Faculty Council Meeting of Wednesday 19 May 2010 Administration Humanities Boardroom (AH 527) at 2:30 p.m.
AGENDA
1. Adoption of the agenda 2:30
2. Approval of the minutes of 17 March 2010 (Appendix I, pp. 2-4)
3. Business Arising
4. Report of the Acting Dean (Appendix II, pp. 5-6) 3:15
5. Report of the Acting Associate Dean (Undergraduate)
6. Report of the Associate Dean (Research & Graduate) (Appendix III, pp.7-9)
7. Committee Reports: 3:45
7.1 Academic Program Development Committee (Appendix IV, pp. 10-42)
7.2 Research & Graduate Studies Committee (Appendix V, pp. 43-63)
7.3 Undergraduate statistics (handout at the door)
8. Reports from representatives to other Faculties
9. Reports from representatives from other Faculties
10. Other business and announcements
11. Adjournment by 4:30
RK/dg
The next meeting of this Council is scheduled for 15 September 2010
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 1 of 63
Appendix I
Faculty Council Minutes Meeting of 17 March 2010 Administration Humanities Boardroom (AH 527) at 2:30 p.m.
The University of Regina Faculty Council of Arts met at 2:30 p.m. on Wednesday 17 March 2010
in the Administration Humanities Boardroom (AH 527).
PRESENT: R. Kleer (Chair), E. Aito, L. Anderson, K. Arbuthnott, T. Bredohl, M. Calkowski, J.
Childs, M. DeCoste, M. Diamantopoulos, I. Germani, H. Hadjistavropoulos, P.
Hansen, B. Hillis, K. Hodder, S. Johnston, N. Jones, D. Lane, K. Leyton-Brown, C.
Londoño Sulkin, R. MacLennan, D. Miller, K. O’Brien, A. Patenaude, J. Piwowar,
B. Plouffe, Y. Ren, J. Shami, D. Sharpe, G. Sherbert, J. Siemer, T. Sperlich, L. Sykes
Tottenham, B. Thraves, M. Trussler, M. Vetter, M. Zimmermann
SENATE MEMBERS: M. French, S. Susut
FROM OTHER FACULTIES: A. Pitariu (Bus. Administration), C. Crowe (CCE), T. Dahms
(Science)
STUDENT REPRESENTATIVE: N. Blachford
REGRETS: J. Conway, M. Jones, D. Juschka, R. McKay, D. McMartin, C. Oriet, S. Rheault,
S. Schnell, S. Wilson, Y. Zhu
VISITORS: T. Phillips (Disability Resource Office)
1. Adoption of the Agenda
The Agenda was adopted as circulated.
2. Approval of the Minutes of 20 January 2010 MACLENNAN/ANDERSON moved that the Minutes of the Meeting of 20 January 2010 be
approved as circulated.
CARRIED
3. Business Arising
3.1 Academic Program Development Committee – Arts & Culture Program – clarification
of approved list of electives
After a lengthy discussion the following motion was raised:
MOTION: SHARPE/SHERBERT moved to revise the Arts & Culture program’s
admission process and to remove reference to “Letter of application”.
CARRIED
Opposed: 4
Abstained: 5
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 2 of 63
4. Report of the Acting Dean
The following items were discussed as per previously distributed report:
4.1 Faculty Member Recruitments
4.2 Performance Review: A new mentorship program for tenure-track members will be
offered. Initial plans are to invite guests who have been through the process, the VP
Academic, members of the Performance Review, and the Dean who will provide
insight and feedback into the process. The purpose is to demystify the tenure
application process.
4.3 Strategic Plan
4.4 Budget
5. Report of the Acting Associate Dean (Undergraduate) The following items were discussed as per previously distributed report:
Core Curriculum will be presented at the next meeting.
6. Report of the Associate Dean (Research & Graduate)
The following items were discussed as per previously distributed report:
6.1 Database on Research Activity & Scholarship
6.2 Community Research Unit
In addition the following points were discussed:
6.3 Template for website entries for Graduate programs will be circulated to graduate
coordinators for feedback.
7. New Business:
7.1 Students with Disabilities (T. Phillips, Disability Resource Officer)
Ms Phillips gave a brief bio of herself and outlined some projects that she is working
on: updating procedures, creation of a faculty adviser group effective September
2010; updating disability letter – tailor it more to the individual; student
accountability; new electronic database and data management system – will be
seeking input.
8. Committee Reports
8.1 Academic Program Development Committee:
A. Department of Anthropology SHARPE/CALKOWSKI moved to revise the BA major and Honours major in
Anthropology. Department will review possible courses from professional
programs.
CARRIED
SHARPE/CALKOWSKI moved to revise the description of ANTH 406.
Amendment: add ANTH 241, 246-249, 260-269.
CARRIED
Opposed: 3
Abstained: 2
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 3 of 63
B. Arts and Culture Program
SHARPE/SHERBERT moved to delete HUM 206 and to create ARC 200.
CARRIED
Opposed: 2
Abstained: 2
C. Department of Economics
SHARPE/CHILDS moved to revise the title of ECON 302.
CARRIED
SHARPE/CHILDS moved to revise the title and prerequisites of ECON 308.
CARRIED
SHARPE/CHILDS moved to revise the prerequisite for ECON 402.
CARRIED
D. Department of Geography
SHARPE/PIWOWAR moved to approve the Letter of Intent: Phase One – Bachelor
of Geographic Information Science.
CARRIED
E. Department of Indigenous Studies
SHARPE/FRENCH moved to TABLE the motion to create INDG 285AA-ZZ.
CARRIED
F. Department of Psychology
SHARPE/MACLENNAN moved to create PSYC 203.
CARRIED
Abstained: 1
9. Reports from Representatives to Other Faculties None.
10. Reports from Representatives from Other Faculties
C. Crowe (CCE) reported that the Accelerated program offered in the high schools
continues to receive high praise and will continue to be offered next year. Thanks to
all those that have contributed to this program.
11. Other Business and Announcements
Philosophy Café: Roger Petry “Mired in Ethical Relativism: Is There a Moral High
Ground” to be held on March 24 @ 7:30 p.m. @ Connaught Library.
REMINDER: meeting to discuss the Arts Strategic Plan – April 1st @ 2:30 p.m
AH 527
12. Adjournment
There being no further business the meeting adjourned.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 4 of 63
Appendix II
Report of the Acting Dean to the meeting of Faculty Council on Wednesday 19 May 2010
1. Budget The Faculty has not yet received its official budget letter. But unofficially we’ve been informed that we will be allowed to fill the three positions we requested (Anthropology, Economics and Justice Studies), will have one vacant position eliminated, and will have our discretionary budget reduced by $250,000. The latter stipulation refers to the $250K cut we already made in our sessional budget and so will not require further sacrifices of us. It is not yet clear at this time how the loss of one vacant position will affect us. In the past it would have meant a reduction of $63K in our fall-in and so would have necessitated a corresponding cut in our spending. But the University has been planning to move to a new accounting framework in which Faculties no longer “own” vacant positions and the resulting fall-in, and will instead receive line items in the budget consistent with past spending patterns in areas such as sessional instruction, term appointments, etc. Even in this case, however, it seems likely that our budget will still have been reduced and that we may therefore have to find a few more economies. 2. Recruitment By the date of our meeting the Department of Justice Studies will have finished interviewing candidates for the Law Foundation of Saskatchewan Chair in Police Studies. I am hoping to finalize an appointment before the end of the month. The Departments of Economics, French and Political Science have begun searches for one-year term appointments for the 2010-11 academic year. 3. Website Information Services is beginning to survey units with a view to determining how ready they are to move to the new content management system the University has purchased. Arts will be meeting with Information Services in early June. I expect to be telling them that we are in fairly good shape to migrate to the new system. If not many other units are in this same state of preparedness, we may be one of the first to be moved over. IS has promised that the bulk of the content will be migrated to the new system without requiring any work of us. Some touch-ups will inevitably be required, but they are expected to be minor. The new system is easier to use than Drupal and training will be provided to those who want it. 4. Faculty Handbook Over the next month or so my staff and I will be going through the Faculty Handbook to identify any updates that might be needed in view of changes to University policies, revised contract interpretations, personnel changes, administrative glitches discovered this past year, etc. (If you’re aware of anything in the Handbook that needs updating, please bring it to my attention as soon as possible.) Starting in the coming academic year, we will no longer be printing copies of the Handbook. The document will be available in an online version only and will be updated as soon as changes are approved (rather than at the end of each academic year as at present). 5. Departures During the 2009-10 academic year we have already lost, or will soon lose, the services of the following members and staff: a) tenure-track faculty members: Alec Paul (retirement), Linda Paul (retirement), Jocelyne Praud (resignation), Jeremy Rayner (accepted a position at the
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 5 of 63
University of Saskatchewan); b) term appointments: George Buri (History), John Wright (Economics); and c) staff: Xuguang Chen (term ended), Bette Fiege (retirement), Corrine Gogal (retirement), Diane Mullan (transfer), Amanda Noubarian (transfer), Connie Novitski (transfer) and Pam Splett (transfer). I want to thank all of these individuals for their contributions to the Faculty and wish them well in whatever pursuits may follow for them. 6. Principles for Allocating Budget During its last few meetings the Committee has been developing sets of principles that will guide me in allocating budget for TAs, and sessional, term and tenure-track positions. The committee has worked hard to ensure that the principles are transparent, fair and as simple as possible. Heads have been informed of the various sets of principles as they emerge and asked for their feedback. The principles for TA allocations are already in place. As soon as we have an official budget letter, I will be using them to set departments’ TA budgets for 2010-11. The principles for term positions are also already in place, though I’m hoping we won’t need them until next winter. Work continues on the principles for sessional hiring and tenure-track positions. The committee hopes to get something in place in those areas by the end of its June meeting. They will come forward for discussion at the first fall meeting of Dean’s Executive, in time to guide our discussions later in the fall on departmental budget requests. 7. Strategic Plan It was agreed at the last meeting of Dean’s Executive that once a year at our autumn retreat, the members of Dean’s Exec will review the new Strategic Plan to identify areas on which the Faculty should be focusing during the coming year.
prepared 11 May 2010
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 6 of 63
Appendix III
Report of the Associate Dean (Research and Graduate) to the meeting of Faculty Council 19 May 2010 Thomas Bredohl
Dean’s Research Awards The Faculty of Arts allocates an annual sum of money that will be available to faculty
members in small amounts on a competitive basis to enable them to develop research
projects. The call for the upcoming competition for the Dean’s Research Awards has The
maximum award is normally set at $3,000 and the deadline is 15 July 2009. A portion of
the moneys available have been set aside for those who received “4A” status in the most
recent SSHRC Standard Research Grants competition, as well as researchers who have
achieved a ranking of 3.3 or higher in a CIHR competition. NSERC applications will be
considered in this category based on reviewers’ comments. It is anticipated that a Dean’s
Research Award will lead to peer-review publications and applications eligible for
support from external granting agencies.
Scholarships and Awards It is my pleasure to report on a number of research grants and awards recently awarded to
members of the Faculty of Artsthe Faculty of Arts. Please, join in me in congratulating the following graduate students colleagues.
Mike Burton, who is in his second year of a Master of Arts program, with a major in
Political Science is the recipient of the prestigious Queen Elizabeth II Scholarship in
Parliamentary Studies in the amount of $20,000. His thesis research focuses on Canada’s
history of colonialism and Saskatchewan’s role in the Canadian colonial context.
Sarah Chan, who is in her first year of her doctoral program in clinical psychology, will
receive three years of funding with a total value of $61,590 ($20,530/year) from the
Alzheimer Society Research Program (ASRP).Her dissertation will be pain assessment in
older adults with dementia and living in long-term care. The focus of her study will be on
the revision and validation of the Pain Assessment Checklist for Seniors with Limited
Ability to Communicate. The proposed revisions and validation of the pain assessment
tool will be based on feedback from long-term care staff who work with residents with
dementia, as well as recent research on behavioural pain indicators in older adults with
dementia.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 7 of 63
John Graham and Marion Jones were awarded the best paper (research) for "Human and
Social Capital for vulnerable populations: Insight from women experiencing
homelessness to improve service delivery methods" at the 2010 Joint World Conference
on Social Work and Social Development in Hong Kong June 2010. The theme this year
is setting the policy agenda.
Research Grants In 2009-10, $331,249 was awarded in grant funding. In 2010-11, $520,106 was awarded.
Listed below is a breakdown of the successful recipients. Congratulations to all.
Shadia Drury, Canada Research Chair, Canada Research Chair in Social Justice
Jo-Ann Episkenew, Canadian Institute of Health Research, Development of Aboriginal
Youth Health Leadership through Theatre
Heather Hadjistavropoulous, Gord Asmundson, Cortney Butz, Greg Marchildon,
Canadian Institute of Health Research, Improving Access to Mental Health Service:
Establishing and Evaluating a Strategic Unit for Internet Therapy Education and
Development
Heather Hadjistavropoulous, Saskatchewan Health Research Foundation, Improving
Access to Mental Health Service: Establishing and Evaluating a Strategic Unit for
Internet Therapy Education and Development
Thomas Hadjistavropoulous, Canadian Institute of Health Research, Sub-grant:
Community Alliances for Health Research and Knowledge Exchange in Pain
Mary Hampton, Prairieaction Foundation, Sub-grant: Identifying Best Policies and
Practices to Safety House Abused and Homeless Women in Saskatchewan
Mary Hampton, Prairieaction Foundation, Sub-grant: The Healing Journey: A
longitudinal Study if Women Affected by Intimate Partner Violence
Mary Hampton, Social Sciences and Humanities Research Council, Sub-grant: Mothering
in the Context of Domestic Violence in Canada and the UK: A Focus on Aboriginal and
Black Minority Ethnic Women
Mary Hampton, University of Manitoba, Annual regional support, RESOLVE
Saskatchewan
Mary Hampton, Paul Hackett, Bonnie Jeffrey, Darlene Juschka, Social Sciences and
Humanities Research Council, Rural and Northern Community Response to Intimate
Partner Violence
Margot Hurlbert, Social Sciences and Humanities Research Council, Water Governance
and Climate Change: the Engagement of Civil Society
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 8 of 63
Joseph Piwowar, MacDonald Dettwiler & Associates, Field-level crop yield forecasting
for AGRIS AR 2009
Joseph Piwowar, Mathematics of Information Technology and Complex Systems
(MITACS), Field-level crop yield forecasting for AGRIS AR 2009
David Sauchyn, Harry Diaz, Margot Hulbert, Greg Machildon, Dena McMartin,
International Development Research Centre, Vulnerability to Climate Extremes in the
Americas
David Sauchyn, Environment Canada, Collaborative Research on Prairie Climate,
Groundwater and Lake Levels
Members of the Faculty of Arts from the period of May 2009 – April 2010, applied for
grants totalling just over $5 million.
University of Regina Alumni Teaching Award
Philip Charrier received this year’s Alumni Teaching Award Teaching Award.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 9 of 63
Appendix IV
Academic Program Development Committee Report to Arts Faculty Council
17 March 2010
The Academic Program Development Committee recommends approval of the following
motions.
A. International Studies Program
The International Studies Program has acquired two new faculty members. It now has the
teaching resources to expand its course offerings and thus strengthen the program. The
proposed new courses will meet student needs for a greater range of courses in the area of
International Studies and fill in some important gaps in our course offerings.
MOTION to create IS 200.
IS 200 3:3-0
Feeding the World and Cooling the Planet
Who decides who eats? Who decides what food is produced? Is the dominant
food production model ‗efficient‘? This course examines the root causes of
hunger and recurring global food crises, analyzes how being ‗stuffed‘ or ‗starved‘
is connected, and explores how food sovereignty helps ‗feed the world and cool
the planet.‘
ACADEMIC LIMIT
60
REASON FOR PROPOSED COURSE (including target population)
The course responds to a growing demand among IS students for more IS courses. In
addition, since it will be designed as a general interest introductory course, it is also
meant to attract students from other programs and disciplines. Indeed, the course will be
of interest to everyone who eats! Thus, it will be accessible to non-major students and
fits the core-curriculum criteria for a liberal arts degree.
To date there are two courses in the faculty of arts related to food issues. First, the
Department of Justice studies offers ―HJ 355 Food, Hunger and Social Justice‖ which
―examines social justice issues related to food production and consumption‖ (Course
Calendar). Second, the new course developed by the Department of Sociology entitled
―The Global Food System‖ (SOC 355) offers students a ―grounding in sociological
frameworks for understanding changing institutions, practices and social relations in
agriculture and food‖ and ―uses a sociological lens on processes of food production,
distribution, and consumption, on a global scale‖ (New Undergraduate Course Proposal
Form).
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 10 of 63
IS 200 will differ from these two courses in important ways:
1/ IS 200 is an introductory, lower-level and interdisciplinary course. While the course is
designed as an IS course, students from any discipline will be able to take the course with
the only prerequisite being a total of 15 credit hours or IS 100. As such the course will be
accessible to non-major students and could potentially be included in the core-curriculum
criteria for a liberal arts degree.
2/ IS 200 is a course that will look at food production, distribution and consumption from
the international development and international political economy perspectives. The
courses currently on offer at the University of Regina examine food and food related
issues from a sociological (SOC 355) or social justice (HJ 355) perspective.
3/ IS 200 will contribute to the possible creation of a cluster of courses on food at the
university and has the potential to build student interest in the 300-level courses in Justice
Studies and Sociology.
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
Since agriculture and food security have historically been, and continue to be, key
components in rural development and international trade, the course will strengthen the
IS program especially in the Development Studies and International Affairs
concentrations. It will be approved elective for all five concentrations of the IS program.
PROPOSED COURSE CONTENT
Everybody eats yet very few of us understand the political, social, cultural, economic and
environmental dimensions of food production, distribution and consumption. The recent
global food crisis brought into sharp relief the inequalities of the global good system.
Judging by the number of recently published books on the subject, it is clear that there is
a lot of interest among the general public to know more. This introductory and
interdisciplinary course will introduce IS majors and other students at the University of
Regina to the complexities of local, regional and global and food systems.
The first half of this course will examine the historical and current ideologies, policies,
and models that have driven international rural development. The global food crisis of
2008, marked by skyrocketing food prices, urban food riots and the continued
displacement of the rural poor, was a clear indication that the dominant model of
agricultural development has not succeeded in eradicating poverty or world hunger.
Behind the headlines lurks the very real and ongoing human suffering caused by the lack
of that key necessity for all human life — food. While the sudden spike in prices sparked
the headlines during the recent food crisis, the problems in the global food system are
complex and deep-seated. The vulnerabilities of our food systems, from climate change
to loss of biodiversity to security of supplies, are becoming more apparent. The global
food crisis is deepening.
The second half of this course will focus on the possible solutions to this crisis. Social
movements in many countries have embraced food sovereignty as an alternative to the
dominant, corporate-led and industrial model of agriculture. Food sovereignty aims to
transform dominant forces, including those related to politics, economics, gender, the
environment and social organization. Since food sovereignty was first introduced in the
international arena in 1996 it has been embraced by a growing number of social
movements around the world. Consequently, the discourse of food sovereignty is shifting
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 11 of 63
terms of the debate around food, trade in agriculture and rural development at the local,
national and international levels. Students will examine how food sovereignty opens new
ways of thinking, new policy initiatives and new social relations around the production,
distribution and consumption of food.
PROPOSED TEXTS AND REFERENCES
Patel, Rajeev. 2007. Stuffed and Starved: Markets, Power and the Hidden Battle
for the World’s Food System. HarperCollins Publishers: Toronto.
Cook, Christopher. D. 2004. Diet for a Dead Planet. The New Press: London and
New York.
Tansey, Geoff and Tasmin Rajotte. 2008. The Future Control of Food. Earthscan:
London and IDRC: Ottawa.
Wittman, Hannah, Annette Aurélie Desmarais and Nettie Wiebe. (Forthcoming
2010) Food Sovereignty, Fernwood Books: Point Black, N.S.
Bello, Walden. 2009. Food Wars, Verso: London.
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of
library approval)
Pending
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just
the expertise of any one individual)
Annette Desmarais
MOTION to create IS 220.
IS 220 3:3-0
International Development and Poverty This is an introduction to international development. Mainstream development is
geared to ‗attacking poverty‘ through various models of development:
modernization, industrialization and urbanization, globalization, and good
governance. Alternative models of development argue that these actually spread
inequality and impoverishment. Can development be done right? Does
development have a future?
***Prerequsites: IS 100 ***
ACADEMIC LIMIT
45
REASON FOR PROPOSED COURSE (including target population)
Currently, students registered in the International Studies Program can choose among five
areas of concentration: International Development, International Affairs, Latin American
Studies, Asian Studies and European Studies. To date the majority of students have
opted for either Development Studies or International Affairs. Since Development
Studies is a major area of concentration in the IS program it is important that students
begin their studies in international development within their first or second year. IS 220
will be a required course in Development Studies. It responds to the need to have an
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 12 of 63
introductory course for the concentration in Development Studies as well as to student
demand for more IS courses to be offered towards the IS degree.
IS 220 is considerably different from other 200-level courses on development. For
example, SOC 201 called Globalization and Development ―introduces students to
sociological analyses and theories of the rise of global society‖. Similarly, ECON 211
Development Economics, as is indicated in the title, studies development from an
economics perspective. IS 220, on the other hand, is an interdisciplinary introduction to
international development. This introductory course will prepare students for upper-level
IS courses and other 300 and 400-level international development courses that are offered
through other departments (e.g., SOC 314, GEOG 316 and WGST 421).
PROGRAM IMPLICATIONS
This introductory course will contribute to strengthening the International Studies core
program in Development Studies and prepare students for 300 and 400 level courses
related to critical international development studies.
PROPOSED COURSE CONTENT
This is an introductory and interdisciplinary exploration of some of the basic elements of
international development theory and practice. The course will critically analyze
historical and current approaches to development. Students will be introduced to the
following development approaches and issues: 18th
Century ideas of ―progress‖ and
―improvement‖; colonialism and decolonization; modernization, rural development and
agrarian reform; urbanization; population control; poverty and inequality; globalization,
trade and good governance; the environment and sustainable development; gender and
development; alternative development; and post-development.
PROPOSED TEXTS AND REFERENCES
Dembitzer, Benny. 2010. The Attack on World Poverty: Going Back to the Basics,
Merlin Press.
Bush, Ray. 2007. Poverty and Neoliberalism: Persistence and Reproduction in
the Global South. Pluto Press: London.
Lines, Thomas. 2008. Making Poverty: A History. Zed Books: London.
Desai, V. and Potter, R.B. 2008. (eds.) The Companion to Development Studies,
Second Edition, Hodder Education Press: London.
The reading list will also include some articles from the following development journals:
Development and Change
Development
World Development
International Development Studies (IDS) Bulletin.
The course will also include selected readings from research centres (i.e. the United
National Development Programme International Poverty Center and the Chronic Poverty
Research Center) and international non-governmental development organizations like
OXFAM-International, Focus on the Global South, and Third World Network.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 13 of 63
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of
library approval)
INSTRUCTORS ABLE TO TEACH COURSE
Annette Desmarais
Nilgün Önder
MOTION to create IS 240.
IS 240 3:3-0
Contemporary Issues in International Affairs
This course examines selected global issues through a problem-based learning
approach. Students will work in teams to simulate global conferences on selected
transnational issues such as United Nations reform, international justice, conflict
resolution, terror and security, or the environment.
*** Prerequisites: IS 100 ***
ACADEMIC LIMIT
45
REASON FOR PROPOSED COURSE (including target population)
The course applies a problem-based learning approach to selected issues in international
affairs, allowing students to attempt to resolve some of the contemporary issues
previously introduced in IS 100. This will be an interdisciplinary course aimed at second-
year students interested in international affairs and global issues. It will provide an
understanding of both key global issues, and the structures and decision-making
processes of global negotiating forums. It will help develop students‘ knowledge of
international affairs through experiential learning. Furthermore, it will address the
problem of inadequate number and range of 200-level courses in the International Affairs
concentration.
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
There are currently 200-level required courses in the Asian Studies, European Studies
and Latin American Studies concentrations. IS 240 will be a 200- level core course in the
IS program‘s concentration in International Affairs. It is intended to strengthen the
International Affairs concentration, which is the largest concentration in the IS program.
No implications for other programs
PROPOSED COURSE CONTENT
Elements of a model United Nations will be combined with more rigorous study of two
or three key cases, allowing students to develop team-building and collaborative
research/writing skills and to take an in-depth look at case studies selected for
contemporary relevance. For instance, students might simulate delegations to a global
conference on climate change, on a proposed draft treaty amending the International
Criminal Court, on child soldiers, on liberalizing trade in agriculture, or on other issues.
For each case study, the course would first study the relevant structures, then examine a
past case study such as the Ottawa process on land mines, and finally move to a problem-
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 14 of 63
based simulation (for instance, dividing students into groups, each of which would
simulate a government delegation to a global conference reviewing the Ottawa treaty and
seeking new limitations on small arms).
PROPOSED TEXTS AND REFERENCES
This course will draw on methodology outlined in some of the essays in Jeffrey S. Lantis
et al, eds, The New International Studies Classroom.
Texts: Maggie Black, The No-Nonsense Guide to the United Nations, and others to be
selected to suit case studies chosen.
Possible texts might include:
Jody Williams, ed., Banning Landmines: Disarmament, Citizen Diplomacy and Human
Security.
Erna Paris, The Sun Climbs Slow: The International Criminal Court and the Struggle for
Justice.
Kate O‘Neil, The Environment and International Relations.
Graca Machel/UNICEF, The Impact of Armed Conflict on Children.
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of
library approval)
Pending
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just
the expertise of any one individual)
Nilgün Önder
David Webster
MOTION to create IS 301.
IS 301 3:3-0
Global Governance: International Organizations The course studies the role of international organizations in contemporary global
governance. It examines the functions of global and regional organizations in
major issue areas, including peace and security, international economic relations,
development, human rights and the environment. It investigates the effectiveness,
legitimacy and accountability of the existing system of global governance.
*** Prerequisites: IS 100 and 45 credit hours. ***
ACADEMIC LIMIT
40
REASON FOR PROPOSED COURSE (including target population)
International organizations are major actors in the international system. They are playing
increasingly bigger roles in the governance of greater range of global issues. It is
necessary for an International Studies Program to offer a comprehensive course on global
governance and international organizations. Such a course is currently not available. The
Department of Political Science has a course entitled ―International Diplomacy and the
United Nations System‖ (PSCI 342). But the topic of this course is much more
specialized, focusing on international diplomacy and international conflict resolution.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 15 of 63
The proposed IS 301 differs from PSCI 342 in at least two important ways. First, it will
study international organizations not only in the area of international peace and security
but also in the areas of global economic relations and social and humanitarian affairs (see
the proposed topics below). Secondly, IS 301 will include not only global organizations
but also regional-level organizations in major issue areas. Thirdly, PSCI 342 studies only
formal international organizations more particularly the UN System, whereas, IS 301 will
include more recent forms of global governance arrangements like global public-private
partnerships and policy networks.
The Department of Economics offers a course entitled ―International Economic
Institutions‖ (ECON 235). IS 301 is clearly not a duplication of this course. First, the
proposed IS course is a 300-level course and it will study international organizations at a
more advanced level. Secondly, as is clear in the title, ECON 235 studies only formal
major international economic organizations unlike the proposed IS course. Thirdly, IS
301 will study international organizations from the theoretical and conceptual perspective
of global governance, which is a flourishing interdisciplinary field of study, whereas
ECON 235 looks at international economic organizations from an economics perspective.
In conclusion, IS 301 and the two mentioned courses can be considered complementary
as opposed to duplicative.
IS 301 aims primarily at International Studies students, but it is highly likely to appeal to
those students majoring in other disciplines who have an interest in international
organizations and international affairs.
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
Proposed third-year IS courses will offer a range of options for a stronger theoretical
engagement with international themes than is appropriate in the first and second year
courses. The course complements the other existing and proposed 300-level IS courses,
and will be taught in rotation with IS 300 (globalization) and 301 (global governance)
and 302 (NGOs crossing borders).
PROPOSED COURSE CONTENT
This course will examine the role of international organizations (IOs) in global
governance. Not only have the number and influence of IOs rapidly increased in the past
half century but also new types of IOs have recently come into existence in issue areas
where none existed before. This has resulted in a complex network of regional and global
organizations. International Organizations like the United Nations, the World Trade
Organization and the International Criminal Court are playing greater roles in the
regulation of international and domestic affairs of countries around the world. This
course will investigate how and why international organizations are created; what roles
and functions they perform; how influential they are in the governance of global affairs;
and whose interests they serve. It will also assess IOs in terms of effectiveness,
legitimacy, accountability and representativeness.
The course will be organized by major issue areas including security and peace,
international economy, development, environment and human rights. It will study main
IOs in each issue area. It will examine both global and significant regional organizations
in these issue areas. It will analyze regional variations in the creation, roles and powers of
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 16 of 63
international institutions. While the focus of the course will be on more formal type of
intergovernmental organizations, it will also study less formal as well as newer forms of
international institutions like the Group of 20, international public policy networks and
public-private partnerships.
Topics
Part I
Theoretical approaches to global governance (mainstream and critical approaches)
Part II International Security and Peace
The UN and international peace and security
Regional security organizations
Part III Global Economic Governance
Organizing global economic affairs (trade, finance, monetary relations)
Regional economic governance
IOs and economic development
Part IV International Organizations and Social and Humanitarian Activities
IOs and the environment
IOs and human rights
IOs and labour standards
IOs and world health
Part V The Future of Global Governance and Alternatives
PROPOSED TEXTS AND REFERENCES
One or two of the following texts will be used. In addition, journal articles and book
chapters will be included on the reading list.
Marc Williams, International Organization and Global Governance
(forthcoming, Palgrave Macmillan, 2011).
Alice D. Ba and Matthew J. Hoffman (eds.) Contending Perspectives on Global
Governance (Routledge, 2005).
Kelly-Kate S. Pease, International Organizations: Perspectives on Global
Governance 4th
Ed. (Prentice Hall, 2009)
Margaret P. Karns and Karen A. Mingst (eds.) International Organizations: The
Politics and Processes of Global Governance 2nd
Ed. (Lynne Rienner, 2009)
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA
Pending
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just
the expertise of any one individual)
Nilgün Önder
David Webster
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 17 of 63
MOTION to create IS 302.
IS 302 3:3-0
Non-governmental organizations crossing borders Do non-governmental organizations make a difference? How do they interact with
and alter the international state system? This course examines the activities and
influence of transnational non-governmental organizations such as global
struggles against colonialism and slavery; and campaigns for human rights,
women‘s rights, indigenous rights and banning land mines.
*** Prerequisites: IS 100 and 45 credit hours ***
ACADEMIC LIMIT
40
REASON FOR PROPOSED COURSE (including target population)
Non-governmental organizations are increasingly important internationally. They are
significant international actors not only in influencing the behaviour and policies of states
and intergovernmental organizations but also in creating and monitoring international
norms, regulations and standards. A better understanding of global issues and affairs thus
requires studying these increasingly influential NGOs and integrating such approaches as
―transnational civil society‖. IS 302 aims primarily at International Studies students but
it may appeal to those majoring in other disciplines who have an interest in the way
people and organizations campaign for change across national borders.
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
Proposed third-year IS courses will offer a range of options for a stronger theoretical
engagement with international themes than is appropriate in the first and second year
courses. The course complements the other existing and proposed 300-level IS courses,
and will be taught in rotation with IS 300 (globalization) and 301 (global governance).
Importantly, it will be a companion course to IS 340 (social movements and alternatives
to global capital.
PROPOSED COURSE CONTENT
The course will study the international activities, roles and impact of NGOs in
interdisciplinary perspective. While its focus will be on contemporary transnational
NGOs, the course will start with an examination of their historical predecessors such as
the 19th
century international campaign to end slavery. It will then investigate more
recent selected cases such as anti-colonial national liberation movements, transnational
human rights organizations like Amnesty International, groups working in Western and
Eastern Europe to end the cold war, the global effort to ban land mines, transnational
religious solidarity from East Timor to Poland, the campaign to create and expand the
International Criminal Court, global women‘s movements, the struggle to establish rape
as a war crime, and global indigenous/ ―fourth world‖ efforts to create and enforce the
UN Declaration on the Rights of Indigenous Peoples.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 18 of 63
PROPOSED TEXTS AND REFERENCES
Selected essays from:
Shamina Ahmed and David M. Potter, NGOs in International Politics (Kumarian
Press, 2006).
Daphné Josselin and William Wallace, eds., Non-State Actors in World Politics
(London: Palgrave, 2001).
Bas Arts, Math Noorman, and Bob Reinalda, eds., Non-State Actors in
International Relations (Aldershot: Ashgate, 2001).
Akira Iriye and Pierre-Ynes Saunier, eds., The Palgrave Dictionary of
Transnational History (London: Palgrave, 2009).
William E. DeMars, NGOs and Transnational Networks (London: Pluto Press,
2005).
D. Robert DeChaine, NGOs and the Crafting of Community (Lexington Books,
2005).
Thomas J. Ward, Development, Social Justice and Civil Society: An Introduction
to the Political Economy of NGOs (Paragon House, 2005).
Matthew Evangelista, Unarmed Forces: The Transnational Movement to End the
Cold War (Ithaca: Cornell University Press, 2002).
Joanne R. Bauer and Daniel Bell, eds., The East Asian Challenge for Human
Rights (Cambridge University Press, 1999).
Akira Iriye, Global Community (Berkeley: University of California Press, 2002).
Nora McKeon, The United Nations and Civil Society (London: Zed Press, 2009).
Global Civil Society Yearbook (Sage, selected years)
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of
library approval)
Pending
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just
the expertise of any one individual)
David Webster
Nilgün Önder
MOTION to IS 320.
IS 320 3:3-0
Social Movements and Alternatives to Global Capital
What are social movements? What alternatives do they propose? What are the
links between land takeovers in Brazil, anti-dam protests in India, resistance to
mining and transnational movements? Can social movements make a difference?
This course explores the power of collective action by examining how social
movements challenge mainstream development.
*** Prerequisites: one of IS 220, ECON 211, SOC 201 ***
ACADEMIC LIMIT
40
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 19 of 63
REASON FOR PROPOSED COURSE
Social movements and other civil society organizations are now recognized as key actors
in mainstream international development. This course will provide IS students with
opportunities to explore the significance and power of, and conflicts among, social
movements in their efforts to support mainstream development and/or challenge and
create alternative visions of international development. The course will be a core course
for the IS Program‘s concentration in Development Studies and it responds to student
demand for more IS courses. IS 320 is geared to IS majors but students from other
disciplines who are interested in political and social change could take the course as an
elective.
PROGRAM IMPLICATIONS
This course will be part of the IS core program in Development Studies and it will
provide more IS course options for IS majors. IS 320 will strengthen IS‘s focus on
critical development studies.
PROPOSED COURSE CONTENT
The main objective of this course is to analyze the role of social movements in
challenging mainstream development. This course will highlight, from a historical and
current perspective, key theories and concepts used in the study of social movements. By
analyzing specific local, national, regional and transnational social movements based in
various continents, students will critically examine the political, historical, social and
economic forces affecting -- and the meanings of -- the construction of collective
identities, collective action, resistance, autonomy, and civil society.
The course will also address other key themes such as the role of leadership, gender
dimensions of social movements, and the cultural politics of movements. In doing so, the
course will enable students to gain an understanding of the what, why and how of radical
and not so radical social movements and what this all means for critical international
development studies.
Although the Department of Justice Studies has a course entitled ―HJ 406 Social Justice
Movements in Developing Countries,‖ it is important to state that IS 320 will differ from
HJ 406 in important ways:
1/ IS 320 is a 300 level course;
2/ IS 320 is not limited to the study of social justice movements. Although the course
will certainly explore social movements that are struggling for equal access to and control
over resources, it will also explore social movements that seek to preserve privilege and
inequality. In fact, a considerable portion of the course will be dedicated to the conflict
between these different types of movements. HJ 406 focuses only on social justice
movements;
3/ IS 320 will better enable students to understand the North-South dimensions of
international development by analyzing how effective resistance to mainstream
international development often involves consolidating transnational ties among social
movements that are based in the Global North and the Global South. HJ 406, as is
reflected in its title, explores primarily movements in developing countries.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 20 of 63
PROPOSED TEXTS AND REFERENCES
Amoore, Louise. (ed.) 2005. The Global Resistance Reader. Routledge: New
York.
Borras, Saturnino M. Jr., Marc Edelman and Cristóbal Kay. (eds.) 2008.
Transnational Agrarian Movements Confronting Globalization. Wiley-Blackwell:
Chichester, UK.
Caouette, Dominique and Sarah Turner. (eds.) 2009. Agrarian Angst and Rural
Resistance in Contemporary Southeast Asia. Routledge: New York.
Chesters, Graeme and Ian Welsh. 2010. Social Movements: The Key Concepts.
Routledge: New York.
Desai, Ashwin. 2002. We are the Poors: Community Struggles in Post-apartheid
South Africa, Monthly Review Press: New York.
Ellis, Stephen and Ineke van Kessel. 2009. Movers and Shakers: Social
Movements in Africa. Brill: Leiden, The Netherlands.
O‘Brien, Kevin. 2006. Rightful Resistance in Rural China. Cambridge University
Press: New York.
Stahler-Sholk, Richard, Harry E. Vanden and Glen David Kuecker. (eds.) 2008.
Latin American Social Movements in the Twenty-First Century: Resistance Power and
Democracy, Rowman and Littlefield Publishers: Lanham, Maryland.
Selected articles from various social movement journals such as:
Mobilization
Social Movement Studies - Journal of Social, Cultural and Political Protest
DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of
library approval)
Pending
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just
the expertise of any one individual)
Annette Desmarais
MOTION to revise BA and BA Honours major in International Studies.
Section B: International Studies Core requirements
3.0 IS 100
3.0 One of IS 300, 301, 302
3.0 IS 400
3.0 ECON 211
3.0 PSCI 240
3.0 One of RLST 100, 211, or 241
18.0 Subtotal: International Studies core
Section C: International Studies Language requirements
3.0
Four courses in the same language other than English.
3.0
3.0
3.0
12.0 Subtotal: International Studies language
Note: Students MUST consult with the Coordinator to ensure their language choice fits the requirement of their concentration.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 21 of 63
Rationale
MOTION to revise the Development Studies concentration of the BA and BA Honours
major in International Studies.
9.26.2.2 Development Studies Concentration
Credit hours
BA in International Studies,
required courses
Student’s record of courses completed
Section A: Arts Core requirements
Section B: International Studies Core requirements
Section C: International Studies Language requirements
45.0 As stated above for the BA in International Studies
Section D: Development Studies Concentration
3.0 IS 220
3.0 IS 420
3.0 Three Two of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, PSCI 344
3.0
3.0
3.0 One of ANTH 333, ECON 224, GEOG 205, SOST 203, or WGST 220
3.0
Nine approved electives, in at least three different disciplines, from the Development Studies course list. Refer to §9.26.6 [calendar]. At least one course must be at the 400-level.
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
42.0 Subtotal: 65% major GPA required (sections B, C & D)
Section E: Open Electives
33.0 11 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
120.0 Total: 60% PGPA required
9.26.3.2 Development Studies Honours Concentration
Credit hours
BA Honours in International Studies,
required courses
Student’s record of courses completed
Section A: Arts Core requirements
Section B: International Studies Core requirements
Section C: International Studies Language requirements
45.0 As stated above for the BA in International Studies
Section D: Development Studies Concentration
3.0 IS 220
3.0 IS 420
3.0 IS 498
3.0 IS 499
3.0 Four Three of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, PSCI 344
3.0
3.0
3.0
3.0 One of ANTH 333, ECON 224, GEOG 205, SOST 203, WGST 220
3.0 One of ECON 324, GEOG 303, 305, SOST 201, 306, 307
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 22 of 63
3.0
Seven approved electives, in at least two different disciplines, from the Development Studies course list. Refer to §9.26.6. At least one course must be at the 400-level.
3.0
3.0
3.0
3.0
3.0
3.0
48.0 Subtotal: 75% major GPA required (sections B, C & D)
Section E: Open Electives
27.0 9 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
120.0 Total: 70% PGPA required
Rationale
As students will be required to take new IS 220, which is an interdisciplinary introduction
to Development Studies, it will suffice to complete two instead of three of the courses
listed in the third row. This revision is also intended to address the problem that some of
these courses are not offered frequently enough. ANTH 312 needs to be removed from
this list because it has not been offered in a long time.
MOTION to revise the International Affairs concentration of the BA and BA Honours
major in International Studies.
9.26.2.4 International Affairs Concentration
Credit hours
BA in International Studies, required courses
Student’s record of courses completed
Section A: Arts Core requirements
Section B: International Studies Core requirements
Section C: International Studies Language requirements
45.0 As stated above for the BA in International Studies
Section D: International Affairs Concentration
3.0 IS 240
3.0 IS 440
3.0 Two approved electives from the International Development course list. Refer to §9.26.6 [calendar]
3.0
3.0 Three approved electives from the International Economics and Political Economy course list. Refer to §9.26.6.
3.0
3.0
3.0
Five approved electives from the International Politics, Security, and Organization course list. Refer to §9.26.6.
3.0
3.0
3.0
3.0
3.0 Two One approved electives from the Culture and International Affairs course list. Refer to §9.26.6.
3.0
A minimum of three courses must be at the 300- or 400-level. IS 440 will count toward this requirement.
39.0 Subtotal: 65% major GPA required (sections B, C, and D)
Section E: Open Electives
36.0 12 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 23 of 63
120.0 Total: 60% PGPA required
9.26.3.4 International Affairs Honours Concentration
Credit
hours
BA Honours in International Studies, required courses
Student’s record of courses completed
Section A: Arts Core requirements
Section B: International Studies Core requirements
Section C: International Studies Language requirements
45.0 As stated above for the BA in International Studies
Section D: International Affairs Concentration
3.0 IS 240
3.0 IS 440
3.0 IS 498
3.0 IS 499
3.0 SOST 203
3.0 Two approved electives from the International Development course list. Refer to §9.26.6.
3.0
3.0 Three approved electives from the International Economics and Political Economy course list. Refer to §9.26.6.
3.0
3.0
3.0
Five approved electives from the International Politics, Security, and Organization course list. Refer to §9.26.6.
3.0
3.0
3.0
3.0
3.0 Two One approved electives from the Culture and International Affairs course list. Refer to §9.26.6.
3.0
A minimum of three courses must be at the 300- or 400-level.
48.0 Subtotal: 75% major GPA required (sections B, C, and D)
Section E: Open Electives
27.0 9 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
120.0 Total: 70% PGPA required
Rationale
As students will be required to take new IS 240, it is necessary to reduce the number of approved
electives students must complete. The reduction will be made in the Culture and International
Affairs section because this section is less important than the other sections for the International
Affairs concentration especially given the inadequate range of current course offerings in the
Culture and International Affairs section.
MOTION to revise the International Studies certificate core requirements.
9.26.4 CERTIFICATE IN INTERNATIONAL STUDIES
Credit hours
Certificate in International Studies, required courses
Student's record of courses completed
3.0 IS 100
3.0 One of IS 300, 301, 302
3.0 ECON 211
3.0 PSCI 240
12.0 Subtotal
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 24 of 63
MOTION to revise the Development Studies concentration of the International Studies
certificate. 9.26.4.2 Development Studies Concentration
Credit hours
Certificate in International Studies, required courses
Student's record of courses completed
3.0 IS 220
3.0 Two of ANTH 312, ECON 311, GEOG 316, HJ 353 or SOC 314, IS 320, IS 420, PSCI 344
3.0
3.0 Four Three approved electives, in an at least two different departments/programs, from the Development Studies course list. Refer to §9.26.6.2.
3.0
3.0
18.0 Subtotal: Development Studies Concentration
30.0 Total: 65% PGPA required
Motion to revise the International Affairs concentration of the International Studies
Certificate.
9.26.4.4 International Affairs Concentration
Credit hours
Certificate in International Studies, required courses
Student's record of courses completed
3.0 IS 240
3.0 Two courses from the International Politics, Security, and Organization course list. Refer to §9.26.6.4. IS 440 will also count towards this requirement
3.0
3.0 One course from the International Development course list. Refer to §9.26.6.4.
3.0
One course from the International Economics and Political Economy course list. Refer to §9.25.6.4.
3.0
One course from either of the International Development or International Economics and Political Economy course lists. Refer to §9.26.6.4.
3.0
One course from the approved electives list (any cluster) in the International Affairs Concentration. Refer to §9.26.6.4 below. IS 440 will also count towards this requirement.
18.0 Subtotal: International Affairs Concentration
30.0 Total: 65% PGPA required
B. Department of Philosophy and Classics
MOTION to create PHIL 246.
PHIL 246 3:3-0
Animal Minds and Human Morals
Do animals have minds, desires, beliefs and feelings? Are animals capable
of language, self-awareness and autonomy? Do animals have moral
standing and rights? Is it moral to confine animals in zoos, use them for
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 25 of 63
entertainment in rodeos, trap them, eat them, and do medical experiments
on them?
*** Prerequisite: PHIL 100 or completion of 15 credit hours. ***
ACADEMIC LIMIT
35-50
REASON FOR PROPOSED COURSE
Since the publications of Peter Singer's ―Animal Liberation‖ and Tom Regan's
―The Case for Animal Rights‖, the philosophy of animal rights, animal liberation and
animal welfare has become an independent sub-discipline of Philosophy. On the legal
front there are now dozens of major law schools which recognize Animal Law as an
independent sub-discipline.
Apart from these trends, there are other reasons why there should be a philosophy course
on animal minds and human morals. For the most part (notable exceptions were the
utilitarians and some of the empiricists, such as Hume), philosophy and moral theories
implicitly or explicitly embraced some form of anthropocentrism. In ―The Messes
Animals Make in Metaphysics‖ (Journal of Philosophy, 1949), Fuller reviews some of
the difficulties non-human animals raise in philosophy. Replacing an anthropocentric
approach with a ―zoocentric‖ approach in philosophy that is informed by contemporary
evolutionary biology, research in animal cognition, and a proper understanding of
―intentional biological agency‖, is very important because it will force us to re-examine
basic issues in ethics, philosophy of mind, language, intentional agency, and what it
means to have rights.
PROGRAM IMPLICATIONS
n/a
PROPOSED COURSE CONTENT
The content of this course is highly interdisciplinary in character. It includes aspects of
several areas in Philosophy and other disciplines: Applied Ethics, Meta-Ethics,
Philosophy of Mind, Philosophy of Science, Philosophy of Biology, Philosophy of
Agency, Philosophy of Law, Animal Law, Cognitive Ethology, Agriculture, Medicine,
Psychology and Environmental Ethics.
Some specific topics are: Theories of Animal Ethics; Animal Capacities: Pain, Animal
Intentional Agency; Animal Cognition, Consciousness, Emotions & Altruism; Animal
Innovation, Animal Architecture and Culture; Primates &Cetaceans; Animals for Food;
Animal Experimentation; Animals in Education; Animals in Biotechnology: Ethics of
Genetic Engineering, Telos, Xenotransplantation, Cloning of Endangered Species; Ethics
and Wildlife: Hunting, Protectionism, Rehabilitation & Introduction of Captive Wildlife,
Exotic Species; Zoos, Aquariums, and Animals in Entertainment; Animal Companions;
Animal Law; Animal Activism; Biology & Ethics; Science & Ethics.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 26 of 63
PROPOSED TEXTS AND REFERENCES
Taking Animals Seriously, by David DeGrazia, Cambridge
The Animal Ethics Reader, ed. By Armstrong & Botzler, Routledge.
Animal Rights, ed. By Sunstein & Nussbaum, Oxford
Without a Tear: Our Tragic Relationship with Animals, by Bernstein, Illinois
Animal Rights & Human Morality, by Rollin, Prometheus
Animals & Ethics, ed. Angus Taylor, Broadview
The Metaphysics of Apes, by Corbey, Cambridge
Animal Consciousness, by Daisie and Michael Radner
Animal Liberation, by P. Singer, Avon
The Case of Animal Rights, by T. Regan, California
The Evolution of Communication, by Marc Hauser, MIT
Primate Social Systems, R. Dunbar, Comstock
The Lives of Animals, by J. M. Coetze, Princeton
Morals, Reason, and Animals, by Sapontzis, Temple
The Great Ape Project, ed. Cavalieri & Singer, Fourth Estate
Animals and Why they Matter, by M. Midgley, U of Georgia Press
Beyond Prejudice, by E. Pluhar, Duke
Animals, Property, and the Law, by G. Francione, Temple
Defending Animal Rights, T. Regan, Illinois
Animals Like Us, by M. Rowlands, Verso
Animal Rights: A Philosophical Defence, M. Rowlands, Palgrave MacMillan
Philosopher and the Wolf, by M. Rowlands, Granta Books
Brute Science: Dilemmas of Animal Experimentation, by Hugh LaFollette & Neil Shanks
Minds of their own: Thinking and Awareness in Animals, by L. Rogers, Westview
Kinship & Behavior in Primates, ed. B Chapais & C Berman, Oxford
Readings in Animal Cognition, ed. M. Bekoff & D. Jamieson, MIT
Animal Social Complexity: Intelligence, Culture, and Individualized Societies, ed. Frans
De Waal & Peter Tyack, Harvard
Primate Psychology, ed. Dario Maestripieri, Harvard
Intelligence of Apes and Other Rational Beings, by Rumbaugh & D. Washburn, Yale
The Evolution of Agency and Other Essays, by Kim Sterelny, Cambridge
Animal Traditions: Behavioural Inheritance in Evolution, by E. Avital & Eva Jablonka,
Cambridge
The Cognitive Animal: Empirical & Theoretical Perspectives on Animal Cognition, ed.
M. Bekoff, C. Allen & G. Burghardt
Almost Human: A Journey into the World of Baboons, by Shirley Strum, Chicago
Animal Innovation, ed. S. Reader & K. Laland, Oxford
Minding Animals: Awareness, Emotions, and Heart, by M. Bekoff, Oxford
The Genesis of Animal Play, by G. Burghardt, MIT
Animal Passion and Beastly Virtues, by M. Bekoff, Temple
The Emotional Lives of Animals, M. Bekoff, New World
Baboon Metaphysics, by D. Cheney & Robert Seyfarth, Chicago
Animal Minds, by Donald Griffin, Chicago
Wild Minds: What Animals Really Think, by M. Hauser, Owl Books
Great Apes & Humans: The Ethics of Coexistence, ed. B. Beck & Stoinsky & Hutchins
& Maple & Norton & Rowan & Stevens & Arluke, Smitsonian Institute
Anthropomorphism, Anecdotes and Animals, ed. Mitchell & Thompson & Miles, Suny
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 27 of 63
Thinking with Animals: New Perspective on Anthropomorphism, ed. L. Daston & G.
Mitman, Columbia
Our Inner Ape, by Frans De Waal, Routledge
Primates And Philosophers: How Morality Evolved, by Frans De Waal, Princeton
Humans and Other Animals, by John Dupre, Oxford
Created from Animals: The moral Implications of Darwinism, by J. Rachels, Oxford
INSTRUCTORS ABLE TO TEACH COURSE yes
C. Cooperative Education Program
MOTION TO REVISE THE ADMISSION AND CONTINUATION REQUIREMENTS FOR THE COOPERATIVE EDUCATION PROGRAM IN ARTS
CRITERIA FOR ENTRANCE INTO THE CO-OPERATIVE EDUCATION PROGRAM IN ARTS 1. Declaration of a major in Arts or a BSc or BSc Honours in a major offered by the departments of Economics or Geography.
Students completing the Bachelor of Health Studies, the Bachelor of Human Justice, the BA (Police Studies), the BA (Journalism) and the Bachelor of Journalism are required to complete an internship and so are not eligible to participate in the Arts Cooperative Education program. excluded.
2. Completion of a minimum of 45 and a maximum of 84 credit hours in acceptable degree programs as noted above in 1. Students may apply in the semester in which they will complete 45 credit hours.
3. A program GPA of at least 70% and a major GPA of at least 70%.
4. Full-time student status - registration in a minimum of 9 credit hours.
5. Completion of ENGL 100 and 110 and at least two courses in their major.
6. Students will be expected to demonstrate minimal standards of computer literacy, specifically knowledge of word processing, spreadsheets, and presentation software. A course (ARTS 007) will be provided by the Faculty on a cost recovery basis.
7. Students who are completing two programs or degrees at the same time will be allowed to participate in the Co-operative Education Program in Arts, unless one of their programs requires a practicum, work placement, internship or professional training.
9.11.3 CONTINUATION IN AND COMPLETION OF THE CO-OP PROGRAM Successful completion of three work terms (which may be in different departments) is required for the Co-op designation, with a fourth work term being optional. A student’s final term must be academic study. Upon graduation there will be an appropriate designation on the diploma and transcript of each student who meets the requirements of the Faculty of Arts for the Co-operative Education program.
To continue in the Co-op program, students must maintain a PGPA of 70% and major GPA of 70% and must enroll in at least 9 credit hours in academic terms between work terms. (Specifically, in the term before a work term, the student must be enrolled in at least 9 credit hours.) Students who have one “F” grade for work terms will normally be required to withdraw from the Co-operative Education Program in the Faculty of Arts. Students must comply with the rules specified in the Co-op Student Handbook. Failure to follow the rules results in an automatic failure for the work term. The Academic Co-op Coordinator and the Associate Dean (Undergraduate) of Arts will resolve problems. Appeals may be made to the Faculty of Arts Students Appeal Committee.
Please contact the Co-operative Education Office, the Arts Students Services Office or consult our web page at www.arts.uregina.ca/current-students for further information.
Rationale
For a variety of reasons, students are not always able to complete 9 credit hours in the
semester between work terms, especially during the spring/summer semester when
classes are offered in a compressed time-frame.
Most students have computer skills adequate to the types of jobs they‘re seeking. Other
resources exist to assist those students who are deficient in one or more areas to reach to
the employer‘s preferred level of proficiency.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 28 of 63
D. Department of French
MOTION to revise the prerequisites of FRLS 120, 121 and 218.
FRLS 120 3:9-3
Grammaire et rédaction 2 - Grammar and Writing 2
Ce cours intensif est la suite du cours FRLS 119. This intensive course is a
continuation of FRLS 119.
*** Préalable: FRLS 119, avec une note minimum de 60%. ***
*** Cours concomitant: FRLST 117 ***
* Note: L'étudiant ne peut pas recevoir des crédits à la fois pour FRLS 120
et FR 201 115. *
*** Prerequisite: FRLS 119 with a minimum grade of 60% ***
*** Corequisite: FRLST 117 ***
* Note: Students may not receive credit for FRLS 120 and FR 201 115. *
FRLS 121 3:9-3
Grammaire et rédaction 3 - Grammar and Writing 3
This intensive course is a continuation of FRLS 120. Ce cours intensif est
la suite du cours FRLS 120.
*** Préalable: FRLS 120, avec une note minimum de 60%. ***
*** Cours concomitant: FRLS 118 ***
* Note: L'étudiant ne peut pas recevoir des crédits à la fois pour FRLS 121
et FR 202 213. *
*** Prerequisite: FRLS 120 with a minimum grade of 60% ***
***Corequisite: FRLS 118 ***
* Note: Students may not receive credit for FRLS 121 and FR 202 213. *
FRLS 218 9:9-3
Francais écrit et culture francophone - Written French and
Francophone Culture
Approfondissement de la grammaire du français écrit. Étude de textes
portant sur certains aspects sociaux et culturels de la francophonie.
Résumé et composition. Further study of the grammar of written French.
Study of texts on cultural and social aspects of the francophonie. Exercises
in summarizing texts and composition.
*** Préalables: FRLS 118 et FRLS 121 avec, dans les deux, une note
minimum de 60%, ou permission du chef de département. ***
*** Cours concomitant: FRLS 212 ***
* Note: L'étudiant ne peut pas recevoir des crédits à la fois pour FRLS 218
et, soit FR 203 214, FR 230, ou 231. *
*** Prerequisite: FRLS 118 and FRLS 121 with a minimum grade of
60% or permission of Department Head ***
*** Corequisite: FRLS 212. ***
* Note: Students may not receive credit for FRLS 218 and any of FR 203
214, 230, or 231. *
Rationale
This is a house-keeping matter to reflect the renumbering of FR courses that was
previously missed.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 29 of 63
E. Department of History
MOTION to delete HIST 105.
HIST 105 3:3-0
Modernization and Its Impact in 20th-Century China and Japan
This course aims to impart an understanding of modernization processes in
East Asia from the nineteenth century to the 1980s. Attention is focused
on how China and Japan addressed the western-led challenge of
modernization. Emphasis is also placed on social and economic change.
MOTION to create HIST 250.
HIST 250 3:3-0
Modernization and Its Impact in 20th
Century China and Japan
[short title: 20th
Century China and Japan]
This course aims to impart an understanding of modernization processes in
East Asia since the early nineteenth century. Attention is focused on how
China and Japan addressed the western-led challenge of modernization,
with particular emphasis on the Meiji period in Japan and the Communist
revolution in China.
*** Prerequisite: One 100-level HIST course or completion of 15 credit
hours. ***
*Note: Formerly numbered HIST 105. Students may receive credit for
only one of HIST 105 or 250. *
Rationale
Will provide an essential base of historical knowledge for students interested in upper
level courses in East Asian history, as well as those registered for the Japanese and
Chinese studies degrees (Department of International Languages) and the Asian studies
stream of the International Studies program.
ACADEMIC LIMIT
50
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
On the basis of the recommendations made as part of the recent unit review, History 105
will be deleted from the register. This course is too valuable to lose with respect to the
points made above in ‗Reason for Proposed Course‘. As such, converting it into a 200
level course seems to be a logical course of action. Of course the mode of delivery and
requirements will be adjusted to conform to the History Departments guidelines for 200-
level courses.
PROPOSED COURSE CONTENT For Japan and China, the processes of modernization and industrialization in the 19
th and
20th
centuries were difficult and painful. Drives in both countries towards large-scale
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 30 of 63
social and economic change brought about highly destructive wars and revolutions. The
contest between conflicting political ideologies created highly-charged environments
characterized by extremes of political action and reaction. This course aims to impart
understanding of modernization processes in East Asia from the Opium War of 1839-42,
paying particular attention to the imperialist impact on East Asia, the search for wealth
and power in late 19th
century China and Japan, and the communist revolution in China.
GRADING
Mid-term exam (Week 6) (30%)
Essay, (Week 10) (30%)
Final examination (40%)
PROPOSED TEXTS AND REFERENCES Rhoads Murphey, East Asia: A New History 4th edition
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental
resources, not just the expertise of any one individual)
Qualified instructors on staff. (Dr. P. Charrier).
MOTION to create HIST 275.
HIST 275 3:3-0
Nineteenth-Century Europe
Industrialization, urbanization, science, ideological conflicts; Congress of
Vienna, Concert of Europe, revolutions of 1848-49; unifications of Italy
and Germany; Napoleon III; Imperialism, origins of the First World War.
*** Prerequisite: One 100-level HIST course or completion of 15 credit
hours. ***
Rationale
The recent addition of HIST 277 was a return to a more standard periodization of
European history (which facilitates the selection of textbooks). At the time it was
decided to add a course on nineteenth-century Europe to our curriculum.
ACADEMIC LIMIT
50
PROPOSED COURSE CONTENT This course will survey the principal themes of European history from the Congress of
Vienna to the outbreak of World War One. Lectures are organized chronologically and
encompass selected topics in the social, cultural and political history. A major purpose of
the course is to introduce students to some of the important texts of the period. Therefore
part of the required readings consists of primary sources.
GRADING
Analysis of a primary source: 25% Research paper: 45%
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 31 of 63
Final examination: 30%
PROPOSED TEXTS AND REFERENCES Goldstein, Jan and John W. Boyer, eds. Nineteenth-Century Europe: Liberalism and Its
Critics. Chicago, Ill.: University of Chicago Press, 1988.
Gildea, Robert. Barricades and Borders: Europe 1800-1914. 3rd
edition. Oxford: Oxford
University Press, 2003.
INSTRUCTORS ABLE TO TEACH COURSE Qualified instructors on staff: (Dr. Thomas Bredohl)
MOTION to create HIST 383.
HIST 383 3:3-0
Military History: The Second World War
[short title: Military History: WW II]
Focusing on the military history of the Second World War, this course
considers the military operations of the war, on land, at sea and in the air.
It addresses inter-allied relations and strategic planning; civil-military
relations; the scientific, technological and economic dimensions of the
war; the experience of war.
*** Prerequisite: One HIST course or completion of 30 credit hours ***
Rationale
This course is designed for History majors as well as non-majors. Courses in military
history attract students from programs across the University. This course is designed to
complement the revised History 382 (Military History: The First World War), which
previously dealt with both World Wars One and Two. The new course will facilitate
deeper analysis and more concentrated study of particular themes than was possible in
only one course.
ACADEMIC LIMIT
40
PROGRAM IMPLICATIONS (Own? Others? If others, their support is required)
The new course will add another military history course to the program. This will make
it easier for students to complete the two courses with a military history emphasis that
will qualify them for the newly established Gunter scholarship. The Department will face
the continuing challenge of balancing the instructor‘s teaching commitments between
European and military history.
PROPOSED COURSE CONTENT The course focuses on both the European and Pacific theatres of the Second World War.
Although it deals with military operations, these are considered in the context of broader
economic, social, political and cultural developments. Topics addressed include: the
main campaigns, on land, at sea and in the air; war planning; the scientific, technological
and economic dimensions of the war; the home fronts; civil-military and inter-allied
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 32 of 63
relations; strategic planning; signals intelligence; and the experience of war in various
theatres.
GRADING
Mid-term exam: 25%
Term paper:
Thesis statement: 5%
Peer review exercise: 10%
Final essay 30%
Total for essay 45%
Final examination: 30%
PROPOSED TEXTS AND REFERENCES
Andrew Roberts, Storm of War: A New History of the Second World War (Penguin:
Harmondsworth, 2010).
Gordon Martel, ed., The World War Two Reader (New York: Routledge, 2004)
INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental
resources, not just the expertise of any one individual)
The Department has one instructor, Dr. I. Germani, who is qualified to teach this course.
MOTION to revise the title and description of HIST 368.
HIST 368 3:3-0
The History of Popular Religion in the Middle Ages (300-1400)
Relics, Visions, and Vampires: The History of Popular Christianity in
Medieval Europe
[short title: Hist Popular Religion 300-1400
This course will examine, from an historical perspective, the religious
beliefs and practices of medieval Europeans ordinary Christians in the
Middle Ages (300-1400). The emphasis will be on Christian beliefs, but
those of other religions will be considered, too. Topics include: heresy; the
fate of the dead; skepticism; saints; signs and miracles; good and evil
spirits; holidays. the veneration of saints; ideas about the fate of the dead;
heresy and orthodoxy; skepticism; signs and miracles; good and evil
spirits; festivals and holidays.
*** Prerequisite: One HIST course or completion of 30 credit hours ***
Rationale
The original title of this course--which included the standard term used in the scholarship,
―popular religion‖—was changed without my input at a Faculty of Arts meeting when I
was unable to be present. I would like to have this term put back in the title. I am willing
to amend the calendar description to address concerns that only the Christian religion will
be covered in this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 33 of 63
MOTION to revise the title and description of HIST 382.
HIST 382 3:3-0
The Military History: of World War I and II
Focusing on the military history of the First World War, this course
studies war plans, strategy and leadership, technology and tactics, civil-
military and inter-allied relations, battles on land and sea, as well as the
experience of war. Military events are considered in relation to broader
economic, social, political and cultural developments.
A study of key aspects in the military history of the First and Second
World Wars. Subjects covered include war aims and strategic plans; the
conduct of operations; the roles of naval and air power, scientific and
signals intelligence; the economic and social dimensions of "total war".
*** Prerequisite: One HIST course or completion of 30 credit hours ***
* Note: Formerly numbered HIST 282. Students may not receive credit for
both HIST 382 and HIST 282. *
Rationale
This course is designed for History majors as well as non-majors. Courses in military
history attract students from programs across the University. This course previously
dealt with both World Wars One and Two. The revised course will facilitate deeper
analysis and more concentrated study of particular themes than was possible in the earlier
course.
Motion to revise the prerequisites for all 400-level HIST courses, except for 498 and 499,
from ―Completion of 60 credit hours or permission of Department Head‖ to ―Completion
of two HIST courses at the 200- or 300-level or 60 credit hours or permission of
Department Head.‖
MOTION to revise the major in History to include two 400-level courses.
9.23.1 BA MAJOR IN HISTORY
Credit hours
BA History major,
required courses
Student’s record of courses completed
Major Requirements
3.0 One 100-level HIST course
3.0
Seven 200-level HIST courses
3.0
3.0
3.0
3.0
3.0
3.0
3.0
Four Five 300- or 400-level HIST courses
3.0
3.0
3.0
63.0 Two One 400-level HIST courses
42.0 Subtotal: 65% major GPA required
Arts Core Requirements
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 34 of 63
3.0 ENGL 100
3.0 ENGL 110
3.0 Any two language courses in the same language other than English
3.0
3.0 One course in logic or math
3.0 One course from List A*
3.0 One course in fine arts*
3.0 One natural science with a lab*
3.0 One course in a new subject in arts, fine arts, or science, excluding JS or JRN*
3.0 One course in a new subject in arts, fine arts, or science, excluding JS or JRN*
The courses marked * must all be in different subjects. Remaining core requirements (List B) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.
30.0 Subtotal
Open Electives
48.0 16 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4 Electives may be used to complete optional minor(s).
120.0 Total: 60% PGPA required
Students majoring in history should consult the head of the Department of History about the courses they choose to take in any particular year.
9.23.2 BA MAJOR IN URBAN HISTORY
Credit hours
BA Urban History major,
required courses
Student’s record of courses completed
Major Requirements
3.0 One 100-level HIST course
3.0 HIST 240
3.0
Five Six 200- or 300-level HIST courses
3.0
3.0
3.0
3.0
3.0
3.0 Three courses with an urban focus from a Department other than History. Current possibilities include ANTH 240, 303, ECON 354, FILM 240, GEOG 220, 324, 424, INDG 305, SOC 202. Other courses may be approved by the Department Head.
3.0
3.0
3.0 HIST 390BP or two of HIST 340, 352, 375.
3.0
3.0 HIST 413
3.0 One of HIST 413 or 478
42.0 Subtotal: 65% major GPA required
Arts Core Requirements
3.0 ENGL 100
3.0 ENGL 110
3.0 Any two language courses in the same language other than English
3.0
3.0 One course in logic or math
3.0 One course from List A*
3.0 One course in fine arts*
3.0 One natural science with a lab*
3.0 One course in a new subject in arts, fine arts, or science, excluding JS or JRN*
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 35 of 63
The courses marked * must all be in different subjects. Remaining core requirements (List B, course in arts, fine arts or science) are fulfilled by major courses. Refer to §9.9.1.1 for detailed information on the Arts Core Requirements.
27.0 Subtotal
Open Electives
51.0 17 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
120.0 Total: 60% PGPA required
Students majoring in urban history should consult the head of the Department of History about the courses they choose to take in any particular year.
Rationale
The Department of History proposes to increase the number of 400-level courses required
of all History majors (from one to two), at the same time dropping the number of 300-
level courses required from five to four. The purpose of this is to enhance students'
understanding of the discipline by involving them more fully in discussion and analysis at
a relatively advanced level. Courses at this level are conducted as seminars and involve
close reading, analysis and discussion of primary and secondary readings. Engagement
in these activities develops students' abilities and confidence in oral communication and
discussion. The presentation and discussion of student papers also enhances their critical
awareness. The Department expects that as students become more familiar with this level
of study, more of them will be inclined to consider enrolling in the Honours program.
F. Prairie Studies Program
MOTION to revise the prerequisite of PRST 200.
PRST 200 3:3-0
Introduction to the Prairie World
This team-taught online interdisciplinary course introduces students to a
broad range of Prairie issues, including Prairie geography, history,
political and cultural systems, and language. The strong interdisciplinary
and cross-cultural perspectives provide students with the necessary
foundations to specialize in their own area(s) of interest within the Prairie
Studies program.
*** Prerequisite: Completion of 15 credit hours, including one 100-level
course in any of English, Geography, course, one 100-level History,
course, one 100-level Indigenous Studies, CREE or SAUL, course, one
100-level Political Science or Sociology course, plus one of the following:
one 100-level indigenous languages course (Cree or Saulteaux), one 100-
level Sociology course, or one 100-level English course; or permission of
coordinator ***
Rationale
PRST is a 200-level foundation course with content designed to invite students
into the Prairie Studies program. The existing prerequisite is unduly restrictive
and serves to deter rather than attract students to the program. It is desirable that
student enrolling in PRST 200 have some university background. 15 credit hours
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 36 of 63
including one course in a discipline that contributes to the Prairie Studies program
is deemed adequate background.
G. Environmental Studies Program
MOTION to revise the BA major in Environmental Studies.
Credit hours
BA Environmental Studies major, required courses
Student's record of courses completed
Major Requirements
3.0 BIOL 150
3.0 BIOL 276
3.0 ECON 273
3.0 One of ENST 200 or GEOG 226
3.0 ENST 400
3.0 GEOG 100
3.0 GEOG 221
3.0 GEOG 226
3.0 GEOG 325
3.0 GEOG 326
3.0 GEOG 327
3.0 GEOG 491AB
3.0 One of GEOL 102 or GEOG 221
3.0 GEOL 270
3.0 JS 210
3.0 JS 312
3.0 PHIL 275
3.0 PSYC 340
3.0 SOC 100
3.0 One 200-level SOC course
3.0 SOC 201
3.0 SOC 230
3.0 SOC 330
3.0 WGST 201
5760.0 Subtotal: 65% major GPA required
Arts Core Requirements
3.0 ENGL 100
3.0 ENGL 110
3.0 One course in logic or math
3.0 Any two language courses in the same language other than English
3.0
3.0 One course In fine arts
18.0 Subtotal
Open Electives
45 2.0 15 4 elective courses
A maximum of 14 introductory-level courses is permitted in the BA, refer to §9.7.4. Electives may be used to complete optional minor(s).
120.0 Total: 60% PGPA required
Rationale
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 37 of 63
Date: 14 May 2010
To: Members, Academic Program Development Committee
From: Kyle Hodder
Coordinator, Environmental Studies Program
Subject: Revisions to the Bachelor of Arts (Environmental Studies) Program
This memo proposes to modify the Environmental Studies program, and is divided into
two sections: (a) gaps in the curriculum, and (b) exclusions/deletions.
A. Curricular Gaps Four curricular gaps in the Environmental Studies program are outlined below, along
with specific recommendations for new content to address each.
A.1. Water
Background/Rationale (Local): Canada is usually considered to be a country
with abundant freshwater, but in the Prairie provinces, freshwater is scarce.
Indeed, the Prairies are the only major ecoregion of Canada where drought is a
landscape hazard. The environment, economy and society of the Prairies are
intimately tied to, and sustained by, the flow and storage of water. Nowhere else
in Canada does the lack or excess of water cause such widespread concern
(Pomeroy et al 2005), nor are there Canadian environments subject to greater
seasonal change in precipitation and surface-water storage. It is widely predicted
that climate change, via effects on glaciers, snowpacks, and evaporation, will
combine with cyclic drought and increasing human activity to cause a crisis in
water quantity and quality (Schindler and Donahue 2006; Sauchyn and
Kulshreshtha 2008; Warren and Egginton 2008). Increases in water scarcity
represent the most serious risk in ongoing environmental change for the Prairies.
As an example, summer flow volumes in the South Saskatchewan River have
declined by 84% since 1900.
Background/Rationale (Global): The key importance of water is not limited to
the Prairies – although life is known to exist in the absence of oxygen, and the
absence of sunlight, there are no known examples of life in the absence of water.
It is essential for life on Earth, and the global supply of fresh water is shrinking
(UN 2003). Despite the importance of water, 25% of the global human population
has no access to safe drinking water (UN 2006), and of the 1.3 billion humans
living in abject poverty, the majority are women and children; women are also the
Classroom Building, Rm 340 University of Regina Regina, Saskatchewan Canada S4S 0A2 phone: (306)585.4222 fax: (306)585.4815 www.uregina.ca
FA CU LT Y OF A RT S E N V I R O N M E N T A L S T U D I E S P R O G R A M
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 38 of 63
largest group systematically under-represented in water management
arrangements (UN 2006). Future decisions on the management of water must
incorporate decreasing supply, increasing competition among sectors, upstream
and downstream user demand, social and demographic change and a host of
additional ‗drivers‘. The key role of water in the environmental sphere is currently
absent from the ENST program.
Recommendation: Students in the Environmental Studies program should be
exposed to the key environmental role of water; two courses, Hydrology [GEOG
327] and Water Resource Management [GEOG 326] satisfy this curriculum goal.
A.2. Adaptation and Adaptive Capacity
Background/Rationale: Canadians are well aware that environmental change
seriously challenges our health and well being, our economy and our society
(Warren and Egginton 2008). Although much discussion has concentrated on
mitigation of environmental change, the fruits of mitigation efforts will not halt
the changes underway or avoid consequences. Knowledge complimentary to the
mitigation of environmental change is the adaptation to same; that group of
activities that reduce the negative impacts of environmental change. The
adaptation theme is currently absent from the ENST program. The addition of an
adaptation theme provides a context for ―the future‖, and compliments the
addition of the environmental history curriculum (point A1, above).
Recommendation: Students in the Environmental Studies program should be
exposed to the adaptation theme at an advanced level. One course, Climate
Impacts and Adaptation [GEOG 491 AB]*, satisfies this curriculum goal.
* GEOG491AB is in the process of being made a regular/standing course by
the Department of Geography.
A.3. Globalization
Background/Rationale: The process by which local societies, cultures and
economies integrate into a geographically larger, but perhaps smaller and more
homogenous, network presents environmental dimensions important both for the
future of the planet and human society. These include unique, and peculiar,
challenges to local populations as they engage with the natural world and the
policies regulating its exploitation or use. Although there are multi-disciplinary
facets to globalization, environmental facets can be negative (e.g. atmospheric
pollution, environmental refugees), positive (e.g. environmental justice,
multinational environmental organizations) and/or complex (e.g. ecotourism).
Recommendation: Students in the Environmental Studies program should be
exposed to the concept(s) of globalization at a foundational level. Globalization
and Development [SOC 201] satisfies this curriculum goal, including specific
content on the development of capitalist industrial societies, local/global
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 39 of 63
inequality, and the processes by which local economic, technological, and
political change shape global human society.
B. Proposed deletions and exclusions for the ENST
program.
As is clear in Table 1, some topics are covered very well in courses cognate to the
Environmental Studies program, including fossil fuel energy, air and water pollution,
sustainable development and the environmental effects of human activity. It is also clear
from Table 1 that overlap exists in course content. Some overlap is inevitable as course
material builds from year-to-year, and as course content is approached from different
disciplinary perspectives. However, we propose to remove some of the largest areas of
overlap with deletions and exclusions outlined below.
1. Delete both of: “SOC100/Intro Sociology” and “One 200 level SOC course”
As a multi/inter-disciplinary program, ENST has an abundance of first-year
required courses. Second, there are key themes missing from the current
curriculum, including "globalization". Third, recent modifications of the Sociology
program render redundant the need for both of these courses. Finally, the addition
of SOC201/Globalization and Development includes Sociology content of greater
relevance to the ENST program.
2. Exclusion [new text]: “One of GEOG221/Physical Geography or
GEOL102/Environmental Geology”
As evident in Table 1, these two courses are fairly similar in Earth System content
as measured by Environmental Studies curriculum goals. Therefore, it is
inappropriate for students to receive credit for both courses, or be required to take
both in the program.
3. Exclusion [new text]: “One of GEOG226/Environmental Issues or
ENST200/Intro to Environmental Studies”
As evident in Table 1, content in these two courses is sufficiently similar that it is
inappropriate for students to receive credit for both courses, or be required to take
both in the program. Their mutual inclusion, as required courses, in the ENST
program was an oversight.
4. Delete: “GEOL270/Resources of the Earth”
As evident in Table 1, the course content in GEOL270 of greatest relevance to the
Environmental Studies curriculum is adequately covered in
GEOG226/Environmental Issues and/or ENST200/Intro to Environmental Studies
and/or SOC230/Nature and Society.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 40 of 63
Finally, the existing structure of the ENST program is based on 60 credit hours or
required course work. This is on the uppermost end of the credit-hour range. The
proposed changes reduce the required coursework to 57 credit hours, providing more
opportunity for choice of electives.
Kyle R. Hodder
Coordinator, Environmental Studies Program
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 41 of 63
Table 1 Curricular topics grouped into 3 themes
Environment and Society Theme Earth System Theme Discipline Specific Theme(s)specific themes general themes
Fossi
l Fue
l Ene
rgy
Ener
gy Co
nser
vatio
n
Food
supp
ly/se
curit
y
Air p
ollut
ionW
ater P
ollut
ion
Land
Cons
erva
tion
Nucle
ar Fu
els
Popu
lation
Gro
wth
Recy
cle/R
edus
e/Re
use
The "
Built
Envir
onme
nt"
Clima
te Ch
ange
Polic
y
Susta
inable
Dev
elopm
ent
Vulne
rabil
ity to
Clim
ate Ch
ange
Envir
onme
ntal
Ethic
s
Envir
onme
ntal
activ
ism
Clima
te Ch
ange
Adap
tatio
n
Adap
tation
& Ad
aptiv
e Cap
acity
Wate
r ‐ Pr
airies
Wate
r ‐ G
lobal
Env e
ffect
of hu
man a
ctivit
y
Anth
ropo
cent
rism
Glob
aliza
tion
Envir
onme
ntal
Justi
ce
Envir
onme
ntal
Asse
ssmen
t
Envir
onme
ntal
Politi
cs
"Clim
ate c
hang
e"
Biodiv
ersit
ySo
ilsPla
te Te
ctonic
s
Dese
rt/De
serti
ficati
on
Rock
Cycle
Wea
ther
ing (P
hys/C
hem)
Hydr
ologic
cycle
Glac
iers
Ecos
yste
ms/B
iomes
Mine
rals
Bioge
oche
mistr
y
Clima
te/M
eteo
rolog
ical s
yste
m
Env.
Psyc
h and
Dec
ision
Mak
ing
Cons
erva
tion P
sych
ology
Agric
ultur
eEv
olutio
nBio
tech
nolog
y
Env S
ociol
ogy
Envir
onme
ntal
Econ
omics
Socia
lizat
ion of
Hum
ans
Socia
l Clas
s/Pow
er
Eco f
emini
sm
Prop
erty
Right
s
Cell D
ivisio
n/DN
A
Socia
l Justi
ce
Racis
m
SUMSby row
BIOL 150 x x x 3BIOL 276 x x x x x x x x x x x x 12ECON 273 x x x x x x 6ENST 200 x x x x x x x x x x x x x 13ENST 400 x 1GEOG 100 x x x x 4GEOG 221 x x x x x x x x x x x 11GEOG 226 x x x x x x x x x x x x x 13GEOG 325 x x x x x x x x 8GEOL 102 x x x x x x x x x 9GEOL 270 x x x x x x 6
HJ 201 x x x 3HJ 357 x x x x x x x x 8
PHIL 275 0PSYC 340 x x x x x x x x x 9SOC 100 x x x x 4SOC 230 x x x x x x x x x x x x 12SOC 330 x x x x x x 6
WGST 201 x x x x x x x 7
SUMS by column 7 1 1 6 5 3 4 4 2 2 5 7 5 1 5 1 0 0 0 9 1 0 1 2 3 5 7 4 3 3 2 2 2 2 5 1 1 1 2 1 2 2 2 1 1 1 1 2 2 1 2 2as listed above
arrows highlight curricular gaps
Proposed Additions to the ENST program, which address curricular gaps noted aboveGEOG 327 x x x x x xGEOG 326 x x x x x
GEOG 491 AB x x x x x x x x x x xSOC 201 x
Notes about this tableSources: Course topics culled from Course Catologue and/or course syllabi.
Sums by ROW : used here as a rough indicator of the 'breadth' of courses. The higher the number, the less depth a course likely includes on any single topic. The lower the number, the fewer the number of topics covered in the course, and the greater (likely) depth covered for each.
Sums by COLUMN : used here as a rough indicator of the number of courses covering a particular topic or theme. The greater the number, the more frequently a particular course topic is covered in cognate courses. The lower the number, the more 'unique' the topic is to one/few number of courses.
** Although this technique does have limitations, it does provide at least one reasonable method to compare syllabi/content between courses from multiple departments and disciplines.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 42 of 63
Appendix V
Research and Graduate Studies Committee
Report to Faculty Council
19 May 2010
ITEM FOR APPROVAL
1. Motion to approve twelve new graduate classes: ECON 700, 801, 802, 824, 830,
831, 832, 880, 890, 890AA-ZZ, 895AA-ZZ, & 900
Rationale:
The Department of Economics is proposing seven required courses, four elective courses, and one research project for the recently approved Master of Arts in Economics and Policy Analysis. None of the proposed courses will be listed as undergraduate courses. The proposed elective courses will be developed by department members who have conducted research in the subject area. The request to propose twelve new ECON graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 3 March 2010. The Budget Advisory Committee approved this request on 24 March 2010, contingent upon the approval of a tenure-track position within the Department of Economics. It is recommended that the motion to approve the twelve ECON classes be approved by Faculty Council. The Letter of Rationale for the ECON request to propose twelve new Graduate classes is attached (Appendix A).
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 43 of 63
APPENDIX A
Letter of Rationale
Please find attached proposals for new Graduate courses in economics. These classes
represent the first stage of programming for the recently approved Master of Arts in
Economics and Policy Analysis. The descriptions of these classes and the rationale for
each are included in the program proposals.
The proposed courses can be separated into two groups; required courses and elective
courses. There are 7 required courses; Econ 700, Econ 801, Econ 802, Econ 824, Econ
830, Econ 880, and Econ 890. Econ 700 is a non-credit preparatory course to be marked
as pass/fail. Econ 900 is a research project. None of these courses will be cross-listed as
undergraduate courses. These courses will deliver the graduate level skill set in
economics.
At this time, only four new elective courses are proposed, Econ 831, Econ 832, Econ
890AA-ZZ and Econ 895AA-ZZ. These courses will be special topics courses developed
by department members to apply the skill set developed in the required courses to a topic
in which the faculty member has conducted research. Students will also be able to
choose an elective from other graduate level programs on the University of Regina
Campus.
I understand a library report has been requested. The majority of the materials required
for all courses will be from academic journals. The university’s electronic journal access
has been judged by faculty to be appropriate for these courses.
If you require any further information, please do not hesitate to contact me.
Jason Childs
Graduate Program Coordinator
Department of Economics
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 44 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 700, 0 credit hours.
Mathematics for Economics
[Short title: Mathematics for Economics]
This non-credit course is designed to be a primer for the theory and econometrics courses
and will be marked as pass/fail. This course focuses on a number of mathematical
techniques which are immediately useful for graduate level economics. These will
include, but not necessarily be limited to; partial derivatives, total derivatives,
unconstrained optimization, constrained optimization, and matrix algebra.
Rationale
Economic theory makes increasing use of formal mathematical modelling. This course is
intended to ensure students have the required mathematical skills before beginning the
rest of their program of study. Materials will be distributed to students with their
acceptance packages. Students will arrive for the first week of September, before other
courses begin, for a week of intensive mathematics review and instruction. At the end of
this week students will complete an exam. The goal of the course is to ensure that
students have sufficient preparation in mathematics before beginning their studies at the
master’s level.
Program Implications A required pass/fail course for all incoming MAEPA students.
Academic Limit
15 to 25 students expected; enrolment limit set at 30.
Proposed Course Content
The course will focus on a number of mathematical techniques which will be
immediately useful for graduate level economics. These will include, but not be limited
to; unconstrained optimization, constrained optimization, matrix algebra, etc.
Proposed Texts and References
Instructors can use texts and references on the subject including:
Chiang and Wainwright, (2005), Fundamental Methods of Mathematical Economics, 4th
Edition, McGraw Hill Irwin.
Simon and Blume (2005), Mathematics for Economists, Norton.
Description of Library Holdings in the Area:
(Request Pending)
Instructors Able to Teach the Course:
There are at least 5 instructors in the department who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 45 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 801, 3 credit hours
Microeconomic Theory for Public Policy
[Short Title: Microeconomic Theory]
The microeconomic tools needed for public policy analysis. Students are introduced to
the economic approach to the study of human behaviour. Special emphasis will be
placed on the study of the circumstances under which markets achieve, or fail to achieve,
an efficient allocation of the economy’s resources.
Rationale
Microeconomic theory considers the behaviour of individuals in response to incentives
and the implications of those responses on a relatively small scale. This will be of
particular interest when designing and analyzing programs and specific policies. An
understanding of microeconomic theory is also essential to performing appropriate
benefit-cost analyses.
Program Implications A required course for all MAEPA students.
Academic Limit
15 to 25 students expected; enrolment limit set at 30.
Proposed Course Content
This course will focus on the behaviour of individuals and firms in a variety of settings,
with particular focus on economic agents’ response to government intervention.
Proposed Texts and References:
Instructors can use many texts and references on the subject, including:
Jehle and Reny, 2001, Advanced Microeconomic Theory, 2nd
Edition, Addison Wesley
Longman.
Mas-Colell, Whinston, and Green, 1995, Microeconomic Theory, Oxford.
Varian, 1992, Microeconomic Analysis, Norton
A variety of journal articles may also be used.
Description of Holdings in the Area: Request pending
Instructors Able to Teach the course
There are at least 3 instructors who can teach this course in the department.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 46 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 802, 3 Credit Hours
Macroeconomic Theory for Public Policy
[Short Title: Macroeconomic Theory]
This course introduces the major policy questions of macroeconomics and presents
macroeconomic models to assist policy development. An emphasis will be placed on
current policy issues including monetary policy, fiscal policy, currency regimes,
productivity and growth, demographic patterns and fiscal sustainability.
Rationale
The implications of government policies are not limited to the individual consumers and
firms at which they are targeted. Policies also have an impact on the wider economy.
Moreover, governments at all levels are increasingly engaged in enacting stabilization
policies and policies designed to promote economic growth.
Program Implications: A required course for all MAEPA students.
Academic limit
15 to 25 students expected; enrolment limit 30.
Proposed Course Content
The course will explore some of the recent thinking on macroeconomic fluctuations and
how government policy may be designed to offset these fluctuations. Attention will also
be given to issues of economic growth and the potential policies to promote economic
growth.
Proposed Texts and References:
Instructors can use a variety of texts and references including:
Romer, 2006, Advanced Macroeconomics, 3rd
Edition, McGraw Hill.
Scarth, 2009, Macroeconomics: An Introduction to Advanced Methods, Titles on
Demand, McMaster University Bookstore.
A variety of journal articles may also be used.
Description of Library Holdings in the Area:
Request pending.
Instructors Able to Teach the Course:
There are at least 3 instructors in the department able to teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 47 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 824, 3 Credit Hours
Econometrics and Data Analysis
[Short Title: Econometrics]
Students will perform applied econometric analysis and use various econometric
methods. During the course of the semester, the student will deal with various estimation
techniques suited to different economic models and types of data.
Rationale
This course is intended to give students the skills needed to engage in appropriate use of
empirical data. The proper use of empirical data is essential in a wide variety of
economic and policy applications.
Program Implications:
Required for MAEPA students.
Academic Limit
15 to 25 students expected; enrolment limit set 30.
Proposed Course Constent
The course will begin with a review of multivariate ordinary least squares estimation and
progress to cases in which the assumptions of OLS are not met and a discussion of
alternative estimate methods. The course will also introduce students to non-parametric
analysis and some non-linear estimation techniques.
Proposed Texts and References
Instructors can use a variety of texts and references on the subject including:
Ramanathan (1998) Introductory Econometrics with Applications, 4th
Edition, Dryden.
Dougherty (2007), Introduction to Econometrics, 3rd
Edition, Oxford
Lardaro (1993), Applied Econometrics, Harper Collins
Greene ( 1993) Econometric Analysis, 2nd
Edition, Prentice Hall.
Johnston and DiNardo (1997), Econometric Methods, 4th
Edition, McGraw Hill.
Description of Library Holdings in the Area:
Request Pending
Instructors Able to Teach the Course
The Department has at least 2 members who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 48 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 830, 3 Credit Hours
Policy Analysis and Evaluation
[Short Title: Policy Analysis]
Through extensive use of examples from various policy fields, the study of the art and
science of applying economic principles and quantitative techniques in the provision of
policy evaluation and advice.
Rationale
Policy Analysis and Evaluation is both an art and science. This course is designed to
expose students to both sides of the process. This course will also provide an opportunity
to make extensive use of experiential learning.
Program Implications This course is required for all MAEPA students.
Academic Limit
15 to 25 students expected; enrolment limit set at 30.
Proposed Course Content
This course will make significant use of experiential learning by having students explore
previously completed policy analyses, and ultimately perform and present their own. The
students and instructor will select the specific policies to be analysed on a case by case
basis.
Proposed Texts and References
This course is not expected to make extensive use of texts, but published government
policies, analyses of those policies, and a wide variety of academic journals.
Description of Library Holdings in the Area:
Request pending
Instructors Able to Teach the Course
The Department has at least 3 members who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 49 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 831, 3 Credit Hours
Applied Macroeconomics
[Short Title: Applied Macro]
This course deals with major policy questions of macroeconomics and their practical
application to monetary policy and fiscal policy. This course will consider general
policy-design issues, transition problems, as well as the problem of the everyday
operation of policy rules.
Rationale
The theory and practice of macroeconomic policy are often subtly different. This course
is intended to explore some of those differences and cover issues not covered in Econ
802. These issues may include demography, dynamic changes in behaviour in response
to macroeconomic policies, and variety of other issues.
Program Implications An elective course for students in the MAEPA and qualified students in other programs.
Academic Limit
5 to 10 students expected; enrolment limit set to 20.
Proposed Course Content
This course will explore some of the methods in which different theoretical policy
recommendations have been put into practice such as the recent federal stimulus package.
It will also consider the reactions of central banks to different economic situations. The
implications of population changes, particular in Canada, will also be explored.
Proposed Texts and References
This course will primarily make use of academic journals and government publications.
Description of Library Holdings in the Area: Request Pending
Instructors Able to Teach the Course
The Department has at least 3 members who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 50 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 832, 3 Credit Hours
Tax Policy and Fiscal Federalism
[Short Title: Fiscal Policy]
An economic approach is applied to topics such as the structure and economic impact of
personal, corporate, sales, and property taxes, natural resource royalties, the division and
coordination of tax bases between levels of government, tax competition, equalization
and other intergovernmental transfers, the Social Union Framework Agreement, and
international (inter-jurisdictional) tax issues.
Rationale
One of the key policy tools available to government is taxation. The consideration of tax
policy requires the combination of both microeconomic and macroeconomic analysis.
All taxation decisions in Canada take place within the context of fiscal federalism.
Understanding the implications of the programs associated with fiscal federalism aids in
better tax policy analysis.
Program Implications
An elective course for students in the MAEPA and qualified students in other programs.
Academic Limit
5 to 10 students expected; enrolment limit set to 20.
Proposed Course Content
The course will begin with an exploration of the impact of different types of taxes from a
traditional theory context. The course will progress to a detailed consideration of the
structure of fiscal federalism in Canada, specifically, the program of equalization
payments, Canada Health Transfer and Canada Social Transfer.
Proposed Texts and References
This course is not expected to use a formal text. Instead students will have assigned
readings from a variety of sources, including various think tanks, government agencies,
and academic journals.
Description of Library Holdings in the Area: Request Pending
Instructors Able to Teach the Course
The Department has at least 1 member who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 51 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 872, 3 Credit Hours
Resource and Environmental Economics
[Short Title: Resource Econ]
Economic Analysis of issues in the management of natural resources and the
environment. Topics include optimal use of resources, valuation of non-market goods,
taxation of resources, and the control of externalities. Contemporary problems and issues
in natural resources and the environment will be explored using the tools developed in the
class. Other topics may include; rent collection, scarcity and the limits to growth
controversy, pollution and other externalities.
Rationale
The use of natural resources, including the environment, is becoming of increasing
concern to policy makers and policy advocates alike. This course will aid students in
developing a deeper understanding of the implications of various policies concerning
natural resources and the environment.
Program Implications An elective course for students in the MAEPA and qualified students in other graduate
programs.
Proposed Course Content
The course will explore the market failures surrounding natural resource use and
extraction. It will also explore the market failures concerning the environment. Students
will then explore some of the wide variety of policies that can be used to address these
market failures.
Proposed Texts and References
Tietenberg (2006), Environmental Economics and Policy, Addison Wesley.
Journal of Environmental Economics
Journal of Public Economics
American Economic Review
Canadian Journal of Economics
And a variety of other journals.
Description of Library Holdings in the Area: Request pending
Instructors Able to Teach This Course
The Department has at least 2 members who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 52 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 880, 3 Credit Hours
Research and Writing in Economics for Public Policy
[Short Title: Writing in Economics]
Students will focus on a public policy issue and make this the focus of a number of
research and writing assignments including public presentations, ministerial briefing
notes, research and grant proposals and a research paper. This will serve as a stepping
stone for their research project.
Rationale
It is not enough for students to be able to communicate their understanding and ideas
with others trained in economics. Graduates of this program must be able to
communicate with non-specialists in a convincing manner. This course will provide
students with some of the training and experience required to communicate effectively in
a variety of written formats, as well as provide experience in making presentations.
Program Implications This is a required course for all students in the MAEPA.
Academic Limit
15 to 25 students are expected; enrolment limit set at 30.
Proposed Course Content
While this course will involve some lecturing on effective communication techniques, the
majority of the course will involve direct student participation and feed back both from
the instructor and other students in the course. The topics on which writing and
presentations will take place will be chosen by the students in consultation with the
instructor.
Proposed Texts and References
Suggested Readings: Allan, G. and C. Skinner. (1991), A Handbook for Research Students in the Social
Sciences.
Bell, J. (1987), Doing Your Research Project: A Guide for First-time Researchers in
Education and Social Science.
Bulmer, M. (1982), The Uses of Social Research.
Casley, D. and D. Lurey. (1988), Data Collection in Developing Countries.
Erickson, B. and T. Nosanchuk. (1992), Understanding Data. (2nd ed.)
Federal Reserve Bank of Richmond, 1991, Macroeconomic Data: A Users Guide.
Finch, J. (1986), Research and Policy.
Fink, A. and J. Kosecoff. (1992), How to Conduct Surveys.
Fowler, F.J. (1993), Survey Research Methods. (2nd ed.)
Frankfort-Nachmias, C. and D. Nachmias. (1992), Research Methods in the Social
Sciences. (4th ed.)
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 53 of 63
Hendry, D.F., 1993, Econometrics: Alchemy or Science? Oxford: Basil Blackwell
Publisher Ltd.
Johnson, D.B., 1993, Finding and Using Economic Information. Mayfield Publishing
Company.
Locke, L.F. W.W. Spirduso, and S. Silverman. (1988), Proposals that Work. Newbury Park
CA: Sage Publications Inc.
Lott, W.F. and S.C. Ray, 1992, Applied Econometrics: Problems with Data Sets. The
Dryden Press.
Lounsbury, J.F. and F.T. Aldrich. (1986), Introduction to Geographic Field Methods and
Techniques. (2nd ed.) Columbus, OH: Charles Merrill Pub. Co.
Marshall, C. and G.B. Rossman. (1989), Designing Qualitative Research.
McNeill, P. (1990), Research Methods. (2nd ed.)
Miles, M.B. and A.M Huberman. (1984), Qualitative Data Analysis: A Sourcebook of New
Methods.
Miller, D.C. (1991), Handbook of Research Design and Social Measurement (5th ed.)
Northey, M. and L Tepperman. (1986), Making Sense in the Social Sciences Oxford: OUP.
Oppenheim, A.N. (1992), Questionnaire Design and Social Measurement (5th ed.)
Pleeter, S., 1992, Economics in the News. Addison-Wesley Publishers.
Reynolds, H. (1977), Analysis of Nominal Data (Sage Series on Quantitative Applications
in Social Sciences)
Smith, G. and C. Cantley. (1988), Assessing Health Care: A Study in Organisational
Evaluation.
Shrunk and White (1999), The Elements of Style, 4th
Edition, Longman.
A variety of writing samples drawn from economic literature and government documents
will also be used.
Description of Library Holdings in the Area: Request Pending
Instructors Able to Teach the Course
The department has at least 2 members who can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 54 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 890 AA-ZZ, 3 Credit Hours
Special Topics in Economics and Policy
[Short Title: Special Topics]
This course will allow students and faculty to work together to develop a course of
readings and/or other work to allow the student to develop specialized knowledge in an
area not currently offered as a standard course.
Rationale
It would impractical to attempt to offer courses on every topic in economics and policy
that students may find of interest. This course listing offers the opportunity for a plan of
study different from other being offered.
Program Implications This is course may fill an elective requirement for students.
Academic Limit
1 to 3 students expected; enrolment limit set to 3.
Proposed Course Content
The content of the course will vary highly based on the topic under consideration.
Students will work with a faculty member to select a topic and appropriate work for the
course. It is expect that most work in the course will take the form of papers, reports, or
other forms of written work.
Proposed Texts and References
Highly variable based on course topic. It is expected that most material will be drawn
from academic journals or government reports.
Description of Library Holdings in the Area: Request pending
Instructors Able to Teach the Course
All members of the department with research appointments (assistant professor, associate
professor, and professor) will be able to teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 55 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 895 AA-ZZ, 3 Credit Hours
Directed Readings
[Short Title: Directed Readings]
This course will allow students and faculty to work together to develop a set of readings
to allow the student to develop specialized knowledge in an area not currently offered as
a standard course.
Rationale
This course is designed to allow a student to work with a faculty member in that faculty
member’s area of research interest.
Program Implications This course may serve as an elective course for students.
Academic Limit
1 student expected; enrolment limit set at 3.
Proposed Course Content
The content of the course will be highly variable based on the topic and faculty member.
It is expected that in most cases the outcome of the course will be a research paper or
other written research material.
Proposed Texts and References
The texts and references will vary significantly by topic. It is expected that academic
journals and/or government publications will be used in most cases.
Description of Library Holdings in the Area: Request Pending
Instructors Able to Teach the Course
All members of the Department are able to teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 56 of 63
NEW GRADUATE COURSE PROPOSAL
Econ 900, 9 Credit Hours
Research Project in Applied Economics
[Short Title: Research Project]
The student will conduct a faculty-supervised research project, typically involving
empirical work or critical analysis of an applied economic problem. The student will be
required to present preliminary work and the final project at department seminars. The
project will be presented and evaluated according to Faculty of Graduate Studies
procedures.
Rationale
In order for students to develop and demonstrate the independent research and analysis
skills the program is intended to foster, students must of have the opportunity to
undertake their own research project of meaningful size. This is the capstone of the
MAEPA.
Program Implications A required course for all MAEPA students
Academic Limit
1 student; no faculty member will be permitted to supervise more than 4 students at one
time.
Proposed Texts and References
The majority of the materials used in this course will be data sets, academic journal
articles, and government publications.
Description of Library Holdings in the Area: Request Pending
Instructors Able to Teach the Course:
All members of the department as identified by the Faculty of Graduate Studies and
Research can teach this course.
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 57 of 63
2. Motion to delete eight graduate classes: WGST 880AA, 880AB, 880AC, 880AD,
880AE, 880AF, 880AG, & 880AH
Rationale:
The Women’s and Gender Studies program recently underwent a name change, which required a change in the CRN extension from WMST to WGST. Graduate Studies suggested that, since all WGST graduate courses are content courses, providing these courses with permanent numbers when changing the CRN would be beneficial. Therefore, WGST is proposing to delete eight of its variable content graduate courses. The eight WGST course deletion forms were sent directly to FGSR and approved at their Faculty Council meeting of 25 January 2010 without first being approved by the Research and Graduate Studies Committee or Arts Faculty Council. A motion to delete these eight courses was added to the agenda of the Research and Graduate Studies Committee meeting held on 4 May 2010 as a housekeeping item, at which time the motion was approved. It is recommended that the motion to delete eight WGST graduate classes by approved by Faculty Council. The Letter of Rationale for the WGST request to delete eight graduate classes is attached (Appendix B).
APPENDIX B
Letter of Rationale
Dear Committee:
Attached you will find five completed new course forms, although only two of these are
actually new courses. In order that the Committee has clarity on this subject, let me
explain the events that brought our request for these courses to the Committee’s attention.
The Women’s and Gender Studies Program, as you are aware, recently changed its name
from Women’s Studies Program to Women’s and Gender Studies Program. This name
change, then, requires that we change the CRN extension of our courses from WMST to
WGST. Both undergraduate and graduate courses have been affected, and in discussion
with Graduate Studies concerning changing the CRN of our graduate courses, it was
commented that all the WGST graduate courses are variable content courses (e.g.,
WMST 880AA) and what would be best, then, is to provide these courses with permanent
numbers when we changed the CRN (e.g., WGST 801). Therefore we are proposing that
WMST 880AA, 880AB, and 880AE, which have run three times in the past as graduate
hybrid course offerings (linked to WMST 420, 421, and 372, respectively), become
permanent graduate course offerings in the Women’s and Gender Studies program. These
courses have been taught by Dr. Darlene Juschka in the past, although certainly other
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 58 of 63
faculty in the Women’s and Gender Studies Program are equally positioned to teach these
courses.
However, two of the courses we are seeking to make permanent are new offerings; one is
WGST 901 and the other WGST 800. WGST 901 is a thesis research course which will
be used for our special case MAs (currently we have two with one more anticipated in the
winter of 2010). In discussion with Dr. Kelln, he suggested that we put a thesis research
course in place as Graduate Studies in the past has had to supply the course and Dr. Kelln
necessarily then had to oversee it. In light of this situation, Dr. Kelln felt it best that
Women’s and Gender Studies put a 901 course in place.
WGST 800, Feminist Theories, is the only NEW course coming forward from the
Women’s and Gender Studies program. This course is currently being taught for the first
time by Dr. Juschka, but in light of the focus and content, we considered this course as
both central and necessary for any WGST graduate degree. Although we have had past
graduate students, Dr. Juschka was able to use RLST 820, Feminist Contributions to the
Study of Religion, to provide these students with the necessary feminist theories for their
degrees. However, we would prefer that WGST have a feminist theory graduate course as
a permanent offering for special case masters students in Women’s and Gender Studies.
Finally, in conversation with Dr. Lesley Biggs from the WGST department at the
University of Saskatchewan, we have discussed their graduate program and ours in light
of working out a way that we can support each other. We very much look forward to
working with our colleagues at the University of Saskatchewan and have provided them
with a list of our graduate courses. At this time they do not have any courses in place, but
they are working toward developing their own courses - courses that will not overlap in
any significant way with our own.
To recap the above, the faculty of the Women’s and Gender Studies Program felt that this
was an opportune time to make our variable courses into permanent course offerings, to
provide our students with WGST thesis research courses, and to develop a feminist
theory course that would serve our special case graduate students. We do not anticipate a
large number of graduate students, but to our minds there is enough interest to warrant
making these graduate courses permanent offerings in the Graduate Studies and Research
Calendar.
Thank you for your time and consideration of this matter.
Sincerely,
Dr. Wendee Kubik
On behalf of:
Dr. Darlene M. Juschka
Dr. Wendee Kubik
Patricia Miller-Schroeder
Brenda Anderson
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 59 of 63
Women’s and Gender Studies Program
3. Motion to delete twenty-three RLST graduate courses: RLST 890AH, 890AK,
890AN, 890AO, 890AP, 890AR, 890AS, 890AU, 890AX, 890AY, 890BA, 890BB,
890BE, 890BN, 890BO, 890BR, 890BV, 890BY, 890BZ, 890CE, 890CM, 890CN,
890CO
Rationale:
The recent unit review of the Department of Religious Studies suggested that the graduate program be reviewed. As a result, the department is going to regularize its 890-level directed reading classes. This requires the deletion of several variable content courses at the 890 level. The request to delete twenty-three RLST graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 4 May 2010. It is recommended that the motion to delete twenty-three RLST graduate classes be approved by Faculty Council. The Letter of Rationale for the RLST request to delete twenty-three graduate classes is attached (Appendix C).
APPENDIX C
Letter of Rationale
April 1, 2010
Please find attached proposals for 3 new Graduate classes in RLST. These classes are the
second stage of our review of our Graduate program as suggested by the recent RLST
unit review. These 3 courses regularize classes that have been taught under the category
of RLST 890 (directed readings) over the past few years.
These new class proposals do not involve any changes to our program requirements.
New classes:
RLST 843 Advanced Studies in Islam
RLST 845 Advanced Studies in Christianity
RLST 847 Advanced Studies in Ancient Religions
These classes are not hybrid classes (i.e., attached to undergraduate classes)
This proposal will require the following changes:
Deletion of RLST 890CO (this course falls under the RLST 845 number)
The degree requirements should be modified as follows (modifications in bold).
Students will be assigned to a specific faculty member who will act as their supervisor.
Candidates may also utilize the expertise of non-religious studies faculty in the
composition of their supervising committees and, with special permission, for the
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 60 of 63
position of supervisor. Students will be required to submit their individual programs to
the Religious Studies Instructors Committee for approval.
*All students will be required to take RLST 810 (Religious Studies Research Seminar)
and two courses from: RLST 800 (Advanced Theory and Method for the Study of
Religion), RLST 801 (Comparative Religious Thought), and RLST 802 (Religion after
Modernity). The remaining classes will be comprised of RLST 820, 840, 843, 845, 847,
Directed Readings in Religious Studies or approved cognate classes, the classes to be
selected under the guidance of the student's supervisor. Students may be required to take
an external course in an area of need.
Under the advisement of the thesis committee, candidates will normally fulfill a foreign
language requirement. Particularly candidates who might be considering Doctoral studies
will be strongly encouraged to develop proficiency in an appropriate foreign language.
This requirement must be successfully completed before the thesis is presented.
If you require any further information, please do not hesitate to call on me.
Leona Anderson
Head, RLST
Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 61 of 63
4. Motion to change the prerequisite of two graduate courses: PHIL 880AA-ZZ &
890AA-ZZ
Rationale:
The Department of Philosophy and Classics would like more control over who can enter the graduate program. The department is requesting approval of a prerequisite change. The request to change the prerequisite of two PHIL graduate classes was approved by the Research and Graduate Studies Committee on the meeting of 4 May 2010. It is recommended that the motion to change the prerequisite of two PHIL graduate classes be approved by Faculty Council. The Letter of Rationale for the PHIL request to change the prerequisite of two graduate classes is attached (Appendix D).
APPENDIX D
Letter of Rationale
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Faculty of Arts / Faculty Council meeting of 19 May 2010 / Page 63 of 63
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