Trent Student Centre Room 2.02 A G E N D A … — Closed Session Chaired by Senator Muldoon 2....

The 464th Meeting of the Trent University Senate 2:00 p.m., Tuesday, November 7, 2 017

Trent Student Centre Room 2.02

A G E N D A

OPEN SESSION

1. Welcome and Adoption of the Agenda

2. Minutes of the October 10, 2017 meeting of Senate and Business Arising (for approval)

Chair Exhibit 1

3. Chair’s Remarks and Announcements

Chair

4. Presidential Review Committee-Update

5. Nominating and Governance Subcommittee Report (for approval)

Senator Newhouse Exhibit 2

6. Graduate Studies Committee Report (for approval)

Senator Moira Howes Exhibit 3

7. Undergraduate Academic Policy Committee Report (for approval)

Senator Cathy Bruce Exhibit 4

8. Cyclical Program Review Committee Report (for information)

Senator David Ellis Exhibit 5

9. Any Other Business

10. Adjournment Chair Distributed for Information: Academic Integrity Report Committee on Undergraduate Petitions Report Special Appeals Committee Report

Trent University Senate Minutes Page 1 of 2

The 463rd Meeting of the Trent University Senate

Tuesday, October 10, 2017, 2:00 p.m.

Trent Student Centre Room 2.02

MINUTES

Present were: President Leo Groarke (Chair); Senators Bruce Ahlstrand, Suzanne Bailey, Gillian Balfour, Graeme

Bishop, Ingrid Brenner, Cathy Bruce, Craig Brunetti, Alexandra Bursey, Caleb Button, Bruce Cater, Sally Chivers,

Robert Clarke, James Connelly, David Ellis, Neil Emery, Owen Faulkner-Nolan, Wenying Feng, Cyndi Gilmer,

Fiona Harris-Stoertz, Moira Howes, Jennine Hurl-Eamon, Gyles Iannone, Carolyn Kapron, Markus King, Byron

Lew, Anne Martin, Jacqueline Muldoon, David Newhouse, Van Nguyen-Marshall, Blair Niblett, Kevin Peters,

Marco Pollanen, Nona Robinson and Shaun Watmough. Official Visitors: Tracy Al-idrissi, Karen Foster, Robyn

Jacobson, Danen Oberon, and Kelly Zatorski. University Secretary Karen Spearing and Associate University

Secretary (Senate) Tara Harrington

Regrets: Senators Brendan Bell-Earle, Emily Beaudin, Saud Chaudhry, Dan Longboat, Raul Ponce-Hernandez,

Aaron Slepkov and Margaret Steffler.

OPEN SESSION

1. Welcome and Adoption of the Agenda. The Chair opened the meeting with a welcome to the traditional territory:

We respectfully acknowledge that we are on Mississauga Anishinabeg traditional land. We offer our gratitude to

First Nations for their care for, and teachings about, our earth and our relations. May we honour those teachings.

It was determined that the orientation to Senate would be offered following the regular items of business. The

revised agenda was adopted by consensus.

CLOSED SESSION

NOTE—Closed Session Chaired by Senator Muldoon

2. Presidential Review Committee-Selection of Senate Representatives. Faculty representation on the Advisory

Committee on the Review of the Presidency was discussed and confirmed.

OPEN SESSION

NOTE—Open Session Chaired by Senator Groarke

3. Minutes and Business Arising. The minutes of the May 2, 2017 meeting were approved as presented.

4.Chair’s Remarks and Announcements. The Chair welcomed Senators to the new academic year and led a round of

introductions. The Chair noted that Trent had received a 1.4-million-dollar donation to the Trent School of the

Environment from a very generous alum who wished to remain anonymous. The gift would be directed primarily

to student support but also included funds for the library to assist in providing research materials. The Chair also

reported that the Strategic Mandate Agreement had been completed and submitted. He had originally hoped to

circulate the final draft following the May meeting of Senate but there had been no opportunity to do so. The

document is confidential until November.

5. Undergraduate Studies Committee (USC) Report. Senator Howes presented the report which included

recommendations for a new articulation agreement with Durham College that would enable qualified Durham

College graduates to enter Trent’s Bachelor of Arts and Bachelor of Science programs in Sustainable Agriculture

and Food Systems with advanced standing as well as the discontinuation of the Emphasis in Northern and Polar

Senate Meeting November 7, 2017 of 49

Trent University Senate Minutes Page 2 of 2

Studies. Senator Howes noted that students enrolled in the Emphasis as of May 1, 2017 would be able to complete

their programs. The report also included an omnibus motion recommending a number of other curriculum changes:

Emphasis in Pre-modern Studies to be converted to an Option in Pre-modern Studies;

Emphasis in Theatre Studies to be converted to an Option in Theatre Studies;

Child & Youth Studies- regularize CHYS 3002H;

Computing and Information Systems – revise degree requirements for the joint-major in Information Systems;

History – regularize HIST 3730H and HIST 4730H;

Trent/Fleming School of Nursing – regularize NURS 2345H.

The revised Undergraduate Studies Committee Policy was also included in the report.

Senate approved the recommendations as presented.

Senator Howes also reported that the Undergraduate Studies Committee had approved a number of proposals over

the summer:

BIOL 1550H would no longer be cross-listed with Chemistry;

Child & Youth Studies - The prerequisite for CHYS 3001H had been revised;

Computing and Information Systems –Degree requirements for the Bachelor of Arts single-major General

program in Computing Systems had been revised;

Environmental & Resource Science/Studies – course restrictions removed;

French & Francophone Studies – reading courses in the half-credit format had been introduced;

Gender & Women’s Studies - WMST-CAST-POST 3962H was cross-listed with Sociology;

Geography – introduced a new trial course GEOG-ERST 3390H;

History – revised course categories for a number of courses (to meet degree requirements);

Trent/Fleming School of Nursing – introduced a trial course NURS 2345H;

Sociology – revised the degree requirements for both the single-major Honours program and the Specialization in

Criminology & Socio-Legal Studies;

Swansea Law & Arts Dual Degree program – degree requirements had been changed.

6. Graduate Studies Committee (GSC) Report. Senator Brunetti presented the report which included

recommendations for two new courses:

Gender & Women’s Studies 5000H and Education 5040H. Senate approved the recommendations as presented.

7. Cyclical Program Review (CPRC) Committee Report. Senator Ellis described the external review process and then

presented the report which included the Final Assessment Reports for both the BA in Cultural Studies and the PhD

in Cultural Studies. Senate accepted the report as presented.

Senator Muldoon reported that Trent had undergone a review of our cyclical review process last year and the

reviewers had identified five best practices in our process.

8. Any Other Business. A member of Senate asked for an update on the Make Trent Safe campaign and Trent’s

response to the student delegation that had appeared before Senate in May of 2017. The Chair reported that the

Provost and the Human Rights Advisor had met with the group three times during the summer and would continue

to do so. It was agreed that updates would be provided to Senate.

9. Adjournment. The meeting adjourned at 3:40 p.m. Following adjournment of the regular meeting the Chair and

Secretary offered an orientation session for new Senators.

Dr. L. Groarke Chair

T. Harrington, Secretary


To: Senate

From: Nominating and Governance Subcommittee

Re: Senate Committee on Indigenous Education

Date: November 7, 2017

In March of 2017 Senate approved the report of the Special Committee on Indigenous Education-- including all recommendations pertaining to Senate. One of the recommendations was that the Special Committee be made a standing committee of Senate.

The attached draft Terms of Reference were developed in consultation with the Provost, Professor Newhouse and Ms. Lavell-Harvard and are submitted for your consideration. The draft was endorsed by Senate Executive Committee at a meeting held on October 31, 2017.

Motion: That Senate approve the draft Terms of Reference for the Senate Committee on Indigenous Education.


SENATE COMMITTEE ON INDIGENOUS EDUCATION Terms of Reference A standing committee of Senate, reporting to Senate and advisory to the Provost and Vice-President Academic. The committee, which will continue the work of the previous Special Committee on Indigenous Education (SCIE), will report on an annual basis the results of the previous year’s activities (including monitoring progress on implementing the recommendations of the SCIE) and setting out the plan for future activities. The work of the committee will address three aspects of Indigenous education (the education and support of Indigenous students, the education of non-Indigenous students so that they better understand Indigenous Knowledge, culture and history and respectful engagement with, and integration of, Indigenous people and knowledges) and will involve key areas of curriculum, approaches to teaching and learning, faculty and student engagement, organizational structures, university processes and protocols. It will involve cross cultural dialogue to come to an understanding and acceptance so that we may take action. Our way forward requires action across the university.

The committee will foster and support: Indigenous culture as creative, performing and forward looking; Indigenous Knowledge (IK) and Ways of Knowing; Further a stronger reconciliation component.

Composition Provost and Vice-President Academic (Chair) Director, Chanie Wenjack School for Indigenous Studies Two Elders-one Metis and one from a local First Nation Chair, or designated community member, from the Aboriginal Education Council Two students-one named by the Trent Central Student Association and the other named by the Trent Graduate Student Association Two faculty members from outside the Chanie Wenjack School for Indigenous Studies One Indigenous scholar Director, First Peoples House of Learning

Associate Secretary (Senate) (Secretary)non-voting

Consultants:

As/when required.


GSC Report to Senate

October 23, 2017

The Graduate Studies Committee recommends the following Major curriculum change to Senate for approval to be

included as part of the Graduate Studies Academic calendar and offerings:

1. Major Change: New Stream: TCPS 5600Y: Major Research Paper

Proposed Date for Change: September 2018

Consultation: All Graduate programs

Rationale: To increase options for the students by creating a stream they can complete in one year.

The stream is virtually identical to those already offered by Trent’s History and Public Texts MA programs: instead

of writing a thesis, students write a major research paper and take an extra elective.

The new stream meets the program goals of the TCP MA. The Program Requirements and Learning Outcomes from

our recent review are still met by the writing of an MRP combined with the additional requirement of an extra

elective. The GDLEs from our recent review are:

1. Depth and Breadth of Knowledge

Trent GDLE Master’s Degree Expectations - The degree is awarded to students who have demonstrated a

systematic understanding of knowledge including, where appropriate, relevant knowledge outside the field and/or

discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the

forefront of the academic discipline, field of study, or area of professional practice.

Related Theory, Culture and Politics MA Program Expectations - Students in the Trent TCP MA program typically

have already had exposure to cultural theory, political theory, and/or philosophy. Many, however, come from

diverse fields in the humanities and social sciences and bring problems and insights with them from their major

fields. These critical skills and knowledge frames are actively shared within the TCP student/faculty community.

Outcomes:

• TCP Graduates are competent participants in the broader intellectual community, having taken an active role in

the local culture of critical engagement with multiple subjects.

• The interactive TCP community fosters an ethos of self-directed learning and the capacity to learn from and to

teach colleagues across the academic community.

• All TCP courses emphasize and promote critical writing and listening skills through intensive seminar

engagements with each other and the preparation of a critical scholarly essay.

• All TCP students become skilled at the preparation of interdisciplinary literature reviews and related research

strategies through an intensive process in the core course of developing a thesis or a major research project.

2. Research and Scholarship

Trent GDLE Master’s Degree Expectations - The degree is awarded to students who have demonstrated a

conceptual understanding and methodological competence that:

a. enables a working comprehension of how established techniques of research and inquiry are used to create and

interpret knowledge in the discipline

b. enables a critical evaluation of current research and scholarship in the discipline or area of professional

competence

c. enables a treatment of complex issues and judgements based on established principles and techniques

On the basis of that competence, has shown at least one of the following:

a. the development and support of a sustained argument in written form

b. Originality in the application of knowledge


Related Theory, Culture and Politics MA Program Expectations – TCP MA students are exposed in all TCP courses

to aspects of a research practice in that subject. While there is no fixed standard of inquiry that is universal across

all subjects in the humanities and social sciences, our students become engaged consistently, in courses, colloquia,

retreats, and conferences, with the generic methods of scholarly inquiry and its various normative standards within

the humanities and social sciences. All TCP courses require student to write competent critical arguments consistent

with the standards of that subject and that are in some way original. The TCP Program requires all students to write

a high-quality, scholarly argument (thesis or MRP).

Outcomes: Coursework challenges and practice opportunities will culminate in the ability to complete the

following:

• Students develop throughout their 1st year a Research Proposal that is shared with a potential supervisor,

presented to and critiqued by peers,

• Students will continue to develop their thesis or MRP statement and argumentation strategy and implement a full

research study, consistent with methodological standards recognizable within the interdisciplinary context of their

theoretical practice.

3. Level of Application of Knowledge

Trent GDLE Master’s Degree Expectations - Competence in the research process by applying an existing body of

knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.

Related Theory, Culture and Politics MA Program Expectations – The TCP MA Program works on the premise that

students will acquire the capacity to undertake a theoretical practice. Although the notion of a theoretical practice,

or “doing theory,” is always a contested notion, it is generally agreed that it entails a reflexive practice, which, in

some manner, leaves open the fundamental presuppositions of the practice. It is, in short, not an exercise in

application because the premises of prior bodies of knowledge and method are, in principle, always subject to

critique and revision.

This is a fundamental methodological principle that all TCP students are encouraged to embrace, recognizing that

the challenges are often significant. Students are asked to address problems, initially articulated within the language

and conceptual resources of their own intellectual experiences, fully recognizing that problems and methods are

constitutive of each other. Problems are not “discovered” and solved by already existing methods of inquiry.

Outcomes:

• Students will be comfortable with the idea that theirs is a reflexive theoretical practice, while, at the same time

retaining a critical respect for existing methods and their historical accomplishments.

• Students will demonstrate an ability to critically analyse their own practice in reflexive/reflective assignments

through coursework and to actively express their reflexive methods in the execution of their thesis or MRP research.

• Students will have begun to locate their self-understanding within the historical and cultural context of

contemporary research in the humanities and social sciences.

4. Professional Capacity/Autonomy

Trent GDLE Master’s Degree Expectations - a. The qualities and transferable skills necessary for employment

requiring (i) the exercise of initiative and of personal responsibility and accountability; and (ii) decision-making in

complex situations

b. The intellectual independence required for continuing professional development

c. The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for

responsible conduct of research

d. The ability to appreciate the broader implications of applying knowledge to particular contexts

Related Theory, Culture and Politics MA Program Expectations – The TCP MA Program has always been oriented

to students with academic aspirations. Indeed, a very large number of our students have gone on to do a PhD and

several are now professors in prestigious universities. On the other hand, we recognize the needs of those who will

not take that path. Indeed, many successful TCP students have gone into public service, the law and legal

scholarship, and a variety of other vocations requiring critical and theoretical skills.

The focus on the development of autonomous critical capacities balances the needs of both of these groups.

Increasingly, the TCP Program has turned its attention to integrating the skills of a theoretical practitioner with those

of a professional practitioner, and to the forms of accountability that accompany professional practice in general.


Outcomes:

• Students will acquire a critical awareness of their role, as graduate students in the humanities and social sciences,

as autonomous professionals in a variety of institutional settings, including universities.

• Students will understand the importance of evidence and argument within the academic tradition and have the

self-confidence to bring these skills with them into the world of professional practitioners.

5. Level of Communication Skills

Trent GDLE Master’s Degree Expectations - The ability to communicate ideas, issues and conclusions clearly.

Related Theory, Culture and Politics MA Program Expectations – TCP MA students will enter the program with

substantial communication skills already in place due to prior experiences in educational settings. Any student who

completes the TCP thesis or MRP process will emerge with highly developed skills in both critique and

communication. Increasingly, TCP students are being encouraged to enter into joint events with other graduate

programs, thus enhancing their ability to communicate across academic practices.

Outcomes:

• In addition to coursework, presentations and research reports/papers, TCP students will participate in multi-

disciplinary colloquia and seminars, thus honing their capacity to communicate to a broad audience of academic and

non-academic.

6. Awareness of Limits of Knowledge

Trent GDLE Master’s Degree Expectations - Cognizance of the complexity of knowledge and of the potential

contributions of other interpretations, methods and disciplines.

Related Theory, Culture and Politics MA Program Expectations - TCP programming is at the forefront of

interdisciplinarity in the humanities and social sciences, and increasingly engages in various ways with the natural

sciences. As the role of interdisciplinary scholarship changes in a changing cultural and social context, TCP’s

thematic focus will also change. While this is a topic of ongoing strategic importance, it is already reflected in the

number of applicants from the social sciences. TCP students and graduates are very well prepared to function within

the cultural and social complexity of the contemporary world.

Outcomes:

• Students included in a variety of non-academic, strategic aspects of the community of intellectual peers.

• Student graduate from the TCP program with broad coping skills and an awareness of the complexities of their

intellectual practice.

• Students will participate actively in colloquia and seminars of other graduate programs and will leave Trent with

an enhanced understanding of their social, cultural and political context.

Proposed Calendar Copy: Major Research Stream

TCPS 5000Y: Seminar on theory, culture and politics

4 elective courses (total of 2.0 credits) Note: these may include reading courses, or courses from other Trent MA

programs with instructor and program approval

TCPS 5600Y (1.0 credits): Major Research Paper. Students will write a major research paper of 50-60 pages. The

grade will be the average of grades assigned by the supervisor and second reader. A grade of 70% will be required

to pass.

The Graduate Studies Committee recommends the following Minor curriculum change to Senate for information:

1. Minor Change (Change in cross-listing): “CSID-HIST 5202H-CAST 6102H Culture, heritage and the arts”

to “CSID 5202H-ENGL 5306H-CAST 6102H: Culture, heritage and the arts”

Proposed Date for Change: 2017-2018 academic year

Consultation: All Graduate programs


Rationale: Change in instructor results in change of delivery focus of the course. Where previously a cross-listing

with MA. HIST was natural as the course was also taught as a History course, it is now a cross-listing with MA.

ENGL and the instructor and the syllabus have been altered significantly.

Proposed Calendar Copy: CSID-5202H-ENGL 5360H-CAST 6102H: Culture, heritage and the arts

This course will critically explore selected theoretical, empirical, and creative constructions, contestations and

celebrations of Canadian culture(s). Course content ranges from the national to the local, examining cultural

communities and identities, intellectual traditions, cultural policies, museums and galleries, and cultural expression

in film, theatre and literature. Excludes CSID-HIST 5202H-CAST 6102H.


1

Undergraduate Academic Policy Committee Report to Senate November 7, 2017 The Undergraduate Academic Policy Committee is recommending the following proposal for Senate approval: 1. From: Trent International

Re: Admissions from the International Baccalaureate (IB) program – modification to existing regulation To adopt the International Baccalaureate Schools of Ontario’s Table of Equivalence for international applicants, thereby lowering the minimum IB score to be considered for admission from 28 to 26 As published in the Undergraduate Academic Calendar:

All applicants who have completed the International Baccalaureate Diploma with a minimum overall score of 28 26, including at least three courses at the Higher Level, will be considered for admission. English at a Higher or Standard Level is required. Advanced standing and transfer credit will be granted for Higher Level subjects passed with a grade of five (5) or higher. The maximum credit that will be awarded from an IB Diploma is 5.0 credits (one year of full-time study). Please refer to section on Transfer Credits (p. 286).


UNDERGRADUATE CALENDAR NEW/MODIFIED REGULATION PROPOSAL UNDERGRADUATE ACADEMIC POLICY COMMITTEE (UAPC)

Please submit completed form (which expands to accommodate the amount of information needed) with any attached information to the Secretary of UAPC in Word format. All proposals must receive UAPC and Senate approval prior to implementation. Note that this form only applies to academic regulations published in the undergraduate calendar. Academic policies published elsewhere must meet the standards of the general university policy process using the standard form templates (see http://www.trentu.ca/secretariat/policies.php). Proposed by (contact name, unit): Daralyn Auld, Trent International Date: October 3, 2017 CURRENT STEP:

___ To Undergraduate Academic Policy Committee (UAPC) _X_ From UAPC to Senate __X__ For Approval ____ For Discussion _____ New Regulation _X_ Modification to Existing Regulation

NARRATIVE SUMMARY OF PROPOSED CHANGE

Trent is presently holding International Baccalaureate Diploma students to a higher standard of admission than other candidates. The recommendation is to adopt the IBSO Table of Equivalence for converting IB scores to Ontario high school grades. Adopting this standard conversion scale applied to all Ontario students studying the IB to international students would result in a change in Trent’s minimum IB score from 28 to 26 total points.

EXISTING REGULATION WORDING / OTHER RELEVANT CALENDAR WORDING: Specify section / page # in current calendar Specify date regulation was last modified

POLICIES & ADMINISTRATION, Admissions, Admissions from Secondary School Systems, International Baccalaureate (IB) Program, p. 277 Date last modified: Unknown “All applicants who have completed the International Baccalaureate Diploma with a minimum overall score of 28, including at least three courses at the Higher Level, will be considered for admission. English at a Higher or Standard Level is required. Advanced standing and transfer credit will be granted for Higher Level subjects passed with a grade of five (5) or higher. The maximum credit that will be awarded from an IB Diploma is 5.0 credits (one year of full-time study). Please refer to section on Transfer Credits (p. 286).”

RATIONALE FOR A NEW / MODIFIED REGULATION:

The International Baccalaureate Diploma is an international standard. Canadian student IB examinations are sent abroad to an IB examiner for application of a consistent standard of grading around the world. An IB Diploma score in Canada is equivalent to an IB Diploma score in Colombia. If a student does not meet the expectations of the international standard they are graded accordingly. If an IB teacher fails to prepare an entire class properly, the entire class risks performing poorly on an examination. The premise behind the IB is that families and schools around the globe can expect the standard. The International Baccalaureate Schools of Ontario (IBSO), has created a Table of Equivalence (attached) to translate IB scores to Ontario grade equivalencies based on the Ontario provincial curriculum. This conversion scale is applied to all Ontario IB students when they apply to Ontario universities usually submitting converted grades and IB scores. Trent accepts this grade translation at face value and uses Ontario percentage grades instead of IB scores in admission assessment of IB students from Ontario high schools. Trent should accept the same conversion scale for IB grades received from applicants coming from IB schools outside of Canada. The IB is becoming better understood by North American universities, where ten years ago, many did not have policies accepting the IB. Now, like Trent, offer automatic entrance scholarships for students coming with an IB Diploma. Almost all Canadian universities offer transfer credits for Higher Level (HL) subjects.


Trent’s conversion scale for IB scores presently makes our standard score required for admission from an international IB applicant approximately 75% (translated to an Ontario percentage). We require a 70% minimum average from an Ontario educated high school student, therefore we are setting a higher expectation for international students studying the IB. Adjusting our scale and adopting the IBSO Table of Equivalence to assess international applications from IB schools would address this discriminatory practice.

IMPACT OF NEW / MODIFIED REGULATION:

The change will impact all international students applying to Trent with an IB Diploma. Subsequent to shifting the minimum required score for entry, students applying to limited enrolment programs would benefit, as would our ability to offer more students Entrance awards improving our chances of enrolling IB Diploma graduates.

PROPOSED WORDING: If lengthy, attach page to form (using the track changes function where appropriate)

“All applicants who have completed the International Baccalaureate Diploma with a minimum overall score of 26, including at least three courses at the Higher Level, will be considered for admission. English at a Higher or Standard Level is required. Advanced standing and transfer credit will be granted for Higher Level subjects passed with a grade of five (5) or higher. The maximum credit that will be awarded from an IB Diploma is 5.0 credits (one year of full-time study). Please refer to section on Transfer Credits (p. 286).”

PRACTICE AT OTHER INSTITUTIONS: Attach survey data to form

The survey below lists present minimum IB point scores for admission which include 3 ‘bonus’ points awarded for the Theory of Knowledge, Extended Essay and CAS program unless otherwise noted. Please note that universities accepting at a minimum Ontario Grade above 80%, e.g. Queen’s and Western, are listing a minimum of 28 points (this would be in accord with the IBSO Table of Equivalence). Some universities who accept a minimum 70% Ontario Grade are admitting with a 24-26 point score while others like Trent are using the same as Queen’s, Western, McMaster and Guelph, placing students studying the IB outside of Ontario at a disadvantage and held to a higher standard. Algoma – 26 Brock – Diploma earns $1,000 (minimum 24 required to earn Diploma) or Certificates (hybrid – could be fewer points) Carleton – 28 Guelph – 28 Lakehead – 28 Laurentian – 28 McMaster – 28-29 Nipissing - 24 OCAD - 24 Ottawa – 28 Queen’s – 28 RMC – 28 (excluding bonus points) Ryerson - 28 Toronto – 27+ Trent – 28 (present) Proposed change to 26 UOIT - 24 Waterloo – 27 (excluding bonus points) Western – 28 (including two bonus points, not three) Wilfred Laurier – 24 Windsor - 24 York – 28

(Updated Nov 4, 2010)


CYCLICAL PROGRAM REVIEW COMMITTEE

SENATE REPORT 2 Report Dated: October 24, 2017

Agenda Items FINAL ASSESSMENT REPORTS 1. BA Gender & Women’s Studies 2. BScFS Forensic Science and BSc & BA Joint Major Forensic Science 3. BA Sociology

Senate Date November 7, 2017

Submitted By Cyclical Program Review Committee Chair, David Ellis (Acting Dean of Arts & Science – Science)

For Approval/Info

For Information


1. BA Gender & Women’s Studies

CYCLICAL PROGRAM REVIEW COMMITTEE (CPRC)

FINAL ASSESSMENT REPORT & IMPLEMENTATION PLAN

GENDER & WOMEN’S STUDIES

DEGREE PROGRAMS BEING REVIEWED

BA Gender & Women’s Studies

EXTERNAL REVIEWERS Dr. Suzanne Luhmann, University of Lethbridge Dr. Lori Chambers, Lakehead University

INTERNAL REPRESENTATIVE Dr. Kate Norlock, Philosophy

YEAR OF REVIEW 2016-2017

DATE OF SITE VISIT February 6 & 7, 2017

DUE DATE FOR IMPLEMENTATION REPORT BY WMST

April 1, 2018

DATE OF NEXT CYCLICAL REVIEW

2024-2025

DATE PREPARED BY CPRC

October 4, 2018

DATE APPROVED BY PROVOST & VP ACADEMIC

October 20, 2017

SIGNATURE OF PROVOST & VP ACADEMIC

Gender and Women’s Studies (GWST) is an interdisciplinary program committed to excellence in teaching and research focused on women and gender relations in the past and present. Recognizing the diversity of women’s lives and the complexity of factors affecting their experiences, the program offers a range of feminist approaches and analyses while striving to develop new bodies of scholarship that challenge traditional frameworks of knowledge and contribute to feminist and social justice movements.

Reviewers were ‘particularly impressed with the engaged articulateness of the students,’ whom they met, and commented on the program’s commitment ‘to pedagogical innovation and attention to the diversity of learners in their classrooms. Courses offered represent the state of the field and are academically rigorous as well as pedagogically sound’.


The Gender & Women’s Studies program offers students an emphasis, consistent with Trent’s mission statement, on critical, analytic thinking and writing skills, interactive reading, and articulate participation in dialogue and debate. The program encourages empirical, theoretical, and experiential learning, an awareness of local, national, and international contexts and dimensions to issues affecting women and gender relations. SUMMARY OF PROCESS

During the 2016-2017 academic year, the BA Gender and Women’s Studies program underwent a review. Two arm’s-length external reviewers (Dr. Suzanne Luhmann, University of Lethbridge and Dr. Lori Chambers, Lakehead University) and one internal member (Dr. Kate Norlock, Philosophy, Trent University) were invited to review the self-study documentation and then conducted a site visit to the university on February 6th and 7th, 2017. This Final Assessment Report (FAR), in accordance with Trent University’s Institutional Quality Assurance Policy (IQAP), provides a synthesis of the cyclical review of the undergraduate degree program. The report considers four evaluation documents: the Program’s Self-Study, the External Reviewers’ Report, the Program Response, and the Decanal Response. A summary of the review process is as follows: the academic unit(s) completed a self-study which addressed all components of the evaluation criteria as outlined in Trent’s IQAP. Appendices included: Curriculum Vitae; Course Syllabi; Learning Outcomes; Enrolment, Retention and Student Data; Calendar Copy; University Degree Requirements and TUFA Collective Agreement. Qualified external reviewers were invited to conduct a review of the two degree programs which involved a review of all relevant documentation (self-study, appendices, IQAP) in advance of the site visit. A two-day site visit took place where reviewers met with senior administration, faculty, and students. Once the external reviewers’ report was received both the Program and Dean provided responses to the report. The Cyclical Program Review Committee (CPRC) reviewed and assessed the quality of the degree programs based on the four review documents and reported on significant program strengths, opportunities for improvement and enhancement, and the implementation of recommendations. The Implementation Plan identifies those recommendations selected for implementation and specifies: proposed follow-up, who is responsible for leading the follow-up, and the specific timeline for addressing the recommendation, if applicable. Academic units, in consultation with the respective Dean(s), will submit an Implementation Report in response to the recommendations identified for follow-up. The Report is due April 1, 2018.


SIGNIFICANT PROGRAM STRENGTHS

Interdisciplinarity is an important strength of the degree. Drawing on the core of feminist theory, students can tailor their degree to any number of themes offering multiple perspectives on issues of paramount social importance.

Faculty have a strong scholarly record. They are actively engaged, many as leaders, in inter- and multi-disciplinary production of gender and feminist scholarship in their disciplines. Specifically, their research contributes to the development of disciplinary feminist and gender studies scholarship nationally and internationally.

There is a commitment to creativity and innovation in the Program.

The Program has a strong academic focus on future societal needs and public good. In addition to advancing justice, fairness, and human flourishing, the Program has an enormous role to play in practical consideration in sustenance, security, and survival.

Students majoring in Gender and Women’s Studies at Trent students have opportunities for experiential learning and transformative experiences beyond what are usually possible in the traditional classroom environment; including options in upper years to undertake community based research projects and courses on activism. Students spoke eloquently of their excellent learning experiences, for example, an extensive focus on training students for research within the program.

Community engaged research opportunities offered at the 3rd and 4th year levels, cited by students as offering exceptional opportunities to participate in real, on the ground , research with organizations in the community.

Strengths of the program include a focus on critical inquiry and problem-based analysis. As well the program foci emphasizes the training of transferrable skills, including communication, application of knowledge, ethical and professional conduct and socially responsbile engagement with communities and the world, all of which are invaluable to students.

The New Walls to Bridges program with Sociology is an exciting addition to the program and its social justice orientation.

The new speaker series facilitates intellectual and scholarly community building among faculty members with gender-related and feminist research interests. Students are exposed to new and emerging faculty research


OPPORTUNITIES FOR PROGRAM IMPROVEMENT AND ENHANCEMENT

Many of these opportunities are included as part of the formal recommendations however highlights would include:

A minimal number of courses are offered each year providing limited choices for students in any given year.

Opportunities to explore further cross-listing with Indigenous Studies should be explored, specifically in the areas of Indigenous Critical race and Indigenous feminisms.

The Program should consider increasing enrolment through the introduction of courses that attract students from across the university; pursue the cross-listing of courses and investigate making certain WMST courses required for other disciplines.

COMPLETE LIST OF RECOMMENDATIONS

RECOMMENDATION 1 That all courses become half courses in order to reduce the scheduling problems cited by students.

Program Response All courses, with the exception of the Honours Research Seminar, are half courses already. Decanal Response Discussions about implementing a block system for timetabling are presently underway, and the Humanities decanal group have participated in consultations this past academic year. RECOMMENDATION 2 That the program reviews the scheduling of upper year GWST courses in light of existing scheduling

problems.

Program Response Upper level classes are scheduled so they do not overlap. Some cross-listed courses may still overlap in the upper years. The Program will continue to ensure that 3000- and 4000-level courses are blocked in timetable. Decanal Response Discussions about implementing a block system for timetabling are presently underway, and the Humanities decanal group have participated in consultations this past academic year. RECOMMENDATION 3 That the program impose some pre-requisites on fourth year courses run by the Department of Gender and Women’s Studies.


Program Response In order to offer some choice of fourth year courses and increase enrolment, changes have been made to prerequisites in the fourth year courses. We have not noticed a difference in the academic performance or success of majors and non-majors in the fourth year courses. We have noticed that having an interdisciplinary group enhances class discussions.

Decanal Response The program’s sense of this issue is important; the program should emphasize to students the benefits of multi-disciplinarily in class discussion (if not already a practice). Moreover, it is important to relay that feminist and intersectionality are issues in every field of inquiry, and this makes it imperative to engage students across the disciplines.

RECOMMENDATION 4 That the program consider whether the expectation of students taking courses in sequence needs to be revised, and review curriculum accordingly.

Making prerequisites and requirements more flexible would allow students to take courses and change to GWST major later in their university careers.

Program Response We have few required courses, which already makes it relatively easy for students to major/joint major later in their university careers. Compared to other programs, our requirements are minimal. Pre-requisites have been reduced substantially since the time of the last external review.

Decanal Response There is some evidence that most students benefit from more straightforward and flexible course options in fulfilling their major requirements. Some programs are now designing the major with the majority of students’ needs in mind, while also identifying courses that are strongly recommended for students wishing to pursue graduate studies (a minority of students). The department may wish to give some thought to continuing its efforts at streamlining program requirements. The WMST requirements are comparable to many other programs at Trent, and there is no pressing need to make further adjustments. RECOMMENDATION 5 That faculty meet and review/exchange syllabi in order to reduce repetition between years and courses. Program Response This is a good idea; we have noticed a fair bit of curriculum creep with our increasing reliance on part time and non-permanent faculty. Syllabi could be shared online to check for duplication. The program could provide a template for non-permanent faculty to ensure that key pieces of the curriculum are being taught. Decanal Response The solutions suggested above will resolve this issue.


RECOMMENDATION 6 That faculty members be encouraged to have conversations with GWST students to help them develop both an awareness of and a language to articulate the skills and knowledge acquired in their GWST training. Program Response We do this in different courses; for example, students learn how to write grant proposals in the Feminist Research course, and they design poster presentations and orally present their research to a public audience in the honours research seminar. We can work to incorporate more of these kinds of assignments into other courses. Our new website has careers section which will cover this and should help answer many of these questions. We will make sure learning outcomes at the course-level specify transferrable skills.

Decanal Response The program is already addressing this need; though on-going efforts are certainly welcome. This is also something that the humanities and social sciences can address on a broader scale through workshops, talks, and other events.

RECOMMENDATION 7 That further courses in disability, critical race, sexuality, eco-feminism, girls, prison, and masculinity studies be developed. Program Response The program already offers courses in many of these topics, including: a new course on disability introduced in 2017-2018, two courses in gender and the environment, critical race theory is integrated throughout the curriculum, topics on gender, sexuality, masculinities and women in prisons (Walls to Bridges) are offered through cross-listed courses with Sociology, and a new course on girls is cross-listed with English (new in 2017-2018). Decanal Response Gender and Women’s Studies as a field advances quickly, and new approaches, perspectives, and findings are constantly advanced. The Gender and Women’s studies program has sufficient breadth and dynamism in its course offerings and a demonstrated commitment to advancing new approaches and perspectives. And as noted above, the integration of WMST courses with courses in other disciplines also helps to achieve on-going momentum in new and diverse areas of inquiry. Any changes related to the above should be considered in light of how manageable they are, and how necessary they are, as is the usual practice in the department. RECOMMENDATION 8 That better interconnection with Indigenous Studies be developed. Program Response Issues related to indigenous women are integrated into the GWST courses. We see this as an important priority and key to how Trent models its education system. Several GWST courses are cross-listed with the School of Chanie Wenjack for Indigenous Studies, and include topics on Indigenous women and Indigenous populations. We have always been open to collaboration and


these courses are popular with our students. The program often addresses Indigenous women or invited Indigenous speakers for the annual Margaret Laurence lecture. Decanal Response The program already has important ties to Indigenous Studies at Trent in addition to covering indigenous issues in its courses. RECOMMENDATION 9 That a recruitment plan and strategies be developed to bring students into the major. Some recruitment activities could include: an information flyer to all incoming first year students; individual letters sent to students in good standing in the introductory courses - inviting them to become majors; invite instructors from upper year courses to introduce themselves and present their next term courses to intro course students; use social media to advertise GWST; have majors speak to intro course students about their decision to major in GWST; bring GWST alumni to Trent to speak about how their degrees have benefitted their careers, and feature alumni on the departmental webpage. Program Response These are all good ideas. We will take them into consideration. The updated department webpage has career information and should help promote the program. Decanal Response The suggestions made are helpful, and other ideas may emerge in discussions with marketing and communications. New prizes and awards could also be used to market the program and draw attention to the discipline. If not already the practice, it is helpful to staff open houses with faculty members as well as departmental students or undergraduate society representatives. Prospective students really enjoy speaking with existing students (and often prefer it). RECOMMENDATION 10 That further collaborative or joint degrees with other units be explored, especially in professional and large enrolment programs (for example a critical criminology joint major/minor). Program Response We can pursue this and are open to collaboration. Decanal Response The Law and Arts applications are promising and the gains realized should be known in the next 2-3 years. A Gender and Women’s Studies degree is a powerful pairing with a law degree, and should be advertised as such. A link between Sociology and Women’s Studies may prove beneficial, though perhaps it would need to offer some advantage above and beyond those already available to WMST-SOCI joint majors. Other interesting initiatives can be explored in the interests of creative opportunity. RECOMMENDATION 11 That the introductory courses be made mandatory for other degree programs.


Program Response The introduction course is already very large and we have had to divide it into two sections. We do not feel that mandatory courses would be well-received by other programs. Decanal Response Expansions of courses in the ways suggested by the reviewers should not be rejected prima facie because of concerns about resources. It is possible to negotiate resources around new initiatives, particularly where there are signs of academic interest, merit, and growth. There have also been shifts in views about required courses (or highly recommended courses) in other programs, so there may be reason for more optimism about required WMST courses in other programs. This approach can be of great benefit to other programs and sometimes it is just a matter of making the advantages clear. RECOMMENDATION 12 That research activities of LTA and part-time instructors be supported. That LTAs not only teach in large lower level courses but also teach in their areas of research. Program Response LTAs and CUPE instructors have access to conference travel, research funds, and professional expenses. The department has a speaker series as of fall 2015 through the Canada Research Chair and our LTAs have the opportunity to present, are well as the ‘Suds and Speakers’ series, where our faculty, including LTAs, present their research. LTAs do teach in their areas of research, for example one has designed a course specifically related to her research on popular culture. It has been typical that WMST permanent faculty have not been able to teach in their specific area of expertise, given the small number of faculty and the need to cover core courses. Decanal Response In addition to the above, the dean has been working with the program on the question of more equitable teaching loads for LTAs, with full view of the constraints and pressures on the unit. RECOMMENDATION 13 That the department chair or a representative attend the annual WGSRF administrators’ meeting for networking and collegial exchange of ideas for program administration and curriculum development. Program Response Previous chairs have regularly attended. In 2016, the chair could not attend due to a conflicting conference.


Decanal Response It seems reasonable for the chair or another faculty member to attend when already attending Congress for their own research projects (as schedules permit). There are other opportunities and means for networking about administrative and curricular needs and innovations. RECOMMENDATION 14 That face-to-face meetings take place and that a clear governance structure be introduced for the program. Program Response This is easy to rectify; we can schedule regular executive and committee meetings, rather than through business arising. The department is so small that a separate curriculum committee seems impractical, but one faculty could work with students on curriculum as a point person; with similar arrangements for other department events. All permanent faculty and the department chair serve as personnel committee each year, sometimes with external members to meet minimum requirements for personnel committee. Decanal Response The importance of regular departmental meetings has been emphasized. It is worth considering, however, that an executive committee is not usual for a department of this size. Normally, executive committees are put into place in very large departments. The usual suite of committees for a department of this size would be as follows:

Departmental committee, including department members, cross-listed faculty, LTAs, CUPE, student reps

Personnel committee

Curriculum committee, as needed RECOMMENDATION 15 That block scheduling program be implemented to reduce schedule conflicts. Program Response It has been department practice to ensure that we do not have conflicts in the scheduling of WMST courses, as well as cross-listed courses. Decanal Response Block scheduling is in development and consultations will continue next year. RECOMMENDATION 16 That secretarial resources be shared more equitably. Program Response Agreed, but an issue for senior administration.


Decanal Response While the reviewers’ comment about student numbers in this faculty is incorrect, the point that this program is under-resourced administratively still stands. RECOMMENDATION 17 That a dedicated and central space be created for GWST students or that the existing library/lounge with Philosophy and Classics be shared more equitably. Program Response Great idea, we would like a separate space for GWST students. This is something the dean’s office could do for us. A keypad would ensure access. We will consult with IDST and POST who have resource rooms for their majors with keypad access. Decanal Response Space constraints may make it difficult to fulfill this recommendation. In the meantime, it is very important to find ways to make the existing space welcoming to WMST students. RECOMMENDATION 18 That creative ways of sharing resources be develop and that joint appointments be encouraged across faculties, in particular with Social Sciences. Program Response We have been doing this since the inception of the program. Cross-appointments are more difficult, given the labour involved in teaching and doing service in two departments. Given the intensification of workloads in small departments, there is little incentive. The department is however, approaching particular faculty who might be open to a cross-appointment. The program would be willing to move the program to the Social Sciences division if requested. Decanal Response The joint majors seems to suggest that Social Sciences may be more academically aligned home for Gender and Women’s Studies. For 2016AY, the percentage of joint majors pairing their WMST degree with a social science major is 53%; a humanities major 28%; and a science major 19%. That students from a wide variety of disciplines decide to pick up WMST as a joint major is evidence of its importance to a wide variety of fields and occupations. The Social Sciences might also prove a more satisfactory home for the research of some of the members of Gender and Women’s Studies. This said, it will be important to make decisions about the program’s location on academic grounds and with a view to supporting the program’s increased growth and advancing its academics in all other respects. RECOMMENDATION 19 That the program continues to put pressure on the library to maintain a good collection of books. Program Response Agreed.


Decanal Response Given that the library is concerned to provide a good collection of books, it will also be important to assist and support the library in its efforts where possible. It will also be beneficial to make use of the resources for teaching and digital humanities that the library will offer when the renovations are complete. RECOMMENDATION 20 That a more coherent and transparent plan be developed at Durham and for interconnection between the two campuses. Program Response This has been completed. Direction for curricular development and associated resources have been driven by Durham; however, Durham has been responsive and has encouraged WMST to develop a minor. Demand for courses appears to be monitored and we are pleased that we have been allowed to grow in this location. One area of concern remains - reaching out to Durham based students to form a cohort and to feel supported as GWST students. One possibility is to elect a Durham student rep who might travel to Peterborough for meetings. A GWST LTA would help stabilize the Durham program. Decanal Response This is a solid recommendation, and will be taken under advisement. Administrative and academic structures between Durham and Peterborough are currently evolving, so there are good opportunities to shape program development and structures at the Durham campus. RECOMMENDATION 21 That the program requires a tenure track appointment. This is an exemplary Department in terms of student achievement and learning, excellent teaching, research productivity and collegiality. Support is needed from the administration to maintain this quality of student experience. Such an appointment would also support graduate programs across the university, and allow Gender and Women’s Studies to be a hub for all faculty members interested in research in this area. Program Response While we would very much welcome a new tenure-track appointment, one tenured-track faculty is not going to stabilize the program. Two minimum are needed in light of retirements, losses never replaced, and retirements before the next review. While not all faculty agree, the department could also benefit from a teaching appointment (Senior Lecturer). Decanal Response Succession planning and development is critical for this program. Stabilizing Gender and Women’s Studies is a paramount objective given its necessity for knowledge acquisition about human beings, culture, society, and beyond. The discipline is also deeply relevant to other programs at Trent, and central to the public good.


IMPLEMENTATION PLAN

The applicable Dean, in consultation with the Department Chair/Director of the relevant Academic Unit shall be responsible for monitoring the Implementation Plan. The Reporting Date for submitting a follow-up Implementation Report is indicated below and is the responsibility of the Academic Unit in consultation with the Dean.

DUE DATE FOR IMPLEMENTATION REPORT: APRIL 1, 2018

The Implementation Report should be submitted to the applicable Dean(s) who will then forward the Report to the Office of the Provost.

Recommendation

Proposed Follow-Up If no follow-up is recommended, please clearly indicate ‘No follow up report is required’ and

provide rationale.

Indicate specific timeline for completion or addressing recommendation if different than

Due Date for Implementation Report

Position Responsible for Leading Follow-

up

Recommendation #1

That all courses become half courses in order

to reduce the scheduling problems cited by

students.

Recommendation #2

That the program reviews the scheduling of

upper year GWST courses in light of existing

scheduling problems.

Recommendation #15 That block scheduling program be implemented to reduce schedule conflicts.

No follow up report is required.

All courses offered solely by the

Women’s Studies program are now

offered as half credit courses.

A review of Trent’s scheduling has

taken place; issue addressed

satisfactorily in program response.

Recommendation #3 That the program impose some pre-requisites on fourth year courses run by the Department of Gender and Women’s Studies.


The Program made some changes to

prerequisites in fourth year courses to

increase enrolment. Students benefit

from multi-disciplinarity in class

discussion.

Recommendation #4 That the program consider whether the expectation of students taking courses in sequence needs to be revised, and review curriculum accordingly.


WMST requirements are comparable

to many other programs at Trent.

Recommendation #5 That faculty meet and review/exchange syllabi in order to reduce repetition between years and courses.

Report on faculty review and sharing

of curriculum in course syllabi.

Chair


Recommendation #6 That faculty members be encouraged to have conversations with GWST students to help them develop both an awareness of and a language to articulate the skills and knowledge acquired in their GWST training.

Provide update on incorporating

transferable skills into coursework and

revisions to learning outcomes which

specifically address transferable skills.

Report on website updates.

Chair

Recommendation #7 That further courses in disability, critical race, sexuality, eco-feminism, girls, prison, and masculinity studies be developed.


Integration of GMST courses with

other disciplines has helped to offer

students courses in emerging areas.

Recommendation #8 That better interconnection with Indigenous Studies be developed.


The Program currently collaborates

with Indigenous studies and has a

number of cross-listed courses with

the School of Chanie Wenjack in

Indigenous Studies.

Recommendation #9 That a recruitment plan and strategies be developed to bring students into the major.

The program is already doing well

however, provide update on activities.

Chair

Recommendation #10 That further collaborative or joint degrees with other units be explored, especially in professional and large enrolment programs (for example a critical criminology joint major/minor).


The program is already multi-

disciplinary and collaborates with

many academic units.

Recommendation #11 That the introductory courses be made mandatory for other degree programs.


This is not a reflection on the quality of

the program.

Recommendation #12 That research activities of LTA and part-time instructors be supported. That LTAs not only teach in large lower level courses but also teach in their areas of research.


LTAs and CUPE members have access

to conference travel and research

funds, as well as professional

expenses.

The Dean has been addressing more

equitable teaching loads.

Recommendation #13 That the department chair or a representative attend the annual WGSRF administrators’ meeting for networking and collegial exchange of ideas for program administration and curriculum development.


Members have been attending the

annual meeting and are networking

through other avenues.


Recommendation #14 That face-to-face meetings take place and that a clear governance structure be introduced for the program.

Report on the formal governance

structure and provide an update on

scheduled program meetings (face-to-

face).

Chair

Recommendation #16 That secretarial resources be shared more equitably.


This recommendation is out of the

program’s purview.

Recommendation #17 That a dedicated and central space be created for GWST students or that the existing library/lounge with Philosophy and Classics be shared more equitably.


Currently, there is a shared space for

students.

Recommendation #18 That creative ways of sharing resources be develop and that joint appointments be encouraged across faculties, in particular with Social Sciences.

Provide update on sharing of

resources.

Chair in consultation with Dean

Recommendation #19 That the program continues to put pressure on the library to maintain a good collection of books.


The Chair is encouraged to work

closely with the Dean and University

Librarian on maintaining an adequate

quality of collection and resources to

students.

Recommendation #20 That a more coherent and transparent plan be developed at Durham and for interconnection between the two campuses.

Provide an update. Chair in consultation with Dean

Recommendation #21 That the program requires a tenure track appointment.

No follow-up report is required by the

Chair.

This is a faculty resource issue under

the purview of the Dean

Dean


2. BScFS Forensic Science and BSc & BA Joint Major Forensic Science



FORENSIC SCIENCE


BScFS Forensic Science BSc and BA Joint Major Forensic Science

EXTERNAL REVIEWERS Dr. Scott Fairgrieve, Laurentian University Dr. Shashi Jasra, University of Windsor

INTERNAL REPRESENTATIVE Dr. Brian Patrick, COIS, Trent University


DATE OF SITE VISIT March 2 & 3, 2017

DUE DATE FOR IMPLEMENTATION REPORT BY FRSC

October 1, 2018


2024-2025


October 18, 2017


Oct 24, 2017


The Forensics Science degree program has been a part of Trent University since 2004. In 2009 Trent, created a BA/BSc Joint-Major program, becoming the only University to allow students to combine their study of forensics with other academic disciplines. The program provides an interdisciplinary knowledge base, creating strong critical thinking and analytical skills. The program combines theory and practice to provide students with the confidence and skills in preparation of a professional career. Students are exposed to a working knowledge of a diverse range of topics along with current developments in forensic science via experiential learning. Reviewers commented on unique student ‘opportunities to experience forensic science in a real world atmosphere’. Working directly with scientists in the lab and professionals in the field, students will engage in investigative skills, including: blood spatter analysis, finger printing and evidence recovery in mock crime scenes in Trent’s own Crime Scene House. ‘The hands-on nature of the program and


the wide variety of courses present students with unique opportunities that distinguish it from other forensic science programs,’ was highlighted by the external reviewers. SUMMARY OF PROCESS

During the 2016-2017 academic year, the BScFS Forensic Science and BSc and BA Joint Major Forensic Science underwent a review. Two arm’s-length external reviewers (Dr. Scott Fairgrieve, Laurentian University and Dr. Shashi Jasra, University of Windsor) and one internal member (Brian Patrick, Trent University) were invited to review the self-study documentation and then conducted a site visit to the university on March 2nd and 3rd, 2017. This Final Assessment Report (FAR), in accordance with Trent University’s Institutional Quality Assurance Policy (IQAP), provides a synthesis of the cyclical review of the undergraduate degree program. The report considers four evaluation documents: the Program’s Self-Study, the External Reviewers’ Report, the Program Response, and the Decanal Response. A summary of the review process is as follows: the academic unit(s) completed a self-study which addressed all components of the evaluation criteria as outlined in Trent’s IQAP. Appendices included: Curriculum Vitae; Course Syllabi; Learning Outcomes and Curriculum Mapping; Enrolment, Retention and Student Data; Calendar Copy; University Degree Requirements; TUFA Collective Agreement; and Student Surveys. Qualified external reviewers were invited to conduct a review of the two degree programs which involved a review of all relevant documentation (self-study, appendices, IQAP) in advance of the site visit. A two-day site visit took place where reviewers met with senior administration, faculty, and students. Once the external reviewers’ report was received both the Program and Dean provided responses to the report. The Cyclical Program Review Committee (CPRC) reviewed and assessed the quality of the degree programs based on the four review documents and reported on significant program strengths, opportunities for improvement and enhancement, and the implementation of recommendations. The Implementation Plan identifies those recommendations selected for implementation and specifies: proposed follow-up, who is responsible for leading the follow-up, and the specific timeline for addressing the recommendation, if applicable. Academic units, in consultation with the respective Dean(s), will submit an Implementation Report in response to the recommendations identified for follow-up. The Report is due October 1, 2018. SIGNIFICANT PROGRAM STRENGTHS

The program emphasises hands-on learning as shown through investigative techniques in the laboratory and through evidence recovery via the Mock Crime Scene House.

Reviewers commented on the interdisciplinary approach of the program that enhances student experience and provides students with the opportunity to complete a joint-degree, combining forensic science with a related or non-related discipline.


Trent’s Wildlife DNA facility, as well as the university’s association with a number of external agencies, differentiates the program from other forensic science programs, and at the same time provides experience in real world atmospheres.


The program should consider reviewing the admission average to accurately reflect current admissions into the program and to maintain consistency with other forensic science programs in Ontario.

The program should consider moving the crime scene house closer to the main campus for easier access to the facility.


RECOMMENDATION 1 That the program establish specializations in forensic sciences.

Program Response With the recent creation of new courses and increased faculty, Forensic Science will now be in a position to allow for streams of specialization.

Decanal Response The recent new hires should put the department in a position to develop new specializations within the BScFS. Establishing such streams would address a longstanding request of BScFS students and would further strengthen the degree program.

RECOMMENDATION 2 That specializations, specifically in: Policing and Law, Molecular Biology, Forensic Chemistry, Forensic Anthropology and Forensic Psychology be considered.

Program Response Our focus will be on biology, chemistry and law and policing as we likely have the courses in place to allow for these streams to be realized. We have worked with ANTH towards the creation of two cross-listed courses, and hope to work with PYSC in the future to develop a cross-listed course. These courses, and their success, would be the basis of any further consideration for streams in these fields. Decanal Response The current curriculum already offers a solid foundation in the above areas. Where possible, the program is encouraged to provide more depth, where appropriate. Currently, the development of specializations in biology, chemistry, law/policing should have priority over planning new degrees in Forensic Psychology, for example. RECOMMENDATION 3 That health and safety issues in the Crime Scene House be addressed.


Program Response Health and safety concerns are currently being addressed based on the recent audit of the current Crime Scene House (CSH). There are no plans to have the current structure serve the longer term needs of FRSC. Discussions are ongoing with the Dean to find suitable lab space for crime scene labs on campus for Fall 2018. FRSC has also contacted advancement towards starting a fund-raising platform to work towards the creation of a new facility on campus. Decanal Response The renovation or replacement of the CSH is a top priority for the Dean of Science. The institution must address and resolve this issue. RECOMMENDATION 4 That the Crime Scene House be relocated to the Trent University main campus. Program Response In general, we agree with this recommendation and are exploring options. Decanal Response Agreed, locating the CSH on the main campus is most desirable.

RECOMMENDATION 5 That the laboratory component of Forensic Science courses be restricted to those students in the BScFS program. Program Response The Program has no plans to provide joint major students with first year courses without a lab component. This concern relates largely to our 1st year courses that are now far in excess of 300 students. Students do not declare majors until second year so partitioning students in the suggested manner is not possible. One solution we have considered is to have on-line labs in the intervening weeks for those first-year courses when the students do not have an in-person lab. Decanal Response The Dean rejected this recommendation. While practical lab experience is a must for BScFS students, joint majors should not be dismissed as “second class” forensic students. This would go diametrically against the culture of Trent, where we strive to allow students to customize combine degrees where possible. The department has offered adequate solutions to address the issue. RECOMMENDATION 6 (additional recommendation by CPRC) That the Program consider the requirement of a half credit in calculus and a full year physics course in order to meet American and Canadian accreditation standards. CPRC The reviewers had included this as a suggestion, however, members of the Cyclical Program Review Committee felt strongly that this should be a formal recommendation.


IMPLEMENTATION PLAN

The applicable Dean, in consultation with the Department Chair/Director of the relevant Academic Unit shall be responsible for monitoring the Implementation Plan. The Reporting Date for submitting a follow-up Implementation Report is indicated below and is the responsibility of the Academic Unit in consultation with the Dean.

DUE DATE FOR IMPLEMENTATION REPORT: October 1, 2018


Recommendation

Proposed Follow-Up If no follow-up is recommended, please clearly indicate ‘No follow up report is required’ and provide rationale.

Indicate specific timeline for completion or addressing recommendation if different than Due Date for

Implementation Report

Position Responsible for Leading Follow-up

Recommendation #1 That the program establish specializations in forensic sciences. Recommendation #2 That specializations, specifically in: Policing and Law, Molecular Biology, Forensic Chemistry, Forensic Anthropology and Forensic Psychology be considered.

Program to report back. Note: CPRC recommended that the Program develop Specializations rather than Streams, as Specializations are included on the student’s final parchment.


Recommendation #3 That health and safety issues in the Crime Scene House be addressed.

Recommendation #4

That the Crime Scene House be relocated to

the Trent University main campus.

The Dean reported that there are plans to build a new Crime Scene House on campus. CPRC looks forward to an update.


Recommendation #5 That the laboratory component of Forensic Science courses be restricted to those students in the BScFS program.

Both the Program and Dean disagreed with this recommendation and felt strongly that all students should participate in laboratories. Program to provide update on ability to continue to offer labs to all students.


Recommendation #6 (CPRC recommendation) That the Program consider the requirement of a half credit in calculus and a full year physics course in order to meet American and Canadian accreditation standards.

Program to report back. Chair


3. BA Sociology



SOCIOLOGY BA


BA Sociology

EXTERNAL REVIEWERS Dr. Tracey Adams, Western University Dr. Vic Satzewich, McMaster University

INTERNAL REPRESENTATIVE Dr. Torben Drewes, ECON, Trent University


DATE OF SITE VISIT March 1 & 2, 2017

DUE DATE FOR IMPLEMENTATION REPORT BY SOCI

October 1, 2018


2025-2026


October 18, 2017


October 24, 2017


The Bachelor of Arts in Sociology program is rooted in the social sciences and is inspired by a passion for social justice. Built on a core of required courses in: theory, research methods and hands on experience, the sociology program uses its interdisciplinarity to give students a personalized and unique experience. Student experience is further enhanced by a strong, collegial department, and as reviewers’ commented on, ‘outstanding faculty committed to teaching and learning.’ The program engages students in understanding and acting on the consequences of social change. Students acquire first hand professional experience working with experts in the fields of aging, law, medicine, popular culture and sexuality. The program provides students with a social “tool kit” of concepts, theories, research skills and factual information which enables them to think critically and understand diverse cultures, social experiences, dynamics of power and inequality, and global changes that forge relations between individuals, groups, institutions and societies.


SUMMARY OF PROCESS

During the 2016-2017 academic year, the BA Sociology program underwent a review. Two arm’s-length external reviewers (Dr. Tracey Adams, Western University and Dr. Vic Satzewich, McMaster University) and one internal member (Dr. Torben Drewes, Economics, Trent University) were invited to review the self-study documentation and then conducted a site visit to the University on March 1st and 2nd, 2017. This Final Assessment Report (FAR), in accordance with Trent University’s Institutional Quality Assurance Policy (IQAP), provides a synthesis of the cyclical review of the undergraduate degree program. The report considers four evaluation documents: the Program’s Self-Study, the External Reviewers’ Report, the Program Response, and the Decanal Response. A summary of the review process is as follows: the academic unit(s) completed a self-study which addressed all components of the evaluation criteria as outlined in Trent’s IQAP. Appendices included: Curriculum Vitae; Course Syllabi; Learning Outcomes; Enrolment, Retention and Student Data; Calendar Copy; University Degree Requirements; TUFA Collective Agreement; and Student Surveys. Qualified external reviewers were invited to conduct a review of the program which involved a review of all relevant documentation (self-study, appendices, IQAP) in advance of the site visit. A two-day site visit took place where reviewers met with senior administration, faculty, and students. Once the external reviewers’ report was received both the Program and Dean provided responses to the report. The Cyclical Program Review Committee (CPRC) reviewed and assessed the quality of the degree programs based on the four review documents and reports on significant program strengths, opportunities for improvement and enhancement, and the implementation of recommendations. The Implementation Plan identifies those recommendations selected for implementation and specifies: proposed follow-up, who is responsible for leading the follow-up, and the specific timeline for addressing the recommendation, if applicable. Academic units, in consultation with the respective Dean(s), will submit an Implementation Report in response to the recommendations identified for follow-up. The Report is due October 1, 2018. SIGNIFICANT PROGRAM STRENGTHS

The Sociology program demonstrates significant innovations and creativity in both curriculum and program delivery.

Courses have a interdisciplinarity focus, creating a unique and specialized experience for each student.

Reviewers were impressed with the extent of experiential learning incorporated into courses through undergraduate theses, research practicums, and community projects.

The faculty members in the Sociology Department are highly productive scholars who are well connected to the broader research community and to various community-based groups and organizations. Faculty members provide students with a strong community/classroom balance.


The reviewers noted that faculty are ‘remarkably committed to teaching, pedagogical innovation, and student support’, helping to create an enhanced student experience.


The program should develop a strategy to generate student interest in 4000-level research courses.

The program should consider reducing the number of required 4000 level courses to align more closely with other Sociology departments across Canada.

The program should consider re-labeling existing opportunities as ‘experiential learning’ and ensure students are aware of all opportunities; better publicity.


RECOMMENDATION 1 That course offerings be reviewed to optimize use of existing faculty resources, with consideration

be given to narrowing the program’s focus.

Program Response We have already been discussing whether our curriculum can be narrowed given the lack of resources. One model is to create specializations for all of our offerings, with a core specialization in theory and methods, and to restructure our focus on social inequalities and social justice issues into more visible specializations. We recognize that our students have diverse interests and aspirations after graduation; however, while accommodating those vocationally orientated students, we still seek to support those students who wish to pursue academically rich programming.

Decanal Response The Department should continue to refine its curriculum, to develop new program options that align with student interests, and to identify staffing resource needs to support all students. Enrolment growth will be supported by the necessary instructional resources.

RECOMMENDATION 2 That course offerings at the Trent and Durham campuses be differentiated to fit faculty

specializations on each campus, and different student interests.

Core offerings would be consistent across both campuses. The Peterborough campus could continue

to provide courses to support its specializations, faculty interests, and discipline breadth whereas the

Durham campus should likely offer a narrower range of courses, including courses that blend with

other program offerings at Durham.

Program Response We are committed to differentiation between the two campuses, provided there are adequate resources to offer a full degree in Durham that provides breadth for students in that program.


Decanal Response The Chair should continue to work with the Head of Trent Durham to ensure that course offerings best leverage faculty expertise, and that instructional resourcing is sufficient to support Sociology. RECOMMENDATION 3 That Options (clusters of courses) be developed.

Durham campus appears to be considering the development of ‘options’ that would allow students to

take a cluster of courses from several departments in a linked area (for example law and society).

These options would likely benefit Sociology at Durham.

Program Response The current Legal Studies Option in Durham, as well as the Child and Youth program have developed externally from our department’s own curricular plan. We have committed to delivering courses aligned with these program areas starting in 2017-2018. Decanal Response The Chair should work with the Head of Durham to develop curriculum, and to determine resource and personnel requirements.

RECOMMENDATION 4 That students be provided with further hands-on exposure in conducting research by offering a half

course in methodology at the 2000-level and an upper-year methodology course.

Program Response This is a useful recommendation that may allow us to stagger research methods across the degree program. We are committed to reviewing the instructional design of methods courses offered at other universities. Decanal Response Dean is in agreement. Chair and Department should work towards developing this recommended change. RECOMMENDATION 5 That the Program take steps to enhance student retention, including:

Consider allowing students who do not achieve 60% in SOCI 1001H and 1002H to take 2000-level courses with the option of re-entering the major if they can improve their grades

Encourage students to pursue related specializations and options

Reduce scheduling conflicts with courses offered in programs in which Sociology students often double-major.


Program Response We will be reviewing enrollment and retention data through-out the next 24 months to assess program innovations. As well, the new Law and Arts program has seen a significant number of applications for direct entry into Sociology. We also expect that some BSW students will choose Sociology as their major if they are not successful in meeting third-year requirements. The program is committed to developing an enriched stream for those students who are identified by faculty as candidates for graduate school. Since the self-study was written, the University no longer requires a minimum of 60% at the first-year level as a university degree requirement. To the best of our knowledge there were no conflicts on the Symons campus. Synchronized timetabling across different degree programs is challenging for cross listed courses. Decanal Response The popularity of the Law & Arts program, along with new the new specialization in Criminology and Socio-Legal Studies, should continue to attract students into Sociology. Removal of the 60% requirements in the 1st-year Sociology courses and the provision of additional staffing resources at the 1st-year level should help with retention. Chair should continue to work with Dean to identify and implement additional steps to improve retention. RECOMMENDATION 6 That the program ensure all instructors hold suitable qualifications to provide the expertise and

student support required.

The hiring of non-sociology instructors ought to be discouraged, or at least monitored closely by both

the Durham administration and the department head at the Peterborough campus. If there are no

suitably qualified applicants for certain courses, those courses ought to be cancelled rather than

offering students an instructor with limited expertise in the discipline.

Program Response The program is committed to the recruitment of academics with suitable qualifications with expertise in the research and teaching in substantive areas as well as core courses. The program is limited by the CUPE Collective Agreement which sets out rights to claim courses and ROFR processes. Under the terms of the TUFA Collective Agreement, only the Dean can cancel courses due to low-enrolment for TUFA members. As we move towards a greater number of contract faculty positions (CUPE) as well as online learning, the Executive is developing new ROFR procedures, in consultation with other departments and universities to ensure best practices. Decanal Response The Chair should continue to work with the Department Executive and the Dean to develop staffing plans that assign to CUPE those courses that can be filled by highly qualified, part-time instructors, while respecting the teaching preferences of full-time faculty. RoFR criteria are under development, as required by the CUPE collective agreement.


RECOMMENDATION 7 That the Program consider the benefits of the Applied Criminology specialization.

Criminology tends to be popular, and the department’s establishment of an Applied Criminology

Specialization could raise enrolment numbers. However, it is not clear the department has the

resources to support such a program. The department ought to have a better articulation of what it

means by, and what it hopes to accomplish with, its Applied Criminology specialization. Successful

implementation of this specialization could require increased resources; however, this investment

could benefit not only the department, but the entire university.

Program Response Since completion of the self-study and the visit of the external reviewers, the Specialization is now entitled Criminology and Socio-legal Studies, and two new courses have been approved, Crime and Society (SOCI 2615) and Legal Research Methods (SOCI 4111). Depending on enrollment patterns, we are being encouraged to move ahead with an interdisciplinary degree in Criminology and Socio-Legal Studies that brings together departments from the Sciences, Humanities and Social Sciences. Decanal Response The Dean is in agreement that a successful specialization in Criminology and Socio-Legal Studies will benefit the Department, the Social Sciences division, and the University. Resources to support the specialization will be based on enrolments. RECOMMENDATION 8 That the program review the number of courses offered at the 4000-level; there may be a need to

reduce and/or rotate course offerings.

Program Response The program will undertake a comprehensive assessment of the prerequisites for year 4 courses and consider if they can be aligned with entry for students at year 3 or 4, in order to increase choice whilst narrowing overall options and how this affects degree requirements. We will reduce the number of 4th year courses to 1-1.5 and review which courses would be appropriate for reallocation from 4th year to 3rd year. Decanal Response The Chair should continue to work with the Dean to consider reducing the number of 4th-year courses in any given year, and to rotate courses so as to minimize the extent to which such a reduction will reduce student options.

RECOMMENDATION 9 That the program review 4000-level offerings in order to attract student interest.

Thesis and practicum options at the fourth year are wonderful opportunities for students that few

embrace. Students may perceive these courses as methods-focused and hence less attractive.


Program Response The program should survey the students as recommended and also plan how to market these courses as a logical culmination to our core specialization but with an ability to study specific issues that interest students. The program will also consider whether to make these courses required as part of the restructuring of the methods progression as one way of reframing their relevance. Decanal Response Dean is in agreement. A survey of student perceptions would be useful. Overall, the University is committed to expanding experiential learning opportunities. RECOMMENDATION 10 That courses listed in the academic calendar accurately reflect current course offerings in the

program.

Program Response This has been part of an on-going strategy but we will commit to clearing out courses once the strategic narrowing of our curriculum is decided, so that offerings in the calendar reflect a more realistic choice for students. Decanal Response Dean is in agreement. Calendar copy should more accurately reflect current course offerings. RECOMMENDATION 11 That the program considers different, smaller-scale opportunities for community-engaged and

experiential learning, provided university-level supports are in place.

Program Response Our annual departmental retreat (Fall 2017) will be devoted to establishing a work plan to accomplish these tasks. Decanal Response Dean is in agreement. Chair should work with Dean to ensure adequate support for these initiatives. RECOMMENDATION 12 That the university create an office to help facilitate community-engaged and experiential learning

opportunities.

Program Response This recommendation falls out of the purview of the department however we would strongly support a deeper connection with the Centre for Community Based Education that is more directly linked to our department’s strengths. Decanal Response The University is committed to expanding experiential learning opportunities for our students.


RECOMMENDATION 13 That the program market and label existing opportunities available within courses as experiential

learning, and publicize these as opportunities to apply knowledge in practical ways in order to

appeal to students.

Program Response We recognise that our recruitment profile needs to adapt to address this issue and we have been developing new materials during the course of the review. Once we have narrowed our curriculum and made the pathways through the degree more visible, we feel that we can produce appropriate and more effective marketing materials for students. Decanal Response The University’s review of experiential learning is addressing this issue. RECOMMENDATION 14 That the program continues its efforts to market sociology as a degree that leads to a variety of

careers and provides students with practical skills.

Program Response We recognise that our recruitment profile needs to adapt to address this issue and we have been developing new materials during the course of the review. Once we have narrowed our curriculum and made the pathways through the degree more visible, we feel that we can produce appropriate and more effective marketing materials for students. Decanal Response The Dean fully supports these efforts. RECOMMENDATION 15 That the University focus on overall retention and conduct institutional-level analysis.

Program Response This recommendation is beyond the purview of the Department. Decanal Response The University is committed to studying the factors which influence student retention, with an aim to improving both the quality of our students’ experiences and our rates of student retention. RECOMMENDATION 16 That reinvestment in an SPSS site-license be considered to enhance job-relevant skills for students

in social sciences.

Program Response We support this recommendation and also encourage Trent University to consider re-investing in an SPSS site-license. Students would benefit from having access to this software, particularly in SOCI 3160 and experiential learning opportunities such as fourth year theses.


Decanal Response The University has site licenses for other widely-used statistical analysis software packages, including MAPLE, MATHEMATICA, STATA and STATISTICA. Other packages, including R, are widely-used and freely available. RECOMMENDATION 17 That recruitment materials reflect the program’s commitment to university priorities.

Program Response This is something that the program would like to pursue with our marketing partners but also recognize they are not directed by individual departments. The program worked closely with Marketing and Communications this year to improve our website, and has made significant changes to improve its visibility. Decanal Response In its recruitment efforts, the University will continue to emphasize the many strengths of our faculty in Sociology and in other units.


IMPLEMENTATION PLAN The applicable Dean, in consultation with the Department Chair/Director of the relevant Academic Unit shall be responsible for monitoring the Implementation Plan. The Reporting Date for submitting a follow-up Implementation Report is indicated below and is the responsibility of the Academic Unit in consultation with the Dean.

DUE DATE FOR IMPLEMENTATION REPORT: October 1, 2018


Recommendation

Proposed Follow-Up If no follow-up is recommended, please clearly indicate ‘No follow up report is required’ and provide rationale.

Indicate specific timeline for completion or addressing

recommendation if different than Due Date for Implementation Report

Position Responsible for

Leading Follow-up

CURRICULUM-RELATED

RECOMMENDATION 1 That course offerings be reviewed to optimize use of existing faculty resources. That the program considers narrowing the program’s focus. RECOMMENDATION 2 That course offerings at the Trent and Durham campuses be differentiated to fit faculty specializations on each campus, and different student interests. RECOMMENDATION 4 That students be provided with further hands-on exposure in conducting research by offering a half course in methodology at the 2000-level and an upper-year methodology course. RECOMMENDATION 8 That the program review the number of courses offered at the 4000-level; there may be a need to reduce and/or rotate course offerings. RECOMMENDATION 9 That the program review 4000-level offerings in order to attract student interest.

RECOMMENDATION 10 That courses listed in the academic calendar accurately reflect current course offerings in the program.

Program to provide update. Chair in consultation with Dean-Social Sciences and Head-Trent Durham


RECOMMENDATION 3 That Options (clusters of courses) be developed.

No follow-up is required. The BA Sociology is under review; Options fall outside the requirements of the BA degree program.

RETENTION

RECOMMENDATION 5 That the Program take some steps to enhance student retention:

Consider allowing students who did notachieve a 60% in SOCI 1001H and 1002H totake 2000-level courses with the option ofre-entering the major if they can improvetheir grades.

Encourage students to pursue relatedspecializations and options.

Reduce scheduling conflicts with coursesoffered in departments in which Sociologystudents often double-major.

RECOMMENDATION 15 That the University focus on overall retention and conduct institutional-level analysis.

No follow-up is required. The University is committed to retention at both the university and program levels.

The University has removed therequirement for a minimum grade of60% in a required introductory course,however, it is noted that the universityrequirement remains that students willstill only be allowed a maximum of 1.0credit with a D grade in courses in theirmajor.

Not relevant to the quality of theprogram.

Program commented that it had beenaware of an issue in Durham, howeverviews this as an anomaly.

RECOMMENDATION 6 That the program ensure all instructors hold suitable qualifications to provide the expertise and student support required.

Program to report back on best practices to be implemented in 2017-2018.

Chair in consultation with Dean-Social Science and Head-Durham

RECOMMENDATION 7 That the Program consider the benefits of the Applied Criminology specialization.

No follow-up is required. A Specialization in Criminology and Socio-legal Studies has been approved, and is now available to students in the Sociology program.

EXPERIENTIAL LEARNING

RECOMMENDATION 11 That the program considers different, smaller-scale opportunities for community-engaged and experiential learning, provided university-level supports are in place.

RECOMMENDATION 12 That the university create an office to help facilitate community-engaged and experiential learning opportunities.

Provide update on experiential learning within the program.

No follow-up is required. In response to the review of Co-op, Career Services and Experiential Learning, an Interim Director has been hired to oversee

Chair in consultation withInterim Director, Co-op, Careers & Experiential Learning


RECOMMENDATION 13 That the program market and label existing opportunities available within courses as experiential learning, and publicize these as opportunities to apply knowledge in practical ways in order to appeal to students.

experiential learning at Trent University and will oversee the creation of a centralized structure.

Update to be provided.

RECOMMENDATION 14 That the program continues its efforts to market sociology as a degree that leads to a variety of careers and provides students with practical skills.

RECOMMENDATION 17 That recruitment materials reflect the program’s commitment to university priorities.

No follow-up is required. Program response provided details of recent activities, including: new marketing/recruitment materials, unique display boards, liaising with recruitment staff, and improvements to website.

No follow-up is required. Program has been working closely with Marketing and Communications, and has made significant changes to improve its visibility.

RECOMMENDATION 16 That reinvestment in an SPSS site-license be considered to enhance job-relevant skills for students in social sciences.

No follow-up required. Statistical analysis software currently in place is comparable.


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Annual Report to Senate on Academic Integrity Offences (2016-2017) November 7, 2017

Undergraduate Academic Integrity Policy The Academic Integrity policy enacted by Senate in 2009 (revised 2013) is administered by the Deans of Arts & Science, Education, and Nursing with a requirement that a report on the actions taken under the policy be provided annually to Senate and published on the Academic Integrity website (trentu.ca/academicintegrity). The website provides information on the policy, the process that is followed if academic dishonesty is found, and links to several sources of support for students and course instructors. Below is a summary (Table 1) of the 2016-2017 academic dishonesty offences by department, separated into the two major categories: copying/cheating and plagiarism. Table 1. Summary of academic dishonesty offences from September 1, 2016 to August 31, 2017 with comparisons to the previous two years

Courses by Department/Program

COPYING/CHEATING Major Minor

PLAGIARISM Major Minor

Total 2016-17

Total 2015-16

Total 2014-15

ADMN 1 4 5 4 8 AHCL 2 2 5 2 ANTH 1 1 1 3 9 12 ASCI 2 2 0 0 BIOL 1 9 10 8 26 CAST 5 5 7 1 CCTH 1 1 N/A N/A CHEM 3 3 2 1 CHYS 0 N/A N/A COIS 1 1 4 5 CUST 1 1 0 1 ECON 0 0 0 EDUC 0 0 0 ENGL 1 11 12 11 9

ERSC/T 1 1 2 4 0 2 FREN 0 0 0 FRSC 1 1 0 0 WMST 0 1 2 GEOG 0 2 0 HIST 1 2 3 11 2 INDG 0 0 0 IDST 0 1 0 JOUR 0 N/A N/A MATH 0 0 2 NURS 1 9 10 13 13 PHIL 6 6 3 0 PHYS 2 2 3 0 POST 0 1 0 PSYC 4 4 3 4 SOCI 2 2 4 1 8

SWRK 0 3 N/A WRIT 0 1 N/A

TOTAL 2 13 5 59 77 93 98


http://www.trentu.ca/academicintegrity

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Depending on the category of the subsequent offence, the policy stipulates that a period of suspension be imposed when a second or third offence occurs. Table 2 provides summary information on number of multiple offenders and number of students who were suspended or expelled. Students have several levels of appeal open to them. First, they can appeal to the chair of the department. The second level of appeal is to the dean following the decision by the chair. Lastly, students who are dissatisfied with the decision by the dean may petition the Special Appeals Committee. Table 2. Three-Year Summary of Multiple Offenders, Suspensions/Expulsions and Appeals 2016-17 2015-16 2014-15

Students with second or third offence (not necessarily in same year) 7 3 12

Suspensions (one term to two years) 0 0 5

Expulsions 0 0 0

Appeal to Dean successful – reduction in penalty 0 0 1

Appeal to Dean unsuccessful 7 2 5

Special Appeal of Dean decision successful – reduction in penalty 1 0 1

Special Appeal of Dean decision unsuccessful 0 0 1 Dr. Cathy Bruce – Dean, School of Education and Professional Learning Dr. Bruce Cater – Dean of Arts & Science (Social Sciences) Dr. David Ellis – Acting Dean of Arts & Science (Science) Dr. Moira Howes – Dean of Arts & Science (Humanities) Dr. Cyndi Gilmer – Acting Dean, Trent/Fleming School of Nursing


Committee on Undergraduate Petitions

2016-17 Annual Report to Senate Submitted by: Tracy Al-idrissi, Chair, Committee on Undergraduate Petitions

The Committee on Undergraduate Petitions (CUP) met weekly or bi-weekly during the 2016-17 academic year to consider academic petitions. CUP adjudicates petitions for academic suspension, course overload, letters of permission, late additions, late withdrawals, and exemption from degree requirements and academic regulations. It also approves Individualized Studies programs. The committee was chaired by the University Registrar and consisted of three faculty members and two student representatives with administrative support from the Enrolment Services Coordinator. With the exception of Late Add and Overload petitions, the process requires the student to meet with an Academic Advisor to discuss the petition and ensure that it is complete. Academic Advisors sign all petitions and submit them to the Office of the Registrar where they are processed. Late Add and Overload petitions do not require consultation with or sign-off from an Academic Advisor. Depending on the circumstances, some petitions are adjudicated by the Office of the Registrar. The remainder are adjudicated by the full committee. TABLE 1: Petitions Adjudicated Between September 1, 2016 and August 31, 2017

Type of Petition Granted Denied Deferred Total Total %

Change 2016-17 2015-16

Academic Suspension 170 11 0 181 171 6%

Late Withdrawal 263 38 8 309 287 8%

Late Add* 128 2 0 130 107 21%

Course Overload 68 7 2 77 77 0%

Degree Rqmt’s/Academic Regulations

80 8 0 88 75 17%

TOTALS 709 66 10 785 717 9%

*Beginning in the 2015-16 academic year, the timeframe in which students were permitted to add courses in each term was shortened by 6 days. This change in regulation accounts for the significant increase in late add petitions. TABLE 2: Petition Outcomes Year-Over-Year

2016-17

2015-16

2014-15

Type of Petition Granted Denied Deferred

Granted Denied Deferred

Granted Denied Deferred

Academic Suspension 94% 6% 0% 89% 6% 4%

89% 10% 1%

Late Withdrawal 85% 12% 3% 90% 7% 3%

83% 15% 2%

Late Add 98% 2% 0% 100% 0% 0%

85% 11% 4%

Course Overload 88% 9% 3% 84% 16% 0%

87% 12% 1%

Degree Rqmt’s/Academic Regulations 91% 9% 0% 84% 13% 3%

80% 20% 0%

TOTALS 90% 8% 1% 90% 8% 3%

84% 14% 2%


Special Appeals Committee

Report to Senate for 2016-17 Summary of Cases Heard in 2016-17 In 2016-17 a total of 13 appeals were filed. Twelve appeals went to a hearing with the following results:

• 1 appeal against academic dishonesty (granted in part)

• 7 (1 dealing with 2 matters) grade appeals (2 granted, 3 granted in part and 3 denied)

• 3 appeals for late withdrawal (2 granted and 1 denied)

• 1 appeal of an academic regulation (granted in part)

The Terms of Reference for the committee state that “Where appropriate, the committee shall draw the attention of relevant University bodies or individuals to any regulations, policies or practices that are giving rise to student appeals so that they may be examined”. In 2016-17 the committee wrote to one academic unit regarding practices that the committee members felt were giving rise to appeals that could have been avoided. Attached please find some historical data and background information on the Special Appeals Committee. Respectfully submitted, Prof. William Smale Chair, Special Appeals Committee 2016-2017


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Special Appeals Committee Background The Special Appeals Committee of Senate was established in 1967 as an impartial adjudicative appeal body of last resort for students on academic matters. The role of the committee is to judge whether the application of University regulations, policies or practices has caused undue hardship on a student who appeals. Where undue hardship is found to have occurred, the committee has the authority to prescribe appropriate relief. The committee will hear appeals only after other appeal processes within the University have been exhausted. Decisions of the committee are final and without further appeal within the University. In 1994, in response to growing concerns about the complexity of the work of the committee and the possibility of legal ramifications of its decisions, the Special Appeals Committee underwent a legal review. The review helped to codify procedures for the committee and to clarify the petitions and appeals processes within the University. The following year the Special Appeals Committee developed a new set of procedures for handling appeals, incorporating advice from the legal review, and the Senate approved revised terms of reference for the committee. The committee made minor changes to its procedures in 2007, among them to extend the role of the Secretary, to empower the Chair to make an early jurisdiction ruling, to reflect the creation of the website and to clarify language generally and provide consistency. The Special Appeals website (where students can download the appeal application and which sets out answers to frequently asked questions) was launched in September 2007. Committee members are now given formal in-house training on topics such as jurisdiction, confidentiality, bias/conflict of interest, natural justice and procedural fairness, burden of proof and evidence. In 2014 this training was expanded to include a module on student accessibility services. Also in 2014 the committee changed its procedures to allow the secretary to obtain the relevant course syllabus where applicable. In 2017 the Terms of Reference were amended to reflect the fact that the remedies the committee can offer to students may be constrained by professional accrediting bodies or placement agencies.

Summary of Special Appeals 2010-2011 to 2016-17

Year

Filed* Granted Denied Other Total Matters

2010-11 11 0 7 5 12

2011-12 21 5 5 11 24

2012-13 17 2 (1 in part) 6 9

19

2013-14 10 4 (1 in part) 4 2 11

2014-15 11 2(1 in part) 7 2 12

2015-16

10 1 8 1 10

2016-17 13 8 (4 in part) 4 1 13

*A filed appeal may deal with more than one matter. “Other” includes cases where there the committee did not have jurisdiction; the issue was resolved outside of the appeals process, the appeal is in abeyance at the student’s request, the appeal was withdrawn or the student failed to maintain contact.


Trent Student Centre Room 2.02 A G E N D A … — Closed Session Chaired by Senator Muldoon 2....

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