University of Regina · Five of: BUS 301, BUS 355-358, BUS 361-364, BUS 453, BUS 455, BUS 461, BUS...
Transcript of University of Regina · Five of: BUS 301, BUS 355-358, BUS 361-364, BUS 453, BUS 455, BUS 461, BUS...
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REGISTRAR’S OFFICE
Council Committee on Undergraduate Admissions and Studies
AGENDA
Wednesday, January 13, 2016
9:00 a.m. AH 527
DATE: January 11, 2015
TO: All Members of the Council Committee on Undergraduate Admissions and Studies
FROM: Coby Stephenson, Calendar Production/Convocation Coordinator
RE: NOTICE OF MEETING
AGENDA
1. APPROVAL OF AGENDA
2. APPROVAL OF MINUTES OF LAST MEETING, November 9, 2015
3. BUSINESS ARISING FROM THE MINUTES
4. OLD BUSINESS
4.1 Report from Task Forces, Commissions or Sub-committees
4.1.1 Commission to Review Fresh Start Program
4.1.2 University Regulations Sub-committee
4.1.3 U of R Dual Credit Task Team
5. NEW BUSINESS
5.1 Report from the Faculty of Social Work Appendix I pg 2-4
5.2 Report from the Faculty of Business Administration Appendix II pg 5-10
5.3 Report from the Faculty of Engineering and Applied Science Appendix III pg 11-20
5.4 Report from the Faculty of Kinesiology and Health Studies Appendix IV pg 21-23
5.5 Report from the Faculty of Media, Art, and Performance Appendix V pg 24-33
5.6 Report from the Faculty of Nursing Appendix VI pg 34-36
5.7 Report from the Centre of Continuing Education Appendix VII pg 37-38
5.8 Report from the Council Committee on Budget/Council Committee on Academic
Mission Appendix VIII pg 39-49
5.9 Report from the Registrar’s Office Appendix IV pg 50
6. FOR INFORMATION
6.1 Meeting dates and deadline for submission of agenda material DATE TIME LOCATION DEADLINE FOR AGENDA ITEMS
Monday, February 8, 2016 9:00 a.m. AH 527 Friday, February 1 4:30 p.m.
Thursday, March 3, 2016 9:00 a.m. AH 527 Thursday, February 25, 4:30 p.m.
Tuesday, April 5, 2016 9:00 a.m. AH 527 Friday, March 25, 4:30 p.m.
Thursday, May 5, 2016 2:00 p.m. AH 527 Thursday, April 28 at 4:30 p.m.
Thursday, June 9, 2016 9:00 a.m. AH 527 Tuesday, May 31 at 4:30 p.m.
7. Adjournment
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5.1 Report from the Faculty of Social Work Appendix I
Items for Approval
Motion 1: 17.8.1.1 in the Undergraduate Calendar be changed to state:
Deadlines for Application for Practicum (SW 348 and SW 448) in Saskatchewan and Canada:
Fall practicum - March 1
Winter practicum - October 1
Effective immediately.
Rationale: To facilitate the processing of practicum applications in a timely manner, as well as
consistency with the Social Work website. Currently the Undergraduate Calendar (page 281) states:
“17.8.1.1 Regina, Saskatoon and Prince Albert Deadline Dates for application for SW 348 and SW 448
Fall semester - March 1
Winter semester - October 1
Motion 2: Deadlines for International Application Practicum (SW 448 only):
Fall practicum - March 31
Winter Practicum - June 30
Effective immediately.
Rationale: To facilitate the processing of practicum applications in a timely manner, as well as
consistency with the Social Work website. 17.8.1.2 Out-of-Province Deadline Dates for application for
SW 448
Fall practicum - March 31
Winter Practicum - June 30
Motion 3: Part 1: That the following changes be made to section 17.8.3 of the Undergraduate Calendar:
a) Add SW 202 [Critical Issues/Critical Thought] as a required course in the CSW (into Year 1). b)
Remove SW 440 [Counselling Theories and Skills] as a required course in the CSW (from Year 2). This
course will be offered as an elective course for future use toward the BSW. Part 2: That SW 350 [Anti-
Oppressive Social Work Practice] be moved into Year 2, replacing the current SW 440 [Counselling
Theories and Skills]. Effective 201630.
Rationale: The CSW curriculum was negotiated between Aurora College and the University of Regina
to prepare northern students for practice after two academic years. The curriculum was developed before
SW 202 was listed as a required course for the BSW degree. SW 440 is currently a required course in the
CSW program, but is not required for the BSW degree. CSW students currently take a majority of third
and fourth year BSW courses in a two-year program (see Course Schedule and CSW Curriculum Proposal
below). They do not have four years in which to develop their writing, researching and critical thinking
skills as they would in a four-year BSW program. This presents many challenges in terms of sequencing
and skill development (writing and critical thinking). In 2015, Aurora College offered SW 202 as a new
elective for post-CSW students who continue to work towards their BSW degree. Many current CSW
students also enrolled in the course. Students received it extremely positively and noted how important it
was to develop their critical thinking skills for third and fourth year courses delivered in the CSW
program.
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Aurora College Social Work Program
Course Schedule *
Year/Term Courses
Year 1/
Fall
SW
100
Founda
tions
of
Social
Work
SW 202
Critical
Issues/Critical
Thought
SW 390
Communication
Skills in Social Work
Practice
Aurora College
211
History of First
Peoples in NWT
ENGL 100
English
Year 1/
Winter
SW
346
Social
Work
Practic
e I
SW 347
Social Work
Practice II
SW 389
Cultural Competence
for Northern SW
Practice
PSYCH 290
Introduction to
Psychology
ENG 110
Year 1/
Spring
SW
352
Cultura
l Camp
Year 2/
Fall
SW
348
Field
Practic
um I
2
days/w
eek
SW 350
Anti-Oppressive
Social Work
Practice SW
SW 414
Child Welfare
Practice
SW 469
Social Policy
Year 2/
Winter
SW
448
Field
Practic
um II
4
days/w
eek
SW 448
Field Practicum
II
Seminar
Certificate in Social Work (CSW) Curriculum Proposal
Credit Hours Required Social Work Courses
3.0 SW 100
3.0 SW 389
3.0 SW 390
3.0 SW 202 [new addition]
3.0 SW 346
3.0 SW 347
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3.0 SW 350
6.0 SW 352
6.0 SW 348
3.0 SW 414
3.0 SW 469
3.0 SW 440 [remove]
15.0 SW 448
Required (non-SW) University Courses (12.0)
3.0 ENGL 100
3.0 ENGL 110
3.0 INDG 100 (Aurora College 211 History of First Peoples in the
NWT)
3.0 PSYC 101 (Athabasca University PSY 290 General Psychology)
66.0 TOTAL
Motion 4: A paragraph in section 17.3.2.1 of the 2015-2016 undergraduate calendar was deleted in error.
This paragraph read “transfer credit may be granted for SW348 upon presentation by the student of
evidence that their previous practicum experience is equivalent and from a Social Work program”. This
motion is to reinsert this paragraph with revisions to read as follows: For the BSW and CSW programs,
the Faculty of Social Work may grant transfer credit for SW348 if a previous practicum experience, from
another educational institution, is evaluated to be equivalent. Transfer credit equivalence is determined
through assessment by the Faculty of Social Work of practicum course syllabi and/or other relevant
practicum documents. Students also have the option to have previous experience, which is not from
another educational institution, assessed for Prior Learning Assessment and Recognition (PLAR) as
outlined in section 17.3.3. Effective immediately.
Rationale: This motion is to reinsert information that was deleted in error and then to revise this
information so that is clearer for the student. This motion also helps to clarify the difference between
transfer credit and PLAR for SW348.
Items for Information:
1. That the pre-requisite of 30 credit hours on 300- and 400- level Social Work courses be removed.
Effective immediately.
Rationale: Registration in 300- and 400- level social work courses is restricted to BSW, BINSW, CSW
(Aurora), and CINSW students [see section 17.6.4 of the Undergraduate Calendar]. The 30 credit hour
pre-requisite is redundant for BSW students, given the program restrictions in place, because for BSW
admission students must complete 30 credit hours. For BINSW and/or CINSW admission, students must
complete 24 credit hours, including 4 INSW courses. CSW (Aurora) students are exempted from the 30
credit hour pre-requisite, so a manual override must be performed by University staff. Approval of this
proposal will allow students to register for courses according to their program of study, and streamline the
registration process for students. Note: SW 405 and SW 479 are also open to students in the Certificate
of Inclusive Education program, a post-degree certificate, so these students have completed 30 credit
hours.
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5.2 Report from the Faculty of Business Administration Appendix II
Items for Approval:
The Faculty of Business Administration Council approved the following changes to the requirements for
the Majors in Finance, Human Resources Management, and Marketing in the Bachelor of Business
Administration (BBA) program and presents the changes to CCUAS for approval.
MOTION 1: Move to revise the requirements for the Major in Finance as follows, effective 201630.
BUS 395, BUS 494, BUS 495, BUS 497
One of: BUS 491, BUS 498
One of: BUS 390-399, BUS 472AA-ZZ, BUS 490-499
Rationale:
Current requirements:
BUS 395, BUS 494, BUS 495, BUS 497
One of: BUS 491, BUS 498
One of: BUS 394, BUS 472AA-ZZ, BUS 491, BUS 492AA-ZZ, BUS 493, BUS 498
Two new finance courses, BUS 392 and BUS 393, need to be added to the list of courses that can be used
towards the Major in Finance. These courses are currently offered through BUS 492AA-ZZ.
This is an opportunity to revise how the requirements for a major are presented to allow new finance
courses to be added in the future without requiring a change to the major.
The course numbers BUS 390-399 and BUS 490-499 will be reserved for 300-level and 400-level finance
courses.
Currently BUS 390-399 includes BUS 392, BUS 393, BUS 394, and BUS 395 and BUS 490-499 includes
BUS 491, BUS 492AA-ZZ, BUS 493, BUS 494, BUS 495, BUS 497, and BUS 498.
MOTION 2: Move to revise the requirements for the Major in Human Resources Management as
follows, effective 201630.
BUS 453
Three of: BUS 301, BUS 350-369
One of: BUS 450-469, BUS 473AA-ZZ
Rationale:
Current requirements:
Five of: BUS 301, BUS 355-358, BUS 361-364, BUS 453, BUS 455, BUS 461, BUS 473AA-ZZ
The proposed changes add BUS 453 as a required component of the major and a requirement for an
additional 400-level course. BUS 453 is a case-based course which draws on the broad range of
disciplines in the major. Including BUS 453 as a required component is in keeping with the other majors
in Business Administration that all require at least one 400-level course. Specifying courses from both
300 and 400 levels adds structure and logic to the major.
The course numbers BUS 350-369 and BUS 450-469 will be reserved for 300-level and 400-level HRM
courses.
Currently BUS 350-369 includes BUS 355, BUS 356, BUS 357, BUS 358, BUS 361, BUS 362, BUS
363, and BUS 364 and BUS 450-469 includes BUS 453, BUS 455, and BUS 461.
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MOTION 3: Move to revise the requirements for the Major in Marketing as follows, effective 201630.
BUS 310, BUS 312, BUS 413
Two of: BUS 311, BUS 313, BUS 315-319, BUS 374AA-ZZ, BUS 410-419, BUS 474AA-ZZ
Rationale:
Current requirements:
BUS 310, BUS 312, BUS 413
Two of: BUS 314, BUS 410, BUS 414-417, BUS 435AM, BUS 474AA-ZZ
The requirements for the Major in Marketing are changed to add two new courses (BUS 317 and BUS
374AA-ZZ), remove BUS 314, and remove BUS 435AM.
The Marketing Area Group has proposed removing BUS 314 – Entrepreneurial Marketing from the list of
courses acceptable for the major. BUS 314 and BUS 310 – Strategic Marketing (a required course for the
major) have a significant amount of overlap in terms of their content, with the primary difference being
the number of resources available to the firm. The Marketing Area Group does not believe that BUS 314
adds enough value beyond BUS 310 to allow students to count both courses towards the major.
BUS 435AM is listed in the current requirements but the course has never existed. ADMN 435AM was a
course which was offered before we changed to the BBA degree and introduced majors. ADMN 435AM
was carried forward as BUS 435AM but was never offered (and was replaced by BUS 474AB).
Removing the course from the list of courses for the major is a housekeeping item.
Notes:
BUS 311 and BUS 313 are numbers for future marketing courses.
BUS 315-319 includes BUS 317 (new)
BUS 410-419 includes BUS 410, BUS 413, BUS 414, BUS 415, BUS 416, BUS 417
Items for Information:
The Faculty of Business Administration Council approved the following new courses and course changes,
effective 201620, and presents the changes to CCUAS for information.
NEW COURSES
1. BUS 317 – Social Media Marketing (new)
This course examines the impact of social media on the marketing of products, services, and
corporate image, as well as consumer empowerment. The focus will be placed on the use of social
media tools and platforms to increase effectiveness, efficiency, and competitiveness and to improve
customer relationship management. *** Prerequisite: BUS 210 (or ADMN 210)*** *Note: Students
may only receive credit for one of BUS 317, BUS 417, ADMN 417, and ADMN 435AC.*
Rationale:
The current course BUS 417 – Internet Marketing is outdated and requires updating.
The course title is changed to Social Media Marketing and is expected to be more appealing and
attractive to students and marketing professionals than the current title Internet Marketing.
The course number is changed to a 300-level from a 400-level. The Marketing Area Group proposes
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that courses with BUS 210 as the only prerequisite should have 300-level numbers and courses with
31x-level prerequisites should have 400-level numbers – a principle to distinguish between 300-level
and 400-level courses. Thus BUS 417 is renumbered as BUS 317.
The revised calendar description puts emphasis on the use of social media tools in the marketing of
products, services, and corporate image, as well as consumer empowerment. These topics are timely
and relevant to the marketing field. Of particular interest is the use of metrics in assessing social
media effectiveness in marketing activities (e.g. boosting sales through social media tools, designing
a campaign to raise funds, etc.).
2. BUS 354 – Occupational Health and Safety
This course focuses on the effective management of occupational health and safety (OHS). Beginning
with a survey of the history of OHS, current statistics, and the legal environment for OHS, the course
turns to the role of leadership, culture, and a safety management system in enhancing the physical and
mental wellbeing of employees. *** Prerequisite: BUS 250 (or ADMN 250) *** * Note: Students
may not receive credit for both BUS 354 and BUS 473AC. *
Rationale:
The proposed BUS 354 has been offered as BUS 473AC. The calendar description is expanded to
better describe the course content. BUS 354 may be used to satisfy the requirements of the Major in
Human Resources Management.
3. BUS 374 – Selected Topics in Marketing – an AA-ZZ series
Courses in selected topics in marketing are designed at the 300-level. *** Prerequisite: Dependent on
each course offering. (Please see Faculty of Business Administration General Office). *** *Note:
Students may not receive credit for both BUS 374AA-ZZ and an equivalent BUS 474AA-ZZ or
ADMN 474AA-ZZ course covering the same topic.*
Rationale:
Currently any new special topics or trial courses that we would like to offer as part of the Major in
Marketing must hold a 400-level course number. We propose that it is appropriate to offer new
courses at the expected level of the course rather than having to offer them as 400-level by default.
In order to distinguish between 300-level and 400-level courses, we propose that a BUS 374AA-ZZ
course will require only BUS 210 as its prerequisite.
4. BUS 392 – Financial Modelling
This course covers the implementation of financial theories, using actual data and software such as
spreadsheet programs. Relevant topics include portfolio selection, security analysis, corporate
finance, fixed income securities, options, and financial simulations. *** Prerequisite: BUS 395
(concurrent enrolment is allowed) *** * Note: Students may not receive credit for both BUS 392 and
BUS 492AB. *
Rationale:
The proposed BUS 392 has been offered several times as BUS 492AB. The course title has been
updated and the course description revised to better reflect course content. Concurrent enrolment in
BUS 395 (Finance: Theory and Application) is deemed to be sufficient for the course (BUS 395 has
BUS 290 as its prerequisite).
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5. BUS 393 – UR Investing
The course will manage the UR Investing Fund. Students taking this course will learn about financial
decision-making from the real-world perspective of the institutional investor. Students will perform
the following duties: 1) develop Investment Policies and Guidelines; 2) conduct industry and firm
level research to identify stocks and bonds that fit the fund’s investment objective; 3) trade
stocks/bonds and monitor the performance of the fund; 4) meet with investor clients and provide them
with regular reports. *** Prerequisite: BUS 290 (or ADMN 290) and permission of the Faculty *** *
Note: Students may not receive credit for both BUS 393 and BUS 492AD. *
Rationale:
The proposed BUS 393 has been offered several times as BUS 492AD. The prerequisite for BUS 393
is changed to allow students to join the UR Investing Program after completing BUS 290 –
Introduction to Finance. Students are selected for the UR Investing Program and require Faculty
permission to register in BUS 393. BUS 393 is graded as P/F – pass/fail.
6. ADMN 235 – Selected Topics in Administration I – an AA-ZZ series
Courses are designed at the 200-level as required for individuals or groups of undergraduates. ***
Prerequisite: Dependent on each class offering. ***
7. ADMN 335 – Selected Topics in Administration II – an AA-ZZ series
Courses are designed at the 300-level as required for individuals or groups of undergraduates. ***
Prerequisite: Dependent on each class offering.***
Rationale for ADMN 235AA-ZZ and ADMN 335AA-ZZ:
Adding these two courses creates a sequence of selected topics AA-ZZ series courses at the 200, 300
and 400-level (similar to the BUS X35AA-ZZ series courses). Adding courses at the 220 and 300-
level allows for courses to be piloted at the 200 or 300-level. When ADMN 435AA-ZZ has been used
to pilot courses intended to be 200 or 300-level courses, the course may be viewed by students as a
400-level course and they may be reluctant to register in the course. Adding 200 and 300-level AA-
ZZ series will allow for a clearer signal of the level of a selected topics course. Academic Council at
First Nations University of Canada has approved these new courses.
Notes:
Each course in an ADMN X35AA-ZZ series will have a specific title, calendar description, and
prerequisites.
REVISED COURSES
1. BUS 302 is revised as shown below, effective 201620.
BUS 302 – Entrepreneurship: Small Business Modeling and Feasibility Analysis
This course addresses early stage elements of starting up and operating a small business on a
conceptual level. Using cases, competitions and experiential exercises, students will learn opportunity
alertness and identification, building a value proposition, testing business hypotheses, creating
competitive advantage, setting up financials, analyzing break even, charting growth and planning for
exit. Students develop, build and test an entrepreneurial opportunity they identify, and assess its
feasibility. The course applies to all business start up including non profit, for profit, for benefit and
corporate or institutional intrapreneurship. *** Prerequisite: Completion of a minimum of 60 credit
hours of university studies. *** * Note: Students may only receive credit for one of BUS 302, ADMN
302, and ENGG 436. *
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Rationale:
The course title, course description, and prerequisites are changed. The current BUS 302 is as
follows.
BUS 302 – Small Business Management
This course explores small business as a career alternative and addresses the nature of
entrepreneurship and the elements of startup: opportunity identification, feasibility analysis,
integration of marketing and operating strategies, venture finance, and the business plan. ***
Prerequisite: Students of the Faculty of Business Administration and the FNUC School of Business &
Public Administration: BUS 210 (or ADMN 210), and BUS 250 (or ADMN 250); Science,
Engineering, Indian Communication Arts, and Education students: Completion of a minimum of 60
credit hours of university studies. *** * Note: Students may only receive credit for one of BUS 302,
ADMN 302, and ENGG 436. *
Revision of course content:
Recently BUS 302 has been taught with the new content and we should update the course title and
calendar description. The course focuses on feasibility analysis so that would-be entrepreneurs can
avoid investment in potentially unsuccessful businesses (this reflects current practice at major
business schools). BUS 402 – New Enterprise Creation is built around students further examining
the opportunity and then completing the business plan. BUS 302 is a prerequisite for BUS 402.
BUS 476AB – Small Business Startup and Management is a course that has been piloted and uses
a simulation to focus on the management and operation of the small business. This aspect of running
the small business had received minimal coverage in the revised BUS 302 content. BUS 476AB is
targeted at students in their second year for the university at large, including business students.
Reduce prerequisites and open across campus:
BUS 302 has been offered to students with the 60 hours minimum from Science, Engineering, and
Education. They have been enrolled for many years and perform about the same as business students.
As some students have little exposure to financial statements before the course, we provide additional
information on the website about interpreting and creating them including cash flow analysis and
proforma financial Statements. We are developing a standardized web-based Introduction to
accounting and financial statements for use in BUS 302 and BUS 476AB.
2. The prerequisites for BUS 413, BUS 414, BUS 415, and BUS 416 are changed as shown below,
effective 201620.
BUS 413 – Marketing Research:
Change the prerequisite to STAT 100 and any BUS 31x course or BUS 374AA-ZZ from STAT 100
and any one of BUS 310 (or ADMN 310) or BUS 312 (or ADMN 312) or BUS 314
BUS 414 – Management of Promotion:
Change the prerequisite to BUS 312 from BUS 210 (or ADMN 210)
BUS 415 – International Marketing:
Change the prerequisite to any BUS 31x course or BUS 374AA-ZZ from BUS 310 (or ADMN 310)
BUS 416 – Sales Management and Personal Selling:
Change the prerequisite to BUS 312 from BUS 210 (or ADMN 210) and BUS 250 (or ADMN 250)
Rationale:
The Marketing Area Group proposes that courses with only BUS 210 as a prerequisite should be 300-
level and courses with a BUS 31x-level prerequisite should be 400-level – a principle to distinguish
between 300-level and 400-level courses.
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For BUS 413, experience with any of several marketing concepts and theories provided at the 300-
level will better prepare students to understand the complexities of marketing research.
For BUS 414, a minimum understanding of consumer psychology is the foundation of integrated
marketing communications (otherwise known as promotion) and is essential to understand the best
ways to communicate with customers. BUS 312 provides this understanding.
For BUS 415, experience with any of several marketing concepts and theories provided at the 300-
level will better prepare students to understand the complexities of international marketing.
For BUS 416, a minimum understanding of persuasion, customer attitude, motivation, purchasing
decision process, and consumer psychology in general is essential to understanding key topics such as
customer interactions and buyer-seller relationships. BUS 312 provides this understanding.
Note: 300-level marketing courses include BUS 310-319 and BUS 374AA-ZZ (new).
Note: the other 400-level marketing course already has 300-level prerequisites (BUS 310 and BUS
312 for BUS 410).
3. The prerequisites for BUS 453 – Strategic Human Resource Management are changed as shown
below, effective 201620.
New prerequisites: Three of: BUS 301, BUS 350-369 and a minimum of 90 credit hours
Rationale:
Current prerequisite: BUS 250 (or ADMN 250)
The course requires a comprehensive knowledge of business and HR/OB material commensurate with
BUS 400 and capstone courses in other majors. Requiring at least three 300-level HR/OB courses and
a minimum of 90 credit hours will ensure that a student has the necessary background for the course
material.
4. The course title and prerequisites for ADMN 435 – Selected Topics in Administration are changed
as shown below, effective 201620.
ADMN 435 – Selected Topics in Administration III – an AA-ZZ series
Courses are designed at the 400-level as required for individuals or groups of undergraduates. ***
Prerequisite: Dependent on each class offering. *** *Note: Students may not receive credit for
both ADMN 435AA-ZZ and an equivalent BUS 435AA-ZZ covering the same topic. *
Rationale:
ADMN 435AA-ZZ is changed to reflect the addition of ADMN 235AA-ZZ and ADMN 335AA-ZZ.
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5.3 Report from the Faculty of Engineering and Applied Science Appendix III
Items for Approval:
Motion 1: To increase the minimum high school average required for major selection.
2.3.4.2 Faculty of Engineering and Applied Science
Applicants follow the standard admission procedures in §2.3.2 or for current Grade 12 students §2.3.3.
Applicants will be accepted if they have an average of 70% or higher on required high school subjects
(890% for direct entry to major of choice). Registration in some programs/majors may be limited. Refer
to §12.10.2.1 for information on the selection of majors.
Section 2.4.1.1 Admission from a Saskatchewan High School
ENGINEERING AND APPLIED SCIENCE
(U of R)
See also §2.3.4.2
English Language Arts A30 and B301
Pre-Calculus 30 or Math B30 and C30
Chemistry 30 and Physics 30
70%-8979.99% are admitted to a general major
9080% or higher are admitted directly to
their major of choice
Calculus 30 is recommended. Registration in some programs may be limited. Refer to §12.10.2.1 for information on the selection of majors.
Rationale: With the increased enrollment and demand in specific programs, the direct entrance average is
being increased to 90%. Based on Fall 2014 admission data, 106 students were admitted with high school
admission averages between 80 – 89.99% that would be placed into Engineering general. The average for
all Faculty of Engineering and Applied Science high school admissions averages was 84.07% in fall 2015
and 84.1% in fall 2014.
Effective: Winter 2017
Motion 2: To modify the admission requirements from Canadian universities and colleges into the
major General Engineering.
SECTION 2.4.2 ADMISSION FROM CANADIAN UNIVERSITIES AND COLLEGES
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ENGINEERING AND
APPLIED SCIENCE
(U of R)
See also §2.3.4.2
For admission to a General major,
aApplicants must who have attempted more
that 12 credit hours of approved post-
secondary work meet high school admission
requirements (see §2.4.1) with a minimum
70% average, and must also and have a
minimum UGPA of 60% on all post-
secondary courses attempted will be
accepted to the Engineering General
program.. For direct admission to a major of
choice, applicants must meet high school
admission requirements (see §2.4.1) with a
minimum 80% average, and must also have
a minimum GPA of 70% on all post-
secondary courses attempted. See also
§12.2.
Alternatively, applicants may apply for
transfer by completing the following three
University of Regina classes: MATH 110,
CHEM 104, and PHYS 109. To meet the
transfer requirements to a General major, a
minimum grade of 60% in each of the
courses is required in addition to a
minimum UGPA of 60% on all post-
secondary courses. A minimum grade of
60% in each of the courses and a UGPA of
70% is required for direct admission to a
major of choice.
Registration in some programs may be
limited. Refer to §12.10.2.1 for
information on the selection of majors.
Applicants who have failed more than 15
credit hours of university courses are not
admissible except by permission of the
Faculty.
Applicants who have failed a core
requirement of the Faculty of Engineering
and Applied Science after the maximum
number of repeat attempts are not
admissible except by permission of the
Faculty.
Rationale: With the increased enrollment and demand in specific programs, the direct entrance average is
being increased to 90%. Based on Fall 2014 admission data, 106 students were admitted with high school
admission averages between 80 – 89.99% that would be placed into Engineering general. The average for
all Faculty of Engineering and Applied Science high school admissions averages was 84.07% in fall 2015
and 84.1% in fall 2014.
Effective: Winter 2017
Motion 3: To delete the following section from the calendar:
12.2.2 U OF R TRANSFERS TO ENGINEERING
Students transferring into Engineering from other University of Regina faculties must have minimum
undergraduate GPA of 60.00% and must have completed all high school requirements. Alternatively,
applicants may apply for transfer by completing the following three University of Regina classes:
MATH 110, CHEM 104, and PHYS 109. To meet the transfer requirements, a minimum grade of 60% in
each of the courses is required in addition to a minimum UGPA of 60% on all post-secondary courses.
See also §2.4.2 for details and additional requirements.
Rationale: This change simplifies the requirements for external and internal post secondary transfers,
previously different regulations applied. Wording has been modified slightly to create consistency with
other Faculties in this section of the calendar. Transfer students will be required to apply for specific
majors by the same process that general engineering majors are considered.
Effective Term: Fall 2016
Motion 4: To update the deadlines and eligibility requirements for major selection as follows:
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12.10.2 SYSTEMS ENGINEERING MAJORS
Students must choose one of There are five majors in Engineering and Applied Science: Electronic
Systems, Industrial Systems, Environmental Systems, Petroleum Systems, or Software Systems.
12.10.2.1 Selection of a Major
Application deadlines: Dec 1st, April 1
st and Aug 1
st
Eligibility:
Students admitted to first year with a major of ENGE apply to the major of their choice with a
minimum of 8 required courses in Year 1. Application forms are available from the Faculty’s
website. Acceptance priority is based on PGPA, number of credit hours completed and space in the
desired program.
Current Faculty of Engineering and Applied Science students that wish to change their major may
also submit an application form. Students who are admitted with a high school admission average of 80% or greater will be granted their first preference of a major at the time of admission. Students whose admission average is between 70.00% and 79.99% will be admitted into a general major, ENGE. Students who are being admitted from another post-secondary institution, Canadian or international, with a UGPA of 70% or greater, including transfers from other University of Regina faculties with a UGPA of 70% or greater, will be granted their first preference of a major at the time of admission. Students with a UGPA between 60.00% and 69.99% will be admitted to a general major, ENGE. First Allocation, Feb 1
st Deadline
Eligibility: 1. Students admitted to Semester 1 in the Fall with a major of ENGE must apply for allocation to the
major of their choice. Application forms are available from the Faculty’s website. The deadline for returning the completed form to the Faculty of Engineering and Applied Science Office is February 1. The form allows students to identify their first, second, third choices for a major. Registration in some programs may be limited. Students, completing a minimum of four classes in their first semester, who have submitted their applications by February 1 will be assigned to a program based on their PGPA in the required courses in Semester 1 (Fall).
2. Students who have transferred from another University of Regina faculty or have been admitted from another post-secondary institution must have completed one full-time semester within the Faculty of Engineering and Applied Science. Allocation will be based upon PGPA.
3. All current engineering students who are already in a major, other than ENGE, and wish to request a change in major may submit an application form. Allocation will be based upon PGPA and space in the desired program.
Second Allocation April 1st Application Deadline
Eligibility:
1. First year engineering students who started their program in Fall but were ineligible during the first allocation, may submit application forms if they have completed a minimum of six classes from the required courses in Semester 1 (Fall) and Semester 2 (Winter). Allocation will be based upon PGPA.
2. Students who have transferred from another University of Regina faculty, or have been admitted from another post-secondary institution, must have completed one full-time semester within the Faculty of Engineering and Applied Science. Allocation will be based upon PGPA.
3. All current engineering students who are already in a major, other than ENGE and wish to request a change in major may submit an application form. Allocation will be based upon PGPA and space in the desired program.
Rationale: Removal of admission requirements which are included in Section 2. The major selection
deadline dates have been amended to coincide with registration with registration for the upcoming
semester.
Effective Term: Fall 2016
Motion 5: To revise the Social Sciences and Humanities elective options as follows:
12.10.3 BACHELOR OF APPLIED SCIENCE IN ELECTRONIC SYSTEMS ENGINEERING (ESE)
14
Electronic Systems Engineering applies skills in electronics and computers to the design and operation of products or systems for handling information. Such systems include modern telecommunications, industrial controls and electronic consumer products.
Credit hours
BASc in Electronic Systems Engineering, required courses
Student's record of courses completed
Semester 1 (Fall)
3.0 CHEM 104
3.0 ENGG 123
3.0 MATH 122
3.0 PHYS 109
3.0 MATH 110
Semester 2 (Winter)
3.0 CS 110
3.0 ENGG 100
3.0 ENGL 100
3.0 MATH 111
3.0 PHYS 119
Semester 3 (Fall)
3.0 MATH 217
3.0 CS 115
3.0 ENEL 280
3.0 ENEV 223
3.0 ENGG 240
Semester 4 (Winter, Spring/Summer)
3.0 CS 210
3.0 ENEL 282
3.0 ENEL 281
3.0 MATH 213
3.0 STAT 160
Semester 5 (Fall)
3.0 ENSE 352
3.0 ENEL 383
3.0 ENEL 384
3.0 BUS 260
3.0 PHYS 201
Semester 6 (Spring/Summer)
3.0 BUS Elective (BUS 210, 250, 285 or 302)
3.0 ECON 201
3.0 ENEL 380
3.0 ENEL 390
3.0 CS 215
Semester 7 (Winter)
3.0 ENEL 387
3.0 ENSE 350
3.0 ENEL 371
3.0 * Approved Elective
3.0 *Approved Elective
Semester 8 (Fall)
1.0 ENEL 400
3.0 ENGG 303
3.0 * Approved Elective
3.0 * Approved Elective
3.0 *Approved Elective
3.0 *Approved Elective
Semester 9 (Winter)
3.0 ENGG 401
3.0 ENEL 417
3.0 *Approved Elective
3.0 *Approved Elective
3.0 *Approved Elective
136.0 Total
* Approved Electives.
Choose electives from one of the following streams:
Communications:
ENEL 393, ENEL 494 and 5 courses from the approved list below.
15
Credit hours
BASc in Electronic Systems Engineering, required courses
Student's record of courses completed
Micro-Electronics:
ENEL 487, ENEL 489 and 5 courses from the approved list below.
Instrumentation and Control:
ENEL 389, ENEL 484 and 5 courses from the approved list below.
Power:
ENEL 472, ENEL 482 and 5 courses from the approved list below.
Approved List (includes Technical, Software, and Risk and Industrial Safety):
Technical Electives:
ENEL 389, ENEL 393, ENEL 395, ENEL 472, ENEL 482, ENEL 484, ENEL 494, ENEL 487, ENEL 486, ENEL 489, ENEL 492, ENEL 495, ENIN 253, ENIN 445, ENEV 261
Software Electives (choose at most one):
CS 261, CS 330, CS 340, CS 350, CS 372, CS 375 or any ENSE class except ENSE 477
Risk and Industrial Safety Electives (choose at most one):
ENEV 334, ENIN 340, ENIN 433, ENIN 440
Social Sciences and Humanities Elective: choose any Faculty of Arts course. Humanities Elective (one is required): ENGL 110, PHIL 100, PHIL 241, PHIL 242, PHIL 272, PHIL 273, PHIL 275, RLST 100, WGST 100 or an approved Humanities course. Natural Science Elective (choose one): from astronomy, biology, chemistry, geology and physics.
12.10.4 BACHELOR OF APPLIED SCIENCE IN ENVIRONMENTAL SYSTEMS ENGINEERING (EVSE)
Environmental Systems Engineering offers studies in the areas of water resource systems, regional infrastructures systems, waste management, and air pollution control.
Credit hours
BASc in Environmental Systems Engineering, required courses
Student's record of courses completed
Semester 1 (Fall)
3.0 CHEM 104
3.0 ENGG 123
3.0 MATH 122
3.0 PHYS 109
3.0 MATH 110
Semester 2 (Winter)
3.0 CS 110
3.0 ENGG 100
3.0 ENGL 100
3.0 MATH 111
3.0 PHYS 119
Semester 3 (Fall)
3.0 CHEM 140
3.0 ENEV 223
3.0 ENGG 240
3.0 GEOL 102
3.0 ENEV 372
Semester 4 (Winter, Spring/Summer)
3.0 ECON 201
3.0 Humanities Elective
3.0 ENIN 241
3.0 MATH 213
3.0 STAT 160
Semester 5 (Fall)
3.0 BIOL 223
3.0 ENEV 261
3.0 ENEV 321
3.0 ENGG 330
3.0 ENEV 422
Semester 6 (Spring/Summer)
3.0 ENEV 281
3.0 ENEV 334
16
Credit hours
BASc in Environmental Systems Engineering, required courses
Student's record of courses completed
3.0 ENEV 384
3.0 ENEV 480
3.0 ENIN 253
Semester 7 (Winter)
3.0 ENEV 360
3.0 ENEV 421
3.0 ENEV 440
3.0 ENEV 462
3.0 *Approved Elective
Semester 8 (Fall)
1.0 ENEV 400
3.0 ENEV 435
3.0 ENEV 363
3.0 ENEV 383
3.0 ENGG 303
3.0 *Approved Elective
Semester 9 (Winter)
3.0 ENEV 415
3.0 ENEV 469
3.0 ENGG 401
3.0 *Approved Elective
3.0 *Approved Elective
136.0 Total
* Approved Electives (these electives may not be offered regularly):
Choose at least three from the following: ENEV 465, ENEV 475, ENEV 484, ENEV 463, ENEV 408, ENIN 350, ENIN 453, ENIN 455, ENPE 490
Choose at most one from the following:, ENIN 430, ENIN 433, BUS 260, BUS 302, ENEL 280
Social Sciences and Humanities Elective: choose any Faculty of Arts course. Humanities Elective (one is required): ENGL 110, PHIL 100, PHIL 241, PHIL 242, PHIL 272, PHIL 273, PHIL 275, RLST 100, WGST 100 or an approved Humanities course.
12.10.5 BACHELOR OF APPLIED SCIENCE IN INDUSTRIAL SYSTEMS ENGINEERING (ISE)
Industrial Systems Engineering is designed to develop engineers who can organize and effectively utilize the total resources of modern manufacturing and process industries. This includes the materials, machinery, facilities, people and capital.
Credit hours
BASc in Industrial Systems Engineering, required courses
Student's record of courses completed
Semester 1 (Fall)
3.0 CHEM 104
3.0 ENGG 123
3.0 MATH 122
3.0 PHYS 109
3.0 MATH 110
Semester 2 (Winter)
3.0 CS 110
3.0 ENGG 100
3.0 ENGL 100
3.0 MATH 111
3.0 PHYS 119
Semester 3 (Fall)
3.0 ENEL 280
3.0 ENEV 223
3.0 ENGG 240
3.0 MATH 217
3.0 *Natural Science Elective
Semester 4 (Winter, Spring/Summer)
3.0 ENIN 233
3.0 ENIN 241
17
Credit hours
BASc in Industrial Systems Engineering, required courses
Student's record of courses completed
3.0 MATH 213
3.0 STAT 160
3.0 *Humanities Elective
Semester 5 (Fall)
3.0 CHEM 140
3.0 ENEV 261
3.0 ENIN 331
3.0 ENIN 343
3.0 ENGG 330
Semester 6 (Spring/Summer)
3.0 BUS 260
3.0 ECON 201
3.0 ENEL 380
3.0 ENIN 253
3.0 ENIN 350
Semester 7 (Winter)
3.0 ENIN 370
3.0 ENIN 430
3.0 ENIN 440
3.0 ENIN 453
3.0 *Approved Elective
Semester 8 (Fall)
1.0 ENIN 400
3.0 BUS 250
3.0 ENIN 340
3.0 ENIN 444
3.0 ENGG 303
3.0 ENIN 349
Semester 9 (Winter)
3.0 BUS 210, 285, 302
3.0 ENGG 401
3.0 ENIN 413
3.0 ENIN 433
3.0 *Approved Elective
136.0 Total
*Approved Electives:
Choose two: ENEL 389, ENEL 484, ENIN 355, ENIN 445, ENIN 448, ENIN 455, ENIN 456, offered as follows:
ENIN 355: Winter semester
ENIN 445 and ENIN 456: Winter semester in even-numbered years
ENIN 448 and ENIN 455: Winter semester in odd-numbered years.
Social Sciences and Humanities Elective: choose any Faculty of Arts course. Humanities Elective (one is required): ENGL 110, PHIL 100, PHIL 241, PHIL 242, PHIL 272, PHIL 273, PHIL 275, RLST 100, WGST 100 or an approved Humanities course. Natural Science Elective (choose one): astronomy, biology, chemistry, geology and physics.
12.10.6 BACHELOR OF APPLIED SCIENCE IN PETROLEUM SYSTEMS ENGINEERING (PSE)
Petroleum Systems Engineering evaluates, designs and manages technologies in evaluating reserves, surface collection and treatment facilities for oil and gas. Advanced computer utilization and automation combined with effective communications skills are integrated within the program. Techniques developed for the recovery of petroleum can be applied to the extraction of other important minerals. Petroleum
System Engineers also contribute to activities such as pollution remediation and greenhouse gases control.
Credit hours
BASc in Petroleum Systems Engineering, required courses
Student's record of courses completed
Semester 1 (Fall)
3.0 CHEM 104
3.0 ENGG 123
3.0 MATH 122
3.0 PHYS 109
3.0 MATH 110
18
Credit hours
BASc in Petroleum Systems Engineering, required courses
Student's record of courses completed
Semester 2 (Winter)
3.0 CS 110
3.0 ENGG 100
3.0 ENGL 100
3.0 MATH 111
3.0 PHYS 119
Semester 3 (Fall)
3.0 ENGG 240
3.0 ENEL 280
3.0 ENPE 241
3.0 GEOL 102
3.0 MATH 217
Semester 4 (Winter, Spring/Summer)
3.0 ECON 201
3.0 ENIN 233
3.0 ENPE 251
3.0 MATH 213
3.0 STAT 160
Semester 5 (Fall)
3.0 CHEM 140
3.0 ENGG 303
3.0 ENEV 261
3.0 ENGG 330
3.0 ENEV 223
Semester 6 (Spring/Summer)
3.0 BUS 260
3.0 ENIN 253
3.0 ENPE 300
3.0 ENPE 381
3.0 ENIN 350
Semester 7 (Winter)
3.0 ENIN 355
3.0 ENPE 302
3.0 ENPE 370
3.0 GEOL 270
3.0 *Humanities Elective
Semester 8 (Fall)
1.0 ENPE 400
3.0 ENPE 410
3.0 ENPE 440
3.0 ENPE 450
3.0 ENPE 460
3.0 *Approved Elective
Semester 9 (Winter)
3.0 ENGG 401
3.0 ENPE 419
3.0 ENPE 486
3.0 * Approved Elective
3.0 *Approved Elective
136.0 Total
*Approved Electives:
Choose three: ENIN 433, ENIN 453, ENIN 456, ENEV 422, ENPE 380, ENPE 470, ENPE 475, ENPE 490
Social Sciences and Humanities Elective: choose any Faculty of Arts course. Humanities Elective (one is required): ENGL 110, PHIL 100, PHIL 241, PHIL 242, PHIL 272, PHIL 273, PHIL 275, RLST 100, WGST 100 or an approved Humanities course.
12.10.7 BACHELOR OF APPLIED SCIENCE IN SOFTWARE SYSTEMS ENGINEERING (SSE)
19
Software Systems Engineering is designed to develop engineers skilled in the professional construction and engineering of software systems and their life cycles. Such systems include World Wide Web transaction systems, management and information systems and interactive multimedia systems.
Credit hours
BASc in Software Systems Engineering, required courses
Student's record of courses completed
Semester 1 (Fall)
3.0 CHEM 104
3.0 ENGG 123
3.0 MATH 122
3.0 PHYS 109
3.0 MATH 110
Semester 2 (Winter)
3.0 CS 110
3.0 ENGG 100
3.0 ENGL 100
3.0 MATH 111
3.0 PHYS 119
Semester 3 (Fall)
3.0 ENEV 223
3.0 CS 115
3.0 ENEL 280
3.0 MATH 217
3.0 ENGG 240
Semester 4 (Winter, Spring/Summer)
3.0 CS 210
3.0 ENEL 282
3.0 ENEL 281
3.0 MATH 213
3.0 STAT 160
Semester 5 (Fall)
3.0 CS 215
3.0 CS 340
3.0 ENSE 374
3.0 ENSE 352
3.0 ENEL 384
Semester 6 (Spring/Summer)
3.0 BUS 260
3.0 Natural Science Elective
3.0 ECON 201
3.0 ENEL 380
3.0 ENSE 353
Semester 7 (Winter)
3.0 ENSE 475
3.0 ENEL 387
3.0 ENSE 470
3.0 ENSE 350
3.0 ENSE 471
Semester 8 (Fall)
1.0 ENSE 400
3.0 ENGG 303
3.0 ENSE 472
3.0 Approved Elective
3.0 Approved Elective
3.0 Approved Elective
Semester 9 (Winter)
3.0 ENGG 401
3.0 Humanities Elective
3.0 Approved Elective
3.0 ENSE 477
3.0 *Approved Elective
136.0 Total
Technical Electives (4 in total are required that include a minimum of 2 ENSE): ENSE 473, ENSE 479, ENSE 480, ENSE 481, ENSE 482, ENSE 483, CS 325, CS 327, CS 315, CS 330, CS 350, CS 375, CS 405, CS 425, ENEL 487, ENEL 489 or any other approved technical
20
Credit hours
BASc in Software Systems Engineering, required courses
Student's record of courses completed
elective.
Social Sciences and Humanities Elective: choose any Faculty of Arts course. Humanities Elective (one is required): ENGL 110, PHIL 100, PHIL 241, PHIL 242, PHIL 272, PHIL 273, PHIL 275, RLST 100, WGST 100 or an approved Humanities course. Natural Science Elective (one is required): from astronomy, biology, chemistry, geology and physics.
Open Elective (one is required)
Rationale: The Canadian Engineering Accreditation Board accepted the Faculty of Engineering and Applied Science request for permission to expand the approved courses that meet the social sciences and humanities requirement. This will provide students with increased flexibility in course selection. Effective Term: Winter 2016
Motion 6: to update the requirements for minors outside Engineering as follows:
12.10.9 SCIENCE MINORS FOR SYSTEMS ENGINEERING PROGRAMS OPTIONAL NON-ENGINEERING MINORS
Students may complete up to two minors in total in a subject other than, and distinct from, their major. The minor is a concentration of at least six courses in a discipline from any of the Faculties of Science, Arts, Fine Arts, La Cité or Kinesiology and Health Studies. The applications to graduate with a minor are ultimately approved by the Faculty offering the student’s first major. The specific courses required for a minor in a given discipline can be found under the relevant departmental listing. Only one course that is required for the completion of the major may also be used in the minor. A minimum of four (4) courses from outside the major are required.
Rationale: La Cité has been added as a new Faculty in which a minor will be accepted. This
modification will address the fact that minors in other Faculties have varying amounts of course overlap
between the major and minor and total credit hours required for the minor. Several programs have
minors with six courses, so the requirement will be consistent that at least four new courses are
completed.
Effective term: Winter 2016
21
5.4 Report from the Faculty of Kinesiology and Health Studies Appendix IV
Items for Approval:
The following motion has been approved by the Kinesiology and Health Studies’ Faculty Council and are
offered to Council Committee for Undergraduate Admissions and Studies for approval:
MOTION 1: To add KIN 350 (Fitness Appraisal) and KIN 373 (Sport Psychology) to the list of
options in the Physical Literacy major as outlined below: Effective date:
PHYSICAL LITERACY
NOTE: This major is restricted to students enrolled in the Joint Bachelor of Education/ Bachelor of Kinesiology program.
Credit Hours
Required Student’s record of courses completed
3.0 One of: KHS 132, KHS 182 KIN 350, KIN 373 or KIN 375
3.0 KHS 135
3.0 KHS 139
3.0 KHS 231
3.0 KHS 232
3.0 KHS 233
3.0 EHE 258
3.0 EOE 224
3.0 EOE 338
3.0 EPE 100
3.0 EPE 300
33.0 Subtotal
Rationale: The additional options will provide more flexibility for student schedules and interest and
balances offerings between fall and winter semesters.
Items for Information:
Equivalencies – KIN 261 and KIN 262 vs BIOL 110 and BIOL 111 MOTION: To approve the following equivalency recognition as it pertains to KIN 261, KIN 262, BIOL
110, BIOL 111:
Recognize that KIN 261 (Human anatomy and Physiology I) is equivalent to BIOL 110 (Human
Anatomy and Physiology I) and KIN 262 (Human anatomy and Physiology II) is equivalent to
BIOL 111 (Human anatomy and Physiology II)
Students with KIN 260/267/268 will not receive credit for KIN 261 and KIN 262
Students with KIN 261 and KIN 262 will not receive credit for KIN 260/267/268; substitution
will be allowed for programs requiring KIN 260 and KIN 267
Students with BIOL 110 and BIOL 111 will not subsequently receive credit for KIN 261 and KIN
262
Students with KIN 261 and KIN 262 will not subsequently receive credit for BIOL 110 and BIOL
111
Rationale/Background
KIN 261 (Human Anatomy and Physiology I) and KIN 262 (Human Anatomy and Physiology II) were
developed as online courses to primarily assist the Faculty of Nursing in the delivery of their program off
site, although there may be benefits and options for our other programs (ie. Therapeutic Recreation).
BIOL 110 (Human Anatomy and Physiology I) and BIOL 111 (Human Anatomy and Physiology II) are
core requirements of the BSCNur.
22
Students in the nursing program look to find online courses that they can use to fill the elective
requirements of their program and that will fit into the few available times in their busy schedule.
We have encountered some situations where students have found a course that is delivered online
but the effect is of "double dipping" when the course is one of our anatomy and physiology courses
and students have already completed BIOL 110 and BIOL 111 as part of their required courses in
the nursing program. More specifically, this semester saw a rise in students wishing to take KIN
262 after taking BIOL 110 in the fall. Recognition and inclusion in banner for the proper
equivalencies will provide more efficiency for students and staff.
Through instructor consultation and discussion with the Faculty of Nursing, the above equivalencies are
recommended.
MOTION: To change the course description and prerequisite of INHS 250 (Indigenous Language
Concepts of Health) to the following:
INHS 250 3:3-0 Indigenous Language Concepts of Health An exploration of Indigenous words, terms, phrases and concepts for health, illness and well-being, within Indigenous languages. This course will include understanding, recognizing and practicing words for describing anatomy, health, well-being, imbalances (mental, emotional, physical, spiritual), healing treatments or therapies, healing ceremonies, and herbal medicines. This course explores how Indigenous worldviews and concepts of health, illness, and well being are embedded within Indigenous languages. It will focus on theory that outlines connections between language, culture, and health. Words, terms and phrases in Indigenous languages will be utilized to further understand the connections between health and language. ***Prerequisite/Corequisite: INHS 210 200 and 3 credit hours in an Indigenous Language***
Rationale: Indigenous Health Studies 250 builds on the underpinnings provided in Indigenous Health
Studies 200 and from Indigenous language courses. This course will strive to provide a foundational
understanding of the theories and concepts of health and well being embedded within Indigenous
language.
MOTION: To change the course description and prerequisite of INHS 350 (Application of
Indigenous Concepts of Health) to the following:
INHS 350 3:3-0 Applications of Indigenous Concepts of Health This course will apply Indigenous concepts of health and well-being by working with community-based health leaders, student understandings of Indigenous knowledge, and discussions of: ethical practice, protocols, health governance, integration of traditional healing services, cultural continuity, better practices, trauma interventions (e.g. for historical trauma, post-traumatic stress disorder, and intergenerational trauma), healthy coping strategies, community strengths and socio-economic supports; and through supervised projects within Indigenous communities. This course applies Indigenous concepts of health and well being through engaged learning in the community. It focuses on connecting theory learned in the classroom to practical situations in the health field. Students will consider various models of health, policies, and programs through practical examination and reflection of their experiences, and through a focus on reciprocity, indigenizing institutions, and social justice. ***Prerequisite: INHS 300 250***
Rationale: Indigenous Health Studies 350 builds on the foundations of Indigenous Health Studies 210
and 300. The course will focus on applying Indigenous concepts of health and well being, ethical practice,
and appropriate community level supports through supervised projects with Indigenous communities.
MOTION: To change the course description of INHS 450 Community Based Traditional Healing
Practices to the following:
INHS 450 3:3-0 Community Based Traditional Health Practices Taught through exposure to traditional teachings and practices within community settings, students will develop an advanced understanding of traditional healing, sacred knowledge and practices, and helping and facilitation roles. Students will be guided and challenged to respectfully explore these practices, while maintaining the integrity of their own beliefs.
23
This course focuses on exposure to traditional health teachings and practices within community settings, and engages students in experiential learning and reflection. Students will be guided and challenged to respectfully explore and support these practices, while maintaining the integrity of their own beliefs. The course will involve preparation, participation in a cultural camp and follow-up studies. ***Prerequisite: INHS 350***
Rationale: Indigenous Health Studies 450 will build on the practicalities of Indigenous Health Studies
350 as well as the language concepts from Indigenous Health Studies 250. Students have the opportunity
to work with Traditional Elders within community settings to gain an understanding of traditional
principles, protocols, and philosophies of traditional healing.
24
5.5 Report from the Faculty of Media, Art, and Performance Appendix V
Items for Approval:
The Faculty of Media Art and Performance approved the following items on December 9, 2015:
Motion 1: That effective 201630 the following NEW MAP Concentration be created –Bachelor of Arts in
Media, Art, and Performance, Pop Culture Concentration:
Credit
Hours
Bachelor of Arts in Media, Art, and Performance (Pop
Culture Concentration)
Courses
completed
0.0 MAP 001
Critical Competencies – 33 Credit Hours
6.0 Communication in Writing – Two of ACAD 100, ENGL
100, or ENGL 110
9.0 Culture and Society – including mandatory MAP 202
6.0 Social or Natural Sciences – including Math and
Computer Science
3.0 Research and Methodology
9.0 Critical Competency Electives
Concentration Requirements (36 Credit hours)
3.0 MAP 101
3.0 CTCH 203
3.0 MAP 202
3.0 MAP 212
3.0 ANTH 240 or ANTH 241 AA-ZZ or ANTH 243 AA –
ZZ or ANTH 313 (note prereq)
3.0 Approved Elective** MAP/CTCH 200 or 300 LEVEL
12.0 Four Approved Electives** MAP, CTCH, ART, ARTH,
FILM, Music, or Theatre at the 200 or 300 LEVEL
3.0 Approved Elective** Approved Elective** MAP,
CTCH, ART, ARTH, FILM, Music, or Theatre at the
300 or 400 LEVEL
3.0 Approved Elective** Approved Elective** MAP,
CTCH, ART, ARTH, FILM, Music, or Theatre at the
400 LEVEL*
*Approved Electives include (but are not limited to): ARTH 302, ARTH 313, ARTH 314,
CTCH 304, CTCH 305, FILM 345, FILM 253, FILM 254, FILM 256, FILM 480 OA,
MAP 201, MAP 203, MAP 204, MAP 205, MAP 206, MAP 207, MAP 301, MAP 302,
MAP 303, MU 204, MU 205, MU 319
65% GPA Required in Concentration
12.0 Four MAP Electives –(Outside the Concentration – Not
approved Electives)
25
39.0 Open Electives -
120
Total
65% GPA required in program
Rationale: When admissions to the BA in Arts and Culture were suspended it was always with the
understanding that the Faculty of Fine Arts would replace that program with another option for students
who were interested in an interdisciplinary approach to studying contemporary culture. After
consultation and discussion with faculty members it was decided that a concentration in pop culture
creates an ideal platform for students wishing to pursue this area of study with the least amount of
resources being required to establish and continually offer the courses in the program. With the exception
of the introductory course the concentration is populated with courses already being offered by faculty
members teaching in the Faculty of Media, Art, and Performance as well as the Faculty of Arts.
Motion 2: That effective 201630 the following NEW Media, Art, and, Performance Minor be created –
Pop Culture
Media, Art, and Performance Minor (Pop Culture)
Credit
hours - 18
Required courses
65% GPA Required
3.0 MAP 101
3.0 CTCH 203
3.0 MAP 202
3.0 Approved Elective* MAP, CTCH, ART, ARTH, FILM,
Music, or Theatre at the 200 or 300 level
3.0
3.0
*Approved Electives include (but are not limited to): ARTH 302, ARTH 313, ARTH
314 ,CTCH 304, CTCH 305, FILM 345, FILM 253, FILM 254, FILM 256, FILM 480
OA, MAP 201, MAP 203, MAP 204, MAP 205, MAP 206, MAP 207, MAP 301,
MAP 302, MAP 303, MU 204, MU 205, MU 319
Motion 3: That effective 201630 the following NEW MAP Minor be created (Community & Social
Engagement)
Minor in Media, Art, and Performance (Community & Social Engagement)
Credit hours -
18
Required courses
65% GPA Required
3.0 CTCH 203
3.0 Approved Elective* MAP, CTCH, ART, ARTH,
FILM, Music, or Theatre at the 200 or 300 level
3.0
3.0 MAP 399 AA - ZZ
3.0
3.0 MAP 499 AA – ZZ (Professional Placement)
*Approved Electives may include (but are not limited to): MAP 300 AM, MAP
300 AO,THEA 215 AB, THEA 315 AA,THEA 315 AB
26
Rationale: This minor responds to several initiatives at the University of Regina (including several
threads within peyak aski kikawinaw [our current strategic plan] as well as initiatives within the Faculty
of Fine Arts/Media, Art, and Performance including the establishment of the Michele Sereda Artist in
Residence as well as as current pedagogical trends and research interests being undertaken by current
faculty members. The opportunity to link the artist(s) in residence more fully with students and faculty is
desirable (and quite necessary) while providing a niche program that is unique in the prairie provinces. A
variety of minors across the Faculty of Fine Arts/Media, Art, and Performance helps students make
stronger/better use of electives and this minor provides students with the opportunity to focus their artistic
and scholarly work beyond the confines of studio and institution.
Motion 4: That effective 201630 the following NEW MAP Minor be created – Bachelor of Arts in
Media, Art, & Performance (Canadian Identities)
Minor in Media, Art, and Performance (Canadian Identities)
Credit
hours - 18
Required courses
65% GPA Required
3.0 MAP 202
3.0 ARTH 324 or ARTH 340
3.0 FILM 345
3.0 MUHI 305
3.0 THST 380
3.0 Approved Elective
May include, but is not limited to: MAP 102, MAP
212, CTCH 205, ENGL 310, 312, 313, 314, 315, MAP
205, INAH 202
Rationale: This minor is open to all students enrolled at the University of Regina and its partners. It is
comprised of courses already being offered at the University of Regina and responds to several threads
within peyak aski kikawinaw [our current strategic plan] as well as to growing student interest and current
pedagogical trends and research interests being undertaken by current faculty members. A variety of
minors across the Faculty of Fine Arts/Media, Art, and Performance helps students make stronger/better
use of electives and this minor provides students with an informed understanding of Canadian culture.
Motion 5: (Effective 201620) To update the relevant section of 13.16.1 Bachelor of Arts (Visual Arts) as
follows:
3.0
3.0
3.0
9.0
3 courses chosen from, Art 230, 240, 250, 260, 270, 280,
or FILM 205
9 credit hours of any 200-level studio ART courses or
FILM 205
18.0 300-level and 400-level studio art courses (at least 6
credit hours at the 400-level)
Any 300 or 400 level ART courses with at least 6
credit hours taken at the 400-level
Rationale: This is a housekeeping item that reflects current offerings and simplifies the description.
27
Motion 6: (Effective 201620) To update the relevant sections of 13.16.1.1 Bachelor of Arts (Visual Arts)
as follows:
A double major in Visual Arts in the Faculties of Arts and Fine Arts Media, Art, and Performance, must
include the following courses:
Art 220, 221, 230, and four from 222, 240, 250, 260, 270, 280
ART 220 or INA 220, ART 221 or INA 230, and 15-credit hours of 200-level studio ART
courses (may include FILM 205)
One Art 330-380 (6 hours)* 6.0 credits of 300-level ART courses
One Art 430-480 (6 hours) 6.0 credits of 400-level ART courses (excluding ART 400 and
ART 401)
ARTH 204 ARTH 301
Rationale: These changes are both housekeeping to reflect current offerings, for brevity, and to reflect an
equal range of choices for students in their program requirements. It also corrects an error of including
ARTH 204 in the ARTH requirement. ARTH 301 is more appropriate.
Motion 7: (Effective 201620) To revise 13.16.8 Certificate in Visual Arts as follows:
3.0
Art ART 220 or INA 220
3.0 Art ART 221 or INA 230
3.0 Art 230
15.0 5 Art chosen from, 240, 250, 260, 270 and 280 or Film
205
15 credits of 200-level ART courses (may include
FILM 205)
6.0 Art 330
3.0 Art History ARTH 100
3.0 Art History ARTH elective
6.0
6.0
6.0
12.0
3 Art in one major area of study: drawing, intermedia,
painting, sculpture, ceramics, or print media
12 credits of 300-level ART courses
3.0 ART 400
3.0
12 credits of 400-level ART courses
3.0
3.0
3.0
3.0 Two Electives chosen outside Visual Arts but within
the Faculty of Media, Art, and Performance
3.0
60.0 Total
Rationale: These changes reflect an equal range of choices for students in their program requirements.
The addition of ART 400 reflects the importance of professional development as part of studio art studies.
28
Motion 8: (Effective 201620) To revise 13.16.9 Certificate in Advanced Visual Arts as follows:
3.0 Art chosen from 230, 240, 250, 260, 270, 280
3 credits of 200-level ART courses except ART 220
and ART 221 (may include FILM 205)
6.0
9.0
Art chosen from 330, 340, 350, 360, 370, 380
9.0 credits of 300-level ART courses
6.0
3.0
3.0
3.0
3.0
12.0
Art chosen from 430, 440, 450, 460, 470, 480
Art chosen from 431, 441, 451, 461, 471, 481
Art chosen from 432, 442, 452, 462, 472, 482
Art chosen from 433, 443, 453, 463, 473, 483
Art chosen from 434, 444, 454, 464, 474, 484
12 credits of 400-level studio ART courses.
3.0 ART 400
3.0 ARTH 301
30.0 Total
Rationale: These changes reflect current offerings, provide brevity, and identify an equal range of
choices for students in their program requirements. The addition of ART 400 reflects the importance of
professional development as part of studio art studies.
Items for Information:
The following are new, amended, or deleted courses approved at Faculty Council, December 9, 2015.
Item 1: (Effective 201620) To create ART 337 Visual Storytelling as a permanent course that replaces
ART 396AB effective 201620
Course description: An introductory studio course on the techniques of visual storytelling, including
graphic novels and artists' books. Note: Students may not receive credit for both ART 396AB and ART
337*.* ***Prerequisite: ART 220 or permission of Department Head. Students who are taking or who
have taken AP or IB Art or Grade 12 Art may request permission to register in this course.***
*Note: Pop Culture option*
Item 2: (Effective 201620) To create ART 389 AA-ZZ Independent Studio – an AA-ZZ series effective,
201620
ART 389 AA-ZZ Independent Studio – an AA-ZZ series 3-3-0
Selected Topics at the Intermediate Level
Individual research in studio art under the direction of an instructor.
***Prerequisite: Department Head Permission***
Rationale: The department requires one set of independent studio options at the 300-level to
accommodate unique circumstances.
Item 3: (Effective 201620) To change the title, revise the description and remove the prerequisites for
ARTH 313 as follows:
29
ARTH 313 Visual Culture of the 16th and 17
th Centuries Art and its Business 3:0-3
This course investigates selected topics in the art and culture of the 16th and 17
th centuries, such as the
economic lives of artists, histories of patronage, the art market, wonder and curiosity, print culture and
popular culture, artistic techniques, the body, and portraiture and identity. ***Prerequisites: ARTH 212 or
213 or permission of Department Head***
*Note: Cultures of Display Option*
Rationale: The new title and description reflect the actual content of the course as it is currently taught,
and the revised description, by removing chronological references, enables art history faculty to teach the
course in rotation, according to their individual expertise. We have been removing all prerequisites in the
past three years, to promote enrolment.
Item 4: To change the description and title of ARTH 380AI Curating Time-Based Art, and make the
course a permanent offering.
Old title and description:
ARTH 380 AI
Curating Time-Based Art
This course offers students a practical course where theoretical concepts related to the display and
curation of time-based art are put into practice in gallery, museum or site-specific contexts.
***Prerequisite: Completion of 45 credit hours or permission of the Department Head***
New title and description:
ARTH 360 Curating the New
This course offers students a practical course where theoretical concepts related to the display, curation,
and engagement with time-based and new art processes are put into practice in gallery, museum, or site-
specific contexts. *Note: Cultures of Display option.*
Rationale - Make the course a regular feature within the calendar and to update the title to enable the
course to include a larger scope of practice more in line with evolving contemporary processes. The
removal of prerequisites follows the current Art History policy.
Item 5: To regularize CTCH 210 AA Digital Studio Tools to CTCH 211. CTCH 210AA will be made
historical. (Effective 201620)
CTCH 211 Digital Studio Tools 3:1.5-3.0-3
This studio course explores the creative opportunities available when working digitally in the areas of fine
art, illustration and graphic design. Throughout this course students will work towards the production of a
portfolio of digital works that will include digital painting, digital collage, vector illustrations,
typography, layout design and photographic manipulations. Modules will include introductory and
intermediate skills in Adobe Photoshop, Adobe Illustrator, and Adobe InDesign as well as learning how
to incorporate scanned artwork or photography into works for both print and screen. *Note: Students may
only receive credit for one of CTCH 210AA and CTCH 211.*
Rationale: Assigning Digital Studio Tools a regularized course number within the Creative Technologies
Concentration and Minor is necessary to having this course designed and made available as an online
option for students in the Creative Technologies program.
30
Item 6: To create the following new course
FILM 286 AA-ZZ – Selected Topics 3:3-0
Selected Topics in Film Studies at the 200 Level
Rationale: To provide flexibility for teaching Film Studies topics at the 200 level.
Item 7: That all regularized courses currently coded as FA as well as FA 300 AA – ZZ, FA 400 AA-ZZ
be re-coded as MAP.
These include:
FA 001 Strategies for Success
FA 201 Global Migrations
FA 202 Indigenous Issues in the Arts
FA 203 Musicals on Stage and Screen
FA 301 Mapping Illness
FA 302 Queer: Cultures and Theories
FA 401 Arts Administration
FA 402 Theory and Photo-Based Practices
All courses named above will have the following at the end of the description: *Note: Students may only
receive credit for one of FA XXX and MAP XXX.
Rationale: With the Faculty’s impending name change from Fine Arts to Media, Art, and Performance
and in order to avoid confusion across the campus it is imperative that the nomenclature in the
undergraduate calendar matches the faculty name.
Item 8: To create the following new courses effective 201620
MAP 100AA-ZZ Selected Topics 3:3:0
Selected topics in interdisciplinary studies in Media, Art, and Performance at the 100 level.
MAP 200 AA-ZZ Selected Topics 3:3:0
Selected topics in interdisciplinary studies in Media, Art, and Performance at the 200 level.
Rationale: To ensure we can create experimental or topical interdisciplinary courses at the 100 and 200
level.
Item 9: To make the following courses historical.
FA 169 AA-ZZ Selected topics
FA 269 AA-ZZ Selected topics
Rationale: We have created MAP AA-ZZ courses at the 100 and 200 level. These are no longer required.
Item 10: To make the following courses historical.
FA 100 Fine Arts and Ideas
FA 200 The Arts and Everyday Life
31
Rationale: These courses have not been offered in a long time and are not a required part of any program.
Item 11: To create a new course MAP 499 AA-ZZ Professional Placement and make FA 499
Professional Placement and AA-ZZ series historical.
The Professional Placement option is an experiential learning course giving students the opportunity to
further their knowledge and skill set(s) within an institution related to their major. Typically the field
work is done off campus. The project or terms of the placement will be developed through consultation
between the home department, the student and the institution. Supervision is jointly undertaken by the
host institution and a faculty member from the student's home department. Can be taken as a Pass/Fail
only. ***Prerequisites: Successful completion of 60 credit hours and permission of Department Head.***
3.000 TO 15.000 Credit hours
0.000 TO 15.000 Lecture hours
0.000 TO 15.000 Other hours
Rationale: The new MAP 499 makes this FA 499 AA-ZZ series redundant. As this program has grown
over the years, we have determined creating a Special Topics for every single placement is
administratively heavy. The details of the placement for each student position can be outlined in a job
description and is not required in catalogue.
Item 12: That effective 201620 the following new courses be created.
MAP 101 Introduction to Pop Culture (3:3:0)
This course will begin to map the terrain that is Pop Culture. The changing ground of pop culture has
been mapped by different theoretical and methodological approaches in ways that are not historically
fixed. This course provides an introduction to the theories, practices and evolving legacy of pop culture.
Rationale: When the arts and culture program was suspended it was agreed that the faculty would replace
that program option with another interdisciplinary program. The pop culture concentration is being
proposed but it requires the development of an introductory course that currently is not offered. This
course will be that important course.
Item 13: That effective 201620 the following new course be created.
MAP 299 – AA - ZZ – Community Engaged Practice (1-3:0-3)
This course gives students the opportunity to work in collaboration with the Michele Sereda Artist in
Residence on an artistic/cultural project focused on social and community engagement.
***Prerequisites*** Completion of 30 credit hours or permission of Associate Dean (Undergraduate)
Rationale: This course supports the work being done by the Michele Sereda Artist in Residence by
giving students an opportunity to work closely with the individual(s) selected for any particular academic
year. The residency and this course also support new curricular development around social and
community engagement as found in the University of Regina Strategic plan.
Item 14: That effective 201620 the following new course be created.
MAP 102 – Exploring Cultural Regina (3: 1-3)
32
This course focuses on experiential learning. Students will visit a wide variety of cultural institutions
across the city, exploring and critically interacting with many of Regina’s creative organizations. *Note:
Students cannot receive credit for both MAP 102 and MAP 212*
*Note: Pop Culture Option*
*Note: Cannot be taken after a student has completed more than 60 credit hours in residency at the
University of Regina.*
Rationale: – This course fulfills a growing demand for experiential and participatory experiences for
MAP students early in their university careers and is seen as valuable tool for ongoing retention
initiatives.
Item 15: That effective 201620 the following new course be created.
MAP 204 Prairie Gothic (3:3-0)
This course will explore themes and tropes of prairie gothic across a variety of visual, performative and
written texts.
*Note: Pop Culture Option*
Rationale: This course responds to student interest as well as current pedagogical trends and research
interests being undertaken by current faculty members.
Item 16: That effective 201620 the following new courses be created.
MAP 205 Fashion and Hollywood (3:3-0) From the earliest days of movie making Hollywood positioned itself as the epitome of style. This course
examines the connections between fashion and Hollywood and how with the rise of mass entertainment
Hollywood became the runway of the people.
*Note: Pop Culture Option*
MAP 206 Shoes: The Power of the Heel (3:3-0)
From foot binding to platform heels to the bird inspired stilettos of Alexander McQueen and Cinderella’s
glass slipper, this course examines the meaning of shoes as an outward signifier of personal identity and
as social construct.
*Note: Pop Culture Option*
MAP 207 Underwear and Social Meaning (3:3-0)
From corsets and crinolines to thongs and briefs, underwear has played a major role in the construction of
personal and social identity. This course will examine major trends in the development of underwear with
a special focus on its historic role as framing, exploiting and containing sexual and gender roles.
*Note: Pop Culture Option*
Rationale: Several years ago Costume History was offered through the Theatre Department. These
courses have developed from a complete re-thinking of that course and are all being offered as a way of
making content more appealing and accessible. These classes also respond to the new area of popular
culture studies focused around critical costume studies.
Item 17: That effective 201620 FA 300 AM The Politics and Performance of Food:
Spectacle/Revenge/Abstinence be recoded as MAP 303 The Politics and Performance of Food:
Spectacle/Revenge/Abstinence
Course description and all attributes to remain the same except for the addition of the following notes.
33
*Note: Pop Culture Option*
*Note: Students cannot receive credit for both FA 300 AM and MAP 303.*
Rationale: FA 300 AM has successfully been offered twice and now is an appropriate time to regularize
the course. The recoding follows the necessity of recoding all FA courses as MAP
Item 18: That effective 201620 the following NEW course be created –
MAP 212 – Engaging Cultural Regina (3:1-3)
This course focuses on experiential learning. Students will visit a wide variety of cultural institutions
across the city. Students will explore, respond, and critically engage with a number Regina’s
creative/cultural organizations.
***Prerequisites – completion of 30 credit hours.***
*Note: Pop Culture Option*
*Note: Students cannot receive credit for MAP 212 and MAP 102.*
Rationale: This course fulfills a demand for experiential and participatory experiences for students across
the university who want to critically engage with cultural makers and places.
Item 19: That the Music Department create the following new course, effective 201620.
MUCO 217 The Art of Music Composition 3:3-0
An introduction to composing music in a variety of styles in use since c. 1800. Students will write their
own short pieces and hear them rehearsed and performed by the Students’ New Music Ensemble.
***Prerequisite: Music reading ability***
*Note: Students who have taken MUCO 317 or MUCO 318 cannot take MUCO 217 for credit.*
Rationale:
This course at three credit hours will replace two 1.5 credit hour courses, MUCO 317 and MUCO 318.
Music reading ability is required so as to prepare students for more advanced courses in composition.
(Students who cannot read music may be able to take CTCH courses, which offer creative options without
the necessity of reading music).
Item 20: That MUCO 317 and 318 be made historical, effective 201620
Rationale:
These two 1.5 credit hour courses are being replaced by the single, 3 credit hour MUCO 217.
34
5.6 Report from the Faculty of Nursing Appendix VI
Items for Approval
The Faculty of Nursing Council has approved the following program changes and hereby recommends
them for approval.
Motion 1: Creation of BScN After Degree Program Motion to approve the template for the Bachelor of Science in Nursing (BScN) After Degree Program as
noted below, effective for the 2017 Fall intake.
Bachelor of Science in Nursing (BScN) After Degree Program
Credit
hours
BScN After Degree
Program, required
courses
Student's
record of
courses
completed
3.0 CNUR 106
3.0 CNUR 201
3.0 CNUR 202
3.0 CNUR 204
3.0 CNUR 206
3.0 CNUR 209
6.0 CNUR 211
6.0 CNUR 212
3.0 CNUR 300
3.0 CNUR 301
6.0 CNUR 302
6.0 CNUR 303
6.0 CNUR 304
6.0 CNUR 305
3.0 CNUR 400
6.0 CNUR 401
3.0 CNUR 402
6.0 CNUR 403
6.0 CNUR 404
84.0 Subtotal: 65% GPA
required
3.0 BIOL 222
87.0 Total: 65.00%
PGPA required
Rationale: The After Degree Nursing Program (ADNP) is a variation of the regular SCBScN program.
Advanced standing is provided for individuals accepted into the program based on completion of a
university degree. The program provides an alternate path for individuals that maximizes previous post-
secondary education and gives them the opportunity to complete the SCBScN program in a shortened
period of time. It also provides an option for individuals in southern Saskatchewan that has not been
previously available but has been highly anticipated. 28 seats will be available in Regina only; Saskatoon
already has an after degree option offered by the College of Nursing, U of S. And finally, establishment
of this program addresses the staffing needs of Regional Health Authorities and provides opportunities to
35
hire new graduates at various times throughout the year.
A student is this program will be able to complete the ADNP in 6 terms or two calendar years. With the
exception of CNUR 211 and CNUR 212, which are only for students in this proposed program, all of the
courses are already taught in the regular SCBScN program. The ADNP makes use of courses that are
already in place and scheduled in the same term. One course (CNUR 201) is scheduled for a different
term than the regular SCBScN program. This course will be offered to facilitate access in the alternate
term for students enrolled in the After Degree Nursing program.
In addition to the Faculty of Nursing Faculty Council, approval for this program has been received from
the Saskatchewan Registered Nurses’ Association, the regulatory body for Registered Nurses in
Saskatchewan. SNRA program approval is mandatory in order for graduates of the program to be eligible
for licensure in Saskatchewan, a requirement to work as a Registered Nurse.
This program was on the agenda for the CCB meeting on December 21, 2015 and was to have been
presented for approval. However, the meeting was cancelled due to lack of quorum. It will therefore be
presented at the next meeting. The Provost recommended that the program be presented to CCUAS for
approval “pending approval from CCB”. Approval by Senate in February is necessary to ensure that the
program can be advertised and enable potential applicants to complete the pre-requisites in time for the
initial intake in Sept, 2017.
Motion 2: Admission requirements (submitted as a joint motion from Enrolment Services and the
Faculty of Nursing):
To approve the admission requirements for the Bachelor of Science in Nursing (BScN) After Degree
program as noted below, effective for the 2017 Fall intake.
Admission to the Bachelor of Science in Nursing (BScN) After Degree program is competitive entry. To
be considered, applicants must have an approved university degree with a minimum UGPA of 70%. In
addition, applicants must meet the Faculty of Nursing’s ELP requirements. The following courses (or
combination of courses) must be successfully completed by August 15 of the year of admission:
BIOL 110 and BIOL 111 (with a minimum grade of 60%); or
KIN 261 and KIN 262 (with a minimum grade of 60%); or
KIN 260, KIN 267 (with a minimum grade of 60%) and KIN 268 (with a minimum grade of
60%); and
ENGL 100 level; and
STAT 100 level; and
INHS 100 or INDG 100 level
Rationale: The completion of a university degree will help to ensure that these applicants have the
academic background and scholarly experience associated with completion of a university degree, thus
enabling completion of the nursing program in a more condensed timeline. Based on students in the
regular SCBScN program who already have a completed university degree, our experience suggests that
these students are able to understand and grasp concepts more quickly and utilize critical thinking skills
that have been acquired in their previous degree programs. The Biology requirements are pre-requisite to
the majority of courses in the first term of the program, and therefore require completion prior to the
beginning of the program. There are three options available for completion of the biology requirements
which will provide maximum flexibility, enabling students to use courses for which they may already
have credit (ie. Kinesiology graduates may have already completed KIN 260 and KIN 267, and so they
36
would only need to complete KIN 268 to meet the Biology requirement). It is anticipated that the
majority of applicants will have already completed the ENGL, STAT and INHS/INDG requirements
during their previous degree program.
II Items for Information:
The Faculty of Nursing offers the following new courses, effective 201730 term, for information:
CNUR 211 Alterations in Health & Assessment I 6:4-3
This course will introduce holistic assessment and nursing care associated with alterations of health of
adults. Learners will take a critical inquiry approach to decisions about practice, integrating learning from
other courses.
***Prerequisite: BIOL 222***
*Note: BIOL 222 can be taken concurrently*
Rationale: This course will be developed for students admitted to the BScN After Degree Program (After
Degree Nursing Program) and will contain the competencies normally taught in CNUR 107 and CNUR
203 in the SCBScN program. Because of the types of theory and competencies within these two courses,
it makes sense for them to be combined for this cohort who often tend to be more focused and able to
move more quickly through some concepts. This takes into account the life and academic experience,
prior learning and readiness for university courses that these students bring to the program.
CNUR 212 Theory & Practice Education: Foundations of Care 6:3-13 This course introduces the provision of holistic care of adults as the basis for understanding the profession
of nursing. Learners will develop fundamental nursing skills required to practice in an interprofessional
care environment. The practice education component of the course will provide an opportunity for
students to demonstrate application of nursing knowledge, informatics, and critical inquiry to inform
clinical judgment and decision making in an acute care setting.
***Prerequisite: CNUR 202; CNUR 211***
*Note: CNUR 202 and CNUR 211 can be taken concurrently*
Rationale: This course will be developed for students admitted to the BScN Program (After Degree
Nursing Program) and will contain the competencies normally taught in CNUR 103 and CNUR 205 in
the SCBScN program. Combining these two courses make sense as the skills learned in the lab and class
can be integrated into the clinical experience. This takes into account the life and academic experience,
prior learning, and readiness for university courses that these students bring to the program.
37
5.7 Report from the Centre for Continuing Education Appendix VII
Items for Information:
MOTION: To amend the wording of UofR Undergraduate Calendar Item 18.4.3.1 – Mandatory
Orientation and Placement Testing as noted below, Effective May 1, 2016.
RATIONALE: To add English Language Proficiency (ELP) scores for AEAP 050 for tests also
accepted by International Admissions at the University of Regina.
The Kuwaiti students are more likely to have TOEFL scores and the students from Maple Leaf
schools* have CAEL scores. Both are valuable partners likely to send students to the ESL
program.
The suggested AEAP 050 entry scores are based on them being "one step down" from the U of R
requirements, test equivalences and what can be found for pathway program entrance scores at a number
of schools that offer ESL and credit courses.
English Language Proficiency Requirements
Test AEAP
050 U
of
Regina
U of
Regina
U of
Saskatchewan
U of
Calgary
U of
Lethbridge
U of
Alberta
U of
Manitoba
U of
Victoria
IELTS 6 no
band
below
5.5
6.5 no
band
below 5
6.5 no band
below 6
6.5 6 no band
below 6
6.5 no
band
below 5
6.5 6.5 no
band
below 6
CAEL 50 60 70 70 60 70 60 70
TOEFL
IBT
70 80 r-19,
L-19,S-
18, W-
18
86 r-19, L-
19,S-19, W-
19
86 80 r-16, L-
16,S-16,
W- 18
86 86 90
TOEFL
Paper
525 550
Essay
3.5
---
560 550
Essay 4
580 550 575
Proposed changes to UofR Undergraduate Calendar:
18.4.3.1 Mandatory Orientation and Placement Testing
New students write an in-house placement test and are placed in one of six levels:
005 (low basic)
010 (basic)
020 (high basic)
030 (intermediate)
040 (high intermediate)
Advanced EAP Level 050 (advanced)
The placement testing is part of a general orientation program preceding the start of each semester's classes.
ACO 10-400-10 Page 38
Students who have submitted proof of an overall IELTS(Academic) Band score of 6.0 with no IELTS Band
score less than 5.5, or a TOEFL iBT score of 70 with no skill below 17, or a TOEFL Paper score of 525,
or a CAEL score of 50 will be directly admitted into Advanced EAP(Level 050). These scores must also be
submitted no later than the 100% Refund (minus tuition deposit) deadline. If documents are submitted prior
to the start of the semester, there is no requirement to write the in-house placement test. Test results may not
be more than 2 years old at the time of application to the ESL Program if they are to be considered for
placement.
* Quick Sheet- Maple Leaf School System
The University of Regina opened up recruitment activities with the Maple Leaf School System three years ago.
The Maple Leaf School System teaches off shore British Columbia school curriculum certified by the Ministry of
Education, Province of British Columbia.
Over the past three years we have been very engaged in recruiting at their 8 locations. Each year we attend their
schools post secondary fair which takes Canadian Universities on tour to each of their high schools. In addition to
this, we also return to each school in the Spring to follow up with the students directly.
In only three years we have had a large cohort of students gain interest in our school. We expect to receive
approximately 800 undergraduate applications this year from the fair. Currently we have a total of 79 students
attending Undergrad courses here at the U of R.
It should be noted that the school strongly recommends students attend ESL training when coming abroad.
Students do have the ability to get direct entry into Undergrad as most have satisfied this ELP requirement:
Completion of grades 11 and 12 English, in sequence, as part of two full academic years, in a high school using a
provincially- or state-accredited Canadian or U.S. curriculum OR a grade of 80% or better in a grade 12
provincially-examined English course, as part of one full term of study.
Maple Leaf has requested that students who do not meet this requirement take the CAEL test. They would like to
know what level would allow them direct entry into ESL 050.
Below is information directly taken from their website:
Maple Leaf Fast Facts
MLES opened its first school in Dalian, PR China in 1995
China’s largest private international school system
Canada’ first and largest offshore school system
Inspected and certified by the Ministry of Education, Province of British Columbia, Canada since 1998
Located in 11 cities in China including Dalian (1995), Wuhan (2007), Tianjin –TEDA (2008), Chongqing
(2009), Zhenjiang (2011), Inner Mongolia-Ordos (2012), Henan-Luoyang (2012), Shanghai (2013),
Tianjin – Hua Yuan (2014), Pingdingshan (2014), Yiwu (2015), and Jingzhou (2015)
Over 17,500 students registered
Over 7,000 students registered as BC offshore students
46 schools in China including preschools (13), elementary schools (11), middle schools (12), foreign
nationals schools (2) and high schools (8)
Over 1,300 graduates in 2015; 100% visa approvals for study overseas
ACO 10-400-10 Page 39
5.8 Report from Council Committee on Budget Appendix VIII
/Council Committee on Academic Mission
Motion: To create the Bachelor of Science in Indigenous Environmental Science degree as follows Effective
Date: 201630
1. The Degree
1.1 Rational
A new Indigenous Environmental Science (IES) degree program will be developed at the University of Regina (U
of R) and the First Nations University of Canada (FNUniv). It is well-known that Indigenous people have an
important connection with the natural world and are often considered stewards of the land. As such, the Bachelor
of Science in Indigenous Environmental Science degree program will incorporate the strengths at the U of R and
the FNUniv and the unique needs of Indigenous communities, taking into account holistic Indigenous
perspectives and cultures. The Bachelor of Science in Indigenous Environmental Science degree will provide
students with tools to become experts in multi-faceted disciplines in the sciences, environmental assessment,
environmental resource management, mining, land development, natural resource exploration, and health impact.
To take advantage of these opportunities, students will take a variety of courses in sciences, focusing on
environmental and ecological topics with an indigenous worldview. Students will also acquire important
knowledge in environmental economics and community development.
The model used to develop the Bachelor of Science in Indigenous Environmental Science program is the Bachelor
of Health Studies, which is a partnership between the FNUniv and the U of R Faculty of Kinesiology and Health
Studies. Consequently, the Bachelor of Science in Indigenous Environmental Science program has five sections:
Basics and Breadth Courses, Environmental Courses, Indigenous Courses, Economics and Law Courses, and
Approved Electives.
The Bachelor of Science in Indigenous Environmental Science program will be hosted in the Department of
Biology, Faculty of Science at the U of R. Once the degree is approved, our next step is to develop a proposal for
the Indigenous Environmental Science Certificate and/or Diploma. This will target various groups of students
who are interested in short-term education, want to take a condensed version of the degree to update their skills in
indigenous environmental science and/or promote professional development.
1.2 The Need
According to the Conference Board of Canada, there is a relationship between the number of science, math,
computer science, and engineering graduates and future economic prosperity (2015). Unfortunately,
Saskatchewan is the second-to-last province with the lowest number of graduates in these disciplines (Conference
Board of Canada, 2015). Moreover, Aboriginal peoples in Canada are under-represented in science, technology,
engineering, and mathematics (STEM). Increasing the number of Aboriginals in STEM-related sectors would
bring individuals with diverse perspectives, experiences, ideas, and talents and could broaden Canada’s STEM
skill supply (Council of Canadian Academies, 2015). Improving the quantity and quality of STEM skills can be
important in sustaining Canada’s productivity and growth (Council of Canadian Academies, 2015). Not
surprisingly, STEM graduates often have higher employment rates and higher wages than non-STEM graduates
(Council of Canadian Academies, 2015). Students are picking up on the advantages related to science degrees
and Biology is one of the disciplines that have seen the fastest enrollment growth between 2002 and 2007
(Association of Universities and Colleges of Canada, 2011). The demand for employment related to the energy
and utilities sector, such as those found in the natural resources industry, exploded by 77% from 2012 to 2013 in
ACO 10-400-10 Page 40
Saskatoon (Canadian Business, 2014).
1.3 The importance of a complete Bachelor of Science compared to a Bachelor of Science minor
The Bachelor of Science in Indigenous Environmental Science degree is needed in order to attract more
Aboriginal students to the sciences. Currently, the Aboriginal students are underrepresented in the STEM
disciplines. This is certainly the case at both the U of R and FNUniv. The purpose of the degree is to address the
low number of Aboriginal science students at FNUniv. Aboriginal students interested in the sciences represent our
target market, however, the degree is open to non-Aboriginal students as well. The degree provides the U of R
and the FNUniv with the opportunity to include both indigenous and western science content in a new, innovative
degree program that will attract both Aboriginal and non-Aboriginal students to this degree. A minor would
barely scratch the surface in terms of the Indigenous content. This degree is meant to be a bridge between
indigenous knowledge and science. It is believed a minor would provide too few courses to make a meaningful
contribution. There is also hope that through the degree, cohort students and mentorship models will be developed
and serve as retention strategies for students pursuing this degree. Such strategies would be more difficult to
implement if only a minor were to be offered.
2. Projected Enrolments and Projected Tuition/Fee Revenue for University of Regina and First Nations
University of Canada
Table 1. Students registered in Science at the First Nations University of Canada
Year Number % change from year to year
2005 18
2006 11 - 39%
2007 7 - 36%
2008 6 - 14%
2009 5 - 17%
2010 2 - 60%
2011 6 + 300%
2012 7 + 117%
2013 12 + 171%
2014 15 + 125%
As we can see from Table 1, the number of students in science at the First Nations University of Canada
plummeted to only two students in 2010 when the institution experienced a management crisis. This number,
however, has been increasing at a steady rate over the last four years.
FNUniv sent out a survey this spring and fall to post-secondary counselors, guidance counselors and other
administrators at First Nations secondary schools throughout Saskatchewan and Manitoba. Results show that 67%
of respondents have indicated that students in their communities would enroll in the new Bachelor of Science in
Indigenous Environmental Science degree program and that this degree program would provide students in their
communities with good employment prospects. 80% of participants who responded to our survey question
regarding projected enrolments in the Bachelor of Science in Indigenous Environmental Science degree indicated
that an average of two students from their bands would enroll in the degree. If an average of two students from
each Saskatchewan First Nation enroll on a yearly basis once the degree has been firmly established and
advertised, the enrolments could potentially be as high as 140 annually if we were only to target Saskatchewan
First Nations. However, the degree is open to Aboriginal peoples outside of Saskatchewan, Aboriginal peoples
not located on reserve and non-Aboriginal people as well. These potential students are not accounted for in our
ACO 10-400-10 Page 41
projections. For example, if we are able to market the program effectively across the prairies and apply our survey
results thus far to Manitoba and Alberta, we are potentially looking at a pool of 126 students in Manitoba and 90
students in Alberta. The hope is to expand beyond the prairies in terms of recruitment as the degree grows.
However, for now, given the recruitment resources available at the U of R and the FNUniv, we will focus our
recruitment efforts on Saskatchewan, Manitoba and Alberta.
We are confident that the degree will attract new students to the sciences and not simply divert current students.
We hope that a science degree with a significant amount of indigenous content will appeal to Aboriginal students
who are generally not well-represented in the STEM fields. Science and indigenous knowledge often have a
dualistic relationship. This degree will demonstrate to students that these two areas need not be in opposition to
one another; they can complement one another. We believe this degree is quite unique in the sciences and will
attract new students because of this distinctiveness.
As stated in the federated agreement, all U of R, Luther and Campion students are welcome to take
classes/programs at the FNUniv. In fact, most of the students enrolled in the FNUniv science courses are non-
FNUniv students.
3. Program Costs and Staffing - instructional support, advising, advertising -- for University of Regina
and First Nations University of Canada
3.1 Instructional Support
The degree courses will be delivered by the U of R and FNuniv faculty members through the Regina campus.
Students living in the north can take certain introductory courses at the Prince Albert FNUniv campus, but would
eventually have to transfer to Regina to complete the degree. All the proposed courses, except two, are currently
offered at the university. These courses are offered through other programs and are not specific to the Bachelor of
Science in Indigenous Environmental Science program. As such, they don’t require additional expenses. This
means that professors from different disciplines have the opportunity to teach in this degree program. Faculty
will teach in the degree program based on the already existing courses we have outlined in the degree.
Only the two courses found below are new and involve costs. These two new courses do not require a laboratory
component and are online courses, so no new facilities are needed. These two new courses will be funded
through the FNuniv e-learning committee. The remaining courses within the degree are already courses being
offered.
ENVS 100
The FNuniv e-learning committee has approved the development of this new online course and has committed
$8,000 to its development with the objective of delivering it for the first time during the fall of 2016. The course
is being developed this fall (2015) by Dr. Malin Hansen. The Department of Indigenous Science, Environment
and Economic Development will budget a lecturer stipend ($6,100) during the fall of 2016 to teach this course.
Malin Hansen will work with the Center for Continuing Education to develop the online components of the
course. ENVS 100 will replace another biology course that used to be offered in the fall.
ENVS 200
DISEED will submit a proposal to the FNuniv e-learning committee to approve the development of this new
online course that would be taught in the fall of 2017.
Admission standards for the Bachelor of Science in Indigenous Environmental Science program match those of
ACO 10-400-10 Page 42
the Faculty of Science.
3.2 Advising
Academic advisors at the U of R (Faculty of Science) and the FNUniv will help students with the degree.
The coordinator for the Bachelor of Science in Indigenous Environmental Science program will be the
Coordinator of Science (Dr. Fidji Gendron) at the FNUniv. The Department of Biology has accepted to host the
Bachelor of Science in Indigenous Environmental Science degree program within the Faculty of Science. The
Department of Biology is the best fit for many reasons. Dr. Gendron is a biologist and the FNUniv has a well-
established relationship with the Department of Biology because it already offers many courses in Biology.
Furthermore, because the Bachelor of Science in Indigenous Environmental Science degree is a Science degree,
we feel it is more appropriate to have it located in the Faculty of Science. The FNUniv already has a Bachelor of
Resource and Environmental Studies which is an arts degree; and wants to provide the opportunity for its students
to graduate with a science degree.
Science faculty members from FNUniv can attend Faculty of Science meetings and their respective U of R
departmental meetings.
FNUniv will pay for an external review if needed during the approval process.
3.3 Advertising
The FNUniv has a well-established recruitment team who will market the new degree. The Department of
Indigenous Science, Environment and Economic Development at the FNUniv is finalizing a new pull-up banner
for its indigenous science program, which the new degree is a part of; the cost of this banner is $1,338.75 and has
already been paid for out of last year’s budget. Any additional printed materials in order to advertise the new
degree will come out the 2016-17 Department of Indigenous Science, Environment and Economic Development
budget at the FNUniv. FNUniv faculty and sessionals will be responsible for the development of the two new
courses and their delivery. Faculty will help with other supports such as advising and the development of
advertising materials. All advertising materials will be shared with the Faculty of Science and Department of
Biology once they have been developed and produced.
4. Facility Requirements for University of Regina and First Nations University of Canada
The degree courses will be delivered by the U of R and FNUniv faculty members. All the proposed courses,
except two, are currently offered at the university. These courses are offered through other programs and are not
specific to the Bachelor of Science in Indigenous Environmental Science program. The two new courses (ENVS
100 and ENVS 200) do not require a laboratory component and are online courses, so no new facilities are
needed.
This new degree may increase student numbers in existing courses and existing courses with a laboratory
component. FNUniv science courses with labs (BIOL 100, BIOL 101, CHEM 104, and CHEM 140) have been
increasing significantly this last year and we have been fully able to accommodate this increase. FNUniv has the
lab space to increase the number of students in first year biology and chemistry courses and will hire more lab
instructors if necessary.
5. Program fit with the University of Regina Strategic Vision and Objectives
The degree meets all three strategic priorities highlighted in the strategic plan: Student Success, Research Impact
and Commitment to our Communities. The degree also meets the two overarching areas of emphasis that are
ACO 10-400-10 Page 43
threaded through each core priority in the University of Regina’s strategic plan: Indigenization and Sustainability.
In terms of Student Success, we believe we are creating a degree that creates a challenging and stimulating
learning environment through the courses and labs that we offer. Furthermore, the degree provides increased
relevance for Aboriginal Students.
We believe the degree will lead to more of a research emphasis on environmental studies and sustainability,
particularly within a First Nations context, amongst the faculty in indigenous science. As more students pursue
the degree, we hope to provide opportunities for them to pursue research assistant opportunities in this research
area.
The Bachelor of Science in Indigenous Environmental Science degree came to be through a commitment to
community. The degree was created in order to address the interests in and importance of environmental studies
and sustainability, particularly in a First Nations context, amongst so many First Nations. As resource
development increasingly becomes an avenue of economic development for First Nations in Canada, the degree
provides an opportunity for students to examine the environment, the impact of human activity on the
environment, and how we can find alternative and more sustainable ways to interact with the environment.
Furthermore, students will graduate with a Bachelor of Science. We believe this type of degree will provide more
avenues of employment for students who wish to pursue careers in the sciences or in industry. FNUniv is
committed to providing academic programs that are relevant to and needed by First Nations communities. We
believe this new degree does just this.
In terms of Indigenization, the degree supports the success of Aboriginal students on campus through the content
we have incorporated into the degree and its relevance to Aboriginal students and communities.
In terms of sustainability, the courses that comprise the degree emphasize not only environmental sustainability,
but also economic, cultural and social sustainability. We believe this degree will further prioritize sustainability as
not only an academic area of interest amongst FNUniv and U of R students, but also an institutional area of
interest that staff and faculty will embrace.
6. Program fit with the First Nations University of Canada Strategic Vision and Objectives
6.1 Strategic Theme One: Indigenous Languages, Cultures, and Traditions
6.1.1 Enhance the use of traditional Indigenous methodologies and content in the classroom.
- The Bachelor of Science in Indigenous Environmental Science requires students to take a number
of Indian language courses and Indigenous Studies courses. The reason why an Indigenous
language is a degree requirement is because it helps to demonstrate Indigenous worldview, which
is important through this degree. We wish students to have a basic understanding of an
indigenous language in order to impart indigenous worldview.
- ENVS 100 is being developed this fall semester and the goal is to include indigenous science in
all sections. This will be done through videos with Elders and community members, study cases
highlighting First Nations stories and interviews with faculty members promoting indigenous
science in their research.
- The development of ENVS 200 will follow ENVS 100 and its content will be intertwined with
several First Nations examples.
ACO 10-400-10 Page 44
6.1.2 Increase the awareness of the University’s unique Indigenous research, programming and
services.
ENVS 100 will showcase short video clips of First Nations University of Canada faculty
members engaged in indigenous science.
6.1.3 Engage communities on an ongoing basis and extend outreach and awareness of the cultural
initiatives of the University.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
has engaged communities by sending a survey to post-secondary counselors, guidance counselors
and other administrators at First Nations secondary schools throughout Saskatchewan. The intent
of the survey was to let these community leaders know about the new Bachelor of Science in
Indigenous Environmental Science degree and to gather information about the interest for such a
program. We will continue to engage with communities regarding the degree through surveys
and other initiatives this department is currently pursuing with secondary schools.
6.1.4 Strengthen the University’s unique advantage by continuing to build its cultural capacity.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
has been consistently working with Elders in both the classroom and through research initiatives.
The IES degree will also expand indigenous science’s opportunities to work with Elders in the
classroom and through research.
6.1.5 Strengthen the number of partnerships with Indigenous organizations, institutions, and
communities.
In the last year, the Department of Indigenous Science, Environment and Economic Development
at the FNUniv has been strengthening its relationships primarily with First Nations secondary
institutions in Saskatchewan both through its Indigenous Science Showcase workshops and
through the surveys it has been sending out to secondary institutions in an effort to bridge many
of the gaps that exist in science at the secondary level. We hope that this new degree will help us
to further strengthen these partnerships and expand the number of partnerships we currently have.
6.2 Strategic Theme Two: Innovative Learning Experience
6.2.1 Develop new innovative and relevant academic programs and delivery options.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
has developed a Bachelor of Science in Indigenous Environmental Science degree that will be
launched in the fall of 2016.
Two new online courses (ENVS 100 and ENVS 200) will be developed for the new degree
program.
6.2.2 Improve the quality of student services and retention to enhance the student experience.
Science faculty members are in the process of developing more of a cohort feeling amongst its
students. One meet and greet was scheduled with FNUniv science students in September 2015.
We also have one in Prince Albert where we attended by videoconference. We will continue to
hold this type of events for students throughout the upcoming year and beyond. We believe such
student-focused events throughout the academic year will improve the quality of student services
and retention for our science students.
ACO 10-400-10 Page 45
6.2.3 Increase student enrollment by 10% year-over-year for the duration of the plan.
This new degree program will increase the number of students in our courses, especially our
science courses. We also anticipate a significantly increase in our science courses because of
videoconference and distance education initiatives this next year.
6.2.4 Take steps to strengthen relationships with K-12 schools.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
is offering a series of Indigenous Science Showcase workshops to schools on-reserve and schools
with predominantly Aboriginal students within the cities of Regina and Prince Albert. These
workshops are offered free of charge during the school year and are a great opportunity to
highlight the new Bachelor of Science in Indigenous Environmental Science degree.
6.2.5 Increase the number and variety of student scholarships targeted at the needs of students.
Science is working to develop an indigenous science entrance scholarship in order to attract more
FNUniv science students. We believe more scholarships will increase the number of science
students at FNUniv and will also attract more students to the degree and sciences in general.
6.3 Strategic Theme Three: Sustainable Growth
6.3.1 Identify sustainable funding sources that will expand and diversify the University’s revenue
streams.
Increase in student numbers will increase the FNUniv’s tuition revenue. We also hope the new
degree will attract funding sources from industry and other relevant academic and research
funding bodies.
6.3.2 Attract, develop and retain excellent staff and faculty.
The FNUniv hired Dr. Vincent Ziffle as its chemistry faculty member. He began on August 1st,
2015. He will play a critical role in this new degree.
6.4 Strategic Theme Four: Enhanced Stakeholder Engagement
6.4.1 Enhance the mutually beneficial relationship between the University of Regina and the First
Nations University of Canada to increase the number and depth of partnerships in the areas
of program development, student service and research collaboration.
The Bachelor of Science in Indigenous Environmental Science degree will be hosted in the
Faculty of Science and the Department of Biology. It is a joint partnership between the U of R
and the FNUniv.
6.4.2 Develop a marketing campaign targeted at prospective and existing students and other
stakeholders.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
sent out a survey in the spring to numerous post-secondary counselors, guidance counselors,
principals and others who work at First Nations schools on reserve and in urban centres in
Saskatchewan. The point of this was to better understand science’s target markets as we develop a
marketing campaign for promoting the new degree and our other science programs. We have
received some excellent feedback thus far.
ACO 10-400-10 Page 46
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
has also developed a new science logo that will be placed on its banner and on all marketing
materials. This banner will help to better promote the new degree and its other science programs.
6.4.3 Actively engage Elders and Alumni to increase their participation at FNUniv.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
is actively engaging Elders. For example, it has launched a number of initiatives— Indigenous
Science Showcase workshops, medicine walks, increased indigenous science content in its classes
and lab—that require significant engagement with Elders at the FNUniv. Elders and community
members will be involved in the teaching content in ENVS 100 and ENVS 200.
6.4.4 Identify and implement ways the University can engage and collaborate with Indigenous
communities with a focus on community-based programming.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
is in the process of creating a number of new online/distance education courses in an effort to
provide more community-based programming for Indigenous communities. Several courses in
the Bachelor of Science in Indigenous Environmental Science degree are already offered online.
6.4.5 Establish and strengthen mutually beneficial relationships with industry that will lead to
additional funding and the continued development of relevant programming.
The Department of Indigenous Science, Environment and Economic Development at the FNUniv
will develop relationships with industry to provide work place opportunities to Bachelor of
Science in Indigenous Environmental Science degree graduates. We are hopeful that such
relationships with industry will lead to funding.
6.4.6 Establish and strengthen mutually beneficial relationships with other post-secondary
educational institutions within the context of the existing federation agreement.
In terms of future plans, the Department of Indigenous Science, Environment and Economic
Development at the FNUniv is looking to build partnerships (largely 2+2 partnerships), within the
context of the existing federation agreement, with the following post-secondary institutions in the
next year:
--Akwesasne Iohahi:io Adult Education Centre
--Anishinabek Educational Institute
--Assiniboine Community College
--Blue Quills First Nations College
--First Nations Technical Institute
--Kenjgewin Teg Educational Institute
--Oshki-Pimache-O-Win Education and Training Institute
--Nicola Valley Institute of Technology
--Nunavut Arctic College
--Seabird College and Adult Education
--Seven Generations Education Institute
--Six Nations Polytechnic
--Yellowhead Tribal College
--Yellowquill College
ACO 10-400-10 Page 47
--University College of the North
Many of these institutions have science or environmental studies-type of certificates and
diplomas. As we build these partnerships, we are hopeful that we can recruit students from these
certificate and diploma programs into the new degree.
7. Item for Approval
Faculty of Science (in conjunction with First Nations University of Canada)
Effective Date for Motion 7.1: 201630
7.1 Motion to create the Bachelor of Science in Indigenous Environmental Science degree.
Bachelor of Science in Indigenous Environmental Science Program
Credit
hours
BSc with Indigenous Environmental
Science
Student’s record of
courses completed
Section A: Basic and Breadth Courses
3.0 BIOL 100
3.0 BIOL 101
3.0 CHEM 104
3.0 CHEM 105
3.0 CHEM 140
3.0 CS 110
3.0 ENGL 100
3.0 ENGL 110
3.0 ENVS 100 new course
3.0 GEOG 120
3.0 GEOG 121
3.0 GEOL 102
3.0 MATH 102
3.0 MATH 110
3.0 PHYS 109 and 119, or
PHYS 111 and 112
3.0
3.0 STAT 100 or STAT 160
51.0 Subtotal
Section B: Environmental Courses
3.0 BIOL 275
3.0 BIOL 276
3.0 ENHS 340
3.0 ENHS 350
3.0 ENHS 440
3.0 GEOL 270
3.0 GEOG 226
3.0 GEOG 326
3.0 GEOL 329
27.0 Subtotal
Section C: Indigenous Courses
3.0 INDG 100
3.0 INDG 236
3.0 INDG 360 or ADMN 225
3.0 1 course from: INDG 222AD, INDG 234,
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INDG 440/ADMN 436AM
3.0 Indian Language 100
15.0 Subtotal
Section D: Economics and Law Courses
3.0 ECON 201
3.0 ECON 273 or ENHS 305
3.0 ECON 372
3.0 ENVS 200 New course
12.0 Subtotal
Section E: Approved Electives
3.0 *Approved Science Elective
3.0 *Approved Science Elective
3.0 *Approved Science Elective
3.0 *Approved Science Elective
3.0 *Approved Elective
15.0 Subtotal
120.0 Total (65% Program
GPA Required)
*Approved Electives
Science Electives (Minimum 4)
BIOC 200, BIOL 205, BIOL 223, BIOL 266, BIOL 288, BIOL 302, BIOL 316,
BIOL 335, BIOL 356, BIOL 365, BIOL 366, BIOL 367, BIOL 378, BIOL 456,
BIOL 457, BIOL 463, GEOL 201, GEOL 210, GEOL 211, GEOL 240, GEOL
241, GEOL 307, GEOL 313, GEOL 314, GEOL 315, GEOL 353
Additional Electives
ADMN 260, ADMN 320, ENHS 310, ENHS 311, ENHS 320, ENHS 321,
GEOG 203, GEOG 207, GEOG 210, GEOG 222, GEOG 232, GEOG 246,
GEOG 303, GEOG 307, GEOG 309, PHIL 275, SOC 230, WGST 201
7.2 Item for Information
The Faculty of Science Admissions & Studies Committee has approved the following Course Changes and
Creations, and offers them for information only.
7.2.1 Faculty of Science (in conjunction with First Nations University)
Effective Date for These Creations: 201630
ENVS 100 3:3-0
Introduction to Indigenous Environmental Science
This course will introduce students to the conceptual framework of the environment by examining its
physical, biological, and social components with Indigenous perspectives. General topics will include:
ecological principles and the responses of ecosystems to disturbance, population growth, biodiversity and
conservation, and environmental sustainability.
ENVS 200 3:3-0
Indigenous Environmental Law
This course provides students with a comprehensive overview of environmental law, regulation and
policy at the provincial and federal levels. Students will also be introduced to land use and environmental
protection, natural resource development, rights associated with hunting, fishing and gathering, and
approaches to Indigenous lands and resources.
*** Prerequisite: ENVS 100 ***
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8. Calendar description
The Bachelor of Science in Indigenous Environmental Science program is designed to provide students with
holistic Indigenous perspectives and cultures. This degree will provide students with tools to work in the multi-
faceted disciplines in mining, land development, natural resource exploration, and health impact. To take
advantage of these opportunities, students will enroll in a variety of courses in Sciences, focusing on
environmental and ecological topics with an Indigenous worldview. Students will also acquire important
knowledge in environmental economics and community development.
9. Approval Updates
The Bachelor of Science in Indigenous Environmental Science degree program and the ENVS 100 and ENVS 200
courses have been approved by the following committees:
- Department of Indigenous Science, the Environment, and Economic Development at the First
Nations University of Canada: February 26, 2015
- Curriculum Review Committee at the First Nations University of Canada: March 20, 2015
- Academic Council at the First Nations University of Canada: March 27, 2015
- Admissions and Studies Committee, Faculty of Science, University of Regina: April 30, 2015
- Faculty of Science Council: May 12, 2015
- The Department of Biology has accepted to host the Bachelor of Science in Indigenous
Environmental Science degree program within the Faculty of Science: September 10, 2015
10. References
Association of Universities and Colleges of Canada. 2011. Trends in Higher Education: volume 1.
http://www.aucc.ca/wp-content/uploads/2011/05/trends-2011-vol1-enrolment-e.pdf.
Canadian Business. 2014. Best jobs 2014: the most in-demand jobs in Saskatoon.
http://www.canadianbusiness.com/lists-and-rankings/best-jobs/2014-saskatoon/
Conference Board of Canada. 2015. Graduates in science, math, computer science, and engineering
http://www.conferenceboard.ca/hcp/provincial/education/sciencegrads.aspx
Council of Canadian Academies, 2015. Some assembly required: STEM skills and Canada’s economic
productivity. Ottawa (ON),
http://www.scienceadvice.ca/uploads/ENG/AssessmentsPublicationsNewsReleases/STEM/STEMFullReportEn.p
df
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5.9 Report from the Registrar’s Office Appendix IX
Motion: To remove Section 21. History and Government, and the Faculty and Staff listings from
the respective Faculties, Colleges and Academic Units from the printed Undergraduate Calendar.
Effective Date: 201620
Rationale: In order to transition from a printed publication to an online Undergraduate Calendar, the
undergraduate calendar will need to be redefined. Before the internet, the printed calendar was the only
reference for students and administration. It was a historical record, a listing of important dates and
deadlines, a telephone directory, a promotional tool, a student services handbook, a course catalog, and a
listing of program templates and regulations. As we move towards an online undergraduate calendar, the
web will be the medium in which students and administration will access all of this information. It will no
longer be necessary to have all of this information compiled together as the undergraduate calendar.
Instead, information beyond program templates and regulations, (such as the University’s History and
Governance) can be found via links to the existing information on the web. Deciding what is necessary to
be included in the Undergraduate Calendar, will streamline the production process of the calendar; align
with the strategic plan area of environmental sustainability, and limit unnecessary duplication of efforts
across campus; therefore ensuring accuracy.
The print calendar is static and does cause confusion for readers who may find the name of a faculty or
staff member in the print calendar but is unable to find that same person on our website. Utilizing the
website as the single source of all faculty and staff information will allow administrators to update only
one information source in response to the hiring and departure of personnel. Faculty and Staff Listings are
also available in the University of Regina Telephone Directory. For the 2016-2017 edition we will ensure
the links are live in the .pdf version (online) for ease of reference.
The History and Governance of the University can be found online at the following links:
www.uregina.ca/president/
www.uregina.ca/student/registrar/convocation/honorary/honorary-degree-recipients
www.uregina.ca/profile/