1. Welcome and Approval of the Agenda 17-18

SENATE BOARD OF UNDERGRADUATE STUDIES

MONDAY, FEBRUARY 22, 2016 1:00 - 2:30 pm | UC Boardroom 424

MEETING AGENDA

Page

Information for Committee MembersMeetings | Membership | Bylaws

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

2. Approval of the Minutesa) Minutes of November 18, 2015 [Motion] b) Business Arising

3. Calendar Review Committee Reporta) BComm Program Committee: Proposed Changes to the Admission

Requirements for Bachelor of Commerce Programs (Hotel and Food Administration,Tourism Management, and Marketing Management) [Motion]

b) BA Program Committee: Reinstatement of the Minor in Studio Art [Motion] c) Undergraduate Curriculum Changes [Motion]

4. Other Businessa) Update from the Office of the Associate Vice-President (Academic) b) 2015-16 Curriculum Committees Membership c) 2015-16 Undergraduate Domestic Recruitment Plan

AdjournmentTo Attend: Trent Tucker (Chair), Serge Desmarais, Irene Thompson, Michelle Fach, Tony Vannelli, Lori Jones, Ben Bradshaw, Peter Miller, Laurissa Christie, Ellen Song, Catherine Carstairs, Deanna McQuarrie, Adam Nicholl Non-voting members: Kim Garwood, Patricia Tersigni, Genevieve Gauthier (Associate University Secretary) Recording Secretary: Annette Blok Regrets: John Cline, John Walsh (non-voting)

Next Meeting: Monday, March 21, 2016 | 10:30am | UC424

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2015-16 SENATE BOARD OF UNDERGRADUATE STUDIES https://www.uoguelph.ca/secretariat/office-services-senate-senate-boards-and-standing-

committees/board-undergraduate-studies

Meeting Schedule: Fall 2015 Tuesday, September 15 | 2:30-4:00 pm

Winter 2016 Monday, February 22 | 1:00-2:30 pm

Wednesday, November 18 | 1:00-2:30 pm Monday, March 21 | 10:30-12:00 noon Monday, May 16 | 1:00-3:00 pm

Membership:

Updated: February 10, 2015 n:\senate\standing committees and boards\2. board of undergraduate studies (bugs)\meeting packages\2015-16\membership 2015-16_bugs.doc

Ex-Officio Serge Desmarais Associate Vice-President (Academic) or Designate Irene Thompson (Designate) Associate Vice-President (Student Affairs) or Designate Michelle Fach Director, Open Learning and Educational Support Deanna McQuarrie Interim Registrar Tony Vannelli Dean, CPES Ex-Officio Non-voting Members Kim Garwood (Designate) Chief Information Officer & Chief Librarian or Designate Patricia Tersigni Director, Academic Programs and Policy John Walsh Vice-Provost Guelph-Humber or Designate Faculty (5) Lori Jones CPES Catherine Carstairs COA Trent Tucker (Chair) CBE Ben Bradshaw CSAHS John Cline OAC Undergraduate Students (4 ) [1 shall be CSA Academic Commissioner | 3 student Senators] Peter Miller CSA Academic Commissioner Laurissa Christie BSc Env Ellen Song BSc Adam Nicholl BComm

Meetings | Membership | Bylaws of 117

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

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

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BYLAWS Approved: February 8, 2016 1. The Board of Undergraduate Studies shall consist of:

− Associate Vice-President Academic − Associate Vice-President Student Affairs or designate − Director of Open Learning and Educational Support − Assistant Vice-President (IRP) & Registrar − one Dean − five faculty − four students (one of whom shall be the CSA Academic Commissioner and

three shall be student Senators)

Non-voting members: − Chief Information Officer & Chief Librarian or designate − Director Academic Programs and Policy − Vice-Provost Guelph-Humber or designate

2. The Board of Undergraduate Studies has the responsibility to:

a) formulate policy and offer advice to Senate consistent with that body’s responsibilities for development and oversight of educational policy as it relates to undergraduate education;

b) assist Senate in overseeing the implementation of educational policy as it concerns undergraduate education at the University;

c) support the priorities of Senate; d) make contributions that will enhance the overall academic reputation of the

University and reflect the full range of Senate’s responsibility for the educational policy of the University;

e) identify strategic priorities for the coming academic year and submit them annually through the Priorities and Planning Committee to Senate along with a report outlining the Board’s accomplishments for the current year.

3. The Board of Undergraduate Studies shall:

a) In general, advise and, where appropriate, make recommendations to Senate concerning:

i. statements of academic and educational goals, and standards pertaining to undergraduate and associate diploma education at the University, including the University’s Learning Outcomes; matters pertaining to internationalism and educational policy; and matters


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arising in connection with the awarding of academic scholarships, bursaries, and prizes at the undergraduate and associate diploma level;

ii. policies pertaining to academic and educational plans, priorities, and developments affecting undergraduate and associate diploma education at the University;

iii. the implementation of Senate-approved statements, policies and programs affecting undergraduate and associate diploma education and matters that bear on the formulation or further development of Senate policy.

b) For undergraduate degree and associate diploma programs, and undergraduate degree credit diplomas and certificates, consider and make recommendations to Senate concerning:

i. proposals for the addition or elimination of undergraduate degree or associate diploma programs, or undergraduate degree credit diplomas and certificates, taking into consideration the academic philosophy of the institution, its planned directions, Learning Outcomes, the coherence of proposed programming, and the relevant internal and external criteria for the evaluation of such programs;

ii. the addition or elimination of degree program specializations (majors, minors, Areas of Concentration, Areas of Emphasis).

c) 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.

d) For academic standards, admissions, examinations, and graduation requirements for undergraduate and associate diploma programs, advise and make recommendations to Senate concerning relevant policies. e) For Scholarships, Awards, and Bursaries, advise and make recommendations

to Senate concerning: i. policies affecting undergraduate and associate diploma scholarships,

awards and bursaries. f) Acting on Senate’s authority, approve candidates for undergraduate

degrees and associate diploma programs in a manner consistent with Senate-approved policies for undergraduate and associate diploma programs.

4. In all cases, policy and program decisions made by the Board of Undergraduate

Studies or recommended by the Board and approved by Senate, shall be reflected in the text of relevant University publications, including program calendars.


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5. The Board may elect to delegate routine decisions within its authority to the

Associate Vice-President Academic and/ or the Registrar who shall provide periodic reports to the Board of Undergraduate Studies about actions taken so that all such matters may be considered and reported by the Board to Senate, as appropriate. All such delegated decision-making shall be consistent with relevant policies established by the Board and/ or Senate.

6. The Board has the authority to establish sub-committees and working groups

with such duties and delegated authority as deemed necessary. Such decisions will be taken with due regard to any Senate guidelines concerning the establishment and operation of such sub-committees and working groups.

7. The Board has the following Sub-Committees (descriptions of each committee

found below):

• Calendar Review Committee (CRC) • Joint Editorial and Awards Committee (JEAC) • Program Committees o Undergraduate Program Committees:

− Academic Review Committee − Admissions Committee − Curriculum Committees

o Associate Diploma Program Committees − Curriculum Committees

o Guelph-Humber Academic Management and Programs Committee − Curriculum Committees

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) − one Program Counsellor − a representative from Open Learning and Educational Support − CSA Academic Commissioner − 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


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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 that all proposals provide evidence that 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.

7.2 Joint Editorial Awards Committee (JEAC) The Joint Editorial Awards Committee is a joint subcommittee of the Board of

Undergraduate Studies and the Board of Graduate Studies. Membership

− a member from a College Awards Committee − Associate Registrar, Student Financial Services or designate − a representative from the Office of Graduate Studies − a representative of the Department of Alumni Affairs and Development − Manager, Student Business Services, (non-voting) who shall be the recording

secretary. Mandate

The Joint Editorial Awards Committee reviews the terms and conditions of student awards (new and revised) based on Senate-approved policies and regulations. Subject to a report to each Board each year, the committee may approve terms and conditions of awards that meet established policies and regulations. Undergraduate, associate diploma, or graduate awards whose terms and conditions contain exceptions to established policies and regulations, or which have unusual features, or are of significant value must be forwarded to the Board of Undergraduate Studies or Board of Graduate Studies, as appropriate, for final approval. In reviewing the terms and conditions of an award, the committee shall take into consideration the wishes of the donor or donors, but may refer any proposed terms and conditions to the donor or donors and the college in which the award is to be established (if a college award) for review or consideration. The committee may recommend to the Boards that an award not be approved if, in the opinion of the committee, the proposed terms and conditions are contrary to University policies.

7.3.1 Undergraduate Program Committees

Program Committees are sub-committees of the Board of Undergraduate Studies. Academic Review, Admissions, and Curriculum Committees are subcommittees of Program Committees (see more information below). Membership The voting membership shall consist of:

− three to five faculty members who are also chairs of undergraduate


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Curriculum Committees (selected according to the guidelines below) − one Program Counsellor − one external representative (selected according to the process below) − two undergraduate students (selected according the process below) − a Chair of the Committee, normally the Associate Dean Academic or Director of

a School (selected according to the process below)

The non-voting membership shall consist of: − a member of the Office of Registrarial Services − a committee secretary who shall be a representative of the appropriate

College/School

Undergraduate student members shall be permitted to send voting alternates if they are unable to attend. In such circumstances, the student member must notify the committee secretary in advance of the name and affiliation of the student alternate.

The Associate Dean(s) Academic or the Director(s) of Schools from any other college that contribute(s) to the degree program’s curriculum, the Deans of all Colleges, and the chair of the Board of Undergraduate Studies shall have the right to attend and speak at Program Committee meetings and to receive meeting materials and minutes upon request.

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

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

Selection of Members Members shall be selected by the Associate Dean(s) Academic of the College(s) or the Director(s) of the School(s) involved for their ability to contribute to the Committee, bearing in mind the following provisions:

• Normally the “chairs of the undergraduate curriculum committees” shall be the current chair of a curriculum committee or past chair

• The external representative shall be a member external to the program, but from within the university community

• Normally the two student members shall be selected from the undergraduate student senators representing the degree program and selected on the recommendation of Student Senate Caucus. o In the case where there are not two student senators from the degree

program willing and able to serve on the program committee: − Prior to October 1st, the Associate Dean(s) Academic or Director(s) shall

be responsible for inviting the appropriate college student government or college student government affiliate to name the student representatives


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− Should the college student government not respond (either with the names of the representative or with an indication of when they will be named) by November 1st, the Associate Dean(s) Academic or Directors(s) will consult with Student Senate Caucus who, in collaboration with the CSA, shall name the student representatives.

• Normally the chair of the Program Committee shall be the Associate Dean Academic or the Director of the School. In the event that there is more than one Associate Dean(s) Academic or Director(s) of a School associated with the program, the chair will be appointed by the Deans of the Colleges involved

• The chairs of Program and Curriculum Committee meetings shall conduct meeting proceedings in accordance with relevant Senate bylaws, policies, and procedures.

It is recognized that, for some programs involving a large number of departments, and schools, not every constituency can be represented if the committee is to remain effective. Members of Program Committees are appointed with the expectation that they will be required to represent and be familiar with more areas than their own. Additional effort will be made to consult interdisciplinary groups when appropriate. Mandate Each Program Committee is responsible for:

a) the curricular integrity of the program(s) and specializations within their purview;

b) reviewing the program and specializations(s) for which it is responsible, assessing the realization of the academic goals of the program against the University’s Learning Outcomes, and proposing changes as appropriate to better achieve these goals;

c) recommending for approval to the Board of Undergraduate Studies modification of the program and specializations(s) for which it is responsible;

d) striking an Academic Review Subcommittee; e) striking an Admissions Subcommittee.

Academic Review Subcommittee (ARC) Each Program Committee shall establish an Academic Review Subcommittee that includes the following minimum membership:

− Associate Dean Academic or Chair of Program Committee (Chair) − at least two faculty members and one alternate (appointed by the Chair of the

relevant Program Committee, normally for a three-year term, renewable once) − one Program Counsellor (non-voting) − one representative from Enrolment Services who shall record the decisions on

the student information system (non-voting)


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The Academic Review Subcommittee shall:

a) review and decide upon students’ status pertaining to continuation of study regulations (e.g. probationary status; “required to withdraw”);

b) review and decide upon student requests regarding the fulfilment of graduation requirements;

c) decide on requests for academic consideration of final course grade results based on medical, psychological, or compassionate grounds (e.g. late drop of a course(s) with or without failure, deferred or supplemental privileges and credit status).

At the discretion of the Chair of the Academic Review Committee, the review of incomplete course results and application of Continuation of Study regulations, as well as requests for deferred privileges based on appropriate supporting documentation may be delegated to the program counsellor(s). Admissions Subcommittee Each Program Committee shall establish an Admissions Subcommittee that includes the following minimum membership:

− Associate Dean Academic or Chair of Program Committee (Chair) − one faculty member (appointed by the Chair of the relevant Program

Committee, normally for a three-year term, renewable once) − one Program Counsellor (non-voting) − one representative from Admissions Services who shall record the decisions on

the student information system (non-voting) The Admissions Subcommittee shall:

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

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

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

Curriculum Committees Curriculum Committees are subcommittees of the Program Committees, and are established by departments and/ or interdisciplinary programs. Each undergraduate specialization, including secondary areas of study (i.e. minors), shall be under the oversight of a departmental or interdisciplinary curriculum committee.


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Membership The membership shall consist of:

− at least three faculty members from the relevant department(s) or school(s) or interdisciplinary program, selected by the Chair of the department, Director of the School, or Coordinator of the Interdisciplinary Program. In the case of interdisciplinary programs, where possible, membership should include representation from all contributing departments and/ or schools

− at least two undergraduate students (selected according to the process below) − one secretary(non-voting) from the relevant department or school

The Chair of the Curriculum Committee shall be appointed by the Chair, Director, or Coordinator of the Interdisciplinary Program from amongst the faculty members on the committee. Selection of Members Undergraduate student members shall be selected according to the following process:

• Prior to October 1st, the Chair of the Undergraduate Curriculum Committee shall be responsible for inviting the most appropriate student association to name the student representatives

• Should the student association not respond (either with the names of the representative or with an indication of when they will be named) by November 1st, the chair will consult with the responsible College Government who, in collaboration with Student Senate Caucus, shall name the student representatives.

Undergraduate student members shall be permitted to send voting alternates if they are unable to attend. In such circumstances, the student member must notify the committee secretary in advance of the name and affiliation of the student alternate.

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

Proposals for modifications to courses or Schedules of Study to be submitted to the Program Committees must include documentation of consultation with those programs, specializations, or departments affected by the change.

Mandate Each department or school shall establish a Curriculum Committee, responsible for keeping under review the curriculum which it provides for programs and specializations. The committee will:

a) assess the degree of achievement of its academic goals and outcomes for

the undergraduate programs and specializations; b) initiate and respond to proposals for change in the curriculum;


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c) advise the Chair/ Director/ Coordinator therein; d) submit proposals for modifications through the Program Committee to the

Board of Undergraduate Studies for approval or recommendation to Senate. 7.3.2 Associate Diploma Program Committees

The Associate Diploma Program Committee is responsible for the curriculum of all associate diploma programs offered through the University of Guelph or regional campus(es).

Membership The committee shall be comprised of:

− Associate Dean Academic, OAC (Chair) − the Associate Director from the regional campus(es) − Director of the Associate Diploma in Turfgrass Management program (Guelph

campus) − a member of the Office of Registrarial Services (non-voting) − one instructor teaching in any associate diploma program − one second year associate diploma student from any program

Mandate

The Associate Diploma Program Committee is responsible for:

a) the curricular integrity of the program(s) and specializations within their purview;

b) reviewing the program and specializations(s) for which it is responsible, assessing the realization of the academic goals of the program against the University’s Learning Outcomes, and proposing changes as appropriate to better achieve these goals;

c) recommending for approval to the Board of Undergraduate Studies modification of the program and specializations(s) for which it is responsible.

Associate Diploma Curriculum Committee

Each specialization in an associate diploma program will establish a Curriculum Committee comprised of instructors teaching in the specialization. Membership will also include student representation from years one and two of the specialization. The students will be appointed in consultation with local student government. The committee shall:

a) assess the degree of achievement of its academic goals and outcomes for the

associate diploma specialization; b) initiate and respond to proposals for change in the curriculum; c) advise the Chair/ Director/ Coordinator therein; d) submit proposals for modifications through the Program Committee to the Board

of Undergraduate Studies for approval or recommendation to Senate.


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7.3.3 Guelph-Humber Academic Management and Programs Committee

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

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

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

The non-voting membership shall consist of:

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

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

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

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

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

Selection of Members Members shall be selected by the Vice-Provost for their ability to contribute to the Committee, bearing in mind the following provisions:


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• University of Guelph-Humber Program Heads are appointed in consultation with appropriate departments and Colleges at University of Guelph and Schools at Humber College

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

Guelph-Humber Student Association (GHSA) to name the student representatives

o Should the GHSA not respond by November 1st (either with the names of representatives or with an indication of when they will be named) the Vice Provost will consult with Student Senate Caucus who, in collaboration with the GHSA, shall name the student representatives.

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

University of Guelph-Humber Curriculum Committee

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

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

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

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

Normally, the Chair of the Curriculum Committee shall be the Program Head. Selection of Members In selecting instructors to serve on the Curriculum Committees, the Program

Head shall consult with the Vice-Provost, and with appropriate departments at the University of Guelph and Schools at Humber College.


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

Guelph-Humber Student Association (GHSA) to name the student representatives

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

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

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

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

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

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

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

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

The Academic Review Subcommittee shall:

a) review and decide upon students’ status pertaining to continuation of study regulations (e.g. probationary status; “required to withdraw”);

b) review and decide upon student requests regarding the fulfilment of graduation requirements;

c) decide on requests for academic consideration of final course grade results based on medical, psychological, or compassionate grounds (e.g. late drop of a


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course(s) with or without failure, deferred or supplemental privileges and credit status).

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

University of Guelph-Humber Admissions Subcommittee

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

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

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

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

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

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

The Admissions Subcommittee shall:

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

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

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

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UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 1. Welcome and Approval of Agenda 2. Approval of the Minutes

Meeting: February 22, 2016

1. Welcome and Approval of the Agenda [Motion] a) Approval of the Agenda The Board of Undergraduate Studies is asked to, RESOLVE, that the meeting agenda be approved, as presented.

2. Approval of the Minutes a) Minutes of the November 18, 2015 Meeting [Motion] The Board of Undergraduate Studies is asked to, RESOLVE, that the minutes of the November 18, 2015 meeting be approved, as presented. b) Business Arising Working Group on Grade Reassessment – An update and draft report from the working group is anticipated to be presented to the Board of Undergraduate Studies at its next scheduled meeting. Senate Approval (Revisions to the Bylaws) – At its meeting February 8, 2016 Senate approved the revisions to the Board of Undergraduate Studies Bylaws. The revised bylaws are provided at the beginning of the meeting package under Information for Board Members. Senate Approval (Changes to the Admissions Requirements: BASc in Kinesiology (Guelph-Humber) – At its meeting November 30, 2015 Senate approved the changes to the admission requirements for the Guelph-Humber program BASc in Kinesiology. Senate (Calendar Review Committee - CRC Report) – At its meeting November 30, 2015, Senate received the CRC report, for information. Senate (BUGS Subcommittee membership) – At its meeting November 30, 2015, Senate received the Program Committees membership for 2015-16, for information. All other items of business arising are including in the meeting agenda.

Approval of the Agenda [Motion] of 117

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Approval of the Agenda [Motion] of 117


Minutes of the 1:00 pm meeting held November 18, 2015, UC 424

In Attendance: Sofie Lachapelle (Chair), Trent Tucker (Vice-Chair), Serge Desmarais, Irene Thompson, Michelle Fach, Tony Vannelli, Lori Jones, Ben Bradshaw, John Cline, Peter Miller, Laurissa Christie, Ellen Song, Adam Nicholl | Non-voting: Patricia Tersigni, Kim Garwood, John Walsh, Genevieve Gauthier (Associate University Secretary), Recording Secretary: Annette Blok Guests: Byron Sheldrick (Chair, Senate Committee on Student Petitions), Hilary Jarvis (Assistant University Secretary) Regrets: Brian Pettigrew

1. Welcome and Approval of Agenda

The Chair welcomed members and extended a special welcome to Adam Nicholl, new undergraduate student member; and to Dr. Byron Sheldrick and Ms. Hilary Jarvis, in attendance to speak to the item pertaining to the Student Petitions Annual Report.

a) Approval of the Agenda

On a motion duly moved and seconded, it was RESOLVED, that the November 18, 2015 meeting agenda be approved, as presented. 2. Approval of the Minutes

a) Minutes of September 15, 2015

The minutes of the September 15, 2015 meeting were included in the meeting materials for consideration.

On a motion duly moved and seconded, it was RESOLVED, that the minutes of the September 15, 2015 meeting be approved, as presented. b) Business Arising

Members’ attention was drawn to the items included under business arising. The Chair invited Dr. Sheldrick to update members on the progress of the Working Group on Grade Reassessment. Members were informed that the Working Group met with the Council of Chairs and policy recommendations are anticipated to come forward to BUGS in Winter 2016. There were no questions.

Minutes of November 18, 2015 [Motion] of 117

Board of Undergraduate Minutes of November 18, 2015

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3. Petitions Annual Report

a) Senate Committee on Student Petitions Annual Report: 2014-15

Dr. Sheldrick, Chair of the Committee on Student Petitions, was invited to speak to the Annual Report included in the meeting materials. Dr. Sheldrick highlighted the decrease in the number of cases from the previous year, while noting the number is still an increase as compared to historical trends. He observed that the largest number of cases originate from academic consideration and in particular requirement to withdraw.

Ms. Jarvis explained that all colleges were asked to report using the same template to allow a high level look at what was happening across the campus. In response to a question Ms. Jarvis explained that the year level is redacted from the report to avoid the identification of students within smaller colleges.

[Ms. Laurissa Christie retired from the meeting.]

Discussion ensued around the support that is available to faculty and students through Open Education and Learning, as well as the utility of University-wide learning and grading tools such as “Turnitin” software.

The Chair expressed thanks to Dr. Sheldrick and Ms. Jarvis for their overview; they retired from the meeting.

4. Calendar Review Committee Report

a) Changes to the Admission Requirement for the BASc in Kinesiology (GH)

The Chair invited Ms. Tersigni to speak to the proposal and material provided in the meeting package.

Ms. Tersigni explained that the proposed changes support the recent Ministry of Education modifications to the Health and Physical Education curriculum, including the discontinuation of the PSE4U (Exercise Science Grade 12, University) course and the creation of a new course entitled PSK4U (Introductory Kinesiology Grade 12, University).

She confirmed that this change will take place over three years to ensure high school students, who may have taken PSE4U prior to the change are not disadvantaged when applying to the program.

In response to a question as to the delay in presenting this change through the governance process, Ms. Tersigni agreed the delay was unusual and a result of an oversight between the main campus and Guelph-Humber campus administration. There were no further questions.

On a motion duly and made and seconded, it was

RESOLVED, that the Board of Undergraduate Studies recommend to Senate for approval the changes to the admission requirement for the Guelph-Humber program BASc in Kinesiology.



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b) Undergraduate Curriculum Changes

The Chair drew members’ attention to the revised cover memo and chart distributed at the meeting. She explained the revised information now reflects the two course changes for the Associate Diploma Agriculture that were inadvertently omitted from the information included in the meeting package.

The Chair advised that any specific element of the omnibus motion could be removed for separate consideration, and invited members to express any concerns in this regard; there were none.

Ms. Tersigni provided a thorough review of the proposed changes as outlined in the Calendar Review Committee report.

A brief discussion followed around the Kinesiology credit weight change.

Questions were invited; there were none.

On a motion duly made and seconded it was,

RESOLVED, that on the recommendation of the Calendar Review Committee, the Board of Undergraduate Studies approve the changes to the undergraduate curriculum, as outlined in the Calendar Review Committee Report of November 10, 2015 and articulated herein:

i) RESOLVED, that on the recommendation of the Guelph-Humber Academic Management and Programs Committee, the Board of Undergraduate Studies approve the credit weight change, as presented.

ii) RESOLVED, that on the recommendation of the BASc Program Committee, the Board of Undergraduate Studies approve the course changes, as presented.

iii) RESOLVED, that on the recommendation of the Associate Diploma Program Committee, the Board of Undergraduate Studies approve the course and program changes for the Turfgrass Management Diploma, as presented.

iv) RESOLVED, that on the recommendation of the Associate Diploma Program Committee, the Board of Undergraduate Studies approve the course changes for the Agriculture Associate Diploma, as presented.

5. Other Business

a) Program Committees Membership: 2015-16

The Program Committees 2015-16 membership was presented for information.



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b) Proposed Revisions to the BUGS Bylaws

Referencing the revised BUGS bylaws included in the meeting materials, the Chair informed members that the proposed changes are focused on section s.7.3.3 “Guelph-Humber Academic Management and Programs Committee”. The revisions were incorporated to mirror the structure and process from that of the University’s main campus, following on the changes made to the BUGS bylaws that were approved by Senate in May 2015.

On a motion duly made and seconded it was,

RESOLVED, that the Board of Undergraduate Studies accept and recommend to the Senate Committee on Bylaws and Membership, the proposed revisions to the Board of Undergraduate Studies Bylaws, as presented.

The meeting was duly adjourned at 1:50 pm.


UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 3. Calendar Review Committee Report Meeting: February 22, 2016 a) BComm Program Committee: Proposed Changes to the Admission

Requirements for Bachelor of Commerce Programs (Hotel and Food Administration, Tourism Management, and Marketing Management) [Motion]

Enclosed for the Board of Undergraduate Studies’ review and consideration are materials to support proposed changes to the admission requirements for the following Bachelor of Commerce programs:

• Hotel and Food Administration major • Tourism Management major • Marketing Management major

Following a review and discussion of the materials, the Board is asked to consider the following motion for recommendation to Senate: The Board of Undergraduate Studies is asked to, RESOLVE, that on recommendation of the Bachelor of Commerce Program Committee, the Board of Undergraduate Studies accept and recommend Senate approve the proposed changes to the admission requirements for the Bachelor of Commerce program majors in Hotel and Food Administration (HAFA), Tourism Management (TMGT), and Marketing Management (MKMN), as presented. N:\Senate\Standing Committees and Boards\2. Board of Undergraduate Studies (BUGS)\Meeting Packages\2015-16\3. Feb 22 2016\Cover Memos\3a_BComm Admission Requirements.docx

BComm Program Committee: Proposed Changes to the of 117

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Degree Program

Department/ School

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

BCOMM HAFA & TMGTHotel and Food Administration & Tourism Management majors

X -changes to admission requirements

MKMN Marketing Management X -changes to admission requirements

Undergraduate Curriculum ChangesBachelor of Commerce (B.COMM.) Curriculum Changes

2017/2018

LEGENDCA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change-

PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change

BComm

Program Com

mittee:

Proposed Changes to the of 117

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

In addition to the material requested below, please include a cover memo from the Chair of the Program Committee, Dean of the College and Chair/Director indicating support for the proposed program change.

Approved changes take effect May 1, 2017. Changes to admission requirements may require lead time of two calendar cycles for full implementation, depending on the nature of changes. Contact Deanna McQuarrie, Associate Registrar, Admission Services [email protected] and the Patricia Tersigni, Director, Academic Programs and Policy [email protected] to discuss proposed changes to admission requirements and required timelines.

Effective September 1, 2011, in accordance with the University of Guelph's Institutional Quality Assurance Process (IQAP), programs having undergone major modifications must be reported to the Quality Council. Details regarding major modifications are found in the IQAP. For clarification as to whether the proposed revisions would be considered a major modification contact the Director, Academic Programs and Policy.

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

1. Degree program name and/or specialization:

(Click here to enter text.)

2. Change:


3. Rationale: Why is this change necessary?


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


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

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


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

mailto:[email protected]


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


CHANGES TO ADMISSION REQUIREMENTS FOR EXISTING DEGREE PROGRAMS

1. Degree program name and/or specialization:

1) Bachelor of Commerce, Hotel and Food Administration; Bachelor of Commerce, Tourism Management

2) Bachelor of Commerce, Marketing Management

2. Change: Please use the current Ontario curriculum. For more information, contact Deanna McQuarrie, Associate Registrar, Admission Services: [email protected]

The Bachelor of Commerce Program Committee requests the following changes to the admission process:

1) To remove the Background Information Sheet as a function of the admission process for the Bachelor of Commerce, Hotel and Food Administration and Tourism Management majors.

2) To remove the recommendation that high school applicants interested in pursuing the Bachelor of Commerce, Marketing Management program take Economics and/or Administrative or Organizational Studies and/or Accounting at the secondary school level.

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

1) Removal of BIS: Although present calendar copy reads that applicants to the Hotel and Food Administration and Tourism Management majors are admitted on the basis of academic performance and review of a Background Information Sheet submitted to the Admission Committee, admission decisions have been made primarily on the basis of the grades alone for the last several cycles; this had been done in order to expedite offers of admission and provide an opportunity for every applicant to these two majors to be considered - even those who may have not submitted the form. The primary objective was to ensure the majors were meeting their enrolment targets.

As a result, very few students have been admitted on the basis of grades plus the Background Information Sheet over the last several cycles.

2) Removal of MKMN recommendation: Outside of the calendar copy, this recommendation has not been communicated to prospective applicants for the last 8 cycles and is not deemed by the College of Business and Economics to be of particular benefit to the students pursuing the marketing management major in the Commerce program.

4. Impact on applicants: What effect will the change have on the applicants to the program? Is the number of applicants likely to be affected?

1) Removal of BIS: In eliminating this supplemental form, we may see an increase in the total volume of applications submitted. Applicants will sometimes perceive a supplemental component as an impediment to the admission process. All applicants are encouraged to complete the Student Profile Form (SPF) which gives them an opportunity to be evaluated on supplemental information in addition to their marks.

2) Given it has not been a function of admission, we do not anticipate any effect on applicants to the program.

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

1) Removal of BIS: Applicants who want to reinforce their interest in the program, provide details on their involvement in high school (work and/or extracurricular) and outline any extenuating circumstances will be reminded to complete the Student Profile Form (SPF) - as with all applicants. The SPF submissions will then be considered if a student does not meet the cut-off for round 3 on grades alone and their admission average falls within a discretionary range of the final cut-off.

2) Removal of MKMN recommendation: Although the calendar has included this recommendation for some time, it has not been otherwise communicated to applicants for the last 8 cycles.



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

1) Removal of BIS: Given the Background Information Sheet was not consistently being used in the admission process and this change is deemed ‘less restrictive’, we are requesting the changes be made effective immediately.

2) Removal of MKMN recommendation: Given the recommendation has not been relevant for the last 8 admission cycles, we are requesting the changes be made effective immediately.

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

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

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

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

Current Calendar Copy:

Accounting, Food and Agricultural Business, Leadership and Organizational Management,

Marketing, Management Economics and Finance, Real Estate and Housing, Undeclared

ENG4U, MHF4U, one additional 4U Mathematics course, three 4U or 4M courses.

Hotel and Food Administration, Public Management, Tourism Management

ENG4U, MHF4U; four additional 4U or 4M courses.

Recommendation and Notes:

1. Hotel and Food Administration and Tourism Management: Applicants are considered on

the basis of academic performance and review of a Background Information Sheet

submitted to the Admissions Committee. The BIS deadline date for the Hotel and Food

Administration and Tourism Management majors is March 1. Late applications will be

considered if spaces are available.

2. Marketing: If available, students are encouraged to include Economics and/or

Administrative or Organizational Studies and/or Accounting among their 4U/4M courses.

Proposed Calendar Copy:

Accounting, Food and Agricultural Business, Leadership and Organizational Management,

Marketing Management, Management Economics and Finance, Real Estate and Housing,

Undeclared

ENG4U, MHF4U, one additional 4U Mathematics course, three 4U or 4M courses.

Hotel and Food Administration, Public Management, Tourism Management

ENG4U, MHF4U; four additional 4U or 4M courses.

Recommendation and Notes:

1. Hotel and Food Administration and Tourism Management: Applicants are considered on

the basis of academic performance and review of a Background Information Sheet



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


submitted to the Admissions Committee. The BIS deadline date for the Hotel and Food

Administration and Tourism Management majors is March 1. Late applications will be

considered if spaces are available.

2. Marketing: If available, students are encouraged to include Economics and/or

Administrative or Organizational Studies and/or Accounting among their 4U/4M courses.


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UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 3. Calendar Review Committee Report Meeting: February 22, 2016 b) BA Program Committee: Proposed Reinstatement of the Minor in Studio Art

[Motion] Enclosed for the Board of Undergraduate Studies’ review and consideration are materials to support the reinstatement of the minor Studio Art (SART). The reinstatement of the program is supported by the Office of the Dean in the College of Arts, Office of Registrarial Services, and Office of the Provost and Vice-President (Academic). The proposed reinstatement is also consistent with recommendations resulting from the 2013 SOFAM Quality Review Report (IQAP). Following a review and discussion of the materials, the Board is asked to consider the following motion for recommendation to Senate: The Board of Undergraduate Studies is asked to, RESOLVE, that on recommendation of the Bachelor of Arts Program Committee the Board of Undergraduate Studies accept and recommend Senate approve the proposed reinstatement of the Studio Art – Minor (SART Minor), as presented. N:\Senate\Standing Committees and Boards\2. Board of Undergraduate Studies (BUGS)\Meeting Packages\2015-16\3. Feb 22 2016\Cover Memos\3b_BA Reinstate Minor in Studio Art.docx

BA Program Committee: Reinstatement of the Minor in of 117

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M E M O R A N D U M 17 November 2015

To: BUGS

From: Dr Sally Hickson, Director, SOFAM

Re: Letter of support for SOFAM Minor, Studio Art

As Director of SOFAM, and one of the authors of the program application, I am writing in strong

support of the re-establishment of the Minor program in Studio Art. The program responds to

strong internal demand on the part of students who understand the creative advantage that studies

in Studio Art can offer undergraduates in a variety of fields of intellectual and professional study.

Creativity, in the form of meaningful and critically considered thinking and doing, is the

fundamental driver of the expanding digital environment. Moreover, the study of Studio Art is

fundamental to the development of the visual literacies which drive the post-modern

communications environment.

Students from English, Art History, Psychology, as well as Philosophy and the Sciences have

continued to inquire about a Studio Art Minor with the BA Counselling office. With the growing

complexity of the visual information and the necessity for critical skills in visual thinking, we

anticipate the Minor in Studio Art to be seen as a strong complement to other studies on campus,

in particular for students wishing to pursue careers in pedagogy, art therapy, arts management

etc. Studio faculty at the Ontario Universities Fair report that the most frequent question they are

asked is whether Guelph has a Studio Art Minor. The program responds to consistent internal

and external demand.


Office of Registrarial Services Memorandum

To: Sofie Lachapelle, Acting Associate Dean (Academic), COA

From: Deanna McQuarrie, Associate Registrar – Admission Services CC: Sally Hickson, Director, SOFAM Monica Tap, SOFAM Brian Pettigrew, AVP Institutional Research & Registrar Date: November 25, 2015

Re: Studio Art (SART) Minor

After reviewing the proposal to re-introduce the Studio Art minor, Admission Services is in full support. In our experience, prospective students are keenly interested in pursuing SART as a minor. Based on the enthusiasm expressed by this audience, we anticipate there will not be an issue in meeting the annual intake of 15 students cited in the proposal.


OFFICE OF THE PROVOST AND VICE‐PRESIDENT (ACADEMIC)

DATE: November 8, 2015 TO: Ann Wilson, Acting Dean, College of Arts Sofie Lachapelle, Chair, BA Program Committee and Acting ADA, College of Arts Sally Hickson, Director, School of Fine Art and Music FROM: Serge Desmarais, Associate Vice‐President (Academic) CC: Charlotte Yates, Provost and Vice‐President (Academic)

Patricia Tersigni, Director, Academic Programs and Policy Brian Pettigrew, Assistant VP & Registrar Kate Revington, University Secretary SUBJECT: Reinstatement of the Studio Art Minor ______________________________________________________________________________________

I am writing to confirm approval from the Provost’s Office for the proposed reinstatement of the Studio Art Minor. We are pleased to see the reinstatement is achievable within the existing courses offered by the School and the resources currently in place in both the College and the School. As indicated in feedback from the Registrar’s Office, the enrolment targets will be easily met and we believe the Studio Art Minor has promise to be successful. Please work directly with Patricia Tersigni, Director, Academic Programs and Policy to bring the proposal through the next stages of internal governance and external approvals. In doing so, there are some revisions the curriculum committee should consider to ensure clarity of the proposal.

1) The learning outcomes for the minor are inspiring, but we question whether students would achieve these within the required 5.00 credits for the minor. Are these more suited to the major, and did the committee consider shrinking these to an appropriate level for a minor?

2) How and through which office will “admission” to the minor be managed? Where will this information be made available to students, other than the academic calendar? Students “declare” a minor within their program and we suggest an informative web page on the SOFAM website, or the new BA Program website. It is critical students know who they can contact to discuss and facilitate this process. Will this be managed through the BA Counselling Office?


This is preferred over the department, but we are open to a discussion on this issue.

3) Section c) of “Societal Needs” could be strengthened by including some of the information from earlier in the document and providing an indication of employment and further educational opportunities for BA graduates with a Studio Art Minor. Please consult with Patricia on this.

Best wishes with this endeavour.


M E M O R A N D U M 04 January 2016 To: Patricia Tersigni From: S Hickson Re: SOFAM Minor Application – Response to Provost request for changes __________________________________________________________________________ Hello Patricia Attached please find the final revised application for the SART Minor to be forwarded to Calendar Review. Please note that the current application has been revised to address the three points made by the Provost in her response memo to the original application:

A) the learning outcomes have been simplified to reflect the status of the program as a Minor B) the calendar description and the admissions requirements have been clarified and a specialization change form has been added, reflecting the clarified description and admissions requirements C) the section on how the Minor responds to and fulfils societal needs has been amplified

Thank you for your help with this process! Sally cc. Sofie Lachapelle, Ann Wilson, Monica Tap, Elke Radeboldt


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

Guidelines for the Preparation of the Proposal Brief for Proposed New Programs including: Undergraduate Degrees, Majors, Minors, Areas of Concentration, Areas of Emphasis, Degree-credit Certificates and Degree-credit Diplomas, and Co-operative Education options. Effective September 1, 2011, in accordance with the University of Guelph's Institutional Quality Assurance Process (IQAP), proposals for new undergraduate degrees and majors require an external review. External reviewers will be appointed by the Associate Vice-President (Academic) (AVPA) based on nominations made by the academic unit. To allow adequate time for an external review to take place and time for revisions to be made based on review feedback, the submission deadline for the initial brief to be submitted to the Office of the AVPA is earlier than in the past. Review the timelines online. Nomination of External Reviewers Along with the completed brief addressing the sections below, the academic department or school chair will provide a list of three nominees with appropriate expertise, the rationale for their inclusion and a CV for each nominee. Reviewers will normally be associate or full professors, or the equivalent, with program management experience, and will be at arm’s length from the program under review. The Department/School is responsible for making the initial contact to determine the willingness of the nominee to be nominated and to establish their availability. It is strongly suggested that nominations be submitted with the initial brief submitted for AVPA review. Submission Deadlines New Undergraduate Degrees and Majors (programs requiring an external review): November 1, 2016 – initial brief submitted to the Office of the Associate Vice-President (Academic) December 1, 2016– nominations for external reviewers due to the Office of the Associate Vice-President (Academic) March 1, 2017 – final brief submitted to the Director, Academic Programs and Policy New Minors, Areas of Concentration, Areas of Emphasis, Degree-credit Certificates and Degree-credit Diplomas (Reported to the Quality Council; external review is not required): January 1, 2017 – initial brief submitted to the Office of the Associate Vice-President (Academic) March 1, 2017 – final brief submitted to the Director, Academic Programs and Policy NB: All proposed new programs (undergraduate degrees and specializations) must receive a recommendation to move through the governance process (BUGS, Senate) from the Office of the Provost. Submit the New Program Proposal Brief to the Associate Vice-President (Academic) through the Director, Academic Programs and Policy. The AVPA, on behalf of the Provost, undertakes the initial review to ensure new programs are consistent with the strategic plans and directions for growth of the university. All non-core undergraduate programs and majors are submitted for funding approval to the Ministry of Training, Colleges and Universities (MTCU) once approved by Senate.

Program/Specialization Name and Administration Proposed Program/Specialization Name:

Studio Art – Minor (SART Minor)

1




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

Indicate the office(s) responsible for academic counselling.

Provide evidence of consultation with other units/programs participating in the proposed new program/specialization. If the schedule of studies includes courses from unit(s) other than the sponsoring unit, a clear commitment of support (memo from the Chair/Director/Dean) for the proposed program/specialization must be included. Proposals for new co-op programs must also include a letter of support from the Chair, Co-op Program Coordinating Committee.

Rationale and Consistency with the University’s Mission, Integrated Plan, and Strategic Mandate Agreement Explain the rationale for developing the proposed program and identify its relationship to the Integrated Plans of the Department/School and College, the University’s Integrated Plan (IP) and the approved Strategic Mandate Agreement (SMA).

The proposal is for the reinstatement of the minor in Studio Art (SART), which was cancelled in 2011. Since that cancellation, there has been strong and consistent demand both from within the College of Arts and the university as a whole to re-establish the minor. In fact, one of the main recommendations resulting from the 2013 SOFAM IQAP was the reinstatement of the minor in SART. Aligned with component #1 of the Strategic Mandate Agreement [Jobs, Innovation, and Economic Development], this minor will help graduates prepare for the realities of the marketplace and its cultural sector in which visual literacies, creative thinking, and creative practices are strong assets. As a secondary area of study, the SART minor will complement students’ primary area of study and allow them to position themselves for the workplace as entrepreneurs, art therapists, teachers, and contributors to the cultural sector. Aligned with component #2 of Strategic Mandate Agreement [Teaching and Learning], the pedagogical approach used in the undergraduate studio courses is grounded in problem-based learning and individual inquiry. It is designed to stimulate knowledge acquisition from a hands-on and participatory perspective. Students develop critical insight, technical competency and visual literacy within a collective learning atmosphere. Course work develops diverse, skills-based methodologies and the direct application of those skills to specific problem-solving situations. These skills –problem-solving, project management, hands-on participatory learning, and creative technical engagement - are essential to the realization of professional success in a variety of fields. Aligned with component #3 of the Strategic Mandate Agreement [Student Population], the minor will support students’ primary area of study. The former SART minor was very popular (particularly with students in English, Art History, Psychology, Biology, Zoology, and the BAS), and there is every reason to expect the return of a SART minor to be just as successful. Studio Art is fundamental to the development of the visual literacies and creative thinking that drive today's world of communication and expanding digital environment. As such, the minor will provide added value to students.

BA Office

School of Fine Art and Music (SOFAM), College of Arts

2


Program Learning Outcomes and University of Guelph Learning Outcomes Include the Learning Outcome Alignment Template with this submission. The “LO Alignment Template” is available for download on the Learning Outcomes website (refer to the tab under Undergraduate LOS). Outline and describe how the learning outcomes enhance, overall, the undergraduate curriculum.

Upon successful completion of the Minor in Studio Art, students will have:

1. Depth and Breadth of Knowledge • Familiarity with the historical precedents and theoretical discourses relevant to contemporary art in

media which may include Painting, Drawing, Sculpture, Printmaking, Photography, and Extended Practices.

• Knowledge of artworks as they are represented in archival materials and through direct experience in galleries, museums, and off-site projects.

• Ability to identify some of the major debates that have shaped visual culture and contemporary art history.

2. Conceptual and Methodological Awareness: Research, Scholarship, and Creative Activity • Familiarity and ability to use certain technical tools and strategies in the communication of ideas and

images to reach different audiences. • Develop an art-based problem and generate a creative solution. • Locate, interpret and analyze primary and secondary sources relevant to research questions in studio art

and art history.

3. Communication skills • Analyze artwork and discuss with reference to some technical, theoretical or historical precedent. • Critique the artistic research of self and others, orally and in writing. • Apply strategies of analyzing artworks to thinking and communicating critically on a range of topics

relevant to general literacy and public participation.

4. Application of Knowledge • Demonstrate intermediate skills in the use of materials, tools and technical processes necessary in the

production of studio artworks in specific media areas of interest. • Use of conceptual and process-based approaches to creating discipline-specific, thematic studio artworks.

Aligned with component #5 of the Strategic Mandate Agreement [Program Offerings], the SART minor can play a central role in achieving priority #5 - Community and Culture. The multiple perspectives of an interdisciplinary approach are core to contemporary art studies, as is active engagement in communities. In fact, the Studio Art program has a track record of fostering community that extends beyond students’ school years. “Understanding how different cultures renew, reinvent, and re-imagine themselves and the world around them allows us not only to predict their responses to the transitions they undergo, but also to understand the human impacts of both change and stasis” (UoG’s SMA, 2014).

3


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

Indicate how the identified outcomes will be assessed and in which specific courses.

Outcomes are assessed in Studio Art courses using the following methods: 1) Oral presentation and defence of one’s artwork within a structured class critique 2) Written statements of intent (Artist’ statements) 3) Written statements of reflection 4) Self-and peer assessment strategies that include both oral and written responses to completed works. The critique structure (oral presentation and defence) is the primary mode of assessment in all studio art classes. This method develops in students the ability to situate their artwork and practice within the domain. Written responses to required texts (in art theory and criticism, as well as artists’ writings) are required in many courses. Presentations by students are also a common feature.

Creative projects The core of the SART minor, creative projects assess students’ ability in depth and breadth of knowledge, conceptual and methodological awareness, communication skills, literacy, application of knowledge, professional capacity, and awareness of limits of knowledge. Creative projects are completed in discipline-specific areas of interest and include a wide range of artistic production.

SART*1050, SART*1060, SART*2090, SART*2200, SART*2300, SART*2300, SART*2470, SART*2470, SART*2610, SART*2700, SART*2710, SART*2800, SART*3090, SART*3200, SART*3300, SART*3410, SART*3450, SART*3470, SART*3480, SART*3600, SART*3750, SART*3770, SART*4230, SART*4660, SART*4670, SART*4800

Critiques and Presentations A core skill of the Studio Art minor, critiques and presentations assess student’s ability in conceptual and methodological awareness, communication skills and literacy, application of knowledge, and professional and ethical behavior. Critiques and presentations develop collaboration skills as well as metacognitive awareness.

SART*1050, SART*1060, SART*2090, SART*2200, SART*2300, SART*2300, SART*2470, SART*2470, SART*2610, SART*2700, SART*2710, SART*2800, SART*3090, SART*3200, SART*3300, SART*3410, SART*3450, SART*3470, SART*3480, SART*3600, SART*3750, SART*3770, SART*4230, SART*4660, SART*4670, SART*4800. A number of ARTH courses also include presentations.

5. Professional Capacity • Create artwork that begins to reflect one's unique research interests. • Demonstrate skills necessary to working collaboratively and effectively on projects with peers, which can

be applied to working with other arts professionals. • Practice ethical codes of behavior that are consistent with professional integrity and social responsibility.

6. Awareness of Limits of Knowledge • Appreciation for uncertainty, ambiguity, and the limits of knowledge as these relate to contemporary art.

4


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

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

Creative Projects Creative projects are appropriate methods of assessment because they demonstrate student achievement across all learning outcomes, with a particular focus upon critical and creative thinking. The result of intensive problem-based learning, such projects demonstrate relevant technical proficiencies, evidence of independent research and self-directed inquiry, communication skills, evidence of individual innovation and creativity. Critiques and Presentations Critiques and presentations are appropriate methods of assessment because they demonstrate student achievement of knowledge, skills, and values. Critiques require students to demonstrate domain knowledge and familiarity with both historical precedents and contemporary, global contexts for their artistic research. Presentations and critiques develop oral communication skills and the ability to formulate critically informed assessments of one's own work and that of peers. They encourage collaborative learning and develop professional capacity. Individual Writing Projects: Writing is an appropriate method of assessment because it gauges depth and breadth of knowledge, critical thinking and global understanding while also preparing students for careers in the cultural sector. For example artist’s statements are required for grant proposals as well as exhibition and curatorial proposals. Literacy and communication are key outcomes assessed. Essays are an appropriate method of assessment in upper-level art history courses and align with the text-based discursiveness of the field.

Individual Writing Projects Specifically relating to course content (knowledge, application, methods) that assess the students’ ability in depth and breadth of knowledge, conceptual and methodological awareness, communications skills, application of knowledge, professional capacity, and awareness of limits of knowledge. Writing projects are often (1) artist statements and/or (2) précis of critical texts (3) reflective writing and (4) essays (art history)

SART*1150, SART*2300, SART*2200, SART*2610, SART*2800, SART*3410, SART*3450, SART*3600, SART*3750, SART*3770, SART*4230, SART*4660, SART*4670, SART*4800, ARTH*1510, ARTH*1520, and all ARTH courses.

Examinations Multiple choice and short answer examinations in introductory level art history classes assess depth and breadth of knowledge, literacy, global understanding and communication.

ARTH*1510, ARTH*1520, SART*1150, second-year ARTH courses.

5


All of the University’s Learning Outcomes are addressed. Critical and Creative Thinking is the cornerstone of the Studio Art program. Students demonstrate skills in problem solving, inquiry and analysis. Innovation, experimentation and original thinking are encouraged. In the critique assessments, students are called upon to bring a depth and breadth of understanding of the discipline and the domain to their analysis. Literacy: Given that art is a predominantly visual discipline and that the technologies involved are rapidly changing, students develop keen skills in visual and technological literacy. Students learn to critically analyze all aspects of both their own work and works within the field to gain an understanding of how all form carries meaning. Global understanding: Contemporary art reflects the world in which we live. As such, global understanding is inseparable from its study and practice. Contemporary art is a global phenomenon and students are required to position their own work relative to developments in the broader field and the geopolitical realities of the day. Communication is central to the critique format. Students must articulate their position both orally and in writing, which assumes familiarity with key texts in the field (reading comprehension) and the ability to integrate this, as well as ideas from outside of the field, into their own research (integrative communication). In Art History courses, students focus on oral and written communication in presentations and essays. Professional and ethical behaviour is required of all students, especially in a critique situation where students might feel vulnerable. This form of assessment demands a great deal of mutual trust, personal consideration and professionalism from everyone involved. Critiques also encourage students to demonstrate leadership skills in responding sensitively yet rigorously to the work of their peers, they promote better time management as all must be given time to speak. In addition, shared studio and technical facilities require professional and ethical behaviour of all participants.

6


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

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

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

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

n/a

n/a

The interdisciplinarity of the SART minor and its integration within the BA echoes the scope and ambition of contemporary art. Recently, some arts schools have begun to move towards an interdisciplinary model and a greater incorporation of the humanities into their curriculum. For example, the Ontario College of Art and Design University has recently introduced a BA as part of their program. International contemporary art practices overlap with science, sociology, geography, anthropology, social work, theatre, game design, social networks and political science. Contemporary art reflects contemporary life, and our students benefit from the range and access afforded by an interdisciplinary SART minor within the BA, BAS, BSc, and beyond.

Within Canada, Guelph’s Studio Art program is one of only a handful based on the BA rather than a BFA model. We see this as a unique advantage and one particularly relevant to the minor. In the BA, the Studio Art minor exists within the larger matrix of the university curriculum, and students can combine their major with a complementary minor in Studio Art towards the articulation of career paths including art therapy, teaching, and museum studies. Our studio-intensive classes use a student-centred pedagogy. Small class sizes and generous lab time facilitate conditions for both individual and collective learning. As pointed out in the SOFAM’s IQAP report, Guelph’s Studio Art is part of a BA degree but offers the equivalent education to a BFA. Yet the interdisciplinarity of our program distinguishes it from many BFA programs where students are streamed in one particular discipline. At Guelph, students in the minor interested in a teaching career will have the opportunity to train in seven different media at the first-year level and later specialize in specific media of their choice. Integrated into our curriculum are opportunities for students to participate in exhibitions on and off campus, curate shows, learn directly from visiting artists and participate in regular field trips to galleries and museums in the province. The undergraduate Studio Art program benefits from its connection to the Studio MFA program, arguably the strongest MFA program in Canada. MFA students work as GTAs in the undergraduate program and further enhance connections with the broader professional field.

7


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

8


SART*1050 Foundation Studio F,W (2-4) [0.50] SART*1060 Core Studio F,W (2-4) [0.50] SART*1150 Contemporary Artistic Practice S,W (3-0) [0.50] SART*2090 Drawing I F,W (0-6) [0.50] SART*2200 Painting I F,W (0-6) [0.50] SART*2300 Sculpture I F,W (0-6) [0.50] SART*2460 Introductory Printmaking I F (0-6) [0.50] SART*2470 Introductory Printmaking II W (0-6) [0.50] SART*2610 Photography I F,W (0-6) [0.50] SART*2700 Introduction to Computer Graphics F (0-6) [0.50] SART*2710 Drawing Graphics on the Computer W (0-6) [0.50] SART*2800 Extended Practices I F,W (0-6) [0.50] SART*3090 Drawing II F,W (0-6) [0.50] SART*3200 Painting II F,W (0-6) [0.50] SART*3300 Sculpture II F,W (0-6) [0.50] SART*3410 Intaglio F (0-6) [0.50] SART*3450 Lithography F (0-6) [0.50] SART*3470 Photo-Printmaking W (0-6) [0.50] SART*3480 Web Development and Design F (0-6) [0.50] SART*3600 Digital & Non-Silver Photography W (0-6) [0.50] SART*3750 Photography II F,W (0-6) [0.50] ART*3770 Extended Practices II F,W (0-6) [0.50] SART*4230 Special Topics in Painting W (0-6) [0.50] SART*4660 Topics in Extended Practices F (0-6) [0.50] SART*4670 Topics in Extended Practices F (0-6) [0.50] SART*4800 Special Topics in Sculpture W (0-6) [0.50] ARTH*1510 Art Historical Studies I F (3-0) [0.50] ARTH*1520 Art Historical Studies II W (3-0) [0.50] ARTH*2220 The Visual Arts Today F (3-0) [0.50] ARTH*2050 Modern Latin American Art F (3-0) [0.50] ARTH*2060 Aboriginal Arts in the Americas F (3-0) [0.50] ARTH*2070 Art of the USA W (3-0) [0.50] ARTH*2120 Introduction to Museology W (3-0) [0.50] ARTH*2150 Art and Archaeology of Greece F (3-0) [0.50] ARTH*2280 Modern Architecture W (3-0) [0.50] ARTH*2290 History of Photographic Media S (3-0) [0.50] ARTH*2480 Introduction to Art Theory and Criticism F (3-0) [0.50] ARTH*2490 History of Canadian Art F (3-0) [0.50] ARTH*2540 Medieval Art F (3-0) [0.50] ARTH*2550 The Italian Renaissance W (3-0) [0.50] ARTH*2580 Late Modern Art: 1900-1950 F (3-0) [0.50] ARTH*2600 Early Modern Art W (3-0) [0.50] ARTH*2950 Baroque Art W (3-0) [0.50] ARTH*3010 Contemporary Canadian Art W (3-0) [0.50] ARTH*3060 Public Art W (3-0) [0.50] ARTH*3100 Perspectives: Structure & Space in Western Art F (3-0) [0.50] ARTH*3150 Space: Roman Art and Urbanism W (3-0) [0.50] ARTH*3200 Colour: Practice & Meanings in Western Art W (3-0) [0.50] ARTH*3210 Critical Issues in Art History W (3-0) [0.50] ARTH*3220 Nationalism & Identity in Art F (3-0) [0.50]

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

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

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

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

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

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

Courses in the minor use the following modes of delivery: in-class practice-based learning, seminar- and discussion-based learning, technical demonstrations, and primarily, problem-based learning (Studio Art); in-class lecture-based learning and seminar and discussion-based learning (Art History); and the possibility of on-line learning (DE course options). The minor combines several pedagogical modes, and offers a combination of theory and praxis. Studio courses foreground problem-based learning, and are based on a hybrid model that incorporates lecture, seminar, field trips, and practice-based learning.

n/a

Experiential learning activities are subject to Instructor Consent, just as they are for all SART majors.

As with the SART major, students completing a SART minor will be required to take a minimal number of credits in Art History, in this case one of the two introductory survey courses (ARTH*1510 and ARTH*1520) and at least one additional credit in Art History. This will not involve any additional course offerings on the part of Art History, and the unit is in agreement with the reinstatement of the SART minor.

n/a

ARTH*3310 Image: Pictures & Their Power W (3-0) [0.50] ARTH*3320 Lives: Aspects of Western Art W (3-0) [0.50] ARTH*3330 Display: Visual Culture in Western Europe W (3-0) [0.50] ARTH*3340 The Art Object & Material Culture F (3-0) [0.50] ARTH*3460 English Art, 1750 to Present F (3-0) [0.50] ARTH*3520 Idea: Art Since 1950 F (3-0) [0.50] ARTH*3780 Gender and Art W (3-0) [0.50]

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Include the proposed calendar copy for this program (Preamble, Schedule of Studies) and templates for any new courses proposed to support the program.

The interdisciplinarity of the proposed minor and its integration of Art History courses positions the SART minor as a flexible learning opportunity that meets the university’s learning objectives and can greatly enhance student learning. All students in the minor will take SART*1050, SART*1060 and one of ARTH*1510, ARTH*1520, thus acquiring introductory knowledge of the historical precedents and theoretical discourses relevant to contemporary art in a range of media; develop basic visual literacy and communication skills necessary to analyze and discuss elements of contemporary art works orally and in writing; and gain a hands-on familiarity with materials, basic tools and technical processes necessary in the production of studio artworks. The additional courses seek to expand on this student achievement by focusing attention (1) in at least one of Drawing, Painting, Printmaking, Photography; (2) in at least one of Sculpture, Extended Practices; and (3) in Art History. Additional courses aid in student achievement by addressing explicit course learning outcomes, which in turn addresses the minor’s learning outcomes.

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Studio Art Minor (SART) A minimum of 5.00 credits is required, including:

• SART*1050 Foundation Studio [0.50] • SART*1060 Core Studio [0.50] • 0.50 credits from

ARTH*1510 [0.50] Art Historical Studies I ARTH*1520 [0.50] Art Historical Studies II

• 0.50 credits from SART*2090 [0.50] Drawing I SART*2200 [0.50] Painting I SART*2460 [0.50] Introduction to Printmaking SART*2470 [0.50] Introduction to Printmaking II SART*2610 [0.50] Photography I SART*2700 [0.50] Introduction to Computer Graphics SART*2710 [0.50] Drawing Graphics on the Computer

• 0.50 credits from SART*2300 [0.50] Sculpture I SART*2800 [0.50] Extended Practices I

• 1.00 additional credits in Art History including at least 0.50 credits at the 3000 level or above • 1.00 additional credits in Studio Art, including at least 0.5 credits at the 3000 level or above • 0.50 additional credits in either Studio Art (SART) or Art History (ARTH) courses.

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

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

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

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

List any proposed alternative admission requirements and rationale.

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

Human and Physical Resource Requirements

n/a

n/a

Students wishing to declare the SART minor must have a cumulative average of 70% or higher in the following courses: SART*1050 [0.50] Foundation Studio SART*1060 [0.50] Core Studio One of

ARTH 1510 [0.50] Art Historical Studies I ARTH 1520 [0.50] Art Historical Studies II

n/a

The program will attract students from across the University, but particularly those in the BA stream who wish to complement a major area of study with a minor in Studio Art. The minor in Studio Art is particularly complementary to major areas of study in Art History, English, Theatre Studies, History, Psychology, Anthropology, Landscape Architecture, the BAS program, and some of the life sciences, in particular Zoology and Biology.

Based on program statistics from the pre-existing minor, we would expect an initial enrolment of roughly 15 students and an annual intake of about 15-20 students per year, for a steady state annual enrolment of 60-80 students across the entire minor.

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Provide evidence of and planning for adequate numbers and quality of: (a) faculty and staff to achieve the goals of the program; or

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

(c) planned/anticipated class sizes;

(d) provision of supervision of experiential learning opportunities (if required); and

(e) the role of adjunct and part-time faculty.

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

n/a

Experiential Learning opportunities are subject to Instructor Consent, just as they are for SART Majors

There is space for 120 students in first-year SART. If we predict an entering co-hort of 50 SART majors, we can accommodate an entering co-hort of 70 SART minors. The major and the minor have both been mapped out to ensure there is sufficient capacity for those numbers at 2000 level and above.

n/a

There is currently sufficient capacity in the Studio and Art History classes to accommodate additional students.

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

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

Articulated agreement with DADD for student exchange between students of HfK Bremen and Guelph Studio Art students; the annual Shenkman Lecture in Contemporary Art, supported by Dasha Shenkman, an international arts supporter, which brings to Guelph internationally renowned artists, curators and gallerists of the highest calibre; the Open Studios which run in conjunction with the Shenkman Lecture, which bring contemporary critics, gallerists, artists, donors and an interested art public to visit our MFA studios; the endowed Visiting Artist Speaker Series, supported through a variety of private donors and highlighted as a donor opportunity through university advancement. We also maintain G Gallery in downtown Toronto, run by a volunteer Board of University alumni and the site for cutting-edge exhibitions by national and international artists (rented space); Boarding House Gallery, part of the Boarding House arts complex in downtown Guelph (rented space); support from Musagetes Foundation and the Arts Incubator program run by Boarding House, Guelph.

The Bachinsky-Chu print collection, a collection of historical and contemporary art prints by a variety of well-known artists, offers students a primary source for studying and understanding technical fundamentals and innovations in print-making methods; the Boarding House Gallery, a satellite gallery space in downtown Guelph hosts student and professional exhibitions, and talks by practicing artists, integrating our program with the Guelph community; Zavitz student gallery, an on-campus space for exhibition and events planning and coordination, is at the centre of student outreach activities on campus; the proximity of the Art Gallery of Guelph offers access to a large collection of historical Canadian and contemporary Canadian works in a variety of media and hosts exhibitions and talks by artists active in the local and regional scene; in association with our MFA Fine Arts, an active roster of Visiting Artist speakers, national and international, who share insights into critical contemporary art and the exigencies of contemporary professional practice; access through field trips to contemporary galleries in Toronto, to the private Mirvish collection of contemporary art and to a host of museums, galleries, art collectives, journal and online journal publishers and critics and bloggers in the GTA and the Waterloo-Wellington region; a faculty complement of high-profile artists with active and successful professional art practices; an annual undergraduate student trip to New York organized by FAN, our Fine Arts Network student association. We also currently have the Toronto G Gallery, a site for cutting-edge exhibitions by contemporary artists, run by a volunteer board of alumni. The G Gallery is an innovative space and a key incubator for the transition of our graduates to professional circles in Toronto.

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

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

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

Long term.

Internal

At its height, the BA minor in Studio Art had 101 students (2011). Last year’s survey of all SART majors indicated strong demand for the reintroduction of the minor. Studio faculty at the Ontario Universities Fair report that the most frequent question they hear is whether or not Guelph has a Studio Art minor. The BAS program has been lobbying Studio Art to reintroduce the minor and the BA Counselling office reports continued demand for it as well.

We are inundated today by visual media, from the internet to social media to apps on mobile platforms. Demand for trained artists and designers is expected to grow over the next decade. Visual appeal is key to marketing, content delivery, information design, entertainment and advertising. Creative and critical thinking together with research and writing skills are key proficiencies for the rapidly changing world we live in. The Studio Art minor provides a meaningful foundation in visual art. The skills it develop: independent research, creative problem solving, technical experimentation, oral and written presentation and critical discussion, are highly transferable. The University of Guelph offers a unique opportunity for students to combine their studies in Studio Art with other major and minor streams, allowing them to tailor career paths in accordance with their specific skills and interests. A minor in Studio Art is a valuable stream for ‘teachable’ qualifications for those students going into education. Combined with Psychology, it provides the preparation for studying Art Therapy. Theatre and Studio combine productively for those interested in leading educational programming at museums. Business Administration or Marketing Management together with Studio Art can prepare to entrepreneurs in art-related enterprises or museum administration. Art History and English Majors benefit from a Studio Art Minor to move into careers in art criticism, curatorial work and art journalism. Combined with the Sciences, students can follow-up with study in Art Conservation or Medical Illustration. A flexible, creative education can lead to surprising new jobs as well: the popular youtube channel ASAP Science was started by a graduate of Guelph, Greg Brown, who majored in Biology and minored in Studio Art. The BA promotes both depth and breadth and meaningful opportunities for inter and intra-disciplinary streams. By ensuring that Studio Art is available as a Minor, more students will receive training that is fundamental to the development of the visual literacies and creative thinking that drive today's world of communication and expanding digital environment.

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

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

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

c) trends in societal need for graduates;

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

Long term. There is no indication that the societal need will terminate in the near future.

This minor will help graduates prepare for the realities of the marketplace and its cultural sector in which visual literacies, creative thinking, and creative practices are strong assets. As a secondary area of study, the SART minor will complement students’ primary area of study and allow them to position themselves for the workplace as entrepreneurs, art therapists, teachers, and contributors to the cultural sector. For example, a minor in Studio Art is a valuable stream for ‘teachable’ qualifications for those students going into education. Combined with Psychology, it provides the preparation for studying Art Therapy. Theatre and Studio combine productively for those interested in leading educational programming at museums. Business Administration or Marketing Management together with Studio Art can prepare to entrepreneurs in art-related enterprises or museum administration. Art History and English Majors benefit from a Studio Art Minor to move into careers in art criticism, curatorial work and art journalism. Combined with the Sciences, students can follow-up with study in Art Conservation or Medical Illustration. The BA promotes both depth and breadth and meaningful opportunities for inter and intra-disciplinary streams. By ensuring that Studio Art is available as a Minor, more students will receive training that is fundamental to the development of the visual literacies and creative thinking that drive today's world of communication and expanding digital environment.

All of the above.

Visual arts train people to work in complex, creative, flexible, cooperative, and challenging ways, while building communities. They develop work ethic, teach people to get comfortable with uncertainty, and encourage them to become lifelong learners. Creativity is also key to business, entrepreneurship, innovation, and science. Studio art as a minor grounds students in the physical making of objects and actively engages them in the complexity embedded in cultural forms; how these connect to history, philosophy, contemporary life and personal development as well as acting as a means of communication.

A 2015 survey of in-program students indicated that many students felt strongly that the minor should be reinstated. In many cases, students referred to friends in other programs on campus who wanted to augment their studies with Studio Art but could not manage a double major with their program. Students value the range of perspectives brought to our programs by minors. Many Art History students would also welcome a Studio Art minor. Students sit on the SART curriculum committee, the BA Program Committee and BUGS.

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Examples of evidence for the above would be:

• letters from a variety of potential employers of graduates who have seen the curriculum and commented upon the need for graduates within their organization and, more broadly, in their field of endeavour;

• professional society and/or association comments about the need for graduates based on a review of the curriculum;

• employment surveys, survey of the number of positions advertised in, for example, the CAUT Bulletin, AUCC University Affairs, etc.;

• statistics related to the number of Ontario students leaving the province to study in the same field elsewhere in Canada or abroad

Additional Documentation Provide the following supporting documentation with a new program proposal:

• Letter of support from the relevant Dean(s), including confirmation of the adequacy of required resources; • Letter of support from the Head, Information Services, indicating a completed Library Assessment and adequate

library resources’ • Learning Outcome Alignment Template • Confirmation of support from other units a) implicated in the proposal or b) affected by the proposal; • Estimate of student demand from the Registrar (or Associate Registrar, Admission Services); • For proposed Co-op Programs, include a letter of support from the Director, Cooperative Education and Career

Services (CECS), and copy of the Co-op Market Study; • Nomination of External Reviewers, if applicable.

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Undergraduate Degree Learning Outcomes Alignment Template 2012 University of Guelph Undergraduate Degree Learning Outcomes and Associated Skills

reviewed for alignment with Degree Program and/or Specialization Outcomes (insert name of degree/program/major)

Critical and Creative Thinking

Critical and creative thinking is a concept in which one applies logical principles, after much inquiry and analysis, to solve problems with a high degree of innovation, divergent thinking and risk taking. Those mastering this outcome shows evidence of

integrating knowledge and applying this knowledge across disciplinary boundaries. Depth and breadth of understanding of disciplines is essential to this outcome.

Learning Outcomes and Associated Skills (2013) Degree Program Outcomes Specialization (Major/Minor) Outcomes

1. Inquiry and Analysis 2. Problem Solving 3. Creativity 4. Depth and Breadth of Understanding

Analyse and critically reflect on complex problems incorporating multiple perspectives and innovative thinking. This includes the ability to: - Analyse, synthesize and integrate knowledge - Critically evaluate the validity of arguments and conclusions - Practice creative thinking and expression - Demonstrate the capacity to argue in innovative directions Engage in scholarly inquiry to identify and investigate questions of a theoretical and/or applied nature. This includes the ability to: -Identify gaps and limitations in the existing literature -Understand the principles of the research process -Apply appropriate research methodologies to specific problems -Develop intellectual independence and practice self-directed inquiry

• Develop an art-based problem and generate a creative solution.

• Use of conceptual and process-based approaches to creating discipline-specific, thematic studio artworks.

• Create artwork that reflects one's unique research interests.

• Appreciation for uncertainty, ambiguity, and the limits of knowledge as these relate to contemporary art.

• Ability to identify some of the major debates that have shaped visual culture and contemporary art.

University of Guelph, Undergraduate Degree Learning Outcomes Alignment Template November 2012

BA Program Com

mittee:

Reinstatement of the M

inor in of 117

Demonstrate detailed knowledge in one or more disciplines and integrate knowledge and perspectives across disciplinary boundaries. This includes the ability to: -Develop a detailed understanding of the current state of knowledge in one or more disciplines -Recognize the value, use and limits of multi-disciplinary learning -Cultivate an openness to consider and engage alternative research perspectives

Literacy Literacy is the ability to extract material from a variety of resources, assess the quality and validity of the material, and use it to

discover new knowledge. The comfort in using quantitative literacy also exists in this definition, as does using technology effectively and developing visual literacy.


1. Information Literacy 2. Quantitative Literacy 3. Technological Literacy 4. Visual Literacy

Demonstrate the ability to extract and convey information accurately in a variety of formats. This includes the ability to: - Identify, locate, comprehend, and critically evaluate quantitative and qualitative information using visual, numerical, oral, aural, and textual sources

• Locate, interpret and analyze primary and secondary sources relevant to research questions in studio art and art history.

• Demonstrate intermediate skills in the use of materials, tools and technical processes necessary in the production of studio artworks in specific media areas of interest.


BA Program Com

mittee:


inor in of 117

Global Understanding

Global understanding encompasses the knowledge of cultural similarities and differences, the context (historical, geographical, political and environmental) from which these arise, and how they are manifest in modern society. Global understanding is exercised as civic engagement, intercultural competence and the ability to understand an academic discipline outside of the

domestic context.


1. Global Understanding 2. Sense of Historical Development 3. Civic Knowledge and Engagement 4. Intercultural Knowledge and Competence

Understand how cultural, historical, geographical, political, linguistic, and environmental forces shape the world and recognize the role of the individual within communities to effect change. This includes the ability to: -Reflect on one's cultural identities and values -Demonstrate intercultural awareness and competence -Recognize and appreciate the real-world context of knowledge -Promote active citizenship and community engagement

• Familiarity with the historical precedents and theoretical discourses relevant to contemporary art in media which may include Painting, Drawing, Sculpture, Printmaking, Photography, and Extended Practices.

• Knowledge of artworks as they are represented in archival materials and through direct experience in galleries, museums, and off-site projects.

Communicating

Communicating is the ability to interact effectively with a variety of individuals and groups, and convey information successfully in a variety of formats including oral and written communication. Communicating also comprises attentiveness and listening, as well as reading comprehension. It is the ability to communicate and synthesize information, arguments, and analyses accurately

and reliably.


1. Oral Communication 2. Written Communication 3. Reading Comprehension 4. Integrative Communication

-Communicate concepts and information clearly and in various formats (oral, visual, written, etc.) -Engage effectively with audiences from different backgrounds

• Familiarity and ability to use certain technical tools and strategies in the communication of ideas and images to reach different audiences.

• Analyze artwork and discuss with reference to some relevant technical, theoretical and historical precedent.

• Critique the artistic research of self and others, orally and in writing.

• Apply strategies of analyzing artworks


BA Program Com

mittee:


inor in of 117

to thinking and communicating critically on a range of topics relevant to general literacy and public participation.

Professional and Ethical Behaviour

Professional and ethical behaviour requires the ability to accomplish the tasks at hand with proficient skills in teamwork and leadership, while remembering ethical reasoning behind all decisions. The ability for organizational and time management skills

is essential in bringing together all aspects of managing self and others. Academic integrity is central to mastery in this outcome.


1. Teamwork 2. Ethical Reasoning 3. Leadership 4. Personal Organization / Time Management

Demonstrate personal integrity and professional behaviour in scholarly endeavours and in collaborating with others within and beyond the academic community. This includes the ability to: -Demonstrate intellectual integrity and academic accountability -Collaborate respectfully with others, individually and in teams -Show leadership in professional environments while recognizing diversity -Manage time effectively and ensure personal organization

• Demonstrate skills necessary to working collaboratively and effectively on projects with peers, which can be applied to working with other arts professionals.

• Practice ethical codes of behavior that are consistent with professional integrity and social responsibility.


BA Program Com

mittee:


inor in of 117

UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 3. Calendar Review Committee Report

Meeting: February 22, 2016 c) Undergraduate Curriculum Changes [Motion] The Board of Undergraduate Studies Bylaws (s.3c) stipulate that acting on Senate’s authority, the Board shall 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.

Enclosed for the Board of Undergraduate Studies’ review and consideration are materials regarding proposed changes to the 2017-18 Undergraduate Calendar. The proposed changes are on recommendation of the BA Program Committee and include a schedule of studies change (for the SART major and minor programs), as well as several course changes and additions within the BA Program. Ms. Patricia Tersigni, Director, Academic Programs and Policy and Chair of the Calendar Review Committee, will speak to the proposed curriculum changes at the meeting. The Board of Undergraduate Studies is asked to, RESOLVE, that on the recommendation of the BA Program Committee, the Board of Undergraduate Studies approve the proposed changes to the Bachelor of Arts undergraduate curriculum as presented, and report to Senate for information. N:\Senate\Standing Committees and Boards\2. Board of Undergraduate Studies (BUGS)\Meeting Packages\2015-16\3. Feb 22 2016\Cover Memos\3c_CRC Report-Omnibus.docx

Undergraduate Curriculum Changes [Motion] of 117

of 117

To: Board of Undergraduate Studies

From: Patricia Tersigni, Chair, Calendar Review Committee

Date: February 11, 2016

Re: 2017-2018 Undergraduate Calendar Changes

Enclosed for BUGS approval are editorial changes to the 2017-2018 University of Guelph Undergraduate Calendar. These are listed as a summary at the end of this memo. In addition, included is a proposed minor in Studio Art and changes to admission requirements for Bachelor of Commerce in Hotel and Food Administration (HAFA), Tourism Management (TMGT) and Marketing Management (MKMN) majors requiring recommendation for approval to Senate. The consultation for submissions requiring support from multiple colleges or academic departments is held on file. Library assessments for new courses are on file. All changes have the support of the respective Dean and Associate Dean (Academic), following on the approval and support of the relevant degree program committee. The Academic Calendars can be found online. To review undergraduate curriculum information, please refer to the AVPA website. Should a member have questions about any of the changes, the supporting documentation or the curriculum change process in advance of the meeting, please contact me via email or phone at [email protected] or x53899.


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 Description

BA SOFAM Minor in Studio Art X -reinstate minor in SART

SOFAM Studio Art major & minor programs X -schedule of studies change

COA WMST*1000 Introduction to Women's Studies X-adding DE and S offering-removing equates

SETS ENGL*1030 Effective Writing X -new course

SOLAL CLAS*1000 Introduction to Classical Culture X-removing odd numbered years-will be offered every W

CLAS*2000 Classical Mythology X -adding DE and S offering

EURO*1100 European Film X-changing title to “European Cinema”-revising course decription

SPAN*3240 Topics in Hispanic Linguistics X-changing offering to alternate years, in odd-numbered W semesters

LING*1000 Introduction to Linguistics X-adding DE offering-adding both F and W semesters

LING*2400 Phonetics X -new course

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

2017/2018

LEGENDCA Course Addition-CC Course Change-CD Course Deletion-CW Credit Weight Change-PC Prog/Spec Change-

PD Prog/SpecDeletion-PI Prog/Spec Information-PA Prog/Spec Addition-SC Subject Area Change

Undergraduate Curriculum

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Senate-Board of Undergraduate Studies Form D: SPECIALIZATION and PROGRAM CHANGE 2017/2018 Undergraduate Calendar Submission Timelines/Deadlines

DEGREE PROGRAM: BA SPECIALIZATION(S): STUDIO ART Current Calendar Description: (copy and paste “unformatted” from 2016-2017 Undergraduate Calendar)

Proposed Revisions: (copy and paste “unformatted” from 2016-2017 Undergraduate Calendar and bold text to be added and strikethrough text to be deleted)

Rationale: (ensure rationale is directly aligned with the change in the proposed revision. Point form only)

[…] Core Requirements

SART*1050 [0.50] Foundation Studio

SART*1060 [0.50] Core Studio

One of:

ARTH*1510 [0.50] Art Historical Studies I ARTH*1520 [0.50] Art Historical Studies II

One of:

ARTH*2220 [0.50] The Visual Arts Today ARTH*2480 [0.50] Introduction to Art

Theory and Criticism

Major (Honours Program)

A minimum of 9.00 credits is required, including:

a. the Studio Art core

b. 2.00 additional credits in Studio Art, including at least 0.50 credits from List A and 0.50 from List B

c. 2.00 additional credits in Art History

[…] Core Requirements

SART*1050 [0.50] Foundation Studio

SART*1060 [0.50] Core Studio

One of:

ARTH*1510 [0.50] Art Historical Studies I

ARTH*1520 [0.50] Art Historical Studies II

One of:

ARTH*2220 [0.50] The Visual Arts Today

ARTH*2480 [0.50] Introduction to Art Theory and Criticism

Students wishing to declare the SART minor must have a cumulative average of 70% or higher in the following courses: SART*1050 [0.50] Foundation Studio SART*1060 [0.50] Core Studio One of

ARTH 1510 [0.50] Art Historical Studies I ARTH 1520 [0.50] Art Historical Studies II

Students who have not been admitted directly into the major must also meet these requirements in order to declare a SART major.

Change for clarity. These core requirements are for the major, not the minor New admission requirement for the minor.


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including at least 0.50 credits at the 3000 level or above

d. 3.00 additional credits in Studio Art including 1.50 credits at the 4000-level

LIST A

SART*2090 [0.50] Drawing I SART*2200 [0.50] Painting I SART*2460 [0.50] Introductory Printmaking I SART*2470 [0.50] Introductory Printmaking II SART*2610 [0.50] Photography I SART*2700 [0.50] Introduction to Computer

Graphics SART*2710 [0.50] Drawing Graphics on the

Computer SART*3090 [0.50] Drawing II SART*3200 [0.50] Painting II SART*3410 [0.50] Intaglio SART*3450 [0.50] Lithography SART*3470 [0.50] Photo-Printmaking SART*3480 [0.50] Web Development and Design SART*3600 [0.50] Digital & Non-Silver

Photography SART*3750 [0.50] Photography II SART*4090 [0.50] Drawing III SART*4130 [1.00] Drawing IV SART*4200 [0.50] Painting III SART*4230 [0.50] Special Topics in Painting SART*4240 [1.00] Painting IV SART*4410 [0.50] Experimental Printmaking

Major (Honours Program)

A minimum of 9.00 credits is required, including: SART*1050 [0.50] Foundation Studio SART*1060 [0.50] Core Studio 0.50 credits from

ARTH 1510 [0.50] Art Historical Studies I ARTH 1520 [0.50] Art Historical Studies

0.50 credits from ARTH*2220 [0.50] The Visual Arts Today ARTH*2480 [0.50] Introduction to Art Theory and Criticism

0.50 credits from SART*2090 [0.50] Drawing I SART*2200 [0.50] Painting I SART*2460 [0.50] Introductory Printmaking I SART*2470 [0.50] Introductory Printmaking II SART*2610 [0.50] Photography I SART*2700 [0.50] Introduction to Computer Graphics SART*2710 [0.50] Drawing Graphics on the Computer

0.50 credits from SART*2300 [0.50] Sculpture I SART*2800 [0.50] Extended Practices I

4.00 additional credits in Studio Art including 1.50 credits at the 4000 level. 2.00 additional credits in Art History including at least 0.50 credits at the 3000 level or above.

a. the Studio Art core

b. 2.00 additional credits in Studio Art, including at least 0.50 credits from List A and 0.50 from List B

c. 2.00 additional credits in Art History including at least 0.50 credits at the 3000 level or above

d. 3.00 additional credits in Studio Art including 1.50 credits at the 4000-level

LIST A

SART*2090 [0.50] Drawing I

SART*2200 [0.50] Painting I

Change for clarity


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3 SART*4470 [1.00] Advanced Printmaking SART*4700 [0.50] Photography III SART*4720 [1.00] Photography IV SART*4890 [1.00] Interactive Multimedia

LIST B

SART*2300 [0.50] Sculpture I SART*2800 [0.50] Extended Practices I SART*3300 [0.50] Sculpture II SART*3770 [0.50] Extended Practices II SART*4300 [0.50] Sculpture III SART*4330 [1.00] Senior Sculpture SART*4660 [0.50] Topics in Extended Practices SART*4670 [0.50] Topics in Extended Practices SART*4800 [0.50] Special Topics in Sculpture SART*4810 [0.50] Extended Practices III SART*4870 [0.50] Special Topics in Sculpture SART*4880 [1.00] Extended Practices IV

Notes:

1. In accordance with the B.A. program regulation limiting the number of credits to be taken in any subject area, OCAD graduates granted the maximum advanced standing of credits in Studio Arts will be limited to 2.00 additional credits in Studio Arts at the University of Guelph.

2. A cumulative average of at least 70% in all course attempts in Studio Arts and Art History is required in order to enter or continue in the Honours Studio Arts program.

SART*2460 [0.50] Introductory Printmaking I

SART*2470 [0.50] Introductory Printmaking II

SART*2610 [0.50] Photography I

SART*2700 [0.50] Introduction to Computer Graphics

SART*2710 [0.50] Drawing Graphics on the Computer

SART*3090 [0.50] Drawing II

SART*3200 [0.50] Painting II

SART*3410 [0.50] Intaglio

SART*3450 [0.50] Lithography

SART*3470 [0.50] Photo-Printmaking

SART*3480 [0.50] Web Development and Design

SART*3600 [0.50] Digital & Non-Silver Photography

SART*3750 [0.50] Photography II

SART*4090 [0.50] Drawing III

SART*4130 [1.00] Drawing IV

SART*4200 [0.50] Painting III

SART*4230 [0.50] Special Topics in Painting

SART*4240 [1.00] Painting IV

SART*4410 [0.50] Experimental Printmaking

SART*4470 [1.00] Advanced Printmaking

SART*4700 [0.50] Photography III

SART*4720 [1.00] Photography IV

SART*4890 [1.00] Interactive Multimedia

LIST B

SART*2300 [0.50] Sculpture I

SART*2800 [0.50] Extended Practices I

SART*3300 [0.50] Sculpture II

SART*3770 [0.50] Extended Practices II


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3. Students in SART can fulfill one of the natural and mathematical sciences B.A. distribution requirements with HK*2100. This credit cannot be used towards the SART major.

SART*4300 [0.50] Sculpture III

SART*4330 [1.00] Senior Sculpture

SART*4660 [0.50] Topics in Extended Practices

SART*4670 [0.50] Topics in Extended Practices

SART*4800 [0.50] Special Topics in Sculpture

SART*4810 [0.50] Extended Practices III

SART*4870 [0.50] Special Topics in Sculpture

SART*4880 [1.00] Extended Practices IV

Minor (Honours Program) A minimum of 5.00 credits is required, including:

SART*1050 [0.50] Foundation Studio SART*1060 [0.50] Core Studio

0.50 credits from ARTH 1510 [0.50] Art Historical Studies I ARTH 1520 [0.50] Art Historical Studies II

0.50 credits from SART*2090 [0.50] Drawing I SART*2200 [0.50] Painting I SART*2460 [0.50] Introductory Printmaking I SART*2470 [0.50] Introductory Printmaking II SART*2610 [0.50] Photography I SART*2700 [0.50] Introduction to Computer Graphics SART*2710 [0.50] Drawing Graphics on the Computer

0.50 credits from SART*2300 [0.50] Sculpture I SART*2800 [0.50] Extended Practices I

1.00 additional credits in Art History including at least 0.50 credits at the 3000 level or above. 1.00 additional credits in Studio Art including at least 0.5 credits at the 3000 level or above. 0.50 additional credits in either Studio Art (SART) or Art History (ARTH) courses. Notes:

1. In accordance with the B.A. program regulation limiting the number of credits to be taken in any subject area, OCAD

New minor


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graduates granted the maximum advanced standing of credits in Studio Arts will be limited to 2.00 additional credits in Studio Arts at the University of Guelph.

2. A cumulative average of at least 70% in all course attempts in Studio Arts and Art History is required in order to enter or continue in the Honours Studio Arts program.

3. Students in SART can fulfill one of the natural and mathematical sciences B.A. distribution requirements with HK*2100. This credit cannot be used towards the SART major.

HK*2100 is no longer in the undergraduate calendar

Approved By Program Committee(s): BA Date: December 11, 2015

Approved By Dean(s)/Designate(s) (insert name):

Sofie Lachapelle Date: December 11, 2015


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Senate-Board of Undergraduate Studies Form B: COURSE CHANGE 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines Course changes include revisions to title, semester offering, lecture and lab hours, descriptions, prerequisites, co- requisites, course restrictions (including instructor consent), and course equates. Note: course level changes (e.g. 3000 level to 4000 level) and/ or requests for course renumbering imply significant changes to course content and require a new course addition template (FORM E). In certain circumstances, evidence of consultation with other units may be required. Please check with your Program Committee Chair or Secretary.

Course Code: WMST*1000 Introduction to Women's Studies Semester implemented (i.e.-Fall 2017): Summer 2017 Course use in undergraduate programs*:

International Development (restricted elective)

*BUGS requires identification of programs and specializations this course currently serves and how it is used (e.g. core requirement, restricted elective, etc.). This information is available through the PIMS screen of Colleague. Cross-reference this with the degree and specialization information in the Undergraduate Calendar. For assistance with PIMS, contact Liz Southwell, Colleague Specialist, Enrolment Services: [email protected]

PROPOSED CHANGE (2016-2017 calendar description with revisions): Copy all the information from the calendar description into the space below, by clicking on 'paste'. To indicate changes, bold text to be added to the description and use the single strike through formatting for text to be deleted. Please ensure the course description is grammatically correct (i.e. is formatted in complete sentences). Use approved 2016-2017 calendar copy; NOT the 2015-2016 copy. This is available in draft format in November 2015 or in advance through the Administrative Secretary or your Program Committee Secretary.

WMST*1000 Introduction to Women's Studies S,F (3-0) [0.50]

An introduction to the methods and analyses of Women's Studies. An interdisciplinary feminist and multicultural examination of research about women and the gendered nature of societies and cultures. Areas of inquiry may include psychology, law, science, culture, work, family, violence, health, and sexuality.

Offering(s): Also offered through Distance Education format.

Equate(s): ISS*2200, WMST*2200

Department(s): Dean's Office, College of Arts

REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. WMST*1000 Introduction to Women's Studies S,F (3-0) [0.50]

An introduction to the methods and analyses of Women's Studies. An interdisciplinary feminist and multicultural examination of research about women and the gendered nature of societies and cultures. Areas of inquiry may include psychology, law, science, culture, work, family, violence, health, and sexuality.


Department(s): Dean's Office, College of Arts

REASON FOR REVISION (point form only):

• the decision to add a DE offering was based on high student interest


Approved By Dean(s)/Designate(s): Sofie Lachapelle Date: December 11, 2015



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


Senate-Board of Undergraduate Studies Form E: COURSE ADDITION (Part I) 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines

The Course Addition Information and Template is comprised of two parts. Part I is the information requested below and Part II is the calendar and colleague template. Both must be completed in full in order for the course proposal to be reviewed by the Calendar Review Committee before recommendation for approval to the Board of Undergraduate Studies and Senate. For definition of the terms used on page 2, see the Glossary in the Undergraduate Calendar.

Course Code: ENGL*1030 Course Title: Effective Writing Calendar Description: This course is designed primarily for those not pursuing a specialization in English and focuses on the

development of the skills for effective writing. Topics will include sentence and paragraph structure, essay organization, and the implementation of convincing written arguments. Students will apply these skills to the completion of several written assignments, culminating in a short work of non-fiction prose.

1. Provide the detailed learning outcomes of the course. Indicate how these align with major/specialization outcomes and/or program level learning outcomes and whether any of the University's Undergraduate Learning Outcomes are met by the course.

If the proposed course will be core to more than one major/specialization or degree program, please make reference to each of these.

If the proposed course is an elective for multiple specializations/programs, the course learning outcomes should align with one or more of the University of Guelph’s Undergraduate Learning Outcomes.

Refer to the Undergraduate Calendar and the Learning Outcomes website for more information on learning outcomes.

Course Learning Outcomes

Major/Specialization Learning Outcomes

Degree Program Learning Outcomes

U of G Undergraduate Learning Outcomes

1. Describe and apply basic strategies for effective writing; explain the functions of the parts of an essay 2. Write a short, coherent, grammatically correct persuasive essay.

Learn and practice the art of close reading.

Demonstrate facility in incorporating textual evidence in their writing and using that evidence critically and creatively to build persuasive interpretive arguments.

Demonstrate the ability to use in-text citations, correctly quote passages from various genres, and employ a citation guide.

In progress

Critical and Creative Thinking Synthesize and integrate knowledge.

Literacy and Communication Communicate concepts and information clearly and in various formats. Professional Development and Ethical Behavior: Demonstrate intellectual integrity and academic accountability.

2. Method(s) of evaluation/assessment (including breakdown) and how the outcomes listed in question 2 will be assessed.



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


2

Form of Assessment (e.g. Quiz)

Weight of Assessment (% of final grade) (e.g. 5%)

Course Content /Activity (e.g. Lectures week 1 -6 Assigned readings Chpt 1)

Learning Outcome Addressed (#1,2)

Quiz (5 *2%) Introductory Paragraph Short Essay Reflective reports (2*10%) Final Exam

10% 10% 30% 20% 30%

In-class quiz on concepts and definitions Writing assignment Writing assignment Writing assignment

#1 #2 #2 #2 #1, 2

3. A summary of material to be covered indicating emphasis and anticipated depth of study.

This course, which is designed primarily for those not pursuing a specialization in English, will focus on the development of the skills for effective writing. Within an interactive, learner-centered classroom environment, students will gain an appreciation of strong written communication skills and will be encouraged to develop a facility for written self-expression. Topics include sentence and paragraph structure, essay organization, and the implementation of convincing written arguments. Students apply these skills to the completion of several written assignments, culminating in the completion of a short persuasive essay. This course will be of particular interest to students seeking to fulfill writing/English course requirements for professional school application. This course is a response to numerous requests for a course with the specific purpose of helping students develop as effective writers.

4. Method(s) of presentation (lecture, seminar, hybrid, case study, lab, etc.).

Hybrid lecture/ online 5. Reason for course offering and intended audience including:

i) degree program(s) to be served by the course and role in the curriculum;

This course is designed to serve all degree programs. Trial offerings show consistent demand. ii) expected enrollment;

Three sections per year, capped at 120 each. Offerings can scale commensurate to resources.

iii) status of course (e.g. core, restricted elective, elective).

Elective

6. List of resource needs (e.g. teaching support, lab and/or computer facilities, field trips, etc.) and identify funding sources for mounting and maintaining the course.

No resources needed.


3

7. Is this a replacement course? If YES, specify the course to be deleted and include Form C: Course Deletion Template with submission.

No

8. Does this course involve research projects of a significant nature? If YES, please consult with the Director, Academic Programs and Policy re: additional information which may be required for submission to BUGS. Please review the guidelines.

No 9. A course outline is required for all new courses; please forward with the completed templates. Attached.

10. Evidence of consultation with other departments, program committees or units may be required. This is particularly important when the proposed course is a replacement for a deleted course included in the schedule of studies or restricted elective list of other degree programs, or when considering prerequisites, restrictions, DE offerings, etc. Forward all correspondence electronically to the Program Committee Secretary who will then forward to the Director, Academic Programs and Policy Parts I and II of the proposal with consultation if the course is approved by the Program Committee.

11. If the intended first offering is earlier than Summer 2017, a request for a trial offering is required. The request should be submitted via email to the Director, Academic Programs and Policy by the Chair/Director/Associate Dean of the Department/School/College offering the course. Please note, requests are not normally approved (or scheduled) until the new course has received BUGS approval.

12. Proposing to offer a course in distance education format? Provide evidence of approval from the Director, Open Learning and Educational Support to mount the proposed course in DE format.

13. A completed library assessment is normally required for new courses proposed for approval. Courses will not proceed to Senate without a completed assessment. Exceptions maybe granted. To request an assessment contact Scott Gillies, Head, Information Resources Unit: [email protected]. Requests should be submitted well in advance of deadlines as assessments normally take a minimum of three weeks.



https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c08/sec_d0e8424.shtml


http://opened.uoguelph.ca/en/Distance-Education.asp





Senate-Board of Undergraduate Studies Form E: COURSE ADDITION (Part II) 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines Course Code*: ENGL*1030

Course Title**: Effective Writing

Transcript Title (max. 30 char, incl.): Effective Writing

Academic Unit(s) and College(s) responsible for the course (and percent responsible if more than one):

SETS, COA

Credit Weight (e.g.-0.50):

0.50

Lecture/Lab Hours: 3-0

Semester Offering (e.g.-S,F,W):

S,F,W

First Offering*** (e.g. Fall 2017): Trial offering W15, S15, F15, W16

Calendar Description: Three to four sentences MAX; description must be written in full sentence form.

This course is designed primarily for those not pursuing a specialization in English and focuses on the development of the skills for effective writing. Topics will include sentence and paragraph structure, essay organization, and the implementation of convincing written arguments. Students will apply these skills to the completion of several written assignments, culminating in a short work of non-fiction prose.

Prerequisite(s): None

Restriction(s): Not available to students registered in ENGL majors or minors

Co-requisite(s): None

Equates: None

Instructor Consent Required?: No

Scheduling Instructions:

Distance Education: Also offered through Distance Education

NOTES: A completed library assessment is normally required for all new courses proposed for approval. Contact Scott Gillies: [email protected] *Prefixes and numerical codes are assigned by Registrarial Services. For assistance, contact Sandra Speller: [email protected]

**Please note, course titles greater than 30 characters (including spaces and punctuation) will be shortened in Colleague and therefore on the student transcript. If necessary, please provide a transcript title below. Symbols (i.e. &) are permitted in shortening the transcript title. ***If earlier than Summer 2017, academic unit must submit a request for trial offering to the Director, Academic Programs and Policy.







1 School of English and Theatre Studies

College of Arts University of Guelph

ENGL*1030: Effective Writing

Fall 2015

Instructor: Mauricio Martinez Lecture: Mon, Wed, 11:30AM – 12:20PM [email protected] Workshop: Fri 11:30AM – 12:20 PM Office: MacK 402 Location: RICH 2520 Office Hours: Tues, Thurs 12:30-1:30 Teaching Assistants: TBA Final Exam: 17 Dec 8:30AM-10:30AM Exam Location: TBA COURSE DESCRIPTION: This course, which is designed primarily for those not pursuing a specialization in English, will focus on the development of the skills for effective writing. Topics will include sentence and paragraph structure, essay organization, and the implementation of convincing written arguments. Students will apply these skills to the completion of several written assignments, culminating in a short work of non-fiction prose. REQUIRED TEXTS All course resources are available online via Courselink. EVALUATION STRUCTURE: Online Quizzes (5 x 2%) 10% Introductory Paragraph 10% Short Essay Assignment 30% Reflective Reports (2 x 10%) 20% Final Exam 30% This is a blended learning course in which class and online participation are both essential to success. This course is also writing-intensive and emphasizes peer-to-peer collaborative learning. COURSE SCHEDULE: Week 1 The Power of Writing Monday, September 14 (In-class)

• Introduce the course, its structure, and instructor • Review course outline, assignments, and schedule • Walkthrough the course website and review guidelines for online participation

Wednesday, September 16 (In-class) See Unit 01 for details on classroom agenda Week 2 The Essay Monday, September 21 (In-class) See Unit 02 for details on classroom agenda


2 Wednesday, September 23 (In-class) See Unit 02 for details on classroom agenda Week 3 The Persuasive Essay Monday, September 28 (In-class) See Unit 03 for details on classroom agenda Wednesday, September 30 (In-class) See Unit 03 for details on classroom agenda Week 4 The Issue of Voice in Persuasive Argument Monday, October 5 (In-class) See Unit 04 for details on classroom agenda Wednesday, October 7 (In-class) See Unit 04 for details on classroom agenda Week 5 The Sentence as Basic Building Block Monday, October 12 (No class) Wednesday, October 14 (In-class) See Unit 05 for details on classroom agenda Week 6 The Introductory Paragraph Monday, October 19 (In-class) See Unit 06 for details on classroom agenda Wednesday, October 21 (In-class) See Unit 06 for details on classroom agenda Week 7 Body Paragraphs Monday, October 26 (In-class) See Unit 07 for details on classroom agenda Wednesday, October 28 (In-class) See Unit 07 for details on classroom agenda Week 8 The Concluding Paragraph Monday, November 2 (In-class) See Unit 08 for details on classroom agenda Wednesday, November 4 (In-class)


3 See Unit 08 for details on classroom agenda Week 9 Putting it All Together Monday, November 9 (In-class) See Unit 09 for details on classroom agenda Wednesday, November 11 (In-class) See Unit 09 for details on classroom agenda Week 10 The Editing Process Monday, November 16 (In-class) See Unit 10 for details on classroom agenda Wednesday, November 18 (In-class) See Unit 10 for details on classroom agenda Week 11 Proofreading Monday, November 23 (In-class) See Unit 11 for details on classroom agenda Wednesday, November 25 (In-class) See Unit 11 for details on classroom agenda Week 12 How Writers Reflect on Their Own Writing Monday, November 30 (In-class) See Unit 12 for details on classroom agenda Wednesday, December 2 (In-class) Exam preparation advice and strategies E-mail Communication As per university regulations, all students are required to check their <mail.uoguelph.ca> e-mail account regularly: e-mail is the official route of communication between the University and its students. When You Cannot Meet a Course Requirement When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons, please advise the course instructor (or designated person, such as a teaching assistant) in writing, with your name, id#, and e-mail contact. See the undergraduate calendar for information on regulations and procedures for Academic Consideration. Drop Date The last date to drop one-semester courses, without academic penalty, is Friday, 6 November 2015. For regulations and procedures for Dropping Courses, see the Undergraduate Calendar.


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

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4 Copies of out-of-class assignments Keep paper and/or other reliable back-up copies of all out-of-class assignments: you may be asked to resubmit work at any time. Accessibility The University of Guelph is committed to creating a barrier-free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short-term disability should contact Student Accessibility Services as soon as possible. For more information, contact CSD at 519-824-4120 ext. 56208 or email [email protected] or see the website: http://www.csd.uoguelph.ca/csd/ Student Rights and Responsibilities Each student at the University of Guelph has rights which carry commensurate responsibilities that involve, broadly, being a civil and respectful member of the University community. The Rights and Responsibilities are detailed in the Undergraduate Calendar Academic Misconduct The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community – faculty, staff, and students – to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring. University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor. The Academic Misconduct Policy is detailed in the Undergraduate Calendar. Recording of Materials Presentations which are made in relation to course work—including lectures—cannot be recorded or copied without the permission of the presenter, whether the instructor, a classmate or guest lecturer. Material recorded with permission is restricted to use for that course unless further permission is granted. Resources The Academic Calendars are the source of information about the University of Guelph’s procedures, policies and regulations which apply to undergraduate, graduate and diploma programs.



http://www.csd.uoguelph.ca/csd/

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https://www.uoguelph.ca/registrar/calendars/undergraduate/2014-2015/c01/index.shtml

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

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

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



Course Code: CLAS*1000 Introduction to Classical Culture Semester implemented (i.e.-Fall 2017): Fall 2017 Course use in undergraduate programs*:

Classical Studies (core requirement)

European Studies



CLAS*1000 Introduction to Classical Culture F,W (3-0) [0.50]

This course provides a wide-ranging look at essential features of Greek and of Roman culture and society. Considerable emphasis will be given to the classical views of the human condition.

Offering(s): Winter semester offering in odd-numbered years.

Department(s): School of Languages and Literatures

REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. CLAS*1000 Introduction to Classical Culture F,W (3-0) [0.50]

This course provides a wide-ranging look at essential features of Greek and of Roman culture and society. Considerable emphasis will be given to the classical views of the human condition.



• will be offered every Winter semester • enrollments can support a twice yearly offering










Course Code: CLAS*2000 Classical Mythology Semester implemented (i.e.-Fall 2017): Summer 2017 Course use in undergraduate programs*:

Classical Studies



CLAS*2000 Classical Mythology W,S (3-0) [0.50]

An examination of the nature and function of myth in Classical Antiquity. The course shows how the narrative and symbolic structure of myths orders individual and communal experience. The myths that have influenced Western civilization receive special emphasis.



REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. CLAS*2000 Classical Mythology W,S (3-0) [0.50]

An examination of the nature and function of myth in Classical Antiquity. The course shows how the narrative and symbolic structure of myths orders individual and communal experience. The myths that have influenced Western civilization receive special emphasis.




• A DE version of this course is being prepared. It is expected that the course will be regularly offered in DE format in the Summer semesters.









Course Code: EURO*1100 European Film Semester implemented (i.e.-Fall 2017): Fall 2017 Course use in undergraduate programs*:

European Studies (core requirement)

Media Studies and Cinema (restricted elective)



EURO*1100 European Film Cinema F (4-0) This course will examine European film cinema in a socio-political context. It will focus on the interaction between aesthetic and narrative choices, and the political and cultural conditions in Europe. The topics to be discussed in the course will centre on major movements in European film cinema, such as Italian Neo-Realism and the French New Wave, film genre, the representation of gender, national and ethnic identity, European versus Hollywood filmmaking, national and transnational cinema.

REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. EURO*1100 European Cinema F (4-0) This course will examine European cinema in a socio-political context. It will focus on the interaction between aesthetic and narrative choices, and the political and cultural conditions in Europe. The topics to be discussed in the course will centre on major movements in European cinema, such as Italian Neo-Realism and the French New Wave, film genre, the representation of gender, national and ethnic identity, European versus Hollywood filmmaking, national and transnational cinema.


• At the request of the new minor in Media and Cinema Studies, we are changing the name of this course from “European Film” to “European Cinema”. This is the only change being requested.










Course Code: SPAN*3240 TOPICS IN HISPANIC LINGUISTICS

Semester implemented (i.e.-Fall 2017): Fall 2017 Course use in undergraduate programs*:

This course is used in the Hispanic Studies Major, Minor, and Area of Emphasis.



SPAN*3240 Topics in Hispanic Linguistics W (3-0) [0.50] This course offers an introduction to linguistic topics including history of the Spanish language, language variation and change, and Spanish phonetics, which may vary from year to year.

Prerequisite(s):SPAN*1110 (LAT*1100, LING*1000 are recommended)

Offering(s): Offered in odd-numbered years.


REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. SPAN*3240 Topics in Hispanic Linguistics W (3-0) [0.50] This course offers an introduction to linguistic topics including history of the Spanish language, language variation and change, and Spanish phonetics, which may vary from year to year.

Prerequisite(s):SPAN*1110, HISP*1110 (LAT*1100, LING*1000 are recommended)

Offering(s): Offered in odd-numbered years.



• This course will alternate with a new course LING2400 that is proposed for the Winter of 2018. • By offering it in alternating years, we will have a higher enrolment.







https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12hisp.shtml%23HISP1110

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12lat.shtml%23LAT1100

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12ling.shtml%23LING1000

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12hisp.shtml%23HISP1110

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12lat.shtml%23LAT1100

https://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12ling.shtml%23LING1000



Course Code: LING*1000 Introduction to Linguistics Semester implemented (i.e.-Fall 2017): Fall 2017 Course use in undergraduate programs*:

Classical Studies (restricted elective)

Spanish & Hispanic Studies (restricted elective)

Anthropology (restricted elective)



LING*1000 Introduction to Linguistics F,W (3-0) [0.50]

The nature of language. An elementary survey of linguistic disciplines. Phonetics, morphology, syntax, semantics, language, and society.



REVISED-CLEAN COPY (2017-2018 calendar description): Please provide the clean copy with no mark-ups in the space below. LING*1000 Introduction to Linguistics F,W (3-0) [0.50]

The nature of language. An elementary survey of linguistic disciplines. Phonetics, morphology, syntax, semantics, language, and society.




• The calendar description needs to be revised to reflect that this course will be offered in DE format and that it will be offered in both F and W semesters.







Senate-Board of Undergraduate Studies Form E: COURSE ADDITION (Part I) 2017/2018 Undergraduate Calendar

•

Submission Timelines/Deadlines

The Course Addition Information and Template is comprised of two parts. Part I is the information requested below and Part II is the calendar and colleague template. Both must be completed in full in order for the course proposal to be reviewed by the Calendar Review Committee before recommendation for approval to the Board of Undergraduate Studies and Senate. For definition of the terms used on page 2, see the Glossary in the Undergraduate Calendar.

Course Code: LING*2400 (0.5) W Course Title: PHONETICS Calendar Description: This course studies central concepts in phonetics such as speech anatomy, acoustics, articulation,

analysis and perception of vowels, consonants and suprasegmentals as well as the International Phonetic Alphabet. This course is offered in alternate years, in even-numbered Winter semesters.

1. Provide the detailed learning outcomes of the course. Indicate how these align with major/specialization outcomes and/or program level learning outcomes and whether any of the University's Undergraduate Learning Outcomes are met by the course.

If the proposed course will be core to more than one major/specialization or degree program, please make reference to each of these.

If the proposed course is an elective for multiple specializations/programs, the course learning outcomes should align with one or more of the University of Guelph’s Undergraduate Learning Outcomes.

Refer to the Undergraduate Calendar and the Learning Outcomes website for more information on learning outcomes.

Course Learning Outcomes

Major/Specialization Learning Outcomes

Degree Program Learning Outcomes

U of G Undergraduate Learning Outcomes

1. Define, Analyze and use concepts that are central to the study of Phonetics. 2. Perceive, analyze, describe and produce vowels, consonants and suprasegmentals from the world´s languages and represent them accurately using the International Phonetic Alphabet. 3. Compare and contrast phonetic systems from other languages with that of English, especially from those languages taught at SOLAL (French, Italian, German, Spanish, Chinese, Portuguese,

The learning outcomes of the proposed course are in line with many of the SOLAL learning outcomes. By the end of a degree in SOLAL students should be able to:

1. understand the main ideas of both concrete and abstract topics 2.produce clear, detailed descriptions on a wide range of subjects and explain viewpoints on topical issues giving the advantages and disadvantages of various options 3. evaluate a variety of sources for their credibility, position, and perspective and acknowledge them appropriately in the

Critical and creative thinking:1, 2, 3, 4, 5, 6,7,8

Literacy: 1, 2, 3, 4, 6,

Global understanding: 2, 3, 5,

Communicating: 1, 2, 3, 4, 5, 6, 7

Professional and Ethical behaviour: 3, 4, 7, 8



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


2

Greek, Latin), keeping in mind that all languages are equally complex. There are no inferior/superior varieties. 4. Develop the ability to collect and analyze speech data, interpret results, and present findings coherently 5. Produce and describe sounds in the world´s languages by studying the anatomy and acoustics, motor control and aerodynamics of language production 6. Develop a thorough understanding of where accents come from, and develop remedial exercises based on principles learned in the course 7. Use and evaluate various resources about phonetics, and those used in phonetic studies. 8. Investigate the applicability of the study of Phonetics to future career goals such as Speech Language Pathology, Speech synthesis technology, Second Language Instructor, Voice coach, etc.

production of research papers (e.g. through the experience of producing a senior, independent to writing essays, creating and delivering presentations and participating in discussions in class or, in student’s final years of study, in undergraduate conferences and symposia, in order to develop analytical, research and presentational skills 4. formulate and present arguments in written and verbal form, illustrating and supporting a position using appropriate evidence 5.synthesize skills in language, literature and culture in order to debate and summarize issues of political, social and historical importance 6. develop intercultural awareness and communication skills across cultures 7. work cooperatively with others to develop positions that reflect deliberation and differing perspectives in collaborative projects 8. value studying for its contribution to lifelong learning and critical habits of mind that are essential for effective and engaged citizenship.

2. Method(s) of evaluation/assessment (including breakdown) and how the outcomes listed in question 2 will be assessed.


3

Form of Assessment (e.g. Quiz)

Weight of Assessment (% of final grade) (e.g. 5%)

Course Content /Activity (e.g. Lectures week 1 -6 Assigned readings Chpt 1)

Learning Outcome Addressed (#1,2)

Weekly homework Major Project and Presentation Midterm exam Final exam

20% 30% 20% 30%

Lectures from Week 1 to 11 Culmination project from lectures in week 1 to 11. Lectures 1 to 6 Lectures 1 to 11

1,2,3,5,7 1, 2, 3, 4, 5, 6, 7, 8 1,2,3,5,6 1,2,3,5,6

3. A summary of material to be covered indicating emphasis and anticipated depth of study.

Required text: Ladefoged Peter and Keith Johnson (2015). A Course in Phonetics, 7th Edition, Cengage Learning Recommended Texts:

1. Rogers, Henry (2000). The Sounds of Language: An Introduction to Phonetics. Either edition: Longman/Pearson Education or Editions Renouveau Pedagogique.

2. Armin Schwegler, J. Kempff (2007). Fonética y fonología españolas. 3rd. Ed. Wiley and Sons.

Week 1. 1. Introduction to the course. Reading: Ladefoged, ch. 1 2: Phonetic transcription. Reading: continue Ladefoged. International Phonetic Alphabet Ch. 1 exercise completion certificate due on courselink (drop box) Week 2 Phonology and Phonetic Transcription, ch. 2 Ch. 2 exercise completion certificate due on courselink (drop box) Week 3 The Consonants of English and Spanish, ch. 3 Ch. 3 exercise completion certificate due on courselink (drop box) Week 4 English and Spanish Vowels, ch 4 Guest Speaker: Alain Thomas, French Studies. The consonants and vowels of French. Ch. 4 exercise completion certificate due on courselink (drop box) Week 5 English words and Sentences, Ch. 5 Ch. 5 exercise completion certificate due on courselink (drop box) Week 6 Airstream Mechanisms and Phonation Types, Ch 6.


4

Ch. 6 exercise completion certificate due on courselink (drop box) Week 7 Consonantal Gestures, Ch. 7 Ch. 7 exercise completion certificate due on courselink (drop box) Week 8 Acoustic Phonetics, Ch. 8. Guest speaker: PHD candidate in Phonetics from U of T Ch. 8 exercise completion certificate due on courselink (drop box) Week 9 Vowel and Vowel like articulations, Ch. 9 Ch. 9 exercise completion certificate due on courselink (drop box) Week 10 Syllables and suprasegmental features, ch. 10 Ch. 10 exercise completion certificate due on courselink (drop box) Week 11 Linguistic phonetics, ch. 11. Week 12 Presentations of major project by students. Peer evaluation, and discussion

4. Method(s) of presentation (lecture, seminar, hybrid, case study, lab, etc.).

A combination of lectures, class discussions, and guest lectures

5. Reason for course offering and intended audience including:

i) degree program(s) to be served by the course and role in the curriculum:

All majors and minors in the School of Languages and Literatures as an elective.

Psychology, as an elective.

Open to students from all other disciplines

ii) expected enrollment; 35-40

iii) status of course (e.g. core, restricted elective, elective).

Elective

6. List of resource needs (e.g. teaching support, lab and/or computer facilities, field trips, etc.) and identify funding sources for mounting and maintaining the course.

One faculty member from SOLAL will teach the course in alternating years.

7. Is this a replacement course? If YES, specify the course to be deleted and include Form C: Course Deletion Template with submission.

No


5

8. Does this course involve research projects of a significant nature? If YES, please consult with the Director, Academic Programs and Policy re: additional information which may be required for submission to BUGS. Please review the guidelines.

Students will generally work with one informant (a classmate who speaks another language) or someone from the community who speaks another language in order to get information about his/her language phonetic inventory. The professor will apply for ethics clearance from the research office.

9. A course outline is required for all new courses; please forward with the completed templates.

Please see attached.

10. Evidence of consultation with other departments, program committees or units may be required. This is particularly important when the proposed course is a replacement for a deleted course included in the schedule of studies or restricted elective list of other degree programs, or when considering prerequisites, restrictions, DE offerings, etc. Forward all correspondence electronically to the Program Committee Secretary who will then forward to the Director, Academic Programs and Policy Parts I and II of the proposal with consultation if the course is approved by the Program Committee.

I have consulted with the Acting Director of the School of Languages and Literatures, as well as other colleagues in Hispanic Studies. They are all in agreement that there is demand for a Phonetics course, which will mean we can offer the linguistics courses required to apply to MSc programs in Speech Pathology.

11. If the intended first offering is earlier than Summer 2017, a request for a trial offering is required. The request should be submitted via email to the Director, Academic Programs and Policy by the Chair/Director/Associate Dean of the Department/School/College offering the course. Please note, requests are not normally approved (or scheduled) until the new course has received BUGS approval.

This course is offered in alternate years, in even-numbered Winter semesters. The first offering would be W18.

12. Proposing to offer a course in distance education format? Provide evidence of approval from the Director, Open Learning and Educational Support to mount the proposed course in DE format.

13. A completed library assessment is normally required for new courses proposed for approval. Courses will not proceed to Senate without a completed assessment. Exceptions maybe granted. To request an assessment contact Scott Gillies, Head, Information Resources Unit: [email protected]. Requests should be submitted well in advance of deadlines as assessments normally take a minimum of three weeks.

I have contacted Scott Gillies.










Senate-Board of Undergraduate Studies Form E: COURSE ADDITION (Part II) 2017/2018 Undergraduate Calendar

Submission Timelines/Deadlines Course Code*: LING*2400

Course Title**: PHONETICS

Transcript Title (max. 30 char, incl.): PHONETICS

Academic Unit(s) and College(s) responsible for the course (and percent responsible if more than one):

School of Languages and Literatures

Credit Weight (e.g.-0.50):

0.50

Lecture/Lab Hours: 3-0

Semester Offering (e.g.-S,F,W):

W

First Offering*** (e.g. Fall 2017): Winter 2018

Calendar Description: Three to four sentences MAX; description must be written in full sentence form.

This course studies central concepts in phonetics such as speech anatomy, acoustics, articulation, analysis and perception of vowels, consonants and suprasegmentals as well as the International Phonetic Alphabet.

Prerequisite(s): LING*1000

Restriction(s): None

Co-requisite(s): None

Equates: None

Instructor Consent Required?: No

Scheduling Instructions: This course is offered in alternate years, in even-numbered Winter semesters.

Distance Education: Not offered through Distance Education

NOTES: A completed library assessment is normally required for all new courses proposed for approval. Contact Scott Gillies: [email protected] *Prefixes and numerical codes are assigned by Registrarial Services. For assistance, contact Sandra Speller: [email protected]

**Please note, course titles greater than 30 characters (including spaces and punctuation) will be shortened in Colleague and therefore on the student transcript. If necessary, please provide a transcript title below. Symbols (i.e. &) are permitted in shortening the transcript title. ***If earlier than Summer 2017, academic unit must submit a request for trial offering to the Director, Academic Programs and Policy.







UNIVERSITY OF GUELPH SCHOOL OF LANGUAGES AND LITERATURES

LING*2400: PHONETICS (0.5 Cr.)

Course description: This course studies central concepts in Phonetics such as speech anatomy, acoustics, articulation, analysis and perception of vowels, consonants and suprasegmentals as well as the International Phonetic Alphabet. Prerequisites: LING*1000 INSTRUCTOR: Dr. Rosario Gomez, [email protected], MacKinnon 279, Office Hours: MW 10:30 – 11:30 Required text: Ladefoged Peter and Keith Johnson (2015). A Course in Phonetics, 7th Edition, Cengage

Learning Recommended Texts:

1. Rogers, Henry (2000). The Sounds of Language: An Introduction to Phonetics. Either edition: Longman/Pearson Education or Editions Renouveau Pedagogique.

2. Armin Schwegler, J. Kempff (2007). Fonética y fonología españolas. 3rd. Ed. Wiley and Sons.

LEARNING OUTCOMES: Upon successful completion of the course, students will:

• Define, Analyze and use concepts in phonetics and make the link of its applicability to future career goals, whether they be in Speech Language Pathology, Speech synthesis technology, Second Language Instructor, Voice coach, etc.

• Identify and analyze various speech sounds of different languages, especially Spanish and compare and contrast to those of English

• Develop expertise in one language of your choice for the major project • Delve into the anatomy and acoustics, motor control and aerodynamics of language

production • Develop remedial exercises based on principles learned in the course

Evaluation

Homework assignments throughout course (2% x 10) 20%

Midterm exam (Wednesday of week 7) 30%

Research project (Friday of week 11) 20%

Final exam 30%

General Tentative schedule**:


Week 1. 1. Introduction to the course. Reading: Ladefoged, ch. 1 2: Phonetic transcription. Reading: continue Ladefoged. International Phonetic Alphabet Ch. 1 exercise completion certificate due on courselink (drop box) Week 2 Phonology and Phonetic Transcription, ch. 2 Ch. 2 exercise completion certificate due on courselink (drop box) Week 3 The Consonants of English and Spanish, ch. 3 Ch. 3 exercise completion certificate due on courselink (drop box) Week 4 English Vowels, ch 4 Ch. 4 exercise completion certificate due on courselink (drop box) Week 5 English words and Sentences, Ch. 5 Ch. 5 exercise completion certificate due on courselink (drop box) Week 6 Airstream Mechanisms and Phonation Types, Ch 6. Ch. 6 exercise completion certificate due on courselink (drop box) Week 7 Consonantal Gestures, Ch. 7 Ch. 7 exercise completion certificate due on courselink (drop box) Week 8 Acoustic Phonetics, Ch. 8. Ch. 8 exercise completion certificate due on courselink (drop box) Week 9 Vowel and Vowel like articulations, Ch. 9 Ch. 9 exercise completion certificate due on courselink (drop box) Week 10 Syllables and suprasegmental features, ch. 10 Ch. 10 exercise completion certificate due on courselink (drop box)


Week 11 Linguistic phonetics, ch. 11. Week 12 Review


UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 4. Other Business Meeting: February 22, 2016 a) Update from the Office of the Associate Vice-President (Academic) Dr. Serge Desmarais, Associate Vice-President (Academic) and Ms. Patricia Tersigni, Director, Academic Programs and Policy, will provide an oral update with respect to upcoming initiatives and activity that will be of interest to the Board of Undergraduate Studies. N:\Senate\Standing Committees and Boards\2. Board of Undergraduate Studies (BUGS)\Meeting Packages\2015-16\3. Feb 22 2016\Cover Memos\4a_Other Business-AVPA Report.docx

Update from the Office of the Associate Vice-President of 117

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UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 4. Other Business Meeting: February 22, 2016 b) 2015-16 Curriculum Committees Membership The membership of the Board of Undergraduate Studies (BUGS) subcommittees are presented to the Board for information each year. The mandate and membership of the subcommittees is stipulated in the Board of Undergraduate Studies Bylaws. The 2015-16 membership for the Calendar Review Committee, Joint Editorial Awards Committee and Program Committees were provided to the BUGS at its meetings in Fall 2015. The membership of the 2015-16 Curriculum Committees, including Guelph-Humber, are enclosed for information. N:\Senate\Standing Committees and Boards\2. Board of Undergraduate Studies (BUGS)\Meeting Packages\2015-16\3. Feb 22 2016\Cover Memos\4b_Other Business-Curriculum Cttee Mbrshp.docx

2015-16 Curriculum Committees Membership of 117

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CURRICULUM COMMITTEES MEMBERSHIP 2015-16 UNIVERSITY OF GUELPH Updated: January 13, 2016

College of Arts History (COA)

Tara Abraham (Chair) Renee Worringer Norman Smith Catherine Carstairs Susannah Ferreira James Fraser

Jack McCart (Student) Madeleine McDougall (Student)

School of Languages and Literatures (COA)

Margot Irvine (Chair) Denise Mohan Sandra Parmegiani Alain Thomas Paola Mayer

Vlad Floca-Maxim (Student) Lidia Van Niekirk (Student)

Philosophy (COA) John Hacker-Wright (Chair) Maya Goldenberg Omid Payrow-Shabani

Michael Furac (Student) Brady Patterson (Student)

School of English and Theatre Studies (COA)

- English

Pablo Ramirez (Chair) Christine Bold Michelle Elleray Jennifer Schacker

Odesia Howlett (Student) Colin Faulkner (Student)

- Theatre Studies

Alan Filewod (Chair) Pat Flood Sky Gilbert Rick Knowles

Mark Lipton Judith Thompson Paul Salmon Cassie Davidson (Student) Allison Ehrlich (Student)

School of Fine Art and Music (COA) - Studio Art / Studio Art-MFA

Monica Tap (Chair) Diana Borsato James Carl

Nestor Kruger Martin Pearce Sandra Rechico

2015-16 Curriculum

Comm

ittees Mem

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University of Guelph

Curriculum Committees Membership 2015-16 2

Robert Enright FASTWURMS Christian Giroux John Kissick

Laurel Woodcock Andrea Compton (Student) Kate Andrews (Student)

- Music

James Harley (Chair) Kim Francis Marta McCarthy

Colleen Renihan Howard Spring Ryan Maxwell (Student) Ainsleigh Henning (Student)

- Art History - Museum Studies - Art History and Visual

Culture-MA

Dominic Marner (Chair) Amanda Boetzkes Susan Douglas

Sally Hickson Christina Smylitopoulos Peter Lannery (Student) Lilia Clarke (Student)

College of Biological Science Human Health & Nutritional Sciences (CBS)

William Bettger (Chair) Jim Kirland Coral Murrant Kelly Meckling Lori Vallis David Dyck Lorraine Jadeski

Students: Shannon Klingel Chris White Elizabeth Miller Elie Chamoun Tiffiny Pitaabmer Tal Feldman Secretary | non-voting: Andra Williams (staff)

Integrative Biology (CBS)

Pat Wright (Chair) Beren Robinson Ryan Gregory Merritt Turetsky Aron Fazekas (Staff) Sheri Hincks (Staff)

Sarah Schorno (Student) Laura Shaw (Student) Robyn Simon (Student) Monica McKay (Secretary)

2015-16 Curriculum

Comm

ittees Mem

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Molecular and Cellular Biology (CBS)

John Dawson (Chair) Ray Lu Matt Kimber Cezar Khursigara Jaideep Mathur Dick Mosser Jim Uniacke

Redeat Daniel (Student) Alison Dewancker (Student) Milena Music (Student) Staff: Marissa Dahair, Wndy Keenleyside, Kim Kirby, Enoka Wijekoon, Chris Meyer, Laleh Hatefi (Secretary)

College of Business and Economics Economics and Finance (CBE)

Evie Adomait (Chair) Patrick Martin Asha Sadanand Sharon Lee (Secretary)

Andrew Gunpat (Student) Nicholas Andreoli (Student) Joshua Zachariah (Student)

School of Hospitality, Food and Tourism Management (CBE)

Bruce McAdams (Chair) Chris Choi Joan Flaherty WooMi Jo

YT Nicole Chan (Student) Kathleen Lo (Student) External: various industry stakeholders Brigid Flucker (Secretary)

Department of Management (CBE)

Louise Hayes (Chair) Nita Chhinzer Elliot Currie

Kevin Pietrobon (Student) Brooke Osmond (Student) Audra Bolton (Secretary)

Marketing and Consumer Studies (CBE) - Real Estate and Housing - Real Estate and Housing Coop

Paul Anglin (Chair) Avis Devine Jian Zhou

Tyler Corlett (Student) Carmen Siegel (Student) Domenica Alderton (Secretary)

- Marketing - Marketing Coop - Marketing Minor

Tanya Mark (Chair) Sergio Meza Vinay Kanetkar

Kurt Gibbons (Student) Rachel Shaw (Student) Rita Raso (Secretary)

2015-16 Curriculum

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ittees Mem

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College of Physical and Engineering Science School of Engineering (CPES)

Karen Gordon (Chair) Hussein Abdullah David Lubitz John Donald (non-voting) Suresh Neethirajan Marwan Hassan

Radu Muresan Bahram Gaharagaghi Geoffrey Lobban (Student) Salma Dammak (Student) Paula Newton (Secretary) Kim Thompson (Staff)

Mathematics and Statistics (CPES) Jeremy Balka (Chair) Daniel Ashlock Marcus Garvie

Allan Willms Sierra Gillis (Student) Susana Hon (Student)

Physics (CPES) Martin Williams (Chair) Eric Poisson Stefan Kycia James Pleva Bonnie Lasby (External)

Students: Rebecca Frederick Paula Boubel Lia Formenti Aly Rahemtulla Secretary: Reggi Vallilee and C. Schultz-Nielsen

College of Social and Applied Human Sciences Geography (CSAHS) John Lindsay (Chair)

Ben Bradshaw Jan Mersey Kirby Calvert

Kate Parizeau Jennifer Silver Students: To Be Determined

International Development (CSAHS)

Sally Humphries (Chair) Anita Beaudette (Co-Chair) Kate Parizeau Kurt Annen

Andrea Paras Braden Weltz (Student) Glenys Robinson (Student) Chatherine Badham (Secteray)

Political Science (CSAHS)

Carol Dauda (Chair) Andrea Paras

Emerson Wagel (Student) To Be Determined (Student)

2015-16 Curriculum

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ittees Mem

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Tim Mau Leah Levac

Gerie McCauley (Secretary)

Psychology (CSAHS) Leanne Son Hing (Chair) Heidi Bailey (Co-Chair) Dan Meegan Ian Newby-Clark Boyer Winters

Students: Michaela James Gillian Canvin Josh Davis Vivienne Mount Mary-Ann Male (Secretary)

Sociology and Anthropology (CSAHS) Linda Hunter (Chair) Tad Mcllwraith Sephanie Howells

Emerson LaCroix (Student) Morgan Basille (Student)

Ontario Agricultural College Animal Biosciences (OAC)

- Honours Agriculture Major (jointly with Plant Ag.)

Ira Mandell (Chair) Gregory Bédécarrats (Co-Chair) - on sabbatical Verne Osborne Katrina Merkies Andy Robinson Dominique Bureau

Evelin Rejman (Student) Robert Lukacs (Student) Secretary: Emma Perozzo and Heather Bailey Laura Graham (External)

Food Science (OAC)

Douglas Goff (Chair) Art Hill Michael Rogers

Holly Bathurst (Student) Faith Baxter (Student) Tricia Townsend (Secretary)

Honours Agriculture Major (OAC/SES) John Warland Barry Micallef Vern Osborne Ira Mandell

Hugh Earl Kassia VandenBerg (Student)

2015-16 Curriculum

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Plant Agriculture (OAC/SES)

- Organic Agriculture Major Ralph Martin (Chair) Alan Watson Francois Tardif Paul Voroney Ira Mandell

John Devlin Andreas Boeckner Doug Goff Kyra Lightburn (Student) Alex Rozenfeld (Student)

Landscape Architect (OAC)

Sean Kelly (Chair) Robert Brown Wayne Caldwell Robert Corry Larry Harder

Karen Landman Cecelia Paine Nathan Perkins Rebecca Embrett (Student) Corin Latimer (Student) Diana Foolen (Secretary)

Ridgetown Campus (OAC) Irene Moore (Chair) Peter Sikkema Other: Barb O’Neill John Zandstra Chris Kinsley Tracy Ross

Students: Samantha Joy Frank Penner Joshua Mallais Chenoa Plain Grace Baird Amy Wazol (Secretary)

Ontario Veterinary College Biomedical Sciences Lawrence Spriet (Chair)

Bettina Kalisch Glen Pyle Bill Bettger

Neil MacLusky David Dyck L. Xuan (Student) Priya Mistry (Student)

Ontario Veterinary College (OVC) - Vet Medicine

Kerry Lissemore (Chair) Neil MacLusky Carolyn Kerr John Lumsden Cate Dewey Jeff Thomason

Brad Hanna Joanne Hewson Patricia Turner Todd Duffield Deep Khosa Devon Barnes (Student)

2015-16 Curriculum

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Tracey Chenier Darren Wood Don Trout Stephanie Nykamp

Leslie Kumagai (Student) Jared Louw (Student) Christie Limbrick (Student)

Guelph-Humber Business (GH) George Bragues (Chair)

University of Guelph: Howard Leaman Charles Janthur Patricia Peel Humber College: Jim Higginson Edmund Baumann Thomas Foard

Students: Jesse Flynn Justin Henders Non-voting: Caroline Smith (Academic Advisor) Dannielle Scipio (Faculty Support Officer) Emily Tufts (Liaison Librarian)

Early Childhood (GH) Nikki Martyn (Chair) University of Guelph: Lindsay Barton Ravi Ahluwalia Christine Zupo Humber College: Elan Merenda Saima Sheikh Ryan Campbell

Students: Musfara Imran Oceanne Arsenault Non-voting: Alice Salamon (Academic Advisor) Alicia Sam (Faculty Support Officer) Jennifer Easter (Liaison Librarian) Michael Nightingale (FARE)

Family and Community Social Services (GH)

Paul Sherman (Chair) University of Guelph: Alice Balter Brenda Elias Dennis Long Humber College: David Kydd

Students: Stefani Baccarella Sarah Delaney Non-voting: Alice Salamon (Academic Advisor) Alicia Sam (Faculty Support Officer) Jennifer Easter (Liaison Librarian)

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Natalie Blake-Noel Sarah Duni

Michael Nightingale (FARE)

Justice Studies (GH) Gary Ellis (Chair) University of Guelph: Nitin Deckha John Irwin Shawna Coxon Humber College: Gina Antonacci Dino Doria Jeanine Webber

Students: Katherine Angeloff Natalie Anteby Non-voting: Cheryl Nicholas (Academic Advisor) Paulina Belza (Faculty Support Officer) Jennifer Easter (Liaison Librarian)

Kinesiology (GH) Leslie Stefanyk (Chair) University of Guelph: Genevieve Newton Kerry Ritchie John Srbely Humber College: Noah Genter Sarah Wilkinson Brent Welsh

Students: Corrine Cato Vitoria Jalowski Non-voting: Lalita Manku (Academic Advisor) Paulina Belza (Faculty Support Officer) Emily Tufts (Liaison Librarian)

Media Studies (GH) Jerry Chomyn (Chair) University of Guelph: Greg Kelley Natalie Evans Humber College: Jamie Killingsworth Kimberley Noble Nicole Dimson Nick Farnell

Warren Scholte (Student) Non-voting: Nasreene Corpuz (Academic Advisor) Lisa Colacci (Faculty Support Officer) Jennifer Easter (Liaison Librarian)

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Psychology (GH) Chair: David Danto

University of Guelph: Harpreet Chatta Thom Hermann Ashley Di Battista Humber College: Julie Goldenson Daniel Yepes Shafiq Sunderani

Students: Monica Bakelarr Juan Lasso-Arango Non-voting: Alice Salamon (Academic Advisor) Belinda Pompey (Faculty Support Officer) Emily Tufts (Liaison Librarian)

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UNIVERSITY SECRETARIAT To: Senate Board of Undergraduate Studies From: Genevieve Gauthier, Associate University Secretary Subject: 4. Other Business Meeting: February 22, 2016

c) 2015-16 Undergraduate Domestic Recruitment Plan Enclosed is the 2015-16 Undergraduate Domestic Recruitment Plan provided by Admission Services, and presented for the information of the Board of Undergraduate Studies. n:\senate\standing committees and boards\2. board of undergraduate studies (bugs)\meeting packages\2015-16\3. feb 22 2016\cover memos\4c_other business-recruitment plan.docx

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2/12/2016 Gryph Mail

https://mail.uoguelph.ca/zimbra/h/printmessage?id=353861&tz=America/New_York&xim=1 1/1

From : Effie <[email protected]>Subject : Updated 2016 Recruitment Plans Admission Services

To : Effie Gatsinos <[email protected]>

Updated 2016 Recruitment Plans Admission Services

Thu, 28 Jan, 2016 17:14 BF BUGS1 attachment

Dear Colleagues,

Please find attached an updated undergraduate domestic recruitment plan for the 2015/2016 cycle.As always, you are welcome to circulate this information to campus colleagues.

In taking this opportunity to share with you our recruitment plans, we would also like to ask that you please share with us any activities that you will be organizing or taking part in that involve prospective students or applicants. Our hope is to continue streamlining our recruitment activities, ensuring consistent messaging and meaningfulconnections with our future U of G students.

Should you have any questions about any of the initiatives listed, please do not hesitate to contact me or the Admission Services staffperson listed.

Our sincerest thanks for your continued support!

Cheers,Effie

‐‐ Effie GatsinosAssistant Registrar, Student RecruitmentAdmission ServicesUniversity of Guelph

Phone: 519‐824‐4120 ext. 56053Fax: 519‐766‐9481


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2015/2016 UNDERGRADUATE

DOMESTIC RECRUITMENT PLAN ADMISSION SERVICES UPDATED AS OF JANUARY, 2016

ON-GOING:

♦ VISITS TO ONTARIO AND OUT-OF-PROVINCE SECONDARY SCHOOLS Contact: Wendy Cudmore, Ext. 58713, [email protected]

From September to December, the Liaison Team will visit approximately 700 Ontario secondary schools to give 30-60 minute presentations about the University of Guelph. In addition, visits will be made to over 150 secondary schools in Nova Scotia, New Brunswick, Quebec, Manitoba, Alberta and British Columbia. In less than four months, over 30,000 students, parents and guidance counsellors will hear a presentation about the University of Guelph. We will also visit 40-60 Ontario high schools in March and April, from whom we have received a large number of applications, to specifically address applicant or admitted student questions. COMPLETED – Fall 2015 - 705 high schools visited; over 30,870 attended a U of G presentation by a liaison officer; over 32,839 handbooks were distributed in high school visits ♦ VISITS TO ONTARIO COLLEGES

Contact: Nicole Gazzola, Ext. 56056, [email protected]

In September, October and November, the Liaison Officer – National and Transfer Recruitment will visit colleges throughout the province, providing general transfer admission and program information, and answering questions during fair-style visits. COMPLETED – Fall 2015 – 12 colleges visited; over 372 students visited a U of G booth with a liaison officer Contact: Christine Porterfield, Ext. 52019, [email protected]

In September, October and November, the Pathways Advisor will visit Ontario colleges for general transfer visits and to offer presentations and one-on-one information sessions to all prospective college students, as well as targeted sessions to college students registered in programs with which the University has Pathways Agreements. COMPLETED – Fall 2015 – 16 colleges visited; connected with over 630 students through various activities by the Pathways Advisor ♦ CAMPUS TOURS

Contact: Michelle Seaton, Ext. 58712, [email protected]

Book on-line at admission.uoguelph.ca/tours Tours leave at 10 am and 1:30 pm, Monday through Friday, and 1:30 pm on Saturdays






Fall Tours completed – 3,553 visitors Winter Tours: January 18 to April 8, 2016 Spring Tours: May 2 to June 30, 2016 Summer Tours: July 4 to August 12, 2016

♦ U OF G AMBASSADOR (UOGA) PROGRAM Contact: Michelle Seaton, Ext. 58712, [email protected]

Over 350 Guelph students volunteer annually to be Guelph Ambassadors. They assist at recruitment events by giving tours, showing their residence rooms, providing directions to visitors, and staffing information displays. Please encourage enthusiastic U of G students to become UoGAs – we provide training and t-shirts! Recruitment for new UoGAs takes place in both the fall and winter semesters. DIGITAL AND PRINT COMMUNICATIONS:

♦ ADMISSION SERVICES WEB SITE admission.uoguelph.ca

Contact: Angi Roberts, Ext. 56478, [email protected]

We continue to develop the Admission Services website, including videos, and the “My Admission” portal, where prospective students have the ability to create personalized accounts to receive customized information. This year, the website was also converted to the Drupal platform. Suggestions or comments about our current site and its tools are always welcome.

♦ ADMISSION HANDBOOK 2016 Contact: Angi Roberts, Ext. 56478, [email protected]

To receive additional copies of our 2016 Admission Handbook, please contact Janet Wellwood at [email protected] or Ext. 56055. COMPLETED – Over 95,000 2016 Handbooks have been distributed in person or via mail. We have already begun contacting departments with big picture edits and suggestions for the 2017 Handbook. Copy edits will be requested in February 2016.

♦ 2016 APPLICANT ACKNOWLEDGEMENT BROCHURE Contact: Angi Roberts, Ext. 56478, [email protected]

This booklet is currently being sent to all applicants, and covers information for applicants from November through May. We will be in contact with campus liaison contacts with a timeline for the updating and revising of copy for the 2017 Acknowledgement Brochure in August-September 2016.

♦ 2016 CONGRATULATIONS BROCHURE Contact: Angi Roberts, Ext. 56478, [email protected]

Starting in February, this booklet will be sent to students who receive an offer of admission from Guelph. We will be in contact with campus liaison contacts with a timeline for the updating and revising of copy for the 2017 Congratulations Brochure in September-October 2016.







♦ MONTHLY OUT-OF-PROVINCE AND TRANSFER NEWSLETTERS Contact: Nicole Gazzola, Ext. 56056, [email protected]

To be sent mid-month from December to May to all out-of-province and transfer prospects, applicants and admitted students. The newsletters will have admission updates, deadline dates, event reminders and interesting facts and information about “what’s new on campus” that will change each month.

♦ ONLINE CHATS Contact: Carly Burt, Ext. 56058, [email protected]

Chats will occur at scheduled times as published on the Admission web site, and prospects, applicants and admitted students will also be invited to participate via email. These real-time online conversations will vary in theme depending on the time of year; they will be scheduled November to May. COMPLETED – General admission chats were held in Nov, Dec and Jan. Additional general chats, along with program specific chats, are scheduled January to May.

♦ SOCIAL MEDIA admission.uoguelph.ca/socialmedia

Contacts: Angi Roberts, Ext. 56478, [email protected], Christine Raby -Social Media Intern, [email protected]

Prospective students can continue to connect with us on Facebook, Twitter, Instagram, YouTube, Tumblr, Snapchat, and Pinterest. Our Social Media Ambassadors are five student volunteers who post on Twitter and Instagram five days a week. Our Social Media Workstudy student works on creating and fostering engagement on Snapchat specifically, creating new snapchat stories every day. Our Social Media Intern is active on and monitors all of our accounts on a full-time basis.

♦ VIDEOS Contact: Carly Burt, Ext. 56058, [email protected]

All student profiles that are in the current Admission Handbook are also available in video format on our Admission website, at admission.uoguelph.ca/about/profilevideos. You can also visit our YouTube channel at www.youtube.com/user/UofGAdmissions

♦ HEAD OF GUIDANCE MAILINGS – JANUARY AND AUGUST 2016 Contacts: Janet Wellwood Ext. 56055, [email protected]

Admission Services sends two mass mailings a year to all high school Guidance Offices in Ontario and to select schools nationally. The August mailing includes all new handbooks, fall event posters, brochures and admission memos, while the January mailing includes samples of the Congratulations brochure and offer package, along with admission updates. Colleges and student services departments can contribute program information to these packages. Please contact Janet Wellwood if you are interested in participating in the August mailing for 2016.






http://www.youtube.com/user/UofGAdmissions


EVENTS AND CONFERENCES:

♦ ONTARIO UNIVERSITIES’ FAIR (TORONTO) Contact: April Albano, Ext. 56716, [email protected]

The annual Ontario Universities’ Fair (OUF) attracts over 130,000 visitors each year. We encourage you, and/or some of your colleagues, to help us promote the U of G at the OUF.

COMPLETED – OUF 2015 – 132,600 attended the Fair and the U of G distributed 21,000 handbooks. We also had 1715 visitors attend a U of G presentation and over 3,600 prospective students sign up for ‘My Admission’ accounts.

**Mark Your Calendars! The 2016 Ontario Universities’ Fair w ill be held on Friday September 23rd to Sunday September 25th.

♦ FALL PREVIEW DAY

Contact: April Albano, Ext. 56716, [email protected] Fall Preview Day attracts over 4,000 prospective applicants and their families to the U of G campus. Visitor feedback suggests Fall Preview Day is often the first visit to the U of G campus for prospective students.

COMPLETED – FPD 2015 – 4,000 attended

**Mark Your Calendars! Fall Preview Day 2016 w ill be held on Sunday November 6th.

♦ SCIENCE AND ENGINEERING SUNDAY

Contact: April Albano, Ext. 56716, [email protected] Science and Engineering Sunday attracts approximately 2,000 prospective applicants and their families who are interested in learning more about our science and engineering programs and facilities.

COMPLETED – SES 2015 – 2,000 attended

**Mark Your Calendars! Science and Engineering Sunday 2016 w ill be held on Sunday November 13th.

♦ ONTARIO COLLEGE FAIRS – JANUARY AND FEBRUARY 2016

Contact: Nicole Gazzola, Ext. 56056, [email protected]

Representatives from Admission Services will attend various College Fairs to promote all undergraduate academic programs to prospective college transfer students.

♦ COLLEGE PRE-ASSESSMENT EVENTS – FEBRUARY 2016 Contact: Christine Porterfield, Ext. 52019, [email protected]

In February, the Pathways Advisor (along with Admission Counsellors) will provide prospects from selected Ontario colleges with online or in-person pre-assessment feedback. This process







includes tentative assessment for both admission and transfer credit based on unofficial documents, prior to submitting a formal application. This year, pre-assessments will be available for students attending the following institutions: in-person at Fanshawe, Fleming, Mohawk, Niagara, and Seneca; online for Conestoga, Georgian and Sheridan.

♦ APPLICANT TELETHON BY U OF G STUDENTS – FEBRUARY AND MARCH 2016 Contact: Nick Pankerichan, Ext. 58478, [email protected]

Approximately 90 in-course U of G students representing all academic programs are hired and trained to call over 15,000 Guelph applicants, providing a friendly and personal invitation to visit U of G during our March Break Tours and for Campus Day.

♦ NATIONAL APPLICANT RECEPTIONS – FEBRUARY AND MARCH 2016 Contact: Nicole Gazzola, Ext. 56056, [email protected]

Out-of-province prospects, applicants and admitted students, along with their families, will be invited to attend informal receptions, in select cities across Canada, to learn more about living and learning at the University of Guelph. Calgary Reception – Saturday February 20th, 2016 Fredericton Reception – Sunday March 26th, 2016 Vancouver Reception – Sunday February 21st, 2016 Montreal Reception – Monday March 7th, 2016 Victoria Reception – Thursday February 25th, 2016 Halifax Reception – Saturday March 5th, 2016 ♦ MARCH BREAK TOURS – March 14-18, 2016

Contact: Michelle Seaton, Ext. 58712, [email protected] Campus Tours, with an enhanced introduction and opportunity to meet with Admission Services staff, will be offered during the high school March Break week. Tours will depart from Room 103 in the University Centre at 10am and 1:30pm on the aforementioned dates. All semester-one applicants for Fall 2016 will receive an invitation to these tours as part of the Acknowledgement Package produced by Admission Services, as well as through our Applicant Telethon.

♦ CAMPUS DAY FOR APPLICANTS – Sunday April 3, 2016

Contact: April Albano, Ext. 56716, [email protected] Campus Day attracts over 2,000 visitors each year. All semester-one applicants for Fall 2016 will receive an invitation to this event as part of the Applicant Acknowledgement Package produced by Admission Services.






♦ GUELPH INTERACTION FOR GRADE 10/11 STUDENTS Contact: April Albano, Ext. 56716, [email protected]

TWO DATES: Wednesday April 27 and Thursday April 28, 2016

Guelph Interaction is designed to introduce the university experience, and the U of G, to high school students in Grades 10 and 11. Registrants choose two sessions from approximately 30 offerings. Attendance at Interaction is approximately 400 each day.

♦ TELETHON BY U OF G FACULTY – April and May 2016 Contact: Effie Gatsinos, Ext. 56053, [email protected]

For programs interested in coordinating a faculty telethon to admitted students, we will prepare the request for information about admitted students from the Registrar. We will also prepare a package of information for faculty telethon coordinators to help prepare faculty who call admitted students to answer questions about Guelph. ♦ REGIONAL DIALOGUES – April and May 2016

Contact: Effie Gatsinos, Ext. 56053, [email protected] Regional Dialogues are one-day conferences for high school guidance counsellors, hosted by Ontario’s universities. These events provide the opportunity for representatives to share important admission updates from their respective institutions, as well as dialogue with guidance counsellors and administrators about current trends and topics related to university recruitment and admission in Ontario. Tuesday April 26 – Laurentian Thursday April 28 – Waterloo Friday April 29 – U of T (Scarborough) Tuesday May 3 – Carleton Wednesday May 4 – RMC Friday May 6 – U of T (Mississauga)

♦ SPRING ACADEMIC OPEN HOUSES – MAY 9, 10, 11 AND 13, 2016 Contact: April Albano, Ext. 56716, [email protected]

The Spring Academic Open Houses provide admitted students with the detailed program and student service information, as well as facility and residence tours, they are seeking at this stage in the admission cycle. Survey data indicates that this event may well be the final deciding factor for students choosing to study at the University of Guelph. Admitted students will be invited on the following dates: Monday May 9th – BSc and BAS Tuesday May 10th – BComp, BEng, BScAgr, BScEnv, BBRM Wednesday May 11th – BComm Friday May 13th – BA and BASc






♦ LIAISON TRAINING – AUGUST AND SEPTEMBER, 2016 Contact: Nick Pankerichan, Ext. 58478, [email protected]

This six-week training program covers all U of G academic program, student services, admission and scholarship updates for our contract Liaison Officers, as well as all Admission Services staff and campus liaison contacts. Program and Student Services contacts will be asked to complete a template with all pertinent information and updates, and meet with liaison staff to share highlights, student examples and messaging to be included in high school presentations.

P lease feel free to contact us w ith comments or questions. Thank you for your time and support!

Sent January, 2016



1. Welcome and Approval of the Agenda 17-18

Documents

Transcript of 1. Welcome and Approval of the Agenda 17-18