCQA in its responses to review reports:

• Learning outcomes and curriculum mapping with an emphasis on program sustainability were key areas of focus and were highlighted in each of the response letters, with emphasis on leveraging the expertise of the Office of Open Learning and Educational Support.

• In some cases, attention to learning outcomes at the graduate level was less advanced than for undergraduate programs.

• In one case, the review report raised questions as to whether departmental graduate policies and requirements conflicted with those of the University (e.g. with respect to times to completion).

• Improvements in access to data in order to support strategic enrolment planning was highlighted as an area of concern and for improvement in several reviews.

• In some cases, the external review went outside the scope of the IQAP (e.g. with respect to resource allocation). SCQA observes the IQAP is intended to focus on curricular quality and sustainability within the parameters of existing resource allocations.

• Review reports from Hospitality, Food and Tourism Management, and Family Relations and Applied Nutrition were particularly comprehensive and well done, in particular with respect to on-going review of curricula.

General Recommendations on the Quality Review Process

The review reports suggest the University continues to address concerns related to learning outcomes and curriculum mapping. It still seems apparent that many units do not fully leverage this process (i.e. curriculum mapping), and its value with a view to enhance quality. SCQA will look to enhance communication with the Board of Undergraduate Studies and Board of Graduate Studies with a view to emphasizing this area of continuing focus.


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More efforts need to be engaged across campus to reaffirm the importance of curriculum renewal, learning outcomes and curriculum mapping.

Timely completion of reviews and one-year follow-up reports needs to be monitored continuously. As noted earlier in this report, reassessment of the current review cycle timeframe and related expectations is recommended, particularly given the recent operational changes in the administration of the IQAP.

SCQA will continue to monitor the institutional uses of the current IQAP document to assess its function as a guide for self-studies and quality assurance processes.

Schedule for 2015-16 Review Cycle

Reviews scheduled to be conducted in 2015-16 are listed below:

Department/School Program for Review Degree Designation Animal Biosciences Animal Biology BSc Animal Biosciences Animal Science BSc (Agr) Animal Biosciences Equine Management BBRM Animal Biosciences Animal Biosciences MSc, PhD OVC Doctor of Veterinary Medicine9 DVM SEDRD Landscape Architecture10 BLA SEDRD Landscape Architecture MLA SEDRD Capacity Development & Extension MSc SEDRD Rural Planning & Development MPlan, MSc (Planning) SEDRD Rural Studies PhD Math and Stats Biophysics Interdepartmental Group MSc, PhD OAC Dean's Office Agriculture BSc (Agr) Plant Agriculture Crop, Horticulture and Turfgrass Sciences BSc (Agr) Plant Agriculture Organic Agriculture BSc (Agr) Plant Agriculture Plant Science BSc Plant Agriculture Plant Agriculture MSc, PhD Psychology Psychology BA Psychology Psychology: Brain and Cognition BSc Psychology Psychology MA, MSc, PhD

Extensions to the published schedule are to be granted only under extraordinary circumstances. In such circumstances, the unit must apply to the Provost with the rationale for the request. Extensions are reported to the SCQA so that the official review schedule may be amended, with subsequent notification to Senate and the Quality Council.

9 Accredited program; accreditation review will be accepted for IQAP review 10 Accredited program; accreditation review will be accepted for IQAP review


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New Program Submissions

The following new programs were approved by Senate during the 2015-16 session:

Degree Level Program Graduate Master of Biotechnology

Annual Report to the Quality Council on Major Modifications to Programs

Enclosed is the University’s Annual Report to the Quality Council on Major Modifications for Programs for 2015-16, also required as part of the IQAP reporting obligations. The Major Modifications Annual Report is submitted on a standard template received each year from the Quality Council. The major modification categories are defined in the University’s IQAP, based on the Quality Assurance Framework (QAF).

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Appendices


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Appendix VIObjectives of the Internal Review of Departments/Schools

It is the responsibility of the facilitator of the IRS, in consultation with the Chair of the IRC, toensure that all relevant units have an opportunity to comment on the unit and programs underreview, including relevant program committees, and to ensure that there is sufficient opportunityfor student input. The objectives of the review include, but are not restricted to, an assessment ofthe following as they pertain to each of the undergraduate and graduate programs managed by theunit:

(a) Consonance of the unit's undergraduate and graduate offerings within the general frameworkof the University's mission and strategic directions and with the University’s LearningObjectives, which are consistent with OCAV's Degree Level Expectations.;

(b) The appropriateness of the unit's academic objectives and degree level outcomes expectations,and its ability to meet them;

• Admission requirements are appropriately aligned with the learning outcomesestablished for completion of the program.

• The curriculum reflects the current state of the discipline or area of study.

• Evidence of any significant innovation or creativity in the content and/or deliveryof the program relative to other such programs.

• Mode(s) of delivery to meet the program’s identified learning outcomes areappropriate and effective.

(c) The appropriateness of the pedagogical and evaluation strategies and methods applied to eachof the programs;

• Methods for assessing student achievement of the defined learning outcomes anddegree learning expectations are appropriate and effective.

• Appropriateness and effectiveness of the means of assessment, especially in thestudents' final year of the program, in clearly demonstrating achievement of theprogram learning objectives and the institution's (or the Program’s own) statementof Degree Level Expectations.

(d) The adequacy of the available human, physical, and financial resources to support the unit'sprograms;

• Appropriateness and effectiveness of the unit's use of existing human, physical andfinancial resources in delivering its programs. In making this assessment,reviewers must recognize the institution's autonomy to determine priorities forfunding, space, and faculty allocation.


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(e) The unit's definition and application, where possible, of indicators to determine the learningoutcomes of the programs, including applicable provincial, national, and professionalstandards;

• Outcome measures of student performance and achievement are of particularinterest, but there are also important input and process measures which are knownto have a strong association with quality outcomes. It is expected that many of thefollowing listed examples will be widely used.

i) Faculty: qualifications, research and scholarly record; class sizes; percentage ofclasses taught by permanent or non-permanent (contractual) faculty; numbers,assignments and qualifications of part-time or temporary faculty;

ii) Students: applications and registrations; attrition rates; time-to-completion;final-year academic achievement; graduation rates; academic awards; student in-course reports on teaching; and

iii) Graduates: rates of graduation, employment six months and two years aftergraduation, post-graduate study, "skills match" and alumni reports on programquality when available and when permitted by the Freedom of Information andProtection of Privacy Act (FIPPA). Auditors will be instructed that these itemsmay not be available and applicable to all programs.

(f) The management of graduate programs, the quality of supervision, and the quality and level ofscholarly output of graduate students;

• Evidence that students' time-to-completion is both monitored and managed inrelation to the program's defined length and program requirements.

• Quality and availability of graduate supervision.

• Definition and application of indicators that provide evidence of faculty, studentand program quality, for example:

•i) Faculty: funding, honours and awards, and commitment to student mentoring;

ii) Students: grade-level for admission, scholarly output, success rates in provincialand national scholarships, competitions, awards and commitment to professionaland transferable skills;

iii) Program: evidence of a program structure and faculty research that will ensurethe intellectual quality of the student experience; iv) Sufficient graduate level courses that students will be able to meet therequirement that two-thirds of their course requirements be met through courses atthis level.


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Appendix VIIIObjectives of the Internal Review of Undergraduate Degree Programs

It is the responsibility of the facilitator of the IRS, in consultation with the Chair of the IRC, toensure that all relevant units have an opportunity to comment on the degree program underreview, including relevant program committees, and to ensure that there is sufficient opportunityfor student input. The objectives of the review include, but are not restricted to, an assessment ofthe following as they pertain to the undergraduate degree program:

(a) Consonance of the undergraduate program within the general framework of the University'smission and strategic directions and with the University’s Learning Objectives, which areconsistent with OCAV's Degree Level Expectations.;

(b) The appropriateness of the program's academic objectives and its ability to meet them;

• Admission requirements are appropriately aligned with the learning outcomesestablished for completion of the program.

• The curricula reflect the current state of the disciplines and areas of study.

• Evidence of any significant innovation or creativity in the content and/or deliveryof the program relative to other such programs.

• Mode(s) of delivery to meet the program’s identified learning outcomes areappropriate and effective.

(c) The appropriateness of the pedagogical and evaluation strategies and methods applied to theprogram;

• Methods for assessing student achievement of the defined learning outcomes anddegree learning expectations are appropriate and effective.

• Appropriateness and effectiveness of the means of assessment, especially in thestudents' final year of the program, in clearly demonstrating achievement of theprogram learning objectives and the institution's (or the Program’s own) statementof Degree Level Expectations.

(d) The adequacy of the available human, physical, and financial resources to support theprogram;

• Appropriateness and effectiveness of the program’s use of existing human,physical and financial resources in delivering it. In making this assessment,reviewers must recognize the institution's autonomy to determine priorities forfunding, space, and faculty allocation.


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(e) The definition and application, where possible, of indicators to determine the learningoutcomes of the program, including applicable provincial, national, and professionalstandards;

• Outcome measures of student performance and achievement are of particularinterest, but there are also important input and process measures which are knownto have a strong association with quality outcomes. It is expected that many of thefollowing listed examples will be widely used.

i) Faculty: qualifications, research and scholarly record; class sizes; percentage ofclasses taught by permanent or non-permanent (contractual) faculty; numbers,assignments and qualifications of part-time or temporary faculty;

ii) Students: applications and registrations; attrition rates; time-to-completion;final-year academic achievement; graduation rates; academic awards; student in-course reports on teaching; and

iii) Graduates: rates of graduation, employment six months and two years aftergraduation, post-graduate study, "skills match" and alumni reports on programquality when available and when permitted by the Freedom of Information andProtection of Privacy Act (FIPPA). Auditors will be instructed that these itemsmay not be available and applicable to all programs.


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SENATE COMMITTEE ON QUALITY ASSURANCE

GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 x 56761 ▪ www.uoguelph.ca/secretariat/senate

January 28, 2016 Professor Statia Elliot Director, School of Hospitality, Food and Tourism Management College of Business and Economics Dear Professor Elliot: At its meeting on November 11, 2015 the Senate Committee on Quality Assurance reviewed the School of Hospitality, Food, and Tourism Management’s (HFTM) periodic Quality Review Report, including the Executive Summary and responses from the department, the Dean, and the Provost. I am pleased to advise the Committee found the report and its recommendations satisfactory, and accepts the report. In fact, Committee members remarked that this review was one of the most comprehensive they have seen as part of the quality assurance process. Well done! The Committee did offer some comment with respect to curricular renewal, and expressed that while they were pleased with the stage of curriculum revision and renewal within HTFM, there appeared to be some disconnect between the outcomes of curriculum mapping, and some outcomes of the self-study and evaluators’ response (i.e. particularly in the areas of ethics, writing, and critical thinking). The Committee suggests these be considered as curriculum renewal continues to be advanced within HTFM programs. The Committee highlights the importance of curriculum mapping across programs, and encourages leveraging the ongoing expertise of the Office of Open Learning to help ensure program curricula continue to move forward in sustainable ways. The Executive Summary of the Internal Review Report for the School of Hospitality, Food, and Tourism Management will be presented to Senate for information on February 8, 2016. The Committee thanks the faculty, staff, and students of HFTM and the College of Business and Economics, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review. The Committee looks forward to receiving the School of Hospitality, Food and Tourism Management’s one-year follow up report, which is due on February 1, 2017.


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Yours truly,

Mark Lipton Chair, Senate Committee on Quality Assurance Cc: Dr. Charlotte Yates, Provost and Vice-President (Academic)

Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Julia Christensen-Hughes, Dean, College of Business and Economics

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GUELPH ▪ ONTARIO ▪ CANADA ▪ N1G 2W1 ▪ 519 824-4120 ▪ www.uoguelph.ca/secretariat/senate

January 28, 2016 Professor Julie Horrocks Chair, Department of Mathematics and Statistics College of Physical and Engineering Science Dear Professor Horrocks, At its meeting on October 13, 2015 the Senate Committee on Quality Assurance reviewed the Department of Mathematics and Statistics’ periodic Quality Review Report, including the Executive Summary and responses from the department, the Dean, and the Provost. We acknowledge a job well done and commend the department on its commitment to renewal and growth. The Committee has accepted the report, with a proviso that a “mid-term” interim report. The Committee appreciates that the internal review process occurred during a period of transition in leadership, which may have hampered adequate reflection. Given the report outlines a number of recommendations related to the department’s new undergraduate programs (BA and BSc), the Committee will look forward to a detailed one-year follow-up report that addresses the concerns raised in the review, as well as the comments offered below. In addition, because the evaluation was unable to review the BA and BSc programs due to the suspension of the undergraduate majors at the time of review, the Committee requests a “mid-term” interim internal review report, including an abbreviated self-study on the new BA and BSc programs, to be submitted February 1st, 2019 (i.e. the mid-point before the next scheduled periodic review is due). This review should focus specifically on (1) the department’s progress, (2) attention to reviewers’ recommendations, (3) commitment to renewal, (4) program development, and (5) integration of learning outcomes and curriculum mapping. Inclusion of detailed data is not required at this time unless appropriate. In particular, the Committee offers the following comments:

• The Committee observed that while learning outcomes and curriculum mapping were

referenced with respect to the undergraduate curriculum review, this exercise had not been undertaken at the graduate level. The Committee requests that an integrated strategy for learning outcomes within undergraduate and graduate level programs, be addressed in the one-year review report.


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• The Committee highlights the importance of curriculum mapping across programs, and suggests that leveraging the expertise in the Office of Open Learning may be of benefit in this regard and to help ensure program curricula move forward in sustainable ways.

• The one-year follow-up report should provide information on how the recommendations related to graduate programming are being addressed.

• The Committee requests that the one-year follow-up report provide verified data and descriptive clarification of information related to times to completion (i.e., Figure 7 and 8 within the Self-Study Report).

• The Committee requests that the response and subsequent reports attend to issues of program/s sustainability; the recommendation regarding class offerings (recommendation “g”), in particular, requires further reflection in relation to sustainability of the programs.

• The Committee observed that some recommendations of the external reviewers (i.e. with respect to resource allocation) are outside the purview of the IQAP, which focuses on curricular quality and sustainability within the parameters of existing resource allocations.

The Committee commends the department, particularly during a time of transition, for its positive developments, and approach to rejuvenation and continuous improvement of programs. We look forward to learning how the revitalized program has progressed, in the mid-term report. The Executive Summary of the Internal Review Report for the Department of Mathematics and Statistics will be presented to Senate for information on February 8, 2016. The Committee thanks the faculty, staff, and students of the department and the College of Physical and Engineering Sciences, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review. The Committee looks forward to receiving the Department of Mathematics and Statistics’ one-year follow up report, which is due on February 1, 2017, and the four-year interim review report on February 1, 2019. Yours truly,


Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Anthony Vannelli, Dean, College of Physical and Engineering Science


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January 28, 2016 Professor Brian Husband Associate Dean Academic, College of Biological Science Co-Chair, B.Sc. Program Committee Dear Professor Husband: At its meeting on November 11, 2015 the Senate Committee on Quality Assurance reviewed the Bachelor of Science Degree Program’s periodic Quality Review Report, including the Executive Summary and responses from the B.Sc. Program Committee, the Dean, and the Provost. We acknowledge a job well done and commend the B.Sc. Program Committee on its commitment to continued growth and curricular review. The Senate Committee on Quality Assurance has accepted the report, and offers the following comments:

• The Committee observed that significant work has occurred with respect to learning outcomes and curriculum mapping, and commends the B.Sc. Program for this continuing work and learner-centered approach.

• The Committee highlights the importance of curriculum mapping across programs, and encourages leveraging the ongoing expertise of the Office of Open Learning to help ensure program curricula move forward in sustainable ways.

• The Committee applauds the B.Sc. Program’s innovative approaches to providing effective student support within a large program, in particular the employment of the Student Success System; and, also supports the recommendation to re-examine the advisory structure for the Biological Science Major and Physical Science Major.

• The Committee supports the reviewers’ recommendations with respect to improving access to data, to support strategic planning around admissions.

• Further to the reviewers’ recommendation and the significance of the Biological Sciences Major to the B.Sc. program, the Committee requests that a focused review be conducted for the Major in Biological Sciences, after a period of three years (2019).


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The Executive Summary of the Internal Review Report for the Bachelor of Science Degree Program will be presented to Senate for information on February 8, 2016. The Committee thanks the faculty, staff, and students of the B.Sc. Program and the five deans responsible for the B.Sc. program, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review. Due to recent changes in the IQAP, the Bachelor of Science Degree Program will no longer be reviewed independently from the specific majors that make up the degree. As a result, the Bachelor of Science Degree Program Committee is not required to submit a one year follow-up report. However, as noted above, the Biological Science Major is requested to submit a focused review, after a period of three-years. The Committee looks forward to receiving the review report on the Biological Science Major, which is due on February 1, 2019. Yours truly,


Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Jonathan Newman, Dean, College of Biological Science Dr. Anthony Vannelli, Dean, College of Physical and Engineering Sciences Dr. Belinda Leach, Acting Dean, College of Social & Applied Human Sciences Dr. Wayne Caldwell, Interim Dean, Ontario Agricultural College Dr. Jeff Witchel, Dean, Ontario Veterinary College

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January 28, 2016 Professor Ruediger Mueller Director, School of Languages and Literatures College of Arts Dear Professor Mueller: At its meeting on October 13, 2015 the Senate Committee on Quality Assurance reviewed the School of Languages and Literatures’ periodic Quality Review Report, including the Executive Summary and responses from the department, the Dean, and the Provost. We acknowledge a job well done and commend the School of Languages and Literatures on its commitment to renewal and growth. The Committee has accepted the report, and offers the following comments:

• The Committee observed that curriculum mapping was inconsistent across programs, and

suggests that leveraging the expertise in the Office of Open Learning may be of benefit in this regard and to help ensure program curricula move forward in sustainable ways.

• With respect to the MA in French Studies, the Committee noted that no students were admitted to the program in 2014-15, and recommends the One-year Follow-up Report elaborate on the sustainability of the program and how this will be addressed (including plans for recruitment).

• With respect to the two programs deemed to meet “most expectations” (i.e. MA in French Studies, Hispanic Studies – BA Major and Minor), the Committee requests that the issues raised by the reviewers be addressed in the One-year Follow-up Report.

The Executive Summary of the Internal Review Report for the School of Languages and Literatures will be presented to Senate for information on February 8, 2016. The Committee thanks the faculty, staff, and students of the School of Languages and Literatures and the College of Arts, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.


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The Committee looks forward to receiving the School of Languages and Literatures’ one-year follow up report, which is due on February 1, 2017. Yours truly,


Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Donald Bruce, Dean, College of Arts

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March 23, 2016 Professor Joseph Tindale Interim Chair, Department of Sociology and Anthropology College of Social and Applied Human Sciences Dear Professor Tindale: At its meeting on February 29, 2016 the Senate Committee on Quality Assurance reviewed the Department of Sociology and Anthropology’s (SOAN) periodic Quality Review Report, including the Executive Summary and responses from the department, the Dean, and the Provost. I am pleased to advise the Committee found the report and its recommendations satisfactory, and accepts the report. The Committee offers some comment with respect to ongoing revisions of curricula and is pleased to see strong attention to learning outcomes, particularly at the undergraduate level. However, curriculum review needs to proceed in a timely manner with attention to the recommendations that can be operationalized with a view to ongoing renewal. The Committee urges the department to address the challenges resulting from disproportionate enrolments among its undergraduate programs. The principle of cross-disciplinary integration deserves serious exploration and attention. This attention is also required at the graduate level, and the department is encouraged to leverage the ongoing expertise of the Office of Open Learning to help ensure graduate program curricula move forward in sustainable ways. In your review of graduate programs, please ensure department graduate policies and requirements do not conflict with those of the University. Resources are available through the Office of Graduate Studies, should additional support be required. The Committee looks forward to learning about progress in this regard in your one-year follow-up report. The Committee agrees with the reviewers’ recommendations regarding assurance that all upper year students have at least one class with a full-time faculty member, and emphasizes the importance of such. In addition, it is suggested the department map out and establish clear ways of assigning service commitments to ensure equitable workloads and opportunities for participation amongst all faculty.


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It is hoped that the new stability in leadership will address and resolve these and other past systemic challenges. The Executive Summary of the Internal Review Report for the Department of Sociology and Anthropology will be presented to Senate for information on April 4, 2016. The Committee thanks the faculty, staff, and students of SOAN and the College of Social and Applied Human Sciences, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review. The Committee looks forward to receiving the Department of Sociology and Anthropology one-year follow up report, which is due on April 1, 2017. Yours truly,


Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Gwen Chapman, Dean, College of Social and Applied Human Sciences

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May 20, 2016

Professor Michael Nightingale Interim Chair, Department of Family Relations and Applied Nutrition College of Social and Applied Human Sciences Dear Professor Nightingale: At its meeting on May 2, 2016 the Senate Committee on Quality Assurance reviewed the periodic Quality Review Report of the Department of Family Relations and Applied Nutrition (FRAN), including the Executive Summary and responses from the department, the Dean, and the Provost. I am pleased to advise the Committee found the report and its recommendations satisfactory; the report is accepted. Committee members remarked on the incredibly positive feedback offered by the reviewers. I highlight the committee’s appreciative response to the alignment of the department’s programs with the University and College’s goals and priorities. The Committee applauds the department’s ongoing work with regard to learning outcomes. FRAN’s undergraduate programs and requisite learning outcomes are clear and thoughtfully applied. The Committee is pleased to learn that an assessment of graduate programs with a view to development of learning outcomes is planned and highlights the importance of mapping curricula across programs, as well as leveraging the expertise of the Office of Open Learning. The Committee offers some comment with respect to the ADEV program; concerns were raised with respect to enrolment echoing the reviewers’ recommendation to consider ways to enhance information and support for future career paths. In addition, the committee suggests further consideration be paid to teaching allocations and formal research experiences as part of on-going curricular review. The Executive Summary of the Internal Review Report for the Department of Sociology and Anthropology will be presented to Senate for information on May 30, 2016. The Committee thanks the faculty, staff, and students of FRAN and the College of Social and Applied Human Sciences, as well as the members of the Internal Review Committee and Subcommittee, including the external examiners, for their work on the review.


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The Committee looks forward to receiving the Department of Family Relations and Applied Nutrition one-year follow up report, which is due on June 1, 2017. Yours truly,


Dr. Anthony Clarke, Assistant Vice-President, Graduate Studies and Program Quality Assurance Dr. Gwen Chapman, Dean, College of Social and Applied Human Sciences

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University:Reporting Year:Date Submitted:Institutional Contact:Telephone Number:Email Address:

Name of Program Modified Degree Designation Classification of Major Modification Type of Major Modification Brief Description of the Major ModificationDate of Internal

Approval (MM/DD/YYYY)

Date the Major Modification becomes Effective (MM/DD/YYYY)

Sociology and Anthropology MA.SOC Graduate Add new field, concentration, stream Addition of new field - Diversity and Social Inequality 10-26-2015 10-26-2015Sociology and Anthropology PHD.SOC Graduate Add new field, concentration, stream Addition of new field - Diversity and Social Inequality 10-26-2015 10-26-2015Molecular and Cellular Biology PHD.MCB Graduate Change course/exam requirements Change to structure of qualifying exam 10-26-2015 9-29-2015

Animal Biosciences PHD.ABSC Graduate Change program nameProgram name change from Animal and Poultry Science to Animal Biosciences

2-2-2016 5-1-2016

Animal Biosciences MSC.ABSC Graduate Change program nameProgram name change from Animal and Poultry Science to Animal Biosciences

2-2-2016 5-1-2016

Philosophy MA.PHIL Graduate Change course/exam requirements Course requirements changed in order to complete program in 1 year 2-2-2016 9-1-2016Food, Agriculture and Resource Economics MFARE.FARE Graduate New degree designation Change degree designation from MSC.FARE to MFARE 2-8-2016 9-1-2016Food, Agriculture and Resource Economics MFARE.FARE Graduate Add course based option addition of course based option to MFARE 2-8-2016 9-1-2016Management PHD.MGMT Graduate Change course/exam requirements Degree requirement change for PhD in Management 4-4-2016 9-1-2016Management GDIP.ACCT Graduate Add Graduate diploma Add Type 3 graduate diploma in Accounting 2-8-2016 5-1-2017Environmental Sciences GDIP.ENVS Graduate Closure of a field, option Deletion of graduate diploma (Type 3) in Environmental Sciences 4-4-2016 5-1-2017

International Development (Collaborative) PHD.IDEV Graduate Change course/exam requirementsMinimum grade requirement increased to 75% for Ph.D. course requirements

5-9-2016 9-1-2016

International Development (Collaborative) MPH.PHLT:L+IDEV Graduate Add new unit to collaborative programMaster of Public Health aded to International Development collaborative program

4-27-2016 9-1-2016

International Development (Collaborative) MSC.POPM:L+IDEV Graduate Add new unit to collaborative programCourse work Masters in Population Medicine added to International Development collaborative program

4-27-2016 9-1-2016

International Development (Collaborative) PhD.PHIL+IDEV Graduate Add new unit to collaborative programCourse work Masters in Philosophy added to International Development collaborative program

11-3-2015 1-1-2016

Population Medicine PHD.POPM Graduate Add new field, concentration, stream Add new field, Public Health in the PhD program in Population Medicine 5-30-2016 9-1-2016

Engineering PHD.ENGG Graduate Add new field, concentration, stream Addition of new field, Mechanical Engineering in the PhD program 5-30-2016 9-1-2016

Engineering MASC.ENGG Graduate Add new field, concentration, streamAddition of new field, Mechanical Engineering in the Masters research based program

5-30-2016 9-1-2016

Engineering MENG.ENGG Graduate Add new field, concentration, streamAddition of new field, Mechanical Engineering in the Masters course based program

5-30-2016 9-1-2016

Rural Planning and Development MSC.RPD Graduate Add course based optionAdd course work option for MSc(Planning) in Rural Planning and Development

5-30-2016 9-1-2016

Media and Cinema Studies B.A. Undergraduate Add new minor New minor in Media and Cinema Studies 10-26-2015 5-1-2016

Kinesiology B.A.Sc. Undergraduate Revision to admission requirementsAdmission changes required as a result of Ministry of Education modificiations in Health and Physical Education curriculum 11-30-2015 11-30-2015

Arts, Culture and Heritage Management B.A. Undergraduate Add new minor New minor in Arts, Culture and Heritage Management 4-4-2016 5-1-2017Studio Art B.A. Undergraduate Add new minor Reinstatement of minor in Studio Art (SART) 4-4-2016 5-1-2017

Hotel and Food Administration B.Comm. Undergraduate Revision to admission requirements Remove background information sheet as part of the admission process 4-4-2016 5-1-2016

Tourism Management B.Comm. Undergraduate Revision to admission requirements Remove background information sheet as part of the admission process 4-4-2016 5-1-2016

Hospitality and Tourism Management B.Comm. Undergraduate Merge two or more programs

Merged Tourism Management and Hotel and Food Administration to create a combined major, in Hospitality and Tourism Management, with Areas of Emphasis and with Co-op Option 4-4-2016 5-1-2017

Guelph2015-2016

Patricia Tersigni, Director, Academic Programs and Policy519-824-4120 [email protected]

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eport on Quality

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Tourism Management B.Comm. Undergraduate Closure of a programDeletion of program to create a combined major, Hospitality and Tourism Management 4-4-2016 9-1-2017

Hotel and Food Administration B.Comm. Undergraduate Closure of a programDeletion of program and coop option to create a combined major, Hospitality and Tourism Management 4-4-2016 5-1-2017

Marketing Management B.Comm. Undergraduate Revision of admission requirements

remove the recommendation that high school applicants interested in pursuing the Bachelor of Commerce, Marketing Management program take Economics and/or Administrative or Organizational Studies and/or Accounting at the secondary school level to reflect current practice 4-4-2016 5-1-2016

Leadership and Organizational Management B.Comm. Undergraduate Revision to admission requirements Remove one additional 4U Mathematics course requirment 5-30-2016 6-1-2016

Applied Human Nutrition B.A.Sc. UndergraduateAdd specialization, honours, option, concentration, stream

New Area of emphasis in Dietetics and allow students within the major to declare a minor 5-30-2016 6-1-2017

Family and Community Social Services B.A.Sc. Undergraduate Revision to admission requirementsRemove OCSWSSW requirement which is not required for a Family & Community Social Services Degree 5-30-2016 6-1-2016

Justice and Public Safety B.A.A. Undergraduate Change program nameName change of Specialization in Justice Studies to Specialization in Justice and Public Safety to reflect curriculum and area of focus 5-30-2016 5-1-2017

Psychology B.A.G UndergraduateAdd specialization, honours, option, concentration, stream New area of concentration in Psychology, 3 Year General Program 5-30-2016 5-1-2017

Psychology B.A. Undergraduate Change course/program requirementsChanges to the program requirements as a result of IQAP cyclical review, the BA in Psychology 5-30-2016 5-1-2017

Creative Writing B.A. Undergraduate Add new minor New minor in Creative Writing 5-30-2016 5-1-2017

Adult Development B.A.Sc. Undergraduate Add new pathway for college students Amendment to the Articulation Agreement with Conestoga College ITAL 5-30-2016 6-1-2016

Child, Youth and Family B.A.Sc. Undergraduate Add new pathway for college students Amendment to the Articulation Agreement with Conestoga College ITAL 5-30-2016 6-1-2016Philosophy B.A. Undergraduate Change course/program requirements Updated and simplified undergraduate curriculum 5-30-2016 5-1-2017

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UNIVERSITY SECRETARIAT To: Senators From: Marc Coppolino, Chair, Research Board Subject: 11. Research Board Report Meeting: October 24, 2016 [For Information] a) Annual Reports: 2015-16 The bylaws of the Senate Research Board indicate that the Board shall:

e) Review and recommend to Senate annual reports on research-related matters where review of such reports by Senate may be required by externally-mandated agencies or legislation. f) Receive, review and present to Senate those reports of the Office of

Research which are relevant to the business of Senate. • Research-related Committees The annual reports for 2015-16 for the following research committees are available in the on-line Supporting Materials folder (note: these committees do not report to the Research Board):

• Research Ethics Board o Research Ethics Board – General | Chair: Dr. Leon Kuczynski o Research Ethics Board – Natural, Physical, and Engineering Sciences |

Chair: Dr. Andrew Papadopoulos • Northern Studies Committee | Chair: Dr. Sarah Adamowicz • Social Sciences and Humanities Research Council (SSHRC) Institutional Grant

(SIG) Committee | Chair: Ms. Laura Beaupre

The 2015-16 annual report for the Animal Care Committee, chaired by Dr. Ann Wilson, will be provided for the information of Senate at a future meeting.

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• Research Integrity Breaches As per the University’s Responsible Conduct of Research Policy and Procedures, the annual report on research integrity breaches for 2015-16 was presented to the Senate Research Board (Oct 14) for information. The report is available in the on-line Supporting Materials folder. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\11a_srb report.docx

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http://www.uoguelph.ca/research/document/responsible-conduct-research-policy-and-procedures


UNIVERSITY SECRETARIAT To: Senators From: Ryan Norris, Chair, Honours and Awards Committee Subject: 12. Honours and Awards Committee Report Meeting: October 24, 2016 [For Information] a) Call for Nominations for University Awards The Senate Honours and Awards Committee invite nominations for the following University awards:

• University Professor Emeritus/a • Honorary Fellow • John Bell Award • Medal of Merit • Lincoln Alexander Medal of Distinguished Service

The awards are to be awarded at convocation ceremonies beginning in 2017. n:\senate\senate meetings\meeting packages\2016-17\1. oct 24, 2016\cover memos\12a_shac-univ awards.docx

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