MONDAY, NOVEMBER 27, 2017 · Page 2 Senate Minutes | October 16 , 2017 2. Approval of the Minutes ....

MONDAY, NOVEMBER 27, 2017 5:30 pm | OVC Lifetime Learning Centre | Room 1714

MEETING AGENDA

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

2. Approval of the Minutesa) Minutes of October 16, 2017 [Motion] b) Business Arising

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

[Addenda]b) Update from the Provost and VP (Academic)

4. Question Perioda) Question Period

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

6. Priorities and Planning Committee Reporta) Senate Priorities [Motion] b) Council of Ontario Universities (COU) Academic Colleague Update

7. Committee on Bylaws and Membership Reporta) Proposed Amendments to the Board Undergraduate Studies Bylaws [Motion] b) Updated Senate Boards and Standing Committees Membership 2017-18 c) Update on Senate Elections for 2018-19

8. Board of Undergraduate Studies Reporta) Academic Schedule of Dates: Guelph-Humber 2018-19 b) Undergraduate Curriculum: Course Changes, Deletions, Additions c) BUGS Subcommittee: Program Committees Membership 2017-18

9. Board of Graduate Studies Reporta) Proposed Changes to PhD in Philosophy [Motion] b) Proposed Changes to MA Collaborative Specialization in International

Development Studies [Motion] c) Academic Schedule of Dates: Graduate Students 2018-19 d) Graduate Curriculum: Course Changes, Deletions, Additions

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9. Board of Graduate Studies Reporte) Graduate Faculty Appointments

10. Committee on Non-degree Studies Reporta) Non-degree Program Reviews

l Certificate in Human Resources Management l Turf Managers Short Course Certificate

b) Non-degree Program Changesl Certificate in Couple and Family Therapy Studies l Certificate in Disability Management and Attendance Support l Certificate in Facilities Management l Certificate in Information Management, Privacy, and Access

11. Senate Research Board Reporta) Annual Reports 2016-17

l Research-related Committees l Research Integrity Breaches

12. Deliberative Discussion

[Addenda]a) Fall Study Break Expansion

13. Addenda Itemsa) Item 3.b) Update from the Provost and VP (Academic) b) Item 12.a) Fall Study Break Expansion

AdjournmentNext Senate Meeting: Monday, February 5, 2018

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To: Members of Senate From: Gen Gauthier-Chalifour, University Secretary Subject: 1. Welcome and Approval of the Agenda 2. Approval of the Minutes Meeting: November 27, 2017

1. Welcome and Approval of the Agenda a) Approval of the Agenda [Motion] Senate is asked to, RESOLVE, that the November 27, 2017 meeting agenda be approved, as presented. 2. Approval of the Minutes a) Minutes of October 16, 2017 [Motion] The minutes of the October 16, 2017 meeting are enclosed for consideration. Senate is asked to, RESOLVE, that the minutes of the October 16, 2017 meeting be approved, as presented. b) Business Arising Proposed Changes to the PhD in Political Science – Further to the changes approved at the October 16, 2017 meeting of Senate to the PhD in Political Science, it was noted that changes proposed at the Board of Graduate Studies to the calendar copy were not reflected in the material presented to Senate. The Board of Graduate Studies approved the proposed changes to the program but removed language about waiving required methods courses upon demonstration of completion of equivalent methods at the graduate level. The Board did not feel as though it was necessary to formalize this practice in the calendar. This editorial correction has been added for information as an Addenda to the October 16th meeting package, with the updated calendar copy (appendix A). Proposed Changes to Admission Requirements for Master of Fine Arts, Studio Art – Following additional consultation, the School of Fine Art and Music has elected to withdraw this proposal for consideration.

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Annual Report on Quality Assurance 2016-17 – Following its presentation to Senate, the Report is forwarded to the Ontario Universities Council on Quality Assurance. Membership Slate: Presidential Review Committee – At its meeting October 23, 2017 the Board of Governors approved the proposed membership for the Presidential Review Committee, including those members elected by Senate in accordance with the University Appointments Policy. All other matters of business arising are addressed throughout the meeting agenda. n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\1-2_agenda and minutes.docx

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Minutes of the meeting held Monday, October 16, 2017 5:30 pm | OVC Lifetime Learning Centre | Room 1714

Present: Franco Vaccarino, Chair Martha Billes, Chancellor Gen Gauthier-Chalifour, University Secretary*

*Non-voting

Evie Adomait Wael Ahmed France-Isabelle Auzanneau Robin Bergart Olaf Berke Dalton Beseau Veronica Boydell Ben Bradshaw Brigitte Brisson Doug Campbell Malcolm Campbell Catherine Carstairs Christine Cash Gwen Chapman Rebecca Cheskes John Cline Joseph Colasanti Peter Conlon Marc Coppolino John Cranfield Ray Darling Carol Dauda Serge Desmarais Tirtha Dhar Ben Doadt* Todd Duffield Lisa Duzier Soroush Ebadi Statia Elliott Kyra Faderbauer Emily Fardad Peter Flannery Lindsey Fletcher

Kimberley Francis John Fryxell Luis Gaitero Bahram Gharabaghi Kerry Godfrey Brandon Gilroyed Dan Gillis Todd Gillis Karen Gordon Mark Habash Marwan Hassan Jessica Helwig Sally Hickson Art Hill Bill Hogarth Julie Horrocks Raymond Hu Sally Humphries Brian Husband Jack Hutchison Claudia Idzik Margot Irvine Dilshan Jayasinghe Stipe Jelovcic Sauvanne Julien Marion Joppe Carolyn Kerr Nicholas Kowaleski Tuuli Kukkonen Herb Kunze Andrew Kuttain Sofie Lachapelle

Katie Langan Francesco Leri Sheri Longboat Ratanak Ly Clare MacMartin Nicholas Manuel Dominic Marner Tami Martino Pascal Matsakis Ken McEwan Scott McEwen Scott McWhinnie Sean Mitchell Noel Moens Medhat Moussa Soha Moussa Ruediger Mueller Lee Niel Ian Newby-Clark Jonathan Newman Jesse Palsetia Andrew Papadopoulos Miana Plesca Deborah Powell Sydney Prince Davar Rezania Troy Riddell Hannah Ruuth Tarek Saleh Flavio Schenkel Jonathan Schmidt Stephen Seah

Byron Sheldrick Kate Shoveller John Smithers Christina Smylitopoulos Ian Spears Lawrence Spriet Mason Stothart Al Sullivan Olga Smoliak Rene Van Acker Jeff Wichtel Bill Van Heyst Terry Van Raay John Walsh Jon Warland Leigh West Brenda Whiteside Ann Wilson Geoffrey Wood Charlotte Yates Youbin Zheng Jian Zhou Richard Zytner Guests* Daniel Atlin Annette Blok Michelle Fach Jackie Gillis Karen Menard Patricia Tersigni Sarah Willey-Thomas

1. Welcome and Approval of the Agenda a) Approval of the Agenda On motion duly moved and seconded, it was RESOLVED, that the October 16, 2017 meeting agenda be approved, as presented.

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Senate Minutes | October 16, 2017

2. Approval of the Minutes a) Minutes of May 23, 2017 On motion duly moved and seconded, it was RESOLVED, that the minutes of the May 23, 2017 meeting be approved, as presented. b) Business Arising All matters of business arising were addressed throughout the meeting agenda. 3. Remarks from the Chair a) Chair’s Remarks to Senate

Dr. Vaccarino directed Senators to his written report which was included with the meeting materials. He added the following remarks:

• He extended a welcome to all, including a special welcome to new Senators, the Board of Governors representatives, and alumni representatives.

• He welcomed the new University Chancellor, Dr. Martha Billes, and expressed thanks to Chancellor David Mirvish for his contributions to the University over the past several years.

• He noted that since June, the University has received more than $130 million in new research funding across a broad set of disciplines.

• He shared two major themes he believed would be significant for the University in the next year. First, he highlighted that the after a period of planning and developing key documents, the University would now move toward to a period of implementation. The second theme he identified was furthering and strengthening the University’s profile at the provincial, national, and international levels.

With his oral remarks concluded, President Vaccarino invited questions. There were none. b) Chancellor’s Remarks to Senate Dr. Martha Billes was invited to provide remarks to Senate. Dr. Billes thanked Senators for their warm welcome and for their confidence in electing her as the 9th Chancellor of the University of Guelph. She noted that as a proud alumna, she hoped to serve as an ambassador and a champion of the University and its commitment to improve life. In closing, she noted that she looked forward to working with the University community to help shape the University’s future. 4. Question Period Members of Senate were invited to present questions. In response to a question regarding if the University was considering adding a fall reading week, Mr. Ray Darling, University Registrar, responded that the Schedule of Dates for 2018-19 as presented at the meeting did not include expansion of the current fall study break. However, he stated that the University is currently investigating the possibility of doing so, and that it is currently in a consultation phase.



5. Student Senate Caucus Report

a) Update on Student Senate Caucus Activities The Student Caucus Co-Chairs, Ms. Lindsey Fletcher and Mr. Nick Manuel, were invited to provide an update on recent activities. Mr. Manuel noted that the Student Senate Caucus (SSC) held their orientation and thanked the Secretariat and Dr. Newby-Clark for their assistance. In addition, he noted the SSC has begun having conversations on matters related to Senate. 6. Priorities and Planning Committee Report [Dr. Ian Newby-Clark, Chair of the Committee, presented the report.] a) Provost’s Update on Academic Planning and Priorities Dr. Charlotte Yates, Provost and Vice-President (Academic), was invited to present her update. Dr. Yates began by explaining the internal factors which frame the Academic Planning and Priorities, including her own operating principles and the Strategic Framework. She then discussed the external factors, beginning with the Strategic Mandate Agreement 2 (SMA2). She highlighted several features of the SMA2 which impact the University, including the new funding formula, performance-based funding, and an increased focus by the province to differentiate institutions. Other external imperatives Dr. Yates discussed included the continued need to build a safe and inclusive campus and to grow the University’s international reputation. She then highlighted a number of the top initiatives for her office over the year, including Experiential Learning, the internationalization strategy, improving IT infrastructure, and building a healthy and inclusive campus. She then discussed the Tuition Fee Framework, highlighting that the Ministry has required Universities to establish their proposed 2018-19 tuition fee increases now, significantly earlier than in previous years. She highlighted the proposed changes to tuition for domestic and international students. Finally, she discussed the budget process, noting her continued emphasis on maintaining an open and transparent process. In closing, she mentioned that the funding formula will have an impact on the budget as well as the balancing of revenue constraint versus cost increases. In response to a question regarding if a mass email would be sent to students to advise them about the upcoming town hall related to the tuition fee framework, Associate VP (Student Affairs) Brenda Whiteside responded that it was believed that the Student Leaders and Administration Meetings (SLAM) would have disseminated the information but that an email would be sent out. In response to a question regarding the five dimensions of differentiation within the University included in the SMA, Dr. Yates responded that they are student success and experience, community impact and economic development, research excellence, teaching and learning, and access.



b) Planning of the 2017-18 Senate Session Dr. Newby-Clark noted that in keeping with the comments of the Chancellor, President and Provost related to the current implementation phase for the various guiding documents of the University, the SPPC is reflecting on what these documents mean for the Senate and its committees. He noted they hoped to return to the November meeting with more information. In relation to deliberative discussions, Dr. Newby-Clark mentioned that the SPPC would like to move back to holding two discussions this year, with tentative plans for one to occur in the new year. In addition, he noted that the SPPC is currently deliberating possibly topics and any Senators with suggestions should contact himself or the University Secretariat. In closing, Dr. Newby-Clark brought Senators’ attention to the list of items to be addressed in Senate over the 2017-18 session, enclosed within the meeting materials. c) Council of Ontario Universities (COU) Academic Colleague Update A summary of recent Council of Ontario Universities activities and advocacy initiatives, prepared by the University’s COU Academic Colleague, Dr. Jonathan Newman, was provided for information. There were no questions. 7. Board of Undergraduate Studies Report [Dr. Byron Sheldrick, Chair of the Board of Undergraduate Studies, presented the report.] a) Proposed New Major and Co-op Option in Food Industry Management in

Bachelor of Bio-Resource Management Dr. Sheldrick explained the program has been supported by the Deans of the respective colleges and the Office of the Provost and Vice-President (Academic). In response to a question regarding whether the program leaves too little room for students to take electives, Dr. Jonathan Schmidt, OAC Associate Dean Academic, responded that the program reflects an effort to provide students with a substantial base on both the science and business sides. Further, he mentioned that there is a diversity of subject matter in the program. On motion duly moved and seconded, it was RESOLVED, that on recommendation of the Board of Undergraduate Studies, Senate approve the proposed new Major and Co-op in Food Industry Management (BBRM.FIM and BBRM.FIM:C), as presented. b) Academic Schedule of Dates: 2018-19 Dr. Sheldrick highlighted the academic schedule of dates enclosed within the meeting materials and noted that they could be amended, given upcoming conversations regarding the possibility of an expanded fall study break. c) Undergraduate Curriculum: Course Changes, Deletions, Additions Course changes approved by the Board of Undergraduate Studies were presented for information. There were no questions.



d) BUGS Subcommittees Membership 2017-18 The BUGS subcommittees membership for 2017-18 were presented for information. There were no questions. 8. Board of Graduate Studies Report [Dr. Miana Plesca, Chair of the Board of Graduate Studies, presented the report.] a) Proposed Changes to Admission and Degree Requirements – Master of

Biotechnology Dr. Plesca highlighted the proposed changes to admission and degree requirements for the MBIOT. There were no questions. On motion duly moved and seconded it was, RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the admission requirements for the Master of Biotechnology Program (MBIOT), as presented; and, FURTHER RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the degree requirements for the Master of Biotechnology Program (MBIOT), including the associate course changes, as presented. b) Proposed Change to Admission Requirements – Master of Fine Arts, Studio Art Dr. Plesca explained the proposed change to admission requirements for the Master of Fine Arts, Studio Art. Several Senators raised concerns regarding the change related to admission requirements, which altered the current statement from “In exceptional cases, holders of a degree in another field who have completed a minimum of six one-semester courses in fine art or visual arts” to “In exceptional cases, holders of a degree in another field”. After a discussion it was agreed that the proposal should return to the College for fuller consultation, and the following motion was postponed to a future meeting: RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed change to the admission requirements for the Master of Fine Arts, Studio Art Program (MFA SART), as presented. c) Proposed Changes to the MA in Political Science Dr. Plesca elaborated on the proposed changes to the MA program in Political Science. She noted the Chair of the Department and College Dean were available to respond to questions; there were none. On motion duly moved and seconded it was, RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the MA in Political Science Program, including:



a) Addition of a new field in Rights, Justice, Citizenship and Identity b) Addition of new Course-based Option c) Deletion of the Guelph-McMaster Option d) Deletion of the field in Comparative Politics e) Deletion of the field in Public Policy and Governance.

d) Proposed Changes to PhD in Political Science [Motion] Dr. Plesca elaborated the proposed changes to the PhD in Political Science. There were no questions. On motion duly moved and seconded it was, RESOLVED, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the PhD in Political Science Program, including:

a) Addition of a new field in Canadian Politics b) Addition of a new field in Gender, Race, Indigeneity, and Sexuality c) Addition of a new field in International Relations d) Addition of a new field in Law and Politics.

e) Graduate Curriculum: Course Changes, Deletions, Additions Course changes approved the Board of Graduate Studies were presented for information. There were no questions. f) BGS Subcommittees Membership: 2017-18 The BGS subcommittees membership for 2017-18 were presented for information. There were no questions. g) Graduate Faculty Appointments Recent appointments to the Faculty of Graduate Studies were presented for information. There were no questions. 9. Committee on Quality Assurance Report [Dr. Scott McEwen, Chair of the Committee, was in attendance to respond to questions on the report.] a) Annual Report on Quality Assurance 2016-17 The Chair asked if there were any questions regarding the Annual Report on Quality Assurance 2016-17. There were none. b) One-year Follow-up Reports

• Family Relations and Applied Nutrition

The one-year follow-up report was presented for information. There were no questions.



10. Honours and Awards Committee Report [Dr. Peter Conlon, Chair of the Committee presented the report.] a) Call for Nominations for 2018 University Awards The Chair asked if there were any questions. There were none. President Vaccarino retired from the meeting and Dr. Yates began to Chair the meeting. 11. Committee on Bylaws and Membership Report [Dr. Ann Wilson, Chair of the Committee, presented the report.] a) Membership Slate: Presidential Review Committee Dr. Ann Wilson presented the Senate with the membership slate for the Presidential Review Committee and called for nominations from the floor. There were none. On motion duly moved and seconded, it was RESOLVED, that on the recommendation of the Committee on Bylaws and Membership, Senate approve the proposed membership slate for the Presidential Review Committee, as presented. b) Results of Senate By-elections Dr. Wilson brought members attention to the results of the Senate by-elections enclosed within the meeting materials. 12. Other Business There was no other business. 13. Move to Closed Session a) Adjourn Open Session and Move into Closed Session On 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. 14. Closed Session Honours and Awards Committee Report The Closed Session report of the Senate Honours and Awards Committee was presented. It was noted that ballots would be circulated electronically following the meeting. Adjournment With the business completed, the meeting was adjourned at approximately 7:18 pm.


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To: Members of Senate From: Gen Gauthier-Chalifour, University Secretary Subject: 3. Remarks from the Chair Meeting: November 27, 2017

a) Chair’s Remarks to Senate Enclosed for the information of Senators is the written 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 at the meeting. b) Update from the Provost and Vice-President (Academic) Dr. Charlotte Yates, Provost and Vice-President (Academic), will provide an update on various academic initiatives and sector activities of relevance to Senate.

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Chair’s Report to Senate President Franco Vaccarino For November 27, 2017 meeting Dear Senators, It has been just over a month since our last meeting, but in that time, we have enjoyed a number of successes as a University. Some of those successes include new initiatives and leadership changes that offer opportunities for both individuals and for the University as a whole. Details on these initiatives and advancements for the University are outlined in the following report. Gender equity at U of G Last March, our provost, Charlotte Yates, launched GenEQ: U of G’s Gender Equity and Excellence Through Leadership initiative. Martha Harley, associate vice-president (human resources) and Charlotte, are together leading the initiative with support of GenEQ committee co-chairs Belinda Leach, associate dean for research and graduate studies for CSAHS, and Michelle Fach, director of open learning and educational support. Post-doctoral fellow Alexandra Rodney has joined U of G to provide further advisory and research assistance to the initiative. The GenEQ initiative now has an online presence at uoguelph.ca/genderequity. Gender equity is foundational to a University that is committed to improving life. Our efforts in this area benefit everyone at U of G, and are a priority for us. New leadership and opportunities in Office of Research In summer 2018, Prof. John Livernois will complete his term as associate vice-president (research services). John has provided outstanding leadership to that office and has truly helped elevate research at the University of Guelph. That is in large part why his term was extended so many times! The senior leadership team and I are grateful for the commitment and expertise John has brought to this role, and for all his outstanding contributions over the years. During a leadership change, it is best practice to conduct an operational review of the area undergoing that change. Over the coming months, John will work with the Office of Research and an external consultant to complete the operational review. I am also pleased to share that Prof. Beverley Hale has been appointed U of G’s new associate vice-president research (agri-food partnership). Bev will start in that role on January 1. As AVPR, Bev will focus on further strengthening the OMAFRA-U of G partnership and other agri-food relationships. She will manage research programs and training in agri-food, environmental sustainability, and animal and human health at Ridgetown and research facilities across the province. Bev will also oversee laboratory services and relationships with public- and private-sector partners.


http://www.uoguelph.ca/genderequitiy

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My thanks go to interim AVPR Wayne Caldwell for his excellent work during this important transition and for enhancing the OMAFRA-U of G partnership over the past year. New Director of Marketing and Digital Engagement Our communications and public affairs department recently welcomed Aaron Miller as our new director of marketing and digital engagement. Aaron comes to us from the University of Waterloo and Wilfrid Laurier University where he built digital engagement strategies from the ground up. At U of G, Aaron will mobilize our new communications approach to help enhance the profile of the University in support of student recruitment, government and alumni relations and international rankings. Welcome to U of G, Aaron. As our community prepares for final assignments and exams, I would like to thank all of you for your ongoing efforts to support our University’s promise to Improve Life. Franco J. Vaccarino, PhD, FCAHS President and Vice-Chancellor SUPPORTING RESEARCH EXCELLENCE

• CFI invests $3.4 million in U of G arts, social science initiatives o The Canada Foundation for Innovation has announced $3.4 million in federal

funding for humanities and social science research at U of G. The funding supports a lab for improvisational performance led by English professor Ajay Heble and an integrated database being developed by Prof. Kris Inwood, Department of Economics and Finance and Department of History, that gives researchers access to the historical records of 32 million Canadians.

COLLABORATING FOR EXCELLENCE

• Opportunity Knocks: Visual Art and Music – Finding and Responding to Creative Opportunities

o The School of Fine Art and Music collaborated with the Guelph Arts Council and the Art Gallery of Guelph to present Opportunity Knocks: Visual Arts and Music. This event fostered conversation with experienced arts managers and artists to help visual artists and musicians put their best foot forward in finding and responding to creative opportunities.

• Project aims to raise awareness of missing, murdered Indigenous women o A group of students in Prof. Brittany Luby’s "The Uses of History" class organized

an educational art event to draw attention to the issue of missing and murdered Indigenous women in Canada. A group of 250 University and community members participated in the event, forming a human medicine wheel with red, yellow, black and white umbrellas. An aerial photo of the group was taken and in February, the Art Gallery of Guelph will host an exhibit about the project.


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• Frank Plummer at 2017 Gairdner Lecture o On Oct. 25, Frank Plummer presented the 2017 Gairdner Lecture, “Untold

Stories of the National Microbiology Laboratory.” Plummer is the 2016 Canada Gairdner Wightman Laureate for his groundbreaking research in Africa in understanding HIV transmission and his pivotal roles on SARS, influenza and Ebola epidemics.

• Canada 150 Symposium: Reflect and Envision o U of G’s Canada 150 Symposium: Reflect and Envision - Food

Security/Borders/Indigenous Resistance took place Oct. 27 and 28. The symposium provided an opportunity to reflect on what we can learn from our collective past to envision Canada's role in the 21st century. A portion of the event was recorded for CBC's Ideas.

• The Derry Dialogues: Living Among Intelligent Machines o As artificial intelligence (AI) moves into our homes, workplaces and public

spaces, everyone wants to know: what will life among intelligent machines be like? On Nov. 6, experts working in various facets of AI discussed and debated our future during the second annual Derry Dialogues.

• 2017 Hopper Lecture: How Change Happens o On Nov. 7, Duncan Green, senior strategic adviser, Oxfam Great Britain,

presented the 2017 Hopper Lecture, “How Change Happens: How Power Analysis and Systems Thinking Transform the Understanding and Practice of Change.”

• 2017 Schofield Memorial Lecture o On Nov. 14, Ilaria Capua, director of the One Health Centre of Excellence at the

University of Florida, presented "Fasten Your Seatbelts: A veterinarian's life is not necessarily what you had planned for" at the 2017 Schofield Memorial Lecture.

• Mental well-being week aims to raise awareness, action o Nov. 5–10, U of G held its 1-in-5 Mental Well-Being Awareness week to connect

students with resources to help support their mental health. A variety of events and seminars took place across campus to raise awareness and break down stigma.

• 2017 Harshman Lecture: Talking About Death Won’t Kill You o The Department of Family Relations and Applied Nutrition welcomes Kathy

Kortes-Miller, presenter of the 2017 Harshman Lecture. Kortes-Miller’s Nov. 15 presentation “Talking About Death Won’t Kill You” encourages us to view death as not a taboo subject – but rather a shared life experience.

• 2017 Ann Oaks Lecture in Biological Sciences o The College of Biological Sciences will host the Ann Oaks Lecture in Biological

Sciences with presenter Julie LaRoche, CRC Tier 1 at Dalhousie University.


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LaRoche will discuss the multifaceted role of diazotrophs in the ocean during her presentation on Nov. 28.

• Successful labour negotiations o The University and the Exempt Group, which negotiates terms and conditions of

employment for 34 full-time, temporary full-time and part-time, administrative, clerical and technical employees employed in a confidential capacity at the University, ratified a new agreement on Nov. 10. This three-year renewal agreement amends the previous agreement that expired May 1, 2017.

o The University and members of the University of Guelph Faculty Association (UGFA), which represents about 800 faculty members, librarians and veterinarians, have now ratified the tentative agreement that was reached Oct. 21 with the assistance of mediator William Kaplan.

FACULTY, STAFF AND STUDENT EXCELLENCE • Prof receives Fellow distinction by Chartered Professional Accountants of

Ontario o Prof. Fred Pries has been selected to become a Fellow by the Chartered

Professional Accountants of Ontario in recognition of his significant achievements and the impact he has had on developing the accounting profession in Ontario.

• Team wins award for outstanding research presentation o At the American Association of Collegiate Registrars and Admissions Officers

(AACRAO) SEM conference last month, Karen Menard, assistant vice-president (institutional analysis and research); Natasha Cook, research associate; and Sofie Lachapelle, interim dean, College of Arts, received the 2017 National Student Clearinghouse Research Center Award for Outstanding AACRAO Strategic Enrollment Management Research Presentation. Through their presentation titled “High Impact Practices: Mapping Student Perspective to Institutional Priorities,” the group discussed how students’ experience and engagement with high-impact practices can inform U of G’s strategic enrollment management process.

• Call for nominations: Arrell Global Food Innovation Awards o Nominations are being accepted until Jan. 31 for the inaugural Arrell Global Food

Innovation Awards. Two prizes, each worth $125,000, will be awarded to individuals or groups who have made significant contributions toward a more sustainable, safe, equitable and nutritious global food system. More information is available at https://arrellfoodinstitute.ca/innovation-awards/.

• U of G presents food innovation awards o Six new Canadian restaurants received University of Guelph Good Food

Innovation Gold Awards for their Food Day Canada menus. The awards recognize food industry professionals who follow sustainable management practices and use Canadian ingredients.


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• CBE professors receive SSHRC Insight Grants o Five faculty members from the College of Business and Economics have

collectively been granted more than $360,000 in Social Sciences and Humanities Research Council Insight Grants. Insight Grants support research initiatives in the social sciences and humanities. Congratulations to Profs. Mike Hoy, Kris Inwood, René Kirkegaard, Ilias Tsiakis and Alex Maynard.

• CSAHS welcomes new Jarislowsky Chair in Families and Work o U of G recently welcomed Deborah Stienstra as the College of Social and

Applied Human Sciences’ new Jarislowsky Chair in Families and Work and director of the Centre for Families, Work and Wellbeing. Stienstra will help the college achieve its vision to be a leader in world-class integrated scholarship that addresses critical complex issues facing our world.

• OVC post-doc among first CIHR Health System Impact Fellows o Salah Uddin Khan, a post-doc in Prof. Amy Greer’s OVC lab, is among the

recipients of a new award from the Canadian Institutes of Health Research. The Health System Impact Fellowship and Training Modernization Start-Up Grant programs give trainees experiential learning opportunities in healthcare organizations.

• Royal Society of Canada recognizes OVC alumna o OVC grad and former U of G biomedical sciences professor Anne Croy has been

elected as a Fellow of the Royal Society of Canada, one of the highest honours for Canadian academics in the arts, humanities, social sciences and natural sciences.

• Research communicators bring home gold o U of G’s research communications team received two top awards Sept. 30 at the

Canadian Farm Writers’ Federation annual conference. The 2016 Agri-Food Yearbook - Making an Impact won the gold award in the category for general periodicals. Director Owen Roberts won gold in the daily press reporting category.

• U of G grad wins coveted national painting prize o U of G grad Ambera Wellman has won the 2017 RBC Canadian Painting

Competition, making it the seventh year in a row that a U of G student or graduate has won or been a finalist for the prestigious prize.

• U of G honours Indigenous advocate, agricultural leader at convocation o Claudette Dumont-Smith, executive director of the Native Women’s Association

of Canada, and Deborah Whale, a founding director of the Ontario Livestock and Poultry Council, received honorary degrees from U of G at our Oct. 21 convocation ceremonies.

• Profs share climate change expertise with Senate committee o The Senate Standing Committee on Agriculture and Forestry recently heard

expert advice from three U of G professors. Profs. Claudia Wagner-Riddle and


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Alfons Weersink and emeritus professor Barry Smit spoke to the committee about the effects of climate change on the agriculture, agri-food and forestry sectors, and discussed adaptation and emissions-reduction strategies.

• Provost recognized by province for women’s advocacy efforts o The Ontario Ministry of the Status of Women marked Women’s History Month in

October with a display in the legislature. U of G Provost Charlotte Yates was one of the 24 women highlighted in the display.

• U of G innovation, compostable coffee pods featured at legislature o On Nov. 1, MPP Norm Miller proposed a bill in the Ontario legislature with the

goal of requiring all single-use coffee pods sold in Ontario to be certified as compostable. That compostable coffee pod technology was developed at U of G’s Bioproducts Discovery and Development Centre.

• Business professor wins excellence award for service o School of Hospitality, Food and Tourism Management professor Bruce McAdams

was recently recognized for his efforts in advancing the six Principles for Responsible Management Education at an international meeting hosted at U of G.

• Professor honoured with AIChE lifetime achievement award o The world's leading organization for chemical engineering professionals

presented Prof. Manju Misra with the 2017 AIChE Andrew Chase Lifetime Achievement Award earlier this month. The award recognizes the outstanding contributions of chemical engineering researchers.

INVESTING IN EXCELLENCE

• New U of G sports pavilion a ‘home’ for athletes, alumni, fans o A new sports pavilion beside Alumni Stadium is now open. The pavilion houses a

locker room and lounge, meeting rooms and a rooftop patio for spectators to watch varsity Gryphons and other sports at the stadium. The pavilion was funded by Stu and Kim Lang through their Angel Gabriel Foundation.

SUPPORTING EXCELLENCE IN THE COMMUNITY

• U of G at the Royal Winter Fair o U of G was part of the ‘A Place to Grow’ exhibit, celebrating the ongoing legacy

of innovation in Ontario agriculture and food at the Royal Winter Fair Nov. 3 - 12. The exhibit featured an interactive chronological walk through time that celebrated the past, present and future of agriculture and food in the province of Ontario. Newly appointed Ontario Ministry of Advanced Education and Skills Development deputy minister Greg Orencsak visited the booth as part of his first engagement with U of G. It provided an excellent opportunity for the University to highlight its position as Canada’s Food University to the deputy minister.


n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\4-5_question period & ssc rpt.docx

To: Members of Senate From: Gen Gauthier-Chalifour, University Secretary Subject: 4. Question Period

5. Student Senate Caucus Report Meeting: November 27, 2017

4. Question Period The purpose of Senate’s Question Period, a feature developed out of parliamentary procedure, is to provide an opportunity for members to ask questions related to Senate business to any member of Senate. The regulations guiding Question Period are outlined in Senate’s bylaws (s.5):

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 The co-chairs of Student Senate Caucus, Lindsey Fletcher and Nick Manuel, will provide an update on recent activities.

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To: Members of Senate From: Ian Newby-Clark, Chair, Priorities and Planning Committee Subject: 6. Priorities and Planning Committee Report Meeting: November 27, 2017

a) Senate Priorities [Motion] At the October 16, 2017 Senate meeting, members were informed of the need to set Senate priorities given that the last set of priorities were set for 2014-17. The Senate Priorities and Planning Committee (SPPC) engaged in various discussions of the Senate priorities with particular consideration to the following key institutional documents:

• Strategic Framework1 • Student Mental Health Strategy2 • Inclusion Framework3 • Strategic Research Plan4

In light of these discussions, and in particular the Committee’s desire to leverage existing key institutional documents and foster their use in decision-making, the SPPC has discussed an approach to priority-setting that includes the following:

As part of their year-end reporting process, Senate committees and boards will include comment on how their operations, deliberations and accomplishments related to the Strategic Framework. Committees will also include comment on how such activities will continue in the next session of Senate. In addition, as part of preparing committee and board members for their work, chairs are encouraged to direct members’ attention to the Strategic Framework and to ask members to consider their work in relation to it.

Similarly, reference to the Strategic Framework and its guidance may be highlighted at Senate, including when framing and engaging in deliberative discussions.

In this way, the priorities of Senate align with themes and principles Senate itself contributed to and approved during the strategic renewal process. In effect, through its standing committees and boards, Senate will continue to guide the University’s way forward using the existing guideposts in the Strategic Framework.

1 URL: http://strategicrenewal.uoguelph.ca/read-u-gs-new-strategic-framework/ (June 2016) 2 URL: http://bit.ly/2c4efkz (April 2016) 3 URL: https://www.uoguelph.ca/diversity-human-rights/university-guelph-inclusion-framework (April 2017) 4 URL: https://www.uoguelph.ca/research/about-us/strategic-research-plan (June 2017)

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

http://bit.ly/2c4efkz

https://www.uoguelph.ca/diversity-human-rights/university-guelph-inclusion-framework

https://www.uoguelph.ca/research/about-us/strategic-research-plan

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


https://www.uoguelph.ca/diversity-human-rights/university-guelph-inclusion-framework

https://www.uoguelph.ca/research/about-us/strategic-research-plan

In order to reflect this direction, the SPPC proposes the following statement to reflect Senate’s priorities for 2017-18. The statement is repurposed from the general overview statement included with Senate’s multi-year priorities approved by Senate for 2014-17:

Statement of Senate Priorities for 2017-18

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.

In 2017-18, Senate will continue to guide the University’s way forward using the existing guideposts in the Senate-approved strategic

framework, thereby advancing the task of bringing the framework’s five themes to life in our planning and work.

Senate is asked to, RESOLVE, that on the recommendation of the Senate Priorities and Planning Committee, Senate endorse the Statement of Senate Priorities for 2017-18, as presented. n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\6a_sppc-senate priorities.docx

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To: Members of Senate From: Ian Newby-Clark, Chair, Priorities and Planning Committee Subject: 6. Priorities and Planning Committee Report Meeting: November 27, 2017

b) Council of Ontario Universities (COU) Academic Colleague Update

Dr. Jonathan Newman, Dean of the College of Biological Science, currently serves as the Academic Colleague for the University of Guelph. He, together with the President, are the University’s representatives on the Council. A summary report on recent COU activities and advocacy initiatives, prepared by Dr. Newman, is enclosed for the information of Senators.

Council of Ontario Universities (COU) Academic Colleague of 128

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COU Update November 2017 | Page 1 of 2

Council of Ontario Universities Update — November 2017 Update on Activities SMA2: Most universities have signed the final agreements. Universities will be asked to post the agreement on their website. A substantive aspect of the agreements is the graduate allocations. The new SMAs will also include interim and final target reporting. Government is expected to announce an opportunity to make it easier to reach targets by expanding the number of international PhD students that may be “counted” for funding eligibility. These PhD students will likely be charged domestic rates, and universities will need to cover the tuition difference. In terms of reporting, the ministry will likely present metrics from the SMAs side by side (in some kind of table format). COU has advocated that targets and metrics should not be presented in the same ways—universities built targets with a variety of assumptions, and they are not necessarily comparable. At this time, it is unclear how metrics from the SMAs will be linked to funding. STEM students: Government has announced a 5-year plan to increase STEM graduates by 25%. This announcement is linked to the Amazon bid. Universities will likely need funding in order to meet this commitment—for faculty and facilities. Active engagement with secondary schools will also be essential. Some of the increase in graduates may come from international students. Career Kickstart: In response to the Highly Skilled Workforce Report, Government has taken steps on the Career Kick-Start Strategy. The Career Ready Fund was announced in early September. Stream one of the fund focuses on experiential learning. The funding announcement includes a definition of experiential learning; this definition was shaped by input from the COU Highly Skilled Workforce Steering Committee. The government’s definition is still close to work-integrated learning, but there is some space for other opportunities.

• Stream one is an allocation, not a competition. A broad set of eligible expenditures is provided, and institutions can apply for their allocation.

• The fund includes $12M per year for two years. To move innovative projects to scale, increased and sustained funding will be needed.

• The initiative sets up new administrative requirements: experiential learning must either

be credit bearing, or “recognized” by the institution; this will require some mechanism for review and recognition.

• COU’s Task Force on Quality Indicators is working to develop experiential learning

metrics for SMA3.

• Streams 2 and 3 have recently been announced. Stream 2 focuses on building partnerships with business, and will be competitive. COU is considering proposal options. One option developed by the Highly Skilled Workforce Steering Committee is an online resource for small and medium sized employers so that they can work to


https://news.ontario.ca/medg/en/2017/10/ontario-boosting-the-number-of-graduates-in-science-tech-engineering-mathematics-and-artificial-inte.html

COU Update November 2017 | Page 2 of 2

establish experiential learning opportunities. Stream 3 is focused on recent graduates and transitions to the workplace.

Internationalization: The ministry intends to release a strategy shortly. Government has a good understanding of the benefits of internationalization. A 2016 StatsCan study shows that 50% of international graduate students stay in Canada; they are an important part of the talent pipeline. Details of the strategy are not known, but some direction regarding transparency with respect to planned tuition increases, supports for students, and opportunities for domestic students to study abroad may be included. COU Budget Submission: COU is currently drafting the 2018 budget submission to government. The submission evolves from the strategic engagement campaign findings. The document will be used in engagement with all of the political parties. This year’s submission is more assertive than in the past, and includes some specific investments, as well as ongoing base funding increases.

Academic Colleagues’ Activities for Council Meeting Colleagues are focusing on the theme of change in our current provincial context. Institutional change mandated by government is very different than change being implemented through Board and Senate initiatives. Colleagues are interested in exploring three aspects of change management:

• Definition, including constraints brought by government mandates and a differentiated environment.

• Translation, including how faculty communities are energized to enact change.

• Leadership for implementation, including how faculty can serve as leaders.

• These focal points are discussed using a case study of experiential learning and Indigenization.

Academic Colleagues lead an initial discussion of these ideas with the executive heads at the October Council meeting. The Colleagues continue their discussions in December and February in preparation for a more fulsome discussion with executive heads at the April council meeting in Windsor. Jonathan Newman Co-Chair, COU Academic Colleagues 2017-NOV-09


To: Members of Senate From: Ann Wilson, Chair, Committee on Bylaws and Membership Subject: 7. Committee on Bylaws and Membership Report Meeting: November 27, 2017

a) Proposed Amendments to the Board of Undergraduate Studies Bylaws [Motion] The proposed amendments to the Board of Undergraduate Studies bylaws are specific to the membership and mandate of the Calendar Review Committee (CRC) and reflective of both operational changes within the Office of the Associate Vice-President (Academic), and of the current role played by the CRC with respect to ensuring proposals align with institutional mandates, policies and procedures. Enclosed for Senate’s review and consideration is a memorandum from Ms. Patricia Tersigni, Director of Academic Programs and Policy, with respect to proposed minor updates to the Board of Undergraduate Studies bylaws. The complete version of the Board of Undergraduate Studies bylaws can be found on the University Secretariat website1. Senate is asked to, RESOLVE, that the on the recommendation of the Committee on Bylaws and Membership, Senate approve the proposed revisions to the Board of Undergraduate Studies bylaws, as presented. b) Updated Senate Boards and Standing Committees Membership 2017-18 The 2017-18 Senate Boards and Standing Committees membership list has been updated to reflect the results of the recent student by-elections and subsequent committee placements. Vacancies not filled will remain vacant for the remainder of the 2017-18 session of Senate.

The current membership is available on the University Secretariat website1.

1 URL: https://www.uoguelph.ca/secretariat/office-services/senate/senate-boards-and-standing-committees

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c) Update on Senate Elections for 2018-19 Elections to fill vacancies on Senate will take place in the Winter semester, as follows:

• Nomination period: January 22 – February 2 • Voting period: February 12 – 15 • Senate Faculty Vacancies (seats up for election, for terms beginning Fall 2018)2:

o OVC – 1 open seat o CBS – 1 open seat o CSAHS – 4 open seats o COA – 1 open seat o CEPS – 1 open seat o CBE – 2 open seats

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To: Byron Sheldrick, Chair, Board of Undergraduate Studies Cc Genevieve Gauthier-Chalifour, University Secretary

Members, Calendar Review Committee

From: Patricia Tersigni, Director, Academic Programs and Policy

Date: September 21, 2017

Re: Calendar Review Committee Membership, 2017-2018 Senate Cycle and proposed wording changes to by-laws

This memo confirms the membership of the Calendar Review Committee for the 2017-2018 Senate Cycle and, as a result of recent organizational changes, also serves as submission of proposed revisions to the membership under section 7.1 of the BUGS By-laws. Revisions include:

1) Allowing for a Designate (Curriculum Manager) from the AVPA’s office to serve in the role of Chair 2) Job titles updated to reflect changes in Enrolment Services (ORS) 3) Addition of three-year term notation to reflect practice regarding appointment of Program Counsellor to

the committee and to align with terms for Senate Board and Committee memberships 4) Updated title of student role filled by Central Student Association (CSA) representative 5) Adding line for Secretary; the secretarial support has been in place for over 15 years so the addition is to

reflect past and current practice We also propose minor updates to the committee’s mandate to reflect the long-standing role it plays in ensuring curriculum submissions align with the strategic directions (and now framework) of the University; align with institutional priorities; and adhere to academic policies and procedures. Should you have any questions, please contact me at your convenience ([email protected] or x53899). 2017-2018 Membership: Joanne Emeneau, Chair (Designate for Director, Academic Programs and Policy) Sandra Speller, Associate Registrar, Enrolment Services (ORS) Stella Holley, Manager, Operations and Records, Enrolment Services (ORS) Matt Edwards, Program Counsellor, Bachelor of Arts Counselling Office; three-year term ending June 2020 Mickey Smart, Program Counsellor, Open Learning and Educational Support Rebecca Cheskes, CSA Vice President Academic Lucy Cremasco, Secretary The membership is based on the Board of Undergraduate Studies By-laws (proposed revisions below). https://www.uoguelph.ca/secretariat/office-services-senate-senate-boards-and-standing-committees-board-undergraduate-studies/board


mailto:[email protected]

Excerpt from the BUGS By-laws and proposed revisions: 7.1 Calendar Review Committee (CRC) The Calendar Review Committee is a subcommittee of the Board of Undergraduate Studies. Membership

Director, Academic Programs and Policy (Chair), or Designate

Associate Registrar, Enrolment Services

Manager, Operations and Records, Enrolment Services

One Program Counsellor; three-year term

A representative from Open Learning and Educational Support

CSA Academic Commissioner Vice President Academic

Secretary to the Committee

Associate Editor of the Undergraduate Calendar

Assistant Registrar Mandate The Calendar Review Committee is responsible for the editorial oversight of proposals submitted from the Program Committees (see below) for the approval of the Board, or for the Board’s recommendation to Senate for approval, and subsequent inclusion in the Undergraduate Calendar. Such proposals include the addition of new programs and courses, the discontinuation of programs and courses, and the modification of existing programs and courses. In undertaking its responsibilities, the Calendar Review Committee ensures proposals align with the Strategic Framework of the University; with institutional priorities; and adhere to academic policies and procedures. In addition, the committee ensures, that all proposals provide evidence that the appropriate consultation has been undertaken when such changes affect the Schedule of Studies for other programs, specializations, or academic units. The Director Academic Programs and Policy has authority to approve calendar copy submissions of an editorial nature, consulting as necessary.


n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\8a_bugs-schedule of dates gh.docx

To: Members of Senate From: Byron Sheldrick, Chair, Board of Undergraduate Studies Subject: 8. Board of Undergraduate Studies Report Meeting: November 27, 2017

a) Academic Schedule of Dates: Guelph-Humber 2018-19 The 2018-19 academic Schedule of Dates for the University of Guelph-Humber were reviewed by the Board of Undergraduate Studies (November 16) and are enclosed for information. The dates are prepared each year using the Senate-approved policy on Establishment of the Academic Schedule of Dates1. A revised schedule may be brought forward in future due to the impact of the recent labour strike affecting Ontario colleges, and/or possible expansion of Fall Reading Week (see item 12a).

1 URL http://bit.ly/2fb6cFf

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https://uoguelph.civicweb.net/document/68900/updated_ScheduleofDatesformulaapproved%20by%20Senate.pdf?handle=6AA65F1747394618882F06F5D727876E


http://bit.ly/2fb6cFf

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III. Schedule of Dates The dates for the 2018-2019 academic year are listed by semester below as follows: Summer Semester 2018

Fall Semester 2018 Winter Semester 2019

Summer Semester 2018 (12 Week Format)

Monday, May 7

• Classes commence

• Deferred examinations for Winter 2018 courses commence

Friday, May 11

• Deferred examinations for Winter 2018 courses conclude

Tuesday, May 15

• Last day to add Summer 2018 courses

Monday, May 21

• Holiday--NO CLASSES SCHEDULED--Classes rescheduled to Tuesday, July 31

Monday, June 18

• Convocation

Monday, July 2

• Holiday--NO CLASSES SCHEDULED- Classes rescheduled to Wednesday, August 1

Tuesday, July 3

• 40th class day--Last day to drop full semester course(s) without academic penalty

Tuesday, July 31

• Classes rescheduled from Monday, May 21. Monday schedule in effect

Wednesday, August 1

• Classes rescheduled from Monday, July 2. Monday schedule in effect

• Classes conclude

Friday, August 3

• Final Examinations commence

Saturday, August 4

• Holiday-- NO EXAMS SCHEDULED

Monday, August 6

• Holiday-- NO EXAMS SCHEDULED

Tuesday, August 7

• Fall 2018 Convocation Application opens

Saturday, August 11

• Final Examinations scheduled

Wednesday, August 15

• Final Examinations conclude


Summer Semester 2018- Session I - 6 week format

Monday, May 7


Friday, May 11

• Last day to add Summer Session I course(s)

Monday, May 21

• Holiday -- NO CLASSES SCHEDULED -- Classes rescheduled to Monday, June 18

Monday, June 4

• Last day to drop Summer Session I course(s) without academic penalty

Monday, June 18

• Classes rescheduled from Monday, May 21 -- Monday schedule in effect

• Classes conclude Summer Session I

• Convocation

Wednesday, June 20

• Final examinations commence - Summer Session I

Saturday, June 23

• Final examinations scheduled

Thursday, June 28

• Final examinations conclude


Summer Semester 2018 - Session II - 6 week format

Tuesday, July 3


Friday, July 6

• Last day to add Summer Session II course(s)

Monday, July 30

• Last day to drop Summer Session II course(s) without academic penalty

Monday, August 6 • Holiday--NO CLASSES SCHEDULED--Classes rescheduled to Tuesday, August 14

Tuesday, August 7

• Fall 2018 Convocation Application opens

Tuesday, August 14

• Classes rescheduled from Monday, August 6 - Monday schedule in effect

• Classes conclude Summer Session II

Friday, August 17

• Final Examinations commence - Summer Session II

Saturday, August 18


Wednesday, August 22



Fall Semester 2018

Monday, September 3

• Holiday -- NO CLASSES SCHEDULED

Thursday, September 6


Monday, September 10

• Deferred examinations for Summer 2018 course(s) commence

Friday, September 14

• Last day to add Fall 2018 course(s)

• Deferred examinations for Summer 2018 course(s) conclude


• Last day for applications to graduate at Fall 2018 Convocation

Monday, October 8

• Holiday--NO CLASSES SCHEDULED

Saturday, October 29

• Fall 2018 Convocation - No Ceremony

Thursday, November 1

• 40th class day -- last day to drop Fall 2018 course(s) without academic penalty

Wednesday, November 28


Saturday, December 1





Wednesday, December 12



Winter Semester 2019

Monday, January 7


• Summer 2019 Convocation Application opens

Friday, January 11

• Last day to add Winter 2019 course(s)

• Last day to drop two-semester course(s) (F/W) without academic penalty

Monday, January 14

• Deferred Examinations for Fall 2018 courses commence

Friday, January 18

• Deferred Examinations for Fall 2018 courses conclude

Monday, February 18

• Winter Break (Reading Week) begins – NO CLASSES SCHEDULED THIS WEEK

• Holiday

Friday, February 22

• Winter Break (Reading Week) ends

Monday, February 25

• Classes resume

Friday, March 1

• Last day for applications to graduate at Summer 2019 Convocation without application

late fee

Friday, March 8

• 40th class day--Last day to drop Winter 2019 course(s) without academic penalty

Friday, March 15

• Last day to apply to graduate at Summer 2019 Convocation

Friday, April 5


Monday, April 8


Saturday, April 13


Thursday, April 18

• Final Examination conclude


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b) Undergraduate Curriculum: Course Changes, Deletions, Additions The Board of Undergraduate Studies Bylaws (section 3.c) delegate Senate authority for approval of curriculum change, as follows:

For undergraduate degree and associate diploma courses, acting on Senate’s authority and subject to subsequent report to Senate, decide upon:

i. proposals for undergraduate and associate diploma course changes, additions and deletions, taking into consideration the academic philosophy of the institution, its planned directions, the program’s Learning Outcomes, the coherence of proposed programming changes, and the relevant internal and external criteria for the evaluation of such programs;

ii. proposals for changes to the degree or associate diploma program Schedules of Study.

At its meeting November 16, 20171, the Board of Undergraduate Studies approved curriculum changes (i.e. course changes, deletions and additions), on recommendation of the Calendar Review Committee. Enclosed, for information, is a memo from Ms. Patricia Tersigni, Director of Academic Programs and Policy, outlining changes to the undergraduate curriculum.

1 Full details with respect to the proposed changes can be found in the on-line meeting materials for the November meeting of the Board of Undergraduate Studies: https://uoguelph.civicweb.net/filepro/documents/139856

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To: Board of Undergraduate Studies

From: Patricia Tersigni, Director, Academic Programs and Policies

Date: November 7, 2017

Re: 2018-2019 Academic Calendar Changes

Enclosed for approval by the Board of Undergraduate Studies are curriculum changes to the 2018-2019 University of Guelph Academic Calendars. This includes changes reviewed by the Calendar Review Committee and recommended by:

- the Bachelor of Arts (B.A.) Program - the Bachelor of Applied Science (B.A.Sc.) Program (for information)

The changes are listed on summary sheets by degree program and all associated submissions (calendar templates and change forms) can be found by degree program on the Secretariat’s DocumentCenter site. 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. The Academic Calendars can be found online. To review undergraduate curriculum information, please refer to the AVPA website. Should a member have questions in advance regarding any of the changes, the curriculum change process or wish to review any of the supporting documentation held on file, please contact Joanne Emeneau, Curriculum Manager, ext. 52260 or the Secretary to the Calendar Review Committee, Lucy Cremasco, ext. 55902.

Undergraduate Curriculum: Course Changes, Deletions, of 128


http://www.uoguelph.ca/registrar/calendars/index.cfm?undergraduate

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





Degree Program

Department/ School

Code Title CA CC CD CW PC PD PI PA SC MM Description

BA IDS IDEV*2400Development, Social Justice and Human Rights

xnew courselibrary assessment requested

BA IDS IDEV*3000 Poverty and Inequality xnew courselibrary assessment requested

BA IDS IDEV*3400Managing and Evaluating Change in Development

xnew courselibrary assessment requested

International Development

Undergraduate Curriculum ChangesBachelor of Arts (B.A.) Curriculum Changes

2018/2019

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-MM Major Modification

Undergraduate C

urriculum:

Course C

hanges, Deletions,

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Degree Program

Department/ School

Code Title CA CC CD CW PC PD PI PA SC MM Description

BASc FRAN CYFArticulation 1734 Conestoga ECE with BASc CYF

x

Deletion of articulation agreement that has been superseded by an approved pathway agreement

Undergraduate Curriculum ChangesBachelor of Applied Science (B.A.Sc.) Curriculum Changes

2018/2019

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-MM Major Modification

Department of Family Relations and Applied Nutrition

Undergraduate C

urriculum:

Course C

hanges, Deletions,

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c) BUGS Subcommittee: Program Committees Membership 2017-18 Program Committees are subcommittees of the Board of Undergraduate Studies (BUGS) and per its bylaws, every undergraduate degree and diploma program shall establish a Program Committee that includes student representation. The membership of the 2017-18 Program Committees, including the Guelph-Humber Academic Programs and Management Committee, are enclosed for information. Any changes or updates to the memberships should be reported to the University Secretariat. Curriculum Committees – The BUGS bylaws state that each department or school shall establish a Curriculum Committee. Information on the memberships for 2017-18 has been collected by the University Secretariat and is being compiled for presentation to BUGS and Senate at their next meetings. N:\Senate\Senate Meetings\Meeting Packages\2017-18\2. November 27, 2017\Cover Memos\8c_BUGS-Subcommittees Program Mbrshp 2017-18.docx

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UNDERGRADUATE PROGRAM COMMITTEES MEMBERSHIP 2017-18

As of November 7, 2017

Bachelor of Arts (BA)

Co-Chairs: Ruediger Mueller (Interim Associate Dean Academic, COA) Byron Sheldrick (Associate Dean Academic, CSAHS)

Faculty: Carol Dauda (Political Science) Kim Francis (School of Fine Arts & Music) Mavis Morton (Sociology & Anthropology) Sandra Parmegiani (School of Languages & Literatures)

External Member: Dave Hudson (Librarian)

Program Counsellor: Matt Edwards

ORS (non-voting): Stella Holley

Undergraduate Students: Veronica Boydell Emily Fardad

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: Brian Husband (ADA, College of Biological Science) Ali Navabi (Plant Agriculture)

Program Counsellor: Brittany Lawrence

ORS (non-voting): Sandra Speller

Undergraduate Students: Sauvanne Julien Antonia Degroot

Secretary (non-voting): Elke Radeboldt


University of Guelph Undergraduate Program Committees Membership 2017-18

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: Katie Langan Emily McInnes Julia Harkness (substitute)

Secretary (non-voting): Lina Fracasso

Bachelor of Commerce (BComm)

Chair: Kerry Godfrey (Associate Dean Academic, CBE)

Faculty: Andreas Boecker Evie Adomait Vinay Kanetkar Connie Zavitz Alison Crerar

External Member: Lorna Deeth

Program Counsellor: Hugh Clark


Undergraduate Students: Hannah Ruuth Sydney Prince

Secretary (non-voting): Nina Eryavec



3

Associate Diploma Program Committee (ADPC)

Chair: Jonathan Schmidt (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: TBD

Secretary (non-voting): TBD

Bachelor of Bio-resource Management (BBRM)

Chair: Jonathan Schmidt, (Associate Dean Academic, OAC)

Faculty: Katrina Merkies (Animal Biosciences) Andreas Boecker (Food, Agricultural and Resource Economics) John Lauzon (School of Environmental Sciences)

External Member: Lianne Foti (Marketing and Consumer Studies)

Program Counsellor: Melinda Vanryn (OAC Dean’s Office)


Undergraduate Students: Nina Smit Tamara Hamilton




4

Bachelor of Landscape Architecture (BLA)


Faculty: Sean Kelly (Environmental Design and Rural Development) Martin Holland (Environmental Design and Rural Development) Nate Perkins (Environmental Design and Rural Development)

External Member: Peter Pauls (Plant Agriculture)



Undergraduate Students: Jenny Trinh Joshua White


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: Shahrzad Gharabaghi TBD




5

Bachelor of Science in Agriculture (BScAgr)


Faculty: Andreas Boecker (Food, Agricultural and Resource Economics) Marc Habash (School of Environmental Sciences) Katarina Jordan (Plant Agriculture) Gregoy Bedecarrats (Animal Biosciences)

External Member: Rob McLaughlin (Integrative Biology)



Undergraduate Students: Vicki Brisson Amy Reymer


Bachelor of Computing (BComp)

Chair: Karen Gordon (Associate Dean Academic, CPES)

Faculty: David Calvert (School of Computer Science) Gary Grewal (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): Jessica MacKinnon



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: Dustin Brown Ahmed Shaltout

Secretary (non-voting): Paula Newton

Bachelor of Science (BSc)

Co-Chairs: Karen Gordon (Associate Dean Academic, CPES) Brian Husband (Associate Dean Academic, CBS)

Faculty: Joanne O’Meara Steffen Graether Nassem Al-Aidroos Dave Wolyn Bettina Kalisch

External Member: Patricia Swidinsky

Program Counsellor: Bonnie Lasby Kelly Lucas


Undergraduate Students: Heshan Farag Nabil Mohamed

Secretary (non-voting): Jessica MacKinnon



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) Tarek Saleh (Biomedical Science)

External Member: Ira Mandell (BScAgr)

Program Counsellor: Peter Conlon


Undergraduate Students: Sarah Divito TBD

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) Agnes Coutinho (Kinesiology) Nikki Martyn (Early Childhood)

Manager, Library Services: Nancy Birch

Undergraduate Students: Dalton Beseau Dishan Jayasighe Ameerah McLean Priya Rajkumar

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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To: Members of Senate From: Miana Plesca, Chair, Board of Graduate Studies Subject: 8. Board of Graduate Studies Report Meeting: November 27, 2017

a) Proposed Changes to PhD in Philosophy [Motion]

At its meeting November 14, 2017, the Board of Graduate Studies reviewed and considered materials regarding proposed changes to the PhD in Philosophy.

Specifically, the proposed changes are intended to:

• provide a more accurate description of the program in the Graduate Calendar • align the program offerings with the current departmental faculty complement given

personnel changes.

The proposal brief is enclosed for Senate’s consideration.

Senate is asked to, RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed field deletions to the PhD in Philosophy program, including:

a) deletion of Continental, Social and Political Philosophy field b) deletion of History of Western Philosophy field c) deletion of Philosophy of Science, Mind and Language field.

Proposed Changes to PhD in Philosophy [Motion] of 128

of 128

University of Guelph Senate: Board of Graduate Studies

PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).

A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed. A. Program Name and Administration 1. Name of Program: Philosophy 2. Program Coordinator responsible for program management and academic counseling: Andrew Wayne 3. Description of change (clearly note any differences to existing program): Deletion of PhD fields:

Continental, Social and Political Philosophy (PhD)

History of Western Philosophy (PhD)

Philosophy of Science, Mind and Language (PhD)

B. Program Outcomes and University of Guelph Learning Outcomes 1. Objectives of the change(s): This is not a request to change our program outcomes. Rather, it is a request to have the description in the Graduate Calendar be more accurate. Currently, the three fields listed under “Philosophy” are the fields approved by the Ontario Council of Graduate Studies in 2007. The OCGS fields have not been updated because OCGS no longer exists. We have had significant personnel changes since 2007, and the field descriptions do not match our current departmental makeup.

1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.


2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below). The fields that were approved in 2007, do not match our current departmental faculty compliment due to significant personnel changes. We therefore wish to delete the three fields and declare no fields for our PhD program. 3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any: 4. Intended career and/or higher education, if different to current program outcomes. C. Admission Requirements List admission requirements if different from existing program: D. Program Requirements 1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course proposal

form(s)). b) new required courses mounted by other units, if any, and confirm commitment by said unit: c) changed required research and/or experiential learning activities: d) changed thesis, major paper or other capstone requirement: 2. Mode of delivery, if different from existing program:


3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program: 4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes: Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission. E. Human and Physical Resource Requirements 1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements). 2. Expected level and source(s) of student stipend, if different to that already provided. Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.


Philosophy

The Philosophy Department includes a wide range of expertise and diversity of approaches which allows students to both extend their philosophical background at the graduate level. MA and PhD programs are offered with PhD supervision in the following three fields:

Continental, Social and Political Philosophy (PhD)

History of Western Philosophy (PhD)

Philosophy of Science, Mind and Language (PhD)

The Department of Philosophy includes a wide range of expertise which allows students accepted into our graduate programs to both extend their philosophical education at the graduate level and to concentrate their research project in a number of areas. These include the history of philosophy, ethics, social and political philosophy, feminist philosophy, epistemology, philosophy of mind, metaphysics, and philosophy of science. There is also a diversity of approaches within the department, with faculty expertise in analytic, continental and other philosophical traditions and approaches. We offer PhD, MA (thesis) and MA (major research paper) programs.

PDF Philosophy

PDF Philosophy

PhD Program

The PhD program is offered in three fields: 1) continental, social and political philosophy; 2) history of western philosophy; and 3) philosophy of science, mind and language. The aim of the program is to develop philosophers who are well rounded in the traditional areas of study and who have achieved a high level of expertise in their special fields of research.

The Department of Philosophy includes a wide range of expertise which allows students accepted into our graduate programs to both extend their philosophical education at the graduate level and to concentrate their research project in a number of areas. These include the history of philosophy, ethics, social and political philosophy, feminist philosophy, epistemology, philosophy of mind, metaphysics, and philosophy of science. There is also a diversity of approaches within the department, with faculty expertise in analytic, continental and other philosophical traditions and approaches. The aim of the program is to develop philosophers who are well rounded in the traditional areas of study and who have achieved a high level of expertise in their special areas of research.


https://www.uoguelph.ca/registrar/calendars/graduate/current/pdffiles/phil.pdf

https://www.uoguelph.ca/registrar/calendars/graduate/current/pdffiles/phil.pdf

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b) Proposed Changes to MA Collaborative Specialization in International

Development Studies [Motion] At its meeting November 14, 2017, the Board of Graduate Studies reviewed and considered proposed changes to the Master’s Collaborative Specialization in International Development Studies. Specifically, the proposed changes are intended to:

• maintain a disciplinary core while adding an interdisciplinary understanding of the subject • enable students to focus on international development matters in their research • maintain or decrease coursework requirements • develop written and oral communication skills • enable more collaboration with existing Master’s Programs.

Enclosed are the proposal brief, letters of support from the Associate Dean, Research and Graduate Studies of CSAHS, and the Director of the International Development Studies program, as well as confirmation of consultation from the AVP Graduate Studies. The program, at both the undergraduate and graduate levels, is currently undergoing its cyclical review process. While undergraduate changes are anticipated to be put forward to the Board of Undergraduate Studies and Senate after the review, the program felt strongly that graduate changes needed to be put forward at this time, in part because of the establishment of learning outcomes but also in response to consistent feedback from students in the program. Senate is asked to, RESOLVE, that on recommendation of the Board of Graduate Studies, Senate approve the proposed changes to the MA Collaborative Specialization in International Development Studies Program, including the associated course additions and deletions, as presented, and including:

a) changes to admission requirements b) changes to requirements for students undertaking a thesis or MRP c) addition of learning outcomes.

Proposed Changes to MA Collaborative Specialization in of 128

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Office of Graduate & Pos tdoc tora l S tudies 50 S tone Road Eas t Guelph, Ontario, Canada N1G 2W1 uoguelph.ca /graduates tudies

November 16, 2017 Gen Gauthier-Chalifour University Secretary University of Guelph Dear University Secretary, I am pleased to confirm that International Development Studies, in its application to refine the Masters Collaborative Specialization in International Development, has sought and received approval from the Chair or Graduate Program Coordinator of the following departments impacted by the proposed changes:

History (Catherine Carstairs); Engineering (Bahram Gharabaghi); Plant Agriculture (Hugh Earl); LACS (Gordana Yovanovich); Geography (John Smithers); Environmental Sciences (Jon Warland); Public Health (Andrew Papadopoulos); CDE & RPD (Sean Kelly); Economics (Stephen Kosempel); Political Science (Troy Riddell); English (Ann Wilson); FARE (John Cranfield); Sociology and Anthropology (Elizabeth Finnis); Philosophy (Mark McCullagh); and Population Medicine (Tood Dunfield).

A copy of the correspondence is available upon request from Laurie Winn ([email protected]). Sincerely,

Ben Bradshaw AVP Graduate Studies

y


Office of the Associate Dean (Research & Graduate Studies)

College of Social and Applied Human Sciences

Macdonald Institute - 50 Stone Road East

Guelph, Ontario, Canada N1G 2W1

T 519-824-4120 x 52400

[email protected]

uoguelph.ca/csahs

November 3, 2017

Dear Ben,

I’m writing to express the College’s support for the proposed changes to the master’s collaborative

specialization in International Development.

The proposals emerge from a lengthy consultative process with faculty, students and administrative

staff who have been involved in the program. The proposed changes align extremely well with the

College’s new strategic plan (2017-2022), which identifies interdisciplinarity and

internationalization as priority areas for the College. Refinement of the ID programs constitutes a

significant element of both of these strategic directions. Indeed, the ID program is the cornerstone

of any internationalization strategy in CSAHS. Further, the proposed changes to the master’s

program provide enhanced opportunities for interdisciplinarity within and beyond the College,

including new courses that foster an interdisciplinary understanding of ID as well as better

opportunities for students to come together as a cohort, bringing with them their disciplinary

knowledge into an interdisciplinary exchange of ideas. A distinctive feature of the ID graduate

program at Guelph is the breadth of disciplines that are represented – social science, natural and

physical science, humanities – all of which have major contributions to make to our understanding

of international development issues. We expect that, by streamlining course requirements in the

program, the renewed program architecture will attract more discipline-based programs to

participate in the collaboration. Importantly, the changes enhance the learning experiences of

students through, among other things, the inclusion of high impact practices in the new courses,

while at the same time reorganizing course expectations to make them more manageable.

The College has made a commitment to new faculty positions for International Development,

already partly realized, to facilitate these changes as well as those pertaining to the undergraduate

program. The requirement to teach an additional 1.0 credits in the Master’s collaborative

specialization is included in these additional faculty resources, and will be part of the responsibility

for at least one of the new faculty hires.

Please do not hesitate to contact me if you have any further questions.

Sincerely,

Belinda Leach, Associate Dean, Research and Graduate Studies



UNIVERSITY gf'GUELPH

COLLEGE OF SOCIAL AND APPLIED HUMAN SCIENCES International Development Studies (IDS)

November 2017

Ben Bradshaw, Ph.D. Assistant Vice-President, Graduate Studies

Dear Ben,

Further to your email today, I am providing a letter in support of the proposal for major changes to the Master's Collaborative Specialization in International Development Studies (IDS).

To summarize the proposed changes, students in the revised Master's Collaborative Specialization in International

Development will no longer be required to take a course from each of the four areas: Economics, Political Science, Anthropology/Sociology, and Geography. Furthermore, IDEV*6100 International Development Studies Seminar

would be discontinued. Instead, students would be required to take a one credit course IDEV*6200 Development

Theory, Issues and Process over the Fall and Winter semesters. In addition, a 0.5 credit course 1DEV*6300 Research and Analysis in a Development Context taught over an intensive period at the start of the Summer semester and

before students commence their thesis research, MRP or practicum. Finally, students enrolled in the Collaborative

Specialization will be required to have at least one faculty member associated with IDS to be on their advisory

committee.

These changes do not affect students currently enrolled in the Master 1s Collaborative Specialization in International Development Studies, but rather will be implemented and impact prospective students commencing their studies in Fall 2018. The proposed changes address directly the feedback from students enrolled in the

program over a number of years and reflect the efforts of a working group composed of faculty, students and

administrative staff throughout the 2016/17 academic year. The revisions will enhance the rigorous of the

program and deliver a rigorous set of learning outcomes. The changes are expected to enhance both the number

and quality of students enrolled in the program, to the benefit of the 17 department/school-based programs that

collaborate.

I can confirm that we have corresponded with, and obtained confirmation of their support for the changes, from

all of the departments/schools that are involved in the Master's Collaborative Specialization in International

Development Studies. I have asked Rachael Flucker to forward the related correspondence to you.

I can also confirm that Belinda Leach has sent a letter that confirms support for the proposed changes from CSAHS and that the required resources will be made available.

Please let me know if there are any questions.

Many thanks.

Spencer Henson

Dr Spencer Henson

Director of International Development Studies (IDS)

& Department of Food, Agricultural & Resource Economics

GUELPH • ONTARIO • CANADA• NlG 2Wl • 519-824-4120, EXT. 53461 • FAX: 519-837-9561 • E-MAIL: [email protected] www.ids.uoguelph.ca


University of Guelph Senate: Board of Graduate Studies

PROPOSAL BRIEF – CHANGES TO AN EXISTING GRADUATE PROGRAM

Template for the Preparation of the Proposal Brief for a change to an existing and approved program (e.g., add a new field1, change to course requirements, structure of qualifying examination, etc.).

A unit wishing to make changes to an approved graduate program, whether in the context of a periodic review or at some other time, must provide sufficient information to permit a decision on the proposed change. These changes do not require separate MTCU funding approval unless additional BIUs are claimed.

A. Program Name and Administration

1. Name of Program:Master’s Collaborative Specialization in International Development

2. Program Coordinator responsible for program management and academic counseling:Sally Humphries

3. Description of change (clearly note any differences to existing program):Students in the revised Master’s Collaborative Specialization in International Development will no

longer be required to take a course from each of the four areas: Economics, Political Science,

Anthropology/Sociology, and Geography. Furthermore, IDEV*6100 International Development

Studies Seminar would be discontinued. Instead, students would be required to take a one credit

course IDEV*6200 Development Theory, Issues and Process over the Fall and Winter semesters.

In addition, a 0.5 credit course IDEV*6300 Research and Analysis in a Development Context taught

over an intensive period at the start of the Summer semester and before they commenced their

thesis research or practicum. Finally, students enrolled in the Collaborative Specialization will be

required to have at least one faculty member associated with IDS to be on their advisory

committee.

B. Program Outcomes and University of Guelph Learning Outcomes

1. Objectives of the change(s):A fundamental review of the current Master’s Collaborative Specialization in International Development was undertaken over the period December 2016 to June 2017. This process was undertaken by a working group consisting of faculty and graduate students from a number of departments who participate in the program, and the Director and administrative staff from the IDS program. The review was coordinated and led by Open Learning and Education Support. The starting point for the review was student feedback, obtained through the ongoing feedback

1 *“Field” is the term used for the public declaration of an area of strength (or an area of concentration or an area of specialization) within a program and represents an area that would be advertised within a given discipline or program - i.e., a characteristic and distinctive strength for which the program wishes to be known, and which it wishes to advertise. The fields should reflect the broad foci of the program and the manner in which they are to be advertised. The identification of fields is meant to give specificity to a program compared to other similar programs in Ontario. The fields offered must, therefore, be congruent with the broad expertise of the core faculty members, and justification should be given for the fields used to describe the program.


processes of the IDS program and focus groups with existing and past graduate students. Some of the key messages were as follows:

• The lack of community amongst ID graduate students and between ID graduate students

and faculty, reflecting the very few occasions that each cohort of students came together;

currently, students only take one IDEV course that is scheduled every two weeks through

the Fall and Winter semesters.

• The fact that two economics courses is required for entry to the program is considered a

significant impediment. Furthermore, students who do not meet this requirement but who

have been admitted to the program, have to take undergraduate economics courses as part

of their schedule of courses.

• Some students face a very heavy workload because of the combined requirements of the

Collaborative Specialization and their departmental coursework.

• Conversely, students with a social science background at the undergraduate level, raise

questions about the ‘value added’ from the disciplinary courses they are required to take.

• Many students struggle, and at times are even dissuaded from, focusing their thesis

research on an ID topic and/or applying the theoretical/empirical perspectives they have

been exposed to in the ID Collaborative Specialization component of their program.

Further input came from a review of Master’s programs at other universities in Ontario as well as Canada as a whole and consultation with external stakeholders, including employers. Subsequently, details of the proposed changes were distributed amongst collaborating departments, and more widely within the IDS community at Guelph. The revisions proposed here directly address this feedback and inputs. The guiding principles employed by the working group that undertook the review were as follows:

• The Collaborative Specialization should enable students to maintain a disciplinary core to

their studies.

• The International Development component should enable students to add an

interdisciplinary understanding of development to their department-based program.

• The program must enable and facilitate students to have an International Development focus

to their thesis research.

• At the minimum, the changes should not increase the coursework requirement of students

enrolled in the Collaborative Specialization and, in most cases, should reduce their

coursework requirement.

• The program must enable students to develop further their skills in written and oral

communication aimed at diverse audiences in an international development context.

• The revisions should make it more feasible for Master’s students at the University of Guelph

to add a Collaborative Specialization in International Development Studies to their program

including within Master’s programs that already collaborate and in Master’s programs that do

not currently collaborate but that have expressed an interest in doing so (for example in

FRAN).

Thus, it was proposed that the existing portfolio of department courses, complemented with a bi-weekly seminar in international development be replaced with a more robust and in-depth weekly lecture/seminar course over two semesters that provides an opportunity for students to explore the nature of international development in-depth. This course will employ diverse teaching methods including the use of case studies, engagement with development stakeholders from around the world through videoconferencing, etc. In addition, an intensive course focused on international development research and analysis will provide an opportunity for students to position their own research or practicum in a wider methodological context, and to consider the practical and ethical issues associated with undertaking research and analysis in a development context.


In defining the proposed revisions to the Master’s Collaborative Specialization in International Development Studies, a review was undertaken of existing programs and courses within the University in order to maximize complementarities and avoid overlap. This involved consultation with faculty across the university and/or a review of the Calendar entry of programs and courses. Overall, the scope for overlap was minimal. Particular attention was given to the programs and courses of SEDRD, where it was judged that there was potentially more scope for overlap. However, a review of the Calendar entry of the courses offered in the RPD and CDE programs indicated that there was very limited overlap. In this regard it is important to recognize that the scope of the Master’s Collaborative Specialization in International Development Studies is wide and extends well beyond rural development, that is the predominant focus of the RPD and CDE programs. It is important to recognize, furthermore, that the predominant objective of the Master’s Collaborative Specialization in International Development is to enable students enrolled in Master’s programs that do not have an international development focus, to add a specialization in this area to their program. To-date there are 17 programs across the University that participate in the collaborative IDS option. 2. Fields of the existing program that the changes apply to, if any or addition of a new field (see below). N/A 3. Distinctive curriculum aspects, program innovations or creative components that would be unique to the changes, if any: The proposed course IDEV*6200 Development Theory, Issues and Process will involve a number of high-impact practices including the use of case studies, writing-intensive elements, oral presentations by students, etc. The course will be interdisciplinary in focus and explore theoretical and empirical facilities of the IDS program, students will engage with academic experts and practitioners around the globe. The proposed course IDEV*6300 Research and Analysis in a Development Context provides students with an opportunity to reflect on the challenges of undertaking research and analysis in a development context, and on the various methodological approaches that might be employed. In so doing, they will reflect on their own research and practicum. The course will be delivered intensively over two weeks at the start of the Summer semester, such that students can complete the taught element of the course in a manner that minimizes any potential disruption to the commencement of their thesis research or practicum. This element of the course will be taught using a variety of high-impact practices including case studies, written assignments, oral presentations, etc. Subsequently, students will reflect on their own positionality and the development situation of their own work whilst undertaking their research or practicum. 4. Intended career and/or higher education, if different to current program outcomes. N/A – same as current program outcomes. C. Admission Requirements List admission requirements if different from existing program: The current entry requirements for the existing Collaborative Specialization in International Development Studies program are as follows:

• Familiarity with social sciences.

• One undergraduate course in each of microeconomics and macroeconomics.


• One course in sociological or political theory.

• One course in research methods, preferably in the social sciences. The revised entry requirements for the Collaborative Specialization in Development studies are proposed as follows:

• One undergraduate course in economics.

• One other undergraduate course in a social science discipline.

• One course in social science research methods or equivalent.

D. Program Requirements 1. Outline of changed requirements, noting differences between existing program to that proposed and include: a) list of any new courses proposed as part of the submission (provide completed course

proposal form(s)).

IDEV*6200: Development Theory, Issues and Process

This course explores theoretical and empirical aspects of international development from an interdisciplinary perspective in depth. The associated learning outcomes are as follows:

• Demonstrate a thorough understanding of: o competing theoretical perspectives on development including their disciplinary and

philosophical foundations, and apply these perspectives to complex development

challenges;

o how theoretical perspectives on development have changed over time and how these

changes have influenced development policies and practices over time.

• Critically assess alternative theoretical perspectives on development and engage in oral and

written discourse surrounding these perspectives.

• Reflect on and challenge one’s own assumptions, ideas, beliefs and values regarding

development in the context of various theoretical perspectives on development.

• Critically construct and propose development policies and practices that might bring

sustainable, positive and inclusive change through group and independent case study-based

assignments.

• Challenge established norms and narratives in development theory, research, policy and

practice.

This course will examine key issues in development, for example social justice, poverty and inequality, sustainability, governance and inclusiveness, and how perspectives on these issues have changed over time and differ across disciplinary perspectives. The course will be taught through guided readings, case study analysis, and seminar-based discussions. The course will be writing-intensive and focus on the development of skills in oral communication of development issues. The course will be taught by a faculty member that has an interdisciplinary perspective on international development, knowledge of the perspective of diverse disciplines, and is able to compare and contrast these alternative perspectives; there are a number of such faculty at Guelph who are associated with the IDS program. It is envisaged that faculty members with more disciplinary-based knowledge of international development will be invited as guest lectures/seminar leaders. In the longer term, team teaching of this course might be explored, as resources permit.

IDEV*6300: Research and Analysis in a Development Context


This course aims to enable students to reflect critically on their own research or practicum in the context of competing perspectives on development research. Furthermore, to explore the challenges of undertaking research and analysis in a development context. The course has the following learning outcomes:

• Demonstrate a thorough understanding of:

o the role of research in the design, implementation and assessment of impact of

development policies and practices;

o alternative approaches to development research, their ethical implications,

epistemological foundations and appropriateness to particular research contexts and

questions.

• Critically assess the strengths and weaknesses of alternative approaches to development

research and the results of development research based on these diverse methodological

approaches.

• Position one’s own research and analysis within the diversity of alternative research

approaches and methods and their relations to epistemological positions.

• Engage in written and oral discourse on alternative approaches to development research

and analysis.

Students will explore alternative approaches to development research and analysis across documentary, qualitative and quantitative methods and the ethical issues associated with research in a development context. The course involves guided readings and seminar-based discussions related to development research. There will be emphasis on written and oral communication of development research and analysis to diverse audiences. This course would be taught over a two-week period at the start of the summer semester each year. Subsequently, students will reflect on their own positionality and the development context of their research or practicum through the remainder of the Summer semester and while engaged in this activity. The instructor will be available to students, either in person or over the internet, for the duration the semester. The course will be taught by a faculty member who has knowledge and experience in the application of qualitative, quantitative and mixed methods; there are a number of these at Guelph who are associated with the IDS program. It is envisaged that faculty members with knowledge and experience of particular methods, or who have particular perspectives on research and analysis in a development context, will be invited as guest lectures/seminar leaders. In the longer term, team teaching of this course might be explored, as resources permit. b) new required courses mounted by other units, if any, and confirm commitment by said unit: N/A c) changed required research and/or experiential learning activities: N/A d) changed thesis, major paper or other capstone requirement: The following new requirements will apply to students undertaking a thesis or MRP:

• The thesis/MRP should be on a broadly-defined, development-related issue.

• There should be at least one IDS-affiliated faculty member on the thesis/MRP Advisory

Committee.

• Each student is required to present their thesis/MRP research at an Annual Graduate

Conference to which faculty and students as well as external development stakeholders


would be invited, or an ad hoc graduate seminar as a substitute where participation in the

Annual Graduate Conference would be prohibitive.

The aim here is to facilitate and ensure that the thesis/MRP of students enrolled in the Master’s Collaborative Specialization in International Development relates to a development issue, broadly defined. Furthermore, to provide an opportunity for the development of the oral communication skills of students with respect to a diverse audience. 2. Mode of delivery, if different from existing program: IDEV*6200, Development Theory, Issues and Process, will be delivered weekly over the Fall and Winter semesters. The course will be taught through the vehicle of lectures/seminars, case studies, etc. IDEV*6300, Research and Analysis in a Development Context, will be delivered intensively over two weeks in the Summer semester. The course will be taught through the vehicle of seminars, student-led discussions, etc. 3. Appropriateness of the changed curriculum in meeting expressed learning outcomes of the existing program: No learning outcomes had previously been defined for the Master’s Collaborative Specialization in International Development. The first stage of the review process was the definition of these. Thus, by the end of the program, students will be able to:

1. Apply theoretical and empirical perspectives across disciplines in order to analyze complex

development problems.

2. Identify and challenge their own assumptions, privileges and disciplinary perspectives in

relation to development issues.

3. Evaluate the appropriateness of diverse research methods applied to complex development

problems, and understand the ethical implications of employing such methods.

4. Identify and design feasible and sustainable actions for positive, inclusive change.

5. Communicate to and engage with diverse academic and non-academic audiences on

complex development issues.

6. Challenge established norms and narratives in development theory, research, policy and

practice.

The proposed changes to the Master’s Collaborative Specialization in International Development

were defined by, and are aimed directly at achieving, these Learning Outcomes.

4. Changes to the method of assessment in evaluation student progress and achievement of the learning outcomes: As noted above, Learning Outcomes had not previously been defined for the Master’s Collaborative Specialization in International Development. For each of the two new courses, a table is enclosed that plots the learning outcomes of the course onto the Learning Outcomes of the program and the University of Guelph. The course outline for each of these two courses plots the assessment methods onto the course Learning Outcomes. Note: the proposed Calendar copy for the program changes (including Preamble, Schedule of Studies) and templates (course forms and course outlines) for any new courses to support the program will be required with the submission. E. Human and Physical Resource Requirements


1. Identify and describe any changes to the human and physical resource requirements to those already available. Provide CVs of (only) those faculty members to be associated with the changes that are not already identified with the existing program. (Sedona Lifetime CV template without workload, DOE, course evaluation information and any narratives/contextual statements). The IDS program has recently hired one two-year contractually limited faculty and will commence recruiting two tenure-track faculty in Fall 2017. These three faculty members will directly contribute to the revised Master’s Collaborative Specialization in International Development. No substantive changes in the contribution of existing faculty is envisaged. 2. Expected level and source(s) of student stipend, if different to that already provided. N/A Note: provide a letter of support from the relevant Dean(s) if additional human and physical resources are required.


Master's Collaborative Specialization

Students wishing to pursue a Master's degree with the designation "International Development Studies" must enter the IDS Collaborative Specialization in International Development through a participating department.

Admission Requirements Students must meet both departmental and collaborative specialization IDS requirements. They must demonstrate familiarity with conceptual frameworks employed in the social sciences. More detailed information is available on the IDS Graduate website. Degree Requirements

Students complete IDS International Development core requirements and the requirements of their home department. The following are requirements for select departments; consult the IDS Graduate website for other departments. One IDS core course may be waived if a student has taken a comparable course at the senior undergraduate level.

IDS Master's Core Courses*

IDEV*6100 [0.50] International Development Studies Seminar IDEV*6200 [1.00] Development Theory, Issues and Processes IDEV*6300 [0.50] Research and Analysis in a Development Context

One of:

SOC*6460 [0.50] Gender and Development ANTH*6460 [0.50] Gender and Development CDE*6420 [0.50] Communication for Social and Environmental Change SOC*6420 [0.50] Global Agro-Food Systems, Communities and Rural

Change ANTH*6420 [0.50] Global Agro-Food Systems, Communities and Rural

Change SOC*6480 [0.50] Work, Gender and Change in a Global Context ANTH*6480 [0.50] Work, Gender and Change in a Global Context SOC*6270 [0.50] Diversity and Social Equality ANTH*6270 [0.50] Diversity and Social Equality SOC*6520 [0.50] Social Movements and Collective Action

One of:

GEOG*6340 [0.50] Human-Environment Relations GEOG*6400 [0.50] Urbanization and Development


GEOG*6450 [0.50] Development Geography EDRD*6050 [0.50] Farming Systems Analysis and Development RPD*6291 [0.50] Rural Development Administration

One of:

ECON*6370 [0.50] Economic Development in Historical Perspective FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in

Developing Countries ECON*6350 [0.50] Economic Development

One of:

POLS*6750 [0.50] Development in Practice POLS*6730 [0.50] The Politics of Development and Underdevelopment

Note *This does not apply to students in Anthropology, Engineering, Food, Agricultural and Resource Economics, Latin American and Caribbean Studies, Political Science and Rural Planning and Development. Please see specific departmental requirements sections below for required courses (both IDS and departmental or program).

Optional IDS Courses

Students in the collaborative specialization may undertake any course offered by a participating department with the permission of the instructor. There are also two optional interdisciplinary courses available:

IDEV*6000 [0.50] Regional Context IDEV*6500 [0.50] Fieldwork in International Development Studies Departmental or Program Requirements

Programs not listed below are designed by special arrangements. All departmental requirements are subject to change. Students should confirm the departmental course requirements with the respective Graduate Program Coordinator.

CAPACITY DEVELOPMENT AND EXTENSION (MSC)

CDE*6070 [0.50] Foundations of Capacity Building and Extension CDE*6260 [0.50] Research Design One of: RPD*6380 [0.50] Application of Quantitative Techniques in Rural Planning

and Development EDRD*6000 [0.50] Qualitative Analysis in Rural Development


Two additional courses from the following CDE restricted electives group:

CDE*6290 [0.50] Special Topics in Capacity Building and Extension CDE*6311 [0.50] Community Engagement and Public Participation CDE*6320 [0.50] Capacity Building for Sustainable Development CDE*6330 [0.50] Facilitation and Conflict Management CDE*6410 [0.50] Readings in Capacity Building and Extension CDE*6420 [0.50] Communication for Social and Environmental Change CDE*6690 [0.50] Community Environmental Leadership One open elective [0.50] (one IDS Master’s Core Course will fulfill this requirement)

A thesis OR CDE*6900 [1.00] Major Research Paper

plus two more courses from the restricted electives group (see course list above)

ECONOMICS (MA)

ECON*6020 [0.50] Macroeconomic Theory I ECON*6500 [0.50] Microeconomic Theory MA One of: ECON*6180 [0.50] Econometric Methods OR ECON*6140 [0.50] Econometrics I

ENGINEERING (MENG IN ENVIRONMENTAL ENGINEERING OR WATER RESOURCES ENGINEERING) IDS Core Courses Required: IDEV*6100 [0.50] International Development Studies Seminar

Plus five additional courses (2.5 credits). At least two courses must have substantial research components (50% or more of the total grade). With department approval, up to 1 credit of the required 4 credits can be taken outside the department.


One of:




One of:

ECON*6370 [0.50] Economic Development in Historical Perspective FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in


One of:


Departmental Requirements:

Six courses from the list of required graduate courses in Engineering (to be selected in consultation with advisor)

Plus one of: ENGG*6950 [1.00] Final Project in Environmental Engineering ENGG*6900 [1.00] Final Project in Water Resources Engineering

ENGINEERING (MASC IN ENVIRONMENTAL ENGINEERING OR WATER RESOURCES ENGINEERING) IDS Core Courses Required: IDEV*6100 [0.50] International Development Studies Seminar


One of:



Change SOC*6480 [0.50] Work, Gender and Change in a Global Context ANTH*6480 [0.50] Work, Gender and Change in a Global Context SOC*6270 [0.50] Diversity and Social Equality ANTH*6270 [0.50] Diversity and Social Equality SOC*6520 [0.50] Social Movements and Collective Action One of: ECON*6350 [0.50] Economic Development FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in

Developing Countries ECON*6370 [0.50] Economic Development in Historical Perspective One of: POLS*6750 [0.50] Development in Practice POLS*6730 [0.50] The Politics of Development and Underdevelopment

Departmental Requirements:

Three courses from the list of required graduate courses in Engineering (to be selected in consultation with advisor)

Plus:

Thesis

ENGLISH (MA)

Four English courses and a thesis OR Six English courses and


ENGL*6803 [1.00] Research Project

ENVIRONMENTAL SCIENCES (MSC)

ENVS*6900 [0.50] Research Seminar in Environmental Sciences

Two other courses in consultation with the department (which may include courses from the IDS core)

Plus: Thesis

FOOD, AGRICULTURAL AND RESOURCE ECONOMICS (MSC OR MFARE) IDS Requirements IDEV*6100 [0.50] International Development Studies Seminar

One of:




One of:

GEOG*6340 [0.50] Human-Environment Relations GEOG*6400 [0.50] Urbanization and Development GEOG*6450 [0.50] Development Geography EDRD*6050 [0.50] Farming Systems Analysis and Development RPD*6291 [0.50] Rural Development Administration

One of:



Departmental Requirements Thesis based MSc FARE*6380 [0.50] Applied Microeconomics for Agricultural Economists FARE*6970 [0.50] Applied Quantitative Methods for Agricultural Economists FARE*6910 [0.50] Applied Policy Analysis I FARE*6100 [0.50] The Methodologies of Economics FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in

Developing Countries FARE*6800 [0.00] Seminar in Agricultural Economics

One additional course A thesis

Note * NB: a departmental course from the policy area may substitute for the Politics course in the IDS core. Course Work and Major Research Paper MFARE FARE*6380 [0.50] Applied Microeconomics for Agricultural Economists FARE*6910 [0.50] Applied Policy Analysis I FARE*6970 [0.50] Applied Quantitative Methods for Agricultural Economists FARE*6100 [0.50] The Methodologies of Economics FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in

Developing Countries FARE*6400 [0.50] Advanced Topics in Agricultural Economics FARE*6800 [0.00] Seminar in Agricultural Economics FARE*6140 [1.00] Major Paper in Food, Agricultural and Resource Economics One additional course

Note *NB: a departmental course from the policy area may substitute for the Politics course in the IDS core Course Work MFARE

In order to satisfy the degree requirements of the course work option, students will complete successfully the following courses:

FARE*6380 [0.50] Applied Microeconomics for Agricultural Economists


FARE*6910 [0.50] Applied Policy Analysis I FARE*6970 [0.50] Applied Quantitative Methods for Agricultural Economists FARE*6100 [0.50] The Methodologies of Economics FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in

Developing Countries FARE*6800 [0.00] Seminar in Agricultural Economics

along with four additional graduate courses approved by the student’s advisory committee. Students in this option are restricted from taking FARE*6140 Note *NB: a departmental course from the policy area may substitute for the Politics course in the IDS core

GEOGRAPHY (MA OR MSC)

GEOG*6090 [0.50] Geographical Research Methods I GEOG*6091 [0.50] Geographical Research Methods II One other Geography course (which can be taken from the IDS core) Either a thesis OR GEOG*6180 [1.00] Research Project in Geography plus one other Geography course not taken as part of the IDS core

HISTORY (MA)

Three History courses OR (only two if the IDS core includes): ECON*6370 [0.50] Economic Development in Historical Perspective One of: Thesis HIST*6400 [1.00] Major Paper

Note *NB: a suitably themed departmental course from History may be substituted for a course in the IDS core

LATIN AMERICAN AND CARIBBEAN STUDIES (MA)

LACS*6010 [0.50] Latin American Identity & Culture LACS*6020 [0.50] Re-Imagining Community in Latin America LACS*6030 [0.50] Globalization & Insecurity in the Americas One of:


LACS*6000 [0.50] Research Methods Seminar POLS*6940 [0.50] Qualitative Research Design and Methods SOC*6130 [0.50] Quantitative Research Methods Plus: IDEV*6100 [0.50] International Development Studies Seminar ECON*6370 [0.50] Economic Development in Historical Perspective (or its equivalent) SOC*6520 [0.50] Social Movements and Collective Action (or its equivalent) Plus: Thesis Or: LACS*6100 [1.00] Research Project One other LACS course

PHILOSOPHY (MA)

PHIL*6950 [0.50] MA Seminar Additional philosophy courses in consultation with the department

Either a thesis or research paper (in conjunction with)

PHIL*6990 [1.00] Major Research Project

POLITICAL SCIENCE (MA)

IDS Requirements: IDEV*6100 [0.50] International Development Studies Seminar One of SOC*6460 [0.50] Gender and Development ANTH*6460 [0.50] Gender and Development CDE*6420 [0.50] Communication for Social and Environmental Change SOC*6420 [0.50] Global Agro-Food Systems, Communities and Rural


Change


SOC*6480 [0.50] Work, Gender and Change in a Global Context ANTH*6480 [0.50] Work, Gender and Change in a Global Context SOC*6270 [0.50] Diversity and Social Equality ANTH*6270 [0.50] Diversity and Social Equality SOC*6520 [0.50] Social Movements and Collective Action One of: GEOG*6340 [0.50] Human-Environment Relations GEOG*6400 [0.50] Urbanization and Development GEOG*6450 [0.50] Development Geography EDRD*6050 [0.50] Farming Systems Analysis and Development RPD*6291 [0.50] Rural Development Administration One of: ECON*6370 [0.50] Economic Development in Historical Perspective FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in


Departmental Requirements POLS*6900 [0.25] Pro-Seminar Communications POLS*6940 [0.50] Qualitative Research Design and Methods POLS*6730 [0.50] The Politics of Development and Global Justice

Underdevelopment One of: Thesis OR POLS*6970 [1.00]

Major Paper

plus one additional course from the Political Science Department (elective)

POPULATION MEDICINE (MSC COURSE WORK)

POPM*6200 [0.50] Epidemiology I POPM*6210 [0.50] Epidemiology II


POPM*6250 [1.00] Project in Epidemiology Note *NB: A student's Population Medicine advisor may require a student to take POPM*6100 Seminar. POPM*6950, may be substituted for a Geography course in the IDS core if it is offered as the Global Health or Geographical Epidemiology course.

PUBLIC HEALTH (MPH)

PABI*6500 [0.50] Infectious Diseases and Public Health POPM*6200 [0.50] Epidemiology I POPM*6510 [0.50] Community Health Promotion POPM*6520 [0.50] Introduction to Epidemiological and Statistical Methods POPM*6530 [0.50] Health Communication POPM*6540 [0.50] Concepts in Environmental Public Health POPM*6550 [0.50] Public Health Policy and Systems POPM*6560 [1.00] Public Health Practicum POPM*6570 [0.00] Public Health Capstone POPM*6580 [0.50] Public Health Administration

Note *NB: POPM*6950, may be substituted for a Geography course in the IDS core if it is offered as the Global Health or Geographical Epidemiology course.

PUBLIC ISSUES IN ANTHROPOLOGY (MA) IDS Requirements: IDEV*6100 [0.50] International Development Studies Seminar One of: GEOG*6340 [0.50] Human-Environment Relations GEOG*6400 [0.50] Urbanization and Development GEOG*6450 [0.50] Development Geography EDRD*6050 [0.50] Farming Systems Analysis and Development RPD*6291 [0.50] Rural Development Administration One of: ECON*6370 [0.50] Economic Development in Historical Perspective FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in



One of: POLS*6750 [0.50] Development in Practice POLS*6730 [0.50] The Politics of Development and Underdevelopment

Departmental Requirements: ANTH*6080 [0.50] Anthropological Theory ANTH*6140 [0.50] Qualitative Research Methods ANTH*6000 [0.50] Public Issues Anthropology

Either a Thesis and one additional course or

ANTH*6660 [1.00] Major Paper and three additional courses

RURAL PLANNING AND DEVELOPMENT (MSC PLANNING)

IDS Requirements: IDEV*6100 [0.50] International Development Studies Seminar One of SOC*6460 [0.50] Gender and Development ANTH*6460 [0.50] Gender and Development CDE*6420 [0.50] Communication for Social and Environmental Change SOC*6420 [0.50] Global Agro-Food Systems, Communities and Rural


Change SOC*6480 [0.50] Work, Gender and Change in a Global Context ANTH*6480 [0.50] Work, Gender and Change in a Global Context SOC*6270 [0.50] Diversity and Social Equality ANTH*6270 [0.50] Diversity and Social Equality SOC*6520 [0.50] Social Movements and Collective Action One of: ECON*6350 [0.50] Economic Development ECON*6370 [0.50] Economic Development in Historical Perspective


FARE*6600 [0.50] Food Security and the Economics of Agri-Food Systems in Developing Countries

One of: POLS*6730 [0.50] The Politics of Development and Underdevelopment POLS*6750 [0.50] Development in Practice

Departmental Requirements RPD*6030 [0.50] International Rural Development Planning: Principles and

Practices RPD*6170 [0.50] Rural Research Methods RPD*6240 [0.50] Planning and Development Theory RPD*6291 [0.50] Rural Development Administration RPD*6380 [0.50] Application of Quantitative Techniques in Rural Planning

and Development

Plus a thesis and one additional RPD course OR RPD*6360 [1.00] Major Research Paper plus three additional RPD courses

Note *NB: RPD*6291, Rural Development Administration counts as an IDS core course for Geography.

SOCIOLOGY (MA)

SOC*6070 [0.50] Sociological Theory SOC*6700 [0.00] Pro-seminar One of: SOC*6130 [0.50] Quantitative Research Methods SOC*6140 [0.50] Qualitative Research Methods Plus a thesis and one additional Sociology course OR SOC*6660 [1.00] Major Paper Plus three additional Sociology courses


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c) Academic Schedule of Dates: Graduate Students 2018-2019 The Board of Graduate Studies reviewed the 2018-19 Academic Schedule of Dates for University of Guelph graduate students, and the schedule of dates is enclosed for the information of Senate. The dates are prepared each year using the Senate-approved policy on Establishment of the Academic Schedule of Dates1. d) Graduate Curriculum: Course Changes, Deletions, Additions At its meeting November 14, 2017, and on the recommendation of the Graduate Programs and Policies Committee, the Board of Graduate Studies approved the following changes:

College of Arts Course Change • HIST*6000 Historiography I Course Deletion • HIST*6020 Historiography II

Detailed information pertaining to the changes can be viewed on-line in the Nov 14th Board of Graduate Studies meeting package2. e) Graduate Faculty Appointments Appointments to the Faculty of Graduate Studies were presented to the Board of Graduate Studies for information and are available on-line in the Nov 14th Supporting Documents3 folder. n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\9cde_bgs-Schedule Dates Curriculum Faculty appts.docx

1 URL http://bit.ly/2fb6cFf 2 URL https://uoguelph.civicweb.net/filepro/documents/139783 3 URL https://uoguelph.civicweb.net/document/139510

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III. Schedule of Dates – Graduate Students The dates for the 2018-2019 academic year are listed by semester below as follows: Summer Semester 2018

Fall Semester 2018

Winter Semester 2019

Summer Semester 2018 (12 Week Format) Monday, April 2

• Add period for Summer 2018 begins – All graduate students

Wednesday, May 9

• Last day to submit approved thesis for Summer 2018 Convocation

• Last day to submit hard copy application (with late fee) for Summer 2018 Convocation

Thursday, May 10


Friday, May 18

• Add period ends – All graduate students • Last day to drop two-semester courses (W18/S18)

• Last day for clearance to graduate at Summer 2018 Convocation

Monday, May 21

• Holiday--NO CLASSES SCHEDULED--classes rescheduled to Thursday, August 2

Wednesday, May 30

• 14th class day; no new student registrations permitted after this date

Monday, June 4

• Course selection period for Fall Semester 2018 begins—All graduate students

Thursday, June 7

• 20th class day; last day to complete UNIV*7100 Academic Integrity course

Monday, June 11

• Summer 2018 Convocation ceremonies begin

Friday, June 15

• Summer 2018 Convocation ceremonies end

• Course selection period for Fall Semester 2018 ends – All graduate students

Thursday, June 21

• Last day to apply to graduate at Fall 2018 Convocation without late application fee

Saturday, June 30

• Government Reporting Date

Monday, July 2

• Holiday--NO CLASSES SCHEDULED--classes rescheduled to Friday, August 3

Friday, July 6

• 40th class day--Last day to drop one-semester courses

• Last day to apply online to graduate at Fall 2018 Convocation (late application fee still in effect)

Wednesday, August 1

• Add period for Fall 2018 begins – All graduate students

• Last day for regularly scheduled classes

Thursday, August 2

• Classes rescheduled from Monday, May 21, Monday schedule in effect

Friday, August 3

• Classes rescheduled from Monday, July 2, Monday schedule in effect


Monday, August 6

• Holiday

Thursday, August 9

• Examinations commence

Saturday, August 11

• Examinations scheduled

Friday, August 17

• Examinations conclude

Wednesday, September 5

• Last day to submit approved thesis for Fall 2018 Convocation

• Last day to submit hard copy application (with late fee) for Fall 2018 Convocation

Summer Session 2018 (6 Week Format) Monday, April 2

• Add period begins – All graduate students

Thursday, May 10


Monday, May 14

• Last day to add Summer Session courses – All graduate students

Monday, May 21

• Holiday-- NO CLASSES SCHEDULED--classes rescheduled to Thursday, June 21

Thursday, June 7

• Last day to drop Summer Session courses

Wednesday, June 20


Thursday, June 21

• Classes rescheduled from Monday, May 21, Monday schedule in effect



Monday, June 25

• Summer Session I examinations commence

Friday, June 29

• Summer Session I examinations conclude




Fall Semester 2018 Wednesday, August 1

• Add period for Fall Semester 2018 begins – All graduate students

Monday, September 3

• Holiday




Thursday, September 6



• Add period ends – All graduate students • Last day to drop two-semester courses (S18/F18)


• Last day for clearance to graduate at Fall 2018 Convocation

Tuesday, September 25


Wednesday, October 3

• 20th class day; last day to complete UNIV*7100 Academic Integrity course

Monday, October 8

• Holiday--NO CLASSES SCHEDULED -- classes rescheduled to Friday, November 30

Tuesday, October 9

• Fall Study Break Day - NO CLASSES SCHEDULED -- classes rescheduled to Thursday, November 29

Wednesday, October 10

• Course selection period for Winter Semester 2019 begins—All graduate students

Monday, October 15

• Fall 2018 Convocation ceremonies begin

Tuesday, October 16

• Fall 2018 Convocation ceremonies end

Friday, October 19

• Last day to apply to graduate at Winter 2019 Convocation without late application fee


• Government reporting date

• Course selection period for Winter Semester 2019 ends—All graduate students

Friday, November 2


• Last day to apply online to graduate at Winter 2019 Convocation (late application fee still in effect)

Wednesday, November 28



• Classes rescheduled from Tuesday, October 9, Tuesday schedule in effect

Friday, November 30

• Classes rescheduled from Monday, October 8, Monday schedule in effect


Monday, December 3


• Add period for Winter 2019 begins – All graduate students



Friday, December 14


Friday, January 4

• Last day to submit approved thesis for Winter 2019 Convocation • Last day to submit hard copy application (with late fee) for Winter 2019 Convocation

Winter Semester 2019 Monday, December 3

• Add period for Winter Semester 2019 begins – All graduate students

Friday, January 4

• Last day to submit approved thesis for Winter 2019 Convocation

• Last day to submit hard copy application (with late fee) for Winter 2019 Convocation

Monday, January 7


Friday, January 11

• Add period ends – All graduate students

• Last day to drop two-semester courses (F18/W19)

Friday, January 18

• Last day for clearance to graduate at Winter 2019 Convocation


Thursday, January 24


Friday, February 1

• Government Reporting Date • 20th class day; last day to complete UNIV*7100 Academic Integrity course

Friday, February 15

• Last day to apply to graduate at Summer 2019 Convocation without late application fee

Monday, February 18

• Winter Break begins--NO CLASSES SCHEDULED THIS WEEK

• Holiday

Tuesday, February 19

• Winter 2019 Convocation ceremonies begin

Friday, February 22

• Winter Break ends

• Winter 2019 Convocation ceremonies end

Monday, February 25

• Classes resume

Monday, March 4

• Course selection period for Summer Semester 2019 begins—All graduate students

Friday, March 8


• Last day to apply online to graduate at Summer 2019 Convocation (late application fee still in effect)

Monday, March 25

• Course selection period for Summer Semester 2019 ends – All graduate Students

Monday, April 1

• Add period for Summer 2019 begins – All graduate students

Friday, April 5


• Monday, April 8


Saturday, April 13


Friday, April 19

• Holiday – NO EXAMS SCHEDULED

Monday, April 22


Wednesday, May 8

• Last day to submit approved thesis for Summer 2019 Convocation

• Last day to submit hard copy application (with late fee) for Summer 2019 Convocation


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To: Members of Senate From: Olaf Berke, Chair, Committee on Non-degree Studies Subject: 10. Committee on Non-degree Studies Report Meeting: November 27, 2017

a) Non-degree Program Reviews

The Senate Committee on Non-degree Studies (SCNS) is responsible for the regular periodic quality review of non-degree programming offering a University of Guelph credential upon successful completion.

At its meeting on November 3, 2017, the SCNS reviewed the following non-degree certificates and found them satisfactory:

• Certificate in Human Resources Management

• Turf Managers Short Course Certificate

The program review reports are available in the on-line SCNS meeting folder1.

b) Non-degree Program Changes

The SCNS bylaws provide for delegated authority from Senate to the SCNS for changes to existing programs (including course additions and deletions), taking into consideration the academic philosophy and planned directions of the University, the coherence of proposed programming, and the relevant internal and external criteria for the evaluation of such programs.

The SCNS reviewed and approved changes to the following certificates:

• Certificate in Couple and Family Therapy Studies

• Certificate in Disability Management and Attendance Support

• Certificate in Facilities Management

• Certificate in Information Management and, Privacy, and Access.

The relevant material is available in the on-line SCNS meeting folder1.

1 URL https://uoguelph.civicweb.net/document/138876

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To: Members of Senate From: Marc Coppolino, Chair, Senate Research Board Subject: 11. Senate Research Board Report Meeting: November 27, 2017

a) Annual Reports 2016-17

The bylaws of the Senate Research Board (SRB) 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.

The following annual reports were presented to the Board (Nov 17) for information and are available in the on-line SRB meeting folder1. • Research-related Committees

Research Ethics Board (General) – Chair: Dr. Stephen Lewis Research Ethics Board (Natural, Physical, and Engineering Sciences) – Chair: Dr. Lori Ann Vallis Northern Studies Committee – Chair: Dr. Sarah Adamowicz The reports for the Animal Care Committee and SSHRC Institutional Grant Committee will be provided for the information of Senate at a future meeting.

• Research Integrity Breaches

As per the University’s Responsible Conduct of Research Policy and Procedures2, the annual report on research integrity breaches was presented to the Senate Research Board for information.

1 URL https://uoguelph.civicweb.net/document/139928 2 URL https://www.uoguelph.ca/research/document/responsible-conduct-research-policy-and-procedures

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To: Members of Senate From: Ian Newby-Clark, Chair, Priorities and Planning Committee Subject: 12. Deliberative Discussion Meeting: November 27, 2017

a) Fall Study Break Expansion About Deliberative Discussions “Deliberative discussions”1 are included regularly on the Senate agenda on topics of concern or interest to Senators, with the objective of providing feedback to senior administration for consideration. These discussions are an opportunity for Senators to engage in shared inquiry on areas of strategic importance to the University; and, to provide input to help shape decisions, policies or documents in advance of their presentation to a University governing body. In 2014, the Senate Priorities and Planning Committee (SPPC) asked the Senate Committee on Bylaws and Membership to suggest a framework of principles to guide deliberative discussions. The following were developed, based on Senate bylaws and rules of order:

a) Discussions will be limited to 30 minutes b) Discussions will be chaired by the Chair of SPPC c) The topic will be circulated in advance and advertised widely d) Written communications on the topic, no more than 300 words in length, will be accepted from

Senators and visitors up to 48 hours prior to the meeting, and will be posted in the on-line “supporting materials” folder

e) Note shall be made at Senate that such communications have been received f) The rules of order for the discussion will be guided by the current bylaws of Senate regarding the

participation of visitors g) Priority for speaking in deliberative discussions will be given to Senators

Senators are reminded that in accordance with the Senate Rules of Order2 referenced above, Senators are encouraged not to repeat points raised, but to contribute new comments for consideration.

1 The use of “deliberative discussions” was recommended in the 2007 Report of the Review of the Senate Standing Committees, as one way of engaging the ‘wisdom of Senate’ and to provide an opportunity to bring an issue or tentative recommendation to the floor of Senate for general discussion and debate, before bringing a recommendation for action (i.e. in the form of a formal motion) to a subsequent meeting. 2 URL https://www.uoguelph.ca/secretariat/office-services/senate/senate-bylaws-governing-documents/senate-procedures-election-regulations-4

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The points raised in this discussion will be summarized and added as addenda to the on-line November 27th Senate meeting materials.

Deliberative Discussion Topic: Fall Study Break Expansion In February 2014, Senate approved a change to the academic schedule of dates incorporating a one-day fall study break for the Guelph and regional campuses (excluding Guelph-Humber and the DVM schedule of dates). The current fall study break falls on the Tuesday immediately after Thanksgiving each year, and has been in place since fall 2014. In May 2016, Senate endorsed the Student Mental Health Strategy3, including the recommendation that the framework be “utilized to inform the academic policy decisions of Senate as they relate to student mental health”4. Among its recommendations, the Academic Policies and Procedures Subcommittee was to identify and review policies and procedures that help to create a supportive environment for students including the Fall Reading Break. Since this time, review and consultation on expansion of the current fall study break has continued, led by the University Registrar, Ray Darling. As a way of continuing this consultation, the SPPC has agreed the question of a fall study break expansion be a topic for a Senate deliberative discussion. A White Paper on this matter, provided by the University Registrar, is enclosed for Senators advance review. Following a brief presentation to highlight salient points of the White Paper, Senate will be asked to consider the following questions for deliberative discussion:

1. Should the current Fall Study Break be expanded? 2. If the Fall Study Break is expanded, how should it be implemented?

Senators who wish to submit written comments in advance on this topic [see item d) above], are invited to do so via email to [email protected], noting that submissions must be received 48 hours prior to the Senate meeting.

Additionally, Senators are reminded that deliberative discussions are intended to be open-ended sessions for the expression and debate of various ideas, perspectives and opinions on the topic; and, do not result in decisions or motions at the meeting during which the discussion takes place.

n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\cover memos\12_deliberative discussion.docx

3 URL: http://bit.ly/2c4efkz 4 See minutes of the Senate meeting held May 30, 2016: https://uoguelph.civicweb.net/filepro/documents/123722






1

University of Guelph White Paper

Fall Study Break Expansion

November 2017

Introduction

In February of 2014, Senate approved the introduction of an annual Fall Study Break

Day following Thanksgiving Monday. The proposal was introduced by the Central

Student Association who also moved that a Working Group be formed to examine the

feasibility of establishing a week-long fall study break in future years. The motion was

withdrawn based on information from the Associate Vice President Academic (AVPA)

and the Associate Vice President Student Affairs (AVPSA) that work would begin on a

comprehensive University–wide strategy to address student mental health issues.

In March of 2014, an Advisory Committee on Mental Health and Wellness was formed

to create and sustain a campus environment that fosters mental health and well-being.

The AVPA indicated that the academic side of the house would also reflect on systemic

opportunities to provide support.

An Academic Policies and Procedures Sub-Committee was formed by the Mental

Health Advisory Committee to review existing policies, procedures and processes to

assess their impact on student mental health. The Sub-Committee made a number of

recommendations to the Academic Policies and Procedures Working Group. One issue

they considered was the expansion of the Fall Study Break. The Sub-Committee laid

out a model for a full-week Study Break after Thanksgiving. However, they indicated

that they did not endorse it as they felt there was no evidence that an expanded break

would support student mental health.

The Academic Policies and Procedures Working Group received the report in 2017 and

decided that additional consultations on an expanded Fall Study Break should be

undertaken. This decision was made given the previous and current desire of the CSA

for an expanded Fall Study Break, because a Fall Study Break is about more than

mental health, and in light of the fact that the rest of the university system has moved

towards Fall Breaks for their students. A consultation schedule is included in Appendix

A.

Solution Constraints

In order to introduce an expanded Fall Study Break as described above, three additional

days would need to be found in the Schedule of Dates. The following is a list of

constraints that are either policies or practices:

• Residence move-in on the Saturday before Labour Day

• Classes start the Thursday after Labour Day


2

• 60 Teaching Days

• No classes on Saturdays

• Classes cancelled on Thanksgiving Monday

• A one-day Fall Study Break immediately following Thanksgiving Monday

• Two study days between the end of classes and the start of the final exam period

• No Sunday exams

• Minimum eleven days for exams

• Seven days to submit grades after final exam, not including holiday closure

• Final grades must be provided to students before the beginning of the next

semester.

An additional constraint is caused by the vagaries of the Gregorian Calendar and the

seven possible Labour Day Mondays. A Labour Day that falls on September 1st is much

easier to manage then a Labour Day that falls on September 7th. Finally, it is proposed

that final exams should not go later than December 22nd in order to allow for a cancelled

exam day.

Arguments for an Expanded Fall Study Break

Evidence is emerging about the positive impacts of recently introduced Fall Breaks on

student wellness and success. A doctoral candidate at Brock University is exploring the

impact of their Fall Break for her dissertation and has found students to be strongly

supportive.1 For example, 70% of Brock students strongly agreed and 21% agreed that

the Fall Study Break was useful in reducing school related stress levels. Schools who

have introduced Fall Breaks as pilots have measured the impacts on their students and

have found results that led to regularization of the Fall Study Break.2

All of the universities in Ontario now have a Fall Study Break composed of two or more

days with the majority of them providing a break of four days (see appendix B). Our

one-day break, which is the shortest in Ontario, may be sending the wrong message to

prospective and current students as to our concern for student wellness, especially in

comparison to other institutions. Expanding our Fall Study Break to match what other

schools have done to support student wellness would address this concern.

An expanded Fall Study Break could be beneficial to students who come from further

away as they would have the opportunity to go home like their classmates.

An additional benefit of an expanded break after Thanksgiving is that there is no

requirement for confusing replacement days (ex. a Friday with a Monday schedule in

effect), resulting in better balancing in the semester of lectures and labs.

1 Pilato, Kelly. Exploring the Impact of a Fall Break on Student Mental Health Outcomes: Year 2 Undergraduate Student Affairs Committee DRAFT REPORT. April 29, 2015 2 Wilfrid Laurier University used survey results from students to support the regularization of their Fall Break in 2016. It had previously been approved as a pilot only.


3

There may be other benefits to the proposed expansion that will come out during the

deliberative discussion.

Arguments against an Expanded Fall Study Break

There are currently no published articles linking study breaks to improved mental health

for students.

The expansion of the Fall Study Break will result in the later completion of the final

examination period. This will reduce the time students and faculty have off between

semesters.

Given the policy of requiring grades seven days after the final examination and not

asking instructors to mark during the holiday closure, grading may continue in the new

year after the break. This could be especially problematic for sessional instructors and

teaching assistants on contracts. It will also mean that students will receive their final

grades later than they do currently.

There may be other drawbacks to the proposed expansion that will come out during the

deliberative discussion.

Fall Break Options

If an expanded Fall Study Break is supported, there are two main approaches that can

be considered for discussion purposes. Variations on these or entirely new proposals

may be considered.

One option is to follow the lead of the majority of the universities in Ontario and have a

full week off at Thanksgiving. To make up the three additional days needed to expand

the break, the University would have to consider options such as the introduction of

Sunday exams or an earlier start to classes (and reduction of Orientation days).

Another option is two Fall Study Break days in early November. Along with the existing

Fall Study Break day at Thanksgiving, this would give students two breaks in the

semester, which would be a novel approach. In order to make up the two additional

days, the University would have to consider options such as the introduction of Sunday

exams or an earlier start to classes (and reduction of Orientation days).

For calendar illustration of these options Appendix C.

Appendix A – Fall Study Break Consultation Schedule

Group Date

CSA VP Academic October 7

GSA President and VP Internal October 7

Graduate Studies Council October 10


4

Appendix B – Survey of Fall Study Breaks at Ontario Universities

Institution Length Timing of Break Start of Classes Sunday Exams

Algoma University Four Days

Following Thanksgiving

Tuesday After Labour Day

No

Brock University Four Days


Wednesday After Labour Day

No

Carleton University

Five Days

Late October Thursday After Labour Day

Yes

Lakehead University

Four Days


Thursday After Labour Day

Yes

Laurentian University

Four Days



No

McMaster University

Four Days



No

Nipissing University

Four Days



No

OCADU Four Days


Wednesday After Labour Day

No

Queens University Two Days


Yes

RMC Two Days



No

Ryerson University

Four Days



No

Trent University Five Days

6th week of term Thursday After Labour Day

No

Université d'Ottawa

Five Days

Varies Wednesday After Labour Day

Yes

Council of Associate Deans Academic October 16

Student Leaders and Administration Meeting

October 18

Working Group of Academic Policies & Procedures

October 20

Orientation Week Advisory Committee October 26

Council of Academic Chairs October 26

University of Guelph Faculty Association November 2

Dean’s Council November 14

Senate – Deliberative Discussion November 27

Other Ridgetown Campus – Assistant Registrar

Guelph-Humber – Campus Registrar

Undergraduate Student Survey

Email responses


5

University of Guelph

One Day



No

UOIT Two Days

7th week of term Thursday After Labour Day

No

University of Toronto

Four Days



No

University of Waterloo

Two Days



No

University of Windsor

Four Days



No

Western University

Four Days



Yes

Wilfrid Laurier University

Four Days



Yes

York University Two Days


Yes

Appendix C – Calendar Examples of Expanded Fall Break Approaches

2018 Fall Break Calendar – Thanksgiving Week

Month Sun Mon Tue Wed Thu Fri Sat

Sep 2018

2

3 Labour Day

4

5

6 Start of Classes

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1

2

3

4

5

6

Oct 2018

7

8 Thanksgiving

9 Fall Study Break

10 Fall Study Break

11 Fall Study Break

12 Fall Study Break

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27


6


28

29

30

31

1

2

3

Nov 2018

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1

Dec 2018

2

3

4

5 Last Day of Classes

6 Pre-Exam Study Day

7 Pre-Exam Study Day

8 Start of Exams

9 No Exams

10

11

12

13

14

15

16 No exams

17

18

19

20 End of Exams

21

22

23

24

25

26

27

28

29

2018 Fall Break Calendar – Two Days at Thanksgiving and Two Days in Early November


Sep 2018

2

3 Labour Day

4

5

6 Start of Classes

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1

2

3

4

5

6


7


Oct 2018

7

8 Thanksgiving

9 Fall Study Break

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

1

2 3

Nov 2018

4

5

6

7

8 Fall Study Break

9 Fall Study Break

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

1

Dec 2018

2

3

4 Last Day of Classes

5 Pres-exam Study Day

6 Pre-exam Study Day

7 Start of exams

8

9 Sunday exam

10

11

12

13

14

15

16 Sunday exam

17 End of exams

18

19

20

21

22

23

24

25

26

27

28

29


of 128

To: Members of Senate From: Gen Gauthier-Chalifour, University Secretary Subject: 13. Addenda Items Meeting: November 27, 2017

Following the meeting, the addenda item was added to the November 27, 2017 Senate meeting package related to: 3.b) Update from the Provost and VP (Academic)

Attached for members’ information are the presentation slides from Dr. Charlotte Yates, Provost and VP (Academic).

n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\addenda items\addenda cover memo 3b_provost presentation.docx

Item 3.b) Update from the Provost and VP (Academic) of 128

of 128

CAREER READY FUNDSenate

Charlotte Yates, Provost and Vice President (Academic)

November 27, 2017

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pdate from the

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BACKGROUND

2016 Premier’s Highly Skilled Workforce Expert Panel released Building the Workforce of Tomorrow: A Shared Responsibility”

“Ontario should commit to ensuring that every student has at least one experiential learning (EL) opportunity by the end of secondary school…and at least one by the time they graduate from post-secondary education.”

Provided Guiding Principles For Experiential Learning and launched the Career Ready Fund which was open to all colleges and universities.

Item 3.b) U

pdate from the

Provost and V

P (A

cademic)

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Item 3.b) U

pdate from the

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CAREER READY FUND

• $67.6 million, three-year fund to help postsecondary institutions, employers, and partners offer 20,000 experiential learning opportunities for postsecondary students.

• Stream 1 funds postsecondary education (PSE) capacity building to expand EL opportunities to more students. – Allocation based one-time funding for 2 years – Application was successful and proceeding with

initiatives.

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CAREER READY FUND

• 2 additional competitive streams announced October 12 for a one-time 2-year funding period. 2 step process.

• Stream 2: Employer & Regional Partnerships– Funding for all projects - $6 million in 2017-18 and $11

million in 2018-19. – Seed funding directed to industry partners to support the

development and expansion of experiential learning initiatives for in-course students.

• Stream 3 New Grad Career Bridge– Funding for all projects - $2.5 million in 2017-18 and

$6.1 million in 2018-19. – Seed funding to support the placement of recent grads in

internships or similar experiences and the development of open license curriculum to deliver job-ready skills

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STREAM 1 – INFRASTRUCTURE BUILD

Overview • Infrastructure support for Experiential Learning

– Industry and community partnership development – Discipline-specific EL Pathway Guides– Expand Course Redesign Institute– Resources and supports to advance and expand EL

• Establish a baseline and tracking of EL offerings– Augment ORBIS– Inventory of curricular and co-curricular EL– Focus groups with students – strategies to reach them

and feedback on experiences

Item 3.b) U

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of 128

To: Members of Senate From: Gen Gauthier-Chalifour, University Secretary Subject: 13. Addenda Items Meeting: November 27, 2017

Following the meeting, the addenda item was added to the November 27, 2017 Senate meeting package related to: 12.a) Fall Study Break Expansion

Attached for members’ information are the presentation slides from the University Registrar Mr. Ray Darling.

n:\senate\senate meetings\meeting packages\2017-18\2. november 27, 2017\addenda items\addenda cover memo 12a_fall study break expansion.docx

Item 12.a) Fall Study Break Expansion of 128

of 128

Fall Study Break Expansion at the University of Guelph

Senate Deliberative Discussion

November 27, 2017

Item 12.a) F

all Study B

reak E

xpansion of 128

Should the current Fall

Study Break be

expanded?

Item 12.a) F

all Study B

reak E

xpansion of 128


Study Break be

expanded?

Wilfrid Laurier Student FeedbackApril 2016

Item 12.a) F

all Study B

reak E

xpansion of 128


Study Break be

expanded?

Wilfrid Laurier University Faculty FeedbackApril 2016

Positives

NegativesItem 12.a) F

all Study B

reak E

xpansion of 128


Study Break be

expanded?

Kelli PilatoDoctoral Candidate – Brock UniversityMarch 2017 Senate Presentation

Item 12.a) F

all Study B

reak E

xpansion of 128

If the Fall Study Break is

expanded, how should it

be implemented?

• residence move-in• start of classes • 60 teaching days• no classes on Saturdays• Thanksgiving Monday• current one-day study break• two pre-exam study days• no Sunday exams• eleven days for exams• Finish exams by Dec. 22• seven days to submit grades• final grades posted for students

Scheduling Considerations and Constraints

Item 12.a) F

all Study B

reak E

xpansion of 128

If the Fall Study Break is

expanded, how should it

be implemented?

Item 12.a) F

all Study B

reak E

xpansion of 128

MONDAY, NOVEMBER 27, 2017 · Page 2 Senate Minutes | October 16 , 2017 2. Approval of the Minutes ....

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