University of Waterloo SENATE Notice of Meeting Date Monday

University of Waterloo SENATE Notice of Meeting Date: Monday, May 15,2006 Time: 4:30 p.m. Place: Needles Hall, Room 3001 Agenda Consent Apenda Motion: That Senate approve or receive for information by consent items 1-4 [below]. 1. Approval of the April 17,2006 Minutes [enclosed] 2. Report of the Chair a. Recognition and Commendation 3. Reports from the Faculties, Renison College and St. Jerome's University 4. Other Business a. Committee/Council Appointments b. COU Report c. Degrees, Diplomas and Certificates Decision Page Action 2, A1 2, A2-A17 Information Information 2, A18 2, A19-A22 2, A23 Decision Information Decision R e ~ u l a Apenda r 5. Business Arising from the Minutes 6. Presentations a. Sixth Decade Plans: Applied Health Sciences and Engineering b. Academic Program Reviews 7. Report of the Chair a. Environmental Scan 8. Report of the Vice-president, Academic & Provost 9. Report to the Vice-president, University Research 10. Reports from Councils a. Graduate & Research b. Undergraduate 11. Other Business Lois Claxton Secretary of the University 2 2, A24-A4 1 Information Information 2 2 2 Information Information Information 2, A42-A65 2, A66-A81 DecisiodInformation DecisiodInformation LC:tad May 3,2006 Senate May 15,2006 The Executive Committee met on May 1,2006 and wishes to report as follows: Consent Agenda page 2 REPORT OF THE CHAIR a. Recognition and Commendation. The Committee agreed to forward this report to Senate for information. REPORTS FROM THE FACULTIES, RENISON COLLEGE AND ST. JEROME'S UNIVERSITY The Committee agreed to forward these reports to Senate for information. 0THER B USINESS a. Committee/Council Appointments. The Committee understood that these new appointments would be recommended to Senate for approval. b. COU Report. The Committee agreed to forward this report to Senate for information. c. Degrees, Diplomas and Certificates. The Committee understood that the roster of graduands would not be available until after the regular meeting of Senate in May, and that approval is required before the June meeting. Accordingly, the Committee agreed to recommend that Senate delegate authority for such approval to the Executive Committee. Regular Agenda PRESENTA TIONS a. Sixth Decade Plans: Applied Health Sciences and Engineering. The Deans of Applied Health Sciences and Engineering will present their respective plans. b. Academic Program Reviews. The Associate Vice-president, Academic will present this report. REPORT OF THE CHAIR The Chair will provide a brief "Environmental Scan," including the May 2 federal budget. REPORT OF THE VICE-PRESIDENT, ACADEMIC & PROVOST The Provost advised he would report on the McMaster Satellite Medical School and growth in graduate student enrolment. REPORT OF THE VICE-PRESIDENT, UNIVERSITY RESEARCH The Vice-president will report as appropriate. REPORTS FROM COUNCILS a. Graduate & Research. This report is forwarded to Senate for approval and information. b. Undergraduate. The Committee agreed to forward this report to Senate for approval and information. University of Waterloo SENA TE May 15,2006 Report of the Chair For Information RECOGNITION AND COMMENDA TION Murray Moo-Young (Distinguished Professor Emeritus of Chemical Engineering) is this year's winner of the prestigious international Khwarizimi award for his achievements in biotechnology. The award consists of $7,000 US, a gold medallion and silver statuette. Sponsored by UNESCO and the Iranian Research Organization for Science and Technology, the award is given for recognized international excellence in any branch of science. It is named after the famous Persian scientist-mathematician, al-Khwarizimi (born ca 800 AD), who invented Algebra and the concept of algorithm. The University of Waterloo is among the top five teams in North America's prestigious William Lowell Putnam Mathematics Competition (administered by the Mathematical Association of America), which draws students from 550 post-secondary institutions. Waterloo students competed against 3,545 students in the United States and Canada. Since 1985, Waterloo has been consistently in the top 10 of the Putnam for all but two years. The Waterloo team members were Olena Bormashenko (AppliedIPure Mathematics), Ralph Furmaniak (Computer Science) and Xiannan Li (AppliedPure Mathematics). Furmaniak was among the top 25 students, while Bormashenko and Elyot Grant (Computer Science) received honorable mentions for being in the top 75. Stephen New (Professor of Pure Mathematics) coached the UW students. This year, the top four teams were Harvard, Princeton, Duke and Massachusetts Institute of Technology. UNIVERSITY O F WATERLOO REPORT O F THE DEAN O F APPLIED HEALTH SCIENCES T O SENATE Monday, May 15,2006 For Information: A. APPOINTMENTS Adjunct- Appointments BLACK, Sandra, Professor, Department of Kinesiology, July 1, 2006 to June 30, 2009. GOWER, Stephanie, Lecturer, Department of Health Studies and Gerontology, September 1, 2006 to December 3 1,2006. PORTER, Michelle, Professor, Department of Health Studies and Gerontology, April 1, 2006 to March 3 1, 2008. SPAGNUOLO, Paul, Lecturer, Department of Health Studies and Gerontology, September 1, 2006 to December 3 1,2006. STEVENSON, Peter, Associate Professor, Department of Kinesiology, July 1, 2006 to June 30, 2009. B. CROSS APPOINTMENTS TSUJI, Leonard, Associate Professor, Department of Environmental & Resource Studies to Health Studies and Gerontology, March 1,2006 to February 28,2009. C. SABBA TICAL HUGHSON, Richard, Professor, Department of Kinesiology, July 1, 2006 to June 30,2007, one year at full salary. Roger C. Mannell, Dean Applied Health Sciences UNIVERSITY O F WATERLOO REPORT OF THE DEAN O F THE FACULTY O F ARTS T O SENATE MAY 15,2006 For information: A. APPOINTMENTS Probationary Term Appointment KITCHEN, Veronica, B.A. (with high distinction), Trinity College, University of Toronto (2001); M.A., Brown University (2003); ABD Brown University, Assistant Professor, Department of Political Science, July 1, 2007 to June 30, 2010. She has held doctoral fellowships from the SSHRC, Deutscher Akademischer Austausch Dienst (DAAD), Department of National Defence, and a Canada-US Fulbright. Professor Kitchen will complete a SSHRC postdoctoral fellowship at the University of British Columbia (2006-07). Her research focusses on crisis management in the international system, in particular how language structures debates about security in the North Atlantic community of states. Professor Kitchen's research on landmines was awarded the prestigious Marvin Gelber Essay Prize for the outstanding article in the International Journal. She will contribute to the department's graduate and undergraduate programmes in international relations by strengthening offerings in gender and IR theory. Probationarv Term - Reappointment PORRECA, David, (BA Waterloo 1996, MA Toronto 1997, PhD London 2001), Assistant Professor, Department of Classical Studies, July 1,2006 to June 30,2009. Adjunct Appointments ANCIMER, Tony, Lecturer, School of Accountancy, May 1,2006 to August 3 1,2006. BANDA, 0. G. Dayaratna, Visiting Research Professor, Department of Economics and Centre for International Governance Innovation, May 1, 2006 to April 30, 2007. CHASMAR, Hugh, Lecturer, School of Accountancy, May 1,2006 to August 3 1,2006. COSGROVE, Ernie, Lecturer, School of Accountancy, May 1,2006 to August 3 1,2006. Adjunct Reappointments ADOMDZA, Gordon, Lecturer, Department of Economics, May 1, 2006 to August 3 1, 2006. BORONKA, Irina, Lecturer, Department of Germanic and Slavic Studies, May 1,2006 to April 30, 2007. CORNING, Gail, Assistant Professor, Department of Drama and Speech Communication, May 1,2006 to August 3 1,2006. DRIMBE, Daciana, Lecturer, Department of Economics, May 1,2006 to August 3 1,2006. HARTLING, Shannon, Assistant Professor, Department of Drama and Speech Communication, May 1,2006 to August 3 1,2006. HILL, Heather, Lecturer, Department of Drama and Speech Communication, May 1,2006 to August 3 1,2006. NOLAN, Kathleen, Lecturer, Department of Political Science, May 1,2006 to August 3 1, 2006. PACI, Tim, Lecturer, Department of Drama and Speech Communication, May 1, 2006 to August 3 1,2006. VOLYNSKA, Rimma, Assistant Professor, Department of Germanic and Slavic Studies, September 1,2006 to August 3 1,2007. WESTLEY, Meg, Assistant Professor, Department of Drama and Speech Communication, May 1,2006 to August 3 1,2006. Change in Appointments HUANG, Alan, Assistant Professor, School of Accountancy, extension of probationary term appointment from June 30,2009 to June 30,2010. ENNIS, Richard, Lecturer (full time), Department of Psychology, September 1, 2006 to August 3 1,2009 to Lecturer (70% fractional load). B. ADMINISTRA TI VE APPOINTMENTS GRAHAM, Kenneth, Associate Chair, Undergraduate Studies, Department of English Language and Literature, July 1,2006 to December 3 1,2007. LAMONT, Victoria, Associate Chair, Graduate Studies, Department of English Language and Literature, July 1, 2006 to June 30,2008. MCWEBB, Christine, Associate Chair, Undergraduate Studies, Department of French, September 1,2006 to May 3 1,2007. ADMINISTRA T I W REAPPOINTMENTS BOYCHUK, Gerard, Associate Chair, Undergraduate Studies, Department of Political Science, May 1, 2006 to April 30, 2007. WILLIAMS, Robert, Associate Chair, Graduate Studies, Department of Political Science, May 1,2006 to December 3 1,2006. FOR APPROVAL BY THE BOARD OF GOVERNORS C. SABBA TICALS KERTON, Robert, Professor, Department of Economics, July 1, 2006 to June 30, 2007, twelve months at full salary. VETZAL, Kenneth R., Associate Professor, School of Accountancy, July 1,2006 to June 30, 2007, twelve months at 93.33% salary. ADMINISTRATIVE LEA V E KERTON, Robert, Professor, Department of Economics, July 1,2007 to October 3 1,2007, four months at full salary. kobeh R. Kerton Dean, Faculty of Arts UNIVERSITY OF WATERLOO REPORT OF THE DEAN OF ENGINEERING TO SENATE May 15,2006 For information: A. APPOINTMENTS New Probationarv Term - June INAL, Kaan, Assistant Professor, Department of Mechanical Engineering, July 1,2006 30, 2009. PhD University of Sherbrooke 2001; MASc University of Sherbrooke 1997; BEng Middle East Technical University, Ankara, Turkey 1995. Kaan's PhD thesis was on the numerical simulation of sheet metal forming processes and localized deformation phenomena for FCC polycrystals. H e has continued working in the fields of numerical modeling of crystal plasticity, sheet and tube forming, and finite strain plasticity. His work at Waterloo will complement existing experimental and phenomenological modeling work in this area related largely to the automotive manufacturing sector. Visiting Appointments AKINNIYI, Funso, Researcher, Department of Systems Design Engineering, April 1, 2006 September 30, 2006. CHEN, Xi, Scholar, Department of Chemical Engineering, April 1, 2006 - March 3 1, 2007. JAKUBCZAK, Hieronim, Professor, Department of Mechanical Engineering, January 1,2006 March 3 1, 2006. LI, Zhijun, Scholar, Department of Electrical and Computer Engineering, April 1, 2006 September 30,2006. PENG, Xiaohong, Scholar, Department of Chemical Engineering, April 6,2006 - April 5,2007. SAHIN, Salim, Research Assistant Professor, Department of Mechanical Engineering, June 15, 2006 -June 14, 2007. SRISIRIWAT, Nawadee, Scholar, Department of Chemical Engineering, April 1,2006 - March 3.2007. WEBER, Nicolas, Scholar, Department of Chemical Engineering, September 1, 2006 - February 28, 2007. XI, Xinguo, Scholar, Department of Chemical Engineering, April 1, 2006 - March 3 1, 2007. ZHU, Yuming, Scholar, Department of Systems Design Engineering, September 1, 2006 August 3 1,2007. Report of the Dean of Engineering to Senate Visitin2 Reappointments May 15,2006 NOBAN, Mohamad, Research Assistant, Department of Mechanical Engineering, May 19, 2006July 3 1,2006. Adjunct Reappointments SCHNURR, Daryl, Associate Professor, Engineering Undergraduate Office, May 1, 2005 - April 30, 2006. TEERTSTRA, Peter, Lecturer, Department of Mechanical Engineering, May 1,2006 - August 3 1,2006. WRONSKI, Zbig, Professor, Department of Mechanical Engineering, January 1, 2009 December 3 1, 2009. Graduate Students appointed as Part-time Lecturers ALLARAKHIA, Minna, Department of Management Sciences, May 1,2005 - August 3 1,2006. VIDYARTHI, Naveet, Department of Management Science, May 1,2006 - August 3 1,2006. FOR APPROVAL BY THE BOARD OF GOVERNORS B. SA BBA TICAL GORBET, Robert, Assistant Professor, Department o f Electrical & Computer Engineering, September 1 , 2 0 0 6 - February 28,2007, six months at 100% salary. STRAUBE, John, Associate Professor, Department o f Civil Engineering, July 1 , 2 0 0 6 December 3 1 , 2 0 0 6 , six months at 85% salary. Adel S. Sedra Dean, Faculty of Engineering UNIVERSITY OF WATERLOO REPORT OF THE DEAN OF ENVIRONMENTAL STUDIES TO SENATE May 15,2006 For Information: A. APPOINTMENTS Adjunct Amointments GRBINICEK, Lisa, Lecturer, Department of Environment and Resource Studies, July 1, 2006 to June 30,2008. SLOCOMBE, D. Scott, Professor, Department of Geography, April I , 2006 to March 3 1,2009. Cross Appointment KAY, Paul, Associate Professor, Department of Environment and Resource Studies, crossappointed to the Department of Geography, April 1, 2006 to March 3 1,2009. Deep Saini Dean UNIVERSITY OF WATERLOO REPORT OF THE DEAN OF MATHEMATICS TO SENATE May 15,2006 For information: A. APPOINTMENTS New Probationarv Term KOHANDEL, Mohammad (BSc, 1993, Teacher Training University; MSc, 1995; PhD, 1999, both from the Institute for Advanced Studies in Basic Sciences, Iran), Assistant Professor, Dept. of Applied Mathematics, July 1,2006 - June 30, 2009. Dr. Kohandel completed a Postdoctoral Fellowship in the Department of Physics, University of Waterloo, and is currently a Research Assistant Professor in the Department of Applied Mathematics. He is a promising young researcher in the area of mathematical medicine, with emphasis on cancer modeling and the biomechanics of soft biological tissues. Dr. Kohandel will increase the department's involvement in research in the health sciences, while providing expertise in the area of mathematical physics. Continzcin~ Lecturer ANDRE, Robert (BSc, 1973; Cert. in Education, 1974; MSc, 1987; PhD, 1992 all from the Univ. of Manitoba), Lecturer, Dept. of Pure Mathematics, September 1,2006. NEW, Stephen (BSc, 1986; BMath, 1988, both from the Univ. of Waterloo; MSc, 1991; PhD. 1998 both from McGill Univ.), Lecturer, Dept. of Pure Mathematics, September 1,2006. Visitina Auuointnzents FIGUEIREDO, Annibal (Instituto de Fisica), Professor, Dept, of Applied Math, April 1,2006 January 3 1,2007. LI, Zongfei (Sun Yat-Sen University), Researcher, Dept. of Statistics and Actuarial Science, March 30, 2006 - March 27,2007. LU, Yinan (Jilin University), Scholar, David R. Cheriton School of Computer Science, April 1 , 2006 - March 3 1,2007. MORRIS, Jane, Research Associate, David R. Cheriton School of Computer Science, March 1, 2006 - December 3 1,2006. THIAMOVA, Gabriela, Research Associate, Dept. of Applied Mathematics, July 15,2006 July 14,2007. Adiunct Auuointnzents BOWING, Michael (Univ. of Alberta), Assistant Professor, David R. Cheriton School of Computer Science, April 1,2006 - March 3 1, 2008. Adiunct Reappointments BUMBULIS, Peter (IAnywhere Solution), Assistant Professor, February 1,2006 - January 3 1, 2007. CELMINS, Uldis, Lecturer, Dept. of Combinatorics and Optimization, May 1,2006 - August 3 1,2006. FORREST, Barbara, Lecturer, Office of the Dean, May 1,2006 - August 3 I , 2006. McKINNON, Jennifer, Lecturer, Dept. of Pure Mathematics, May I , 2006 - August 3 1,2006. MOHAPLOVA, Dana, Lecturer, David R . Cheriton School of Computer Science, May 1,2006 - August 3 1,2006. MURTY, Uppaluri, (Professor Emeritus), Professor, Dept, of Combinatorics and Optimization, July 1,2005 - June 30, 2010. SATTI, Srinivasa Rao, Assistant Professor, David R. Cheriton School of Computer Science, March 1 , 2006 - February 28,2008. TASIC, Boza, Lecturer, Dept. of Pure Mathematics, May 1,2006 - August 3 1 , 2006. Cross Aunointnzents POUPART, Pascal (Assistant Professor, David R. Cheriton School of Computer Science), in the Dept. of Statistics and Actuarial Science, April 1 , 2006 - March 3 1,2009. SHAI, Ben-David (Professor, David R. Cheriton School of Computer Science), in the Dept. of Statistics and Actuarial Science, April 1,2006 - March 31,2009. Cross Reavvointnzents STINON, Doug (Professor, David R . Cheriton School of Computer Science), in the Dept. of Combinatorics and Optimization, July 1,2005 - June 30,2010. Graduate Students apvointed as Part-time Lecturers AIB, Issam, David R. Cheriton School of Computer Science, May 1,2006 - August 3 1,2006. HOPPEN, Carlos, Degt. of Combinatorics and Optimization, May 1,2006 - Augirst 3 1,2006. STEBILA, Douglas, Dept. of Combinatorics and Optimization, May 1,2006 - August 3 1,2006. Graduate Students reauuoirzted as Part-time Lecturers LUSHMAN, Bradley, David R. Cheriton School of Computer Science, May 1, 2006 - August 3 1. 2006. NEAGU, Mihail, David R. Cheriton School of Computer Science, May 1,2006 - August 3 1, 2006. WONG, William, David R. Cheriton School of Computer Science, May 1,2006 - August 3 1, 2006. YEUNG, Peter, David R. Cheriton School of Computer Science, May 1,2006 - August 3 1, 2006. Postdoctoral Fellows appointed as Part-time Lecturers MOFFAT, Iain, Dept. of Combinatorics and Optimization, August 1,2006 - July 30,2007. YANG, Dilian, Dept. of Pure Mathematics, September 1,2006 - August 3 1,2007. B. A DMZNISTRA TZVE APPOINTMENTS LI, Yuying, Associate Director of Graduate Studies, David R. Cheriton School of Computer Science, July 1,2006 - June 30,2008. MANN, Stephen, Director, Infrastructure, David R. Cheriton School of Computer Science, July 1,2006 - June 30,2007. STINSON, Douglas, Director of Graduate Studies, David R. Cheriton School of Computer Science, July 1,2006 - June 30,2008. C. SABBATICAL FOR APPROVAL BY THE BOARD OF GOVERNORS SCHELLENBERG, Paul, Professor, Dept. of Combinatorics and Optimization, July 1,2006 June 30.2007, with 100% salary. TIAN, Weidong, Associate Professor, Dept. of Statistics and Actuarial Science, September 1, 2006 - February 28,2007, with 100% salary. This is an early sabbatical. D. SPECIAL LEAVE SCHELLENBERG, Paul, Professor, Dept. of Combinatorics and Optimization, July 1, 2007 October 3 1,2007, with 100% salary. Thomas F. Coleman Dean UNIVERSITY O F WATERLOO REPORT O F THE DEAN O F SCIENCE TO SENATE May 15,2006 For information: A. APPOINTMENTS Probationarv Term FANG, Xiangdong,, Assistant Professor, Department of Chemistry, July 1,2006 to June 30,2009. [B.S., University of Science and Technology of China (1992); M.S., University of Michigan (Ann Arbor) (1995);; Ph.D., University of Michigan (Ann Arbor) (2000).] JACOBSON, Christian, Assistant Professor, Department of Biology, July 1,2006 to June 30, 2009. [B.Sc., McGill University (1991); M.Sc., University of Waterloo (1993); Ph.D., McGill University (2000).] Definite Term Avvointment - Full-Time BAUGH, Jonathan, Research Assistant Professor, Department of Physics, April 1, 2006 to March 31, 2009. [B.S., University of Tennessee at Chattanooga (1995); Ph.D., University of North Carolina at Chapel Hill (2001).] Upon graduating Dr. Baugh received the Materials Research Society Graduate Student Gold Award. He went to work as a postdoctoral fellow at the Institute for Quantum Computing at the University of Waterloo in 2001. Dr. Baugh's interests are in nuclear magnetic resonance and spin-based implementations for quantum information processing. He is an expert on techniques and applications in solid-state nuclear magnetic resonance, nanoscale physics and many-body spin physics. Along with co-workers at the IQC, he provided the first experimental demonstration of heatbath algorithmic cooling. He also discovered and characterized a confinement effect of dipole-dipole spin couplings in nanofluids. These results appeared in recent papers in Nature and Science. We look forward to Dr. Baugh's continued work with us in his new capacity as Research Assistant Professor. Definite Term - Reavvointment - Full-Time GUI, Lai., Research Assistant Professor, Department of Earth Sciences, November 1, 2006 to August 3 1,2007. Visitinp Avpointments BAO, Bo, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. CHEN, Yuzhu, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. DENG Qingjun, Scientist, Department of Earth Sciences, April I, 2006 to September 30,2006. DING, Mingjiang, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. DUAN, Hong, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. HU, Zhangli, Professor, Department of Biology, August 1, 2006 to January 3 1, 2007. LI, Jinling, Scientist, Department of Earth Sciences, April I, 2006 to September 30, 2006. LIU, Xuexin, Scientist, Department of Earth Sciences, April 1, 2006 to September 30,2006. FACULTY OF SCIENCE -2- May 15,2006 LU, Changdong, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. REN, Gang, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. WANG, Jiebin, Scientist, Department of Earth Sciences, April 1, 2006 to September 30,2006. WANG, Shuli, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. WANG, Xianjun, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. WEI, Zhenguang, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. WU, Di, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. WU, Jinggang, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. XIONG, Wei, Scientist, Department of Earth Sciences, April 1,2006 to September 30,2006. XU, Wenming, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. XU, Yangin, Scientist, Department of Earth Sciences, April 1,2006 to September 30, 2006. YAO, Zaixue, Scientist, Department of Earth Sciences, April I , 2006 to September 30,2006. ZHAO, Congxun, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. ZHAO, Tianle, Scientist, Department of Earth Sciences, April 1, 2006 to September 30, 2006. Adjunct Avvoirztment FRIEDBERG, Jeremy N., Lecturer, Department of Biology, May 1,2006 to August 3 1, 2006. KLING, Hedwig J., Assistant Professor, Department of Biology, April 1, 2006 to March 3 1, 2009. Adjunct Reavvointments GRAPENTINE, Lee C., Assistant Professor, Department of Biology, May 1, 2006 to April 30, 2009. Cross Apvointment CHEN, Pu, Associate Professor, Department of Chemical Engineering, cross appointed to Department of Physics, February 1, 2006 to January 3 1,2009. KEMPF, Achim, Associate Professor, Department of Applied Mathematics, cross appointed to Department of Physics, October 1, 2005 to September 30, 2008. Cross Reavvointment BOBIER, William, Professor, School of Optometry, cross appointed to Department of Physics, May 1, 2005 to April 30, 2008. Le ROY, Robert, Professor, Department of Chemistry, cross appointed to Department of Physics, September 1,2005 to August 3 1,2008. LIPSHITZ, Stanley, Professor, Department of Applied Mathematics, cross appointed to Department of Physics, January 1,2006 to June 30,2006. FACULTY OF SCIENCE -3- May 15,2006 POWER, William P., Associate Professor, Department of Chemistry, cross appointed to Department of Physics, January 1, 2006 to December 3 1, 2009. A UNIVERSITY OF WATERLOO REPORT OF RENISON COLLEGE TO SENATE May 15,2006 For Information: Adjunct Assistant Professors - Spring term 2006 Beverley Bell-Rowbotham, Adjunct Assistant Professor of Interdisciplinary Studies Yan Li, Adjunct Assistant Professor in Chinese and East Asian Studies Akiko Maruoka, Adjunct Assistant Professor of Japanese Dale Payne, Adjunct Assistant Professor of Social Work Lecturers - Part-time - Spring term 2006 Dan Andreae, Lecturer in Social Work Jon Boyd, Lecturer in Social Work De Boer, Catherine, Lecturer in Social Work Gallagher, Bernadette, Lecturer in Social Work Angela Hovey, Lecturer in Social Work Jia Ma, Lecturer in Chinese Doris M'Timkulu, Lecturer in Social Work Bafbara Muskat, Lecturer in Social Work Stefan Rehm, Lecturer in English Steven Shadd, Lecturer in Social Work Barbara Swartzentruber, Lecturer in Social Work John Vardon, Lecturer in English Julia Williams, Lecturer in English Jan Woynarski, Lecturer in Social Work / John Crossley Principal and Vice-Chancellor Ivh POflistsIS06-Senate OFFICE of the PRESIDENT UNIVERSITY OF WATERLOO REPORT OF ST. JEROME'S UNIVERSITY TO SENATE MAY 15, 2006 For Information: A. Appointment of the Acting President of St. Jerome's Universitv Myroslaw Tataryn, Vice-president and Academic Dean of St. Jerome's University, Professor of Religious Studies, effective July 1, 2006 B. Retirement James Wahl, C.R., Associate Professor of History, July 1, 2006 C. Sabbatical Leave Kieran Bonner, Department of Sociology, July I ,2006 to June 30, 2007. 100% salary B. J. Rye, Department of Sexuality, Marriage and Family Studies, July 1, 2006 to July 1, 2007. 90% salary D. Appointments Second Probationary Contracts Stephanie Gregoire, Assistant Professor of Philosophy, effective July 1, 2006 Scott Kline, Assistant Professor of Religious Studies, effective July 1, 2006 Bruno Tremblay, Assistant Professor of Philosophy, effective July 1, 2006 Three-Year Probationarv Contracts: Full time Steven Bednarski, Assistant Professor of History, tenure track, effective July 1, 2006. B.A. 1995, HistoryILinguistics, Glendon College, York University; M.A. 1996, History, University of Toronto; Ph.D. 2002, Medieval History, Universite du Quebec a Montreal, Medieval masculinities seen through Proven~al criminal records. 290 Westmount Road North, Waterloo, Ontario, Canada NzL gGj Tel. (519) 884-8111, exr. 8253 1 Fax (519) 884-5759 1 Toll free 1-888-752-4636 ~~i~~sju.ca Duncan Greenlaw, Assistant Professor of English, tenure track, effective July 1, 2006. B.A. 1991, Modern Literature, Queen's University; M.A. 1997, English, Queen's University; Ph.D., 2002, English, University of Alberta, "Preying on Foresaid RemainsJ': Irish Identity and the Borders of Mourning. C. Definite Term Contracts - Part time Siobhan Chandler, Lecturer in Religious Studies, May 1, 2006 to August 31, 2006 Carmela De Santis, Lecturer in Sexuality, Marriage and Family Studies, May 1, 2006 to June 30,2006 Harry Froklage, Lecturer in English, May 1, 2006 to August 31, 2006 Kathryn Greenaway, Assistant Professor of Psychology, May 1, 2006 to August 31, 2006 Gyllian Raby, Lecturer in English, July 1, 2006 to August 31, 2006 Hendrik van der Breggen, Assistant Professor of Philosophy, May 1, 2006 to June 30, 2006 27) ichael W. Higgins President and Vice Chancellor University of Waterloo SENATE May 15,2006 For Auuroval 1. COMMITTEEKOUNCIL APPOINTMENTS Motion: That Senate approve the following appointments: Finance Committee: Pierre Filion (Planning) as the Environmental Studies faculty representative, term to April 30,2007. Graduate & Research Council: Ashoo Anand (Planning) as the Environmental Studies graduate student representative, term to April 30, 2008. Committee on Student Appeals: Caitlin Cull (Political Science), Morgan Grainger (Software Engineering) and Kate Salmon (Arts, St. Jerome's University), terms to April 30,2008, and Jonah Levine (Political Science), term to April 30, 2007. COU Meeting April 20,2006 Academic Colleague's Report on the Council of Ontario Universities Meeting April 20,2006 Paul J. Schellenberg June 10,2006 - FIPPA On this date, the Province's Freedom of Information and Protection of Privacy Act will apply to Ontario's universities and colleges. Each university will have to appoint a Freedom of Information (FOI) and Privacy Co-ordinator who must process FOI requests within 30 days, deal with appeals and privacy investigations by the Information and Privacy Commission, and provide privacy and access advice as required. Under FIPPA, a record is any piece of information however recorded, whether in printed form, on film, by electronic means, or otherwise, including drafts, postit notes, hard drive files, blackberry files, email, voice mail, agendas, and address books. All such records are subject to FOI access, with a few explicit exceptions relating to in camera meetings. The Act also imposes obligations on us as individuals, and as an institution, to protect the personal information of all those we teach and work with. It was suggested, for example, that this obligation to protect private information prevents us from putting names and photographs of grad students or faculty members on display boards. Rafael Eskenazi, a lawyer with the Access to Information Office in the Ministry of Government Services, presented the Academic Colleagues with information about the responsibilities of faculty members under FIPPA. Although the Act will only apply after June 10,2006, from that day forward, FOI requests can ask for records no matter when they were made. About email, Mr. Eskenazi recommended that we never email personal information because email is not a secure medium. The Act imposes responsibilities on the universities relating to both access to information and our obligation to protect the personal information of students, staff and faculty. In regard to this privacy protection, we are required to retain personal information we have collected for at least one year. Final exams are an illustration of personal information that we must retain for a least one year. Mr. Eskenazi offered the opinion that any assignment or essay we mark as part of our regular teaching activities is also, technically, personal information. A sobering and distressing consequence of this interpretation is that a student could request us to provide a copy of his or her marked assignment for up to one year after it had been returned. If the Information and Privacy Commissioner were to enforce this interpretation, it could have a serious impact on the way we teach. It also appears that leaving marked assignments or essays in a box outside one's office door does not comply with our responsibility to protect personal information. Athletic Awards for Entering Student Athletes The current situation in Ontario universities is that student athletes in second year, or beyond, with an average of at least 70%, may be given an Athletic Financial Award of up COU Meeting April 20,2006 2 to $3500. Ontario University Athletics (OUA) has recommended that Ontario universities be permitted to offer first year student athletes with at least an 80% average an Athletic Financial Award not exceeding $3500. In order for this recommendation to be accepted, two-thirds of the OUA members must vote in favour of it at the OUA Annual General Meeting on May 10,2006. Opinion on this matter is divided. It is not clear whether there are enough votes to approve this recommendation. Maclean's Higher Education Reviews Ontario's universities seem to be a lot more fractious now, than during the days when they were trying to influence the Rae Review and the Ontario Government's PSE funding policy. Some 6-8 of Ontario's universities have decided not to participate in Maclean's survey of university graduates. In addition, some Ontario universities appear to have decided not to cooperate in the magazine's 2006 review of Canadian universities. Some hostile opposition to the Maclean's review of Canadian universities was expressed, but no alternative way to communicate with the Canadian public was identified. Graduate Enrolment Growth In the 2005 budget, the Provincial Government announced that, by 200912010, it would provide $220 million annually in additional funding to support the expansion of graduate enrolment. Relative to 200212003 numbers, graduate enrolments are to grow by 14,000 students by 200912010, with an interim target of 12,000 students by 200712008. On April 6,2006, the Ministry of Training, Colleges and Universities (MTCU) announced its strategy for allocating funds for graduate enrolment in 200612007. Individual letters were sent to all institutions on April 13,2006, outlining their interim allocations. This interim allocation amounts to 70% of the 200712008 target of 12,000 places, distributed on a formula basis. The remaining 30% will be distributed on a proposal basis. These proposals are due April 28,2006. Some universities are concerned that MTCU is funding an additional 4000 Master's students in 200612007, while only funding 900 additional doctoral students. 200512006 Funding MTCU fully funded all graduate growth in 200512006. Undergraduate growth was greater than had been budgeted for because of flaws in the enrolment growth model the Government is relying on. Nevertheless, the Government fully funded undergrad enrolment in 200512006, by providing $1 lmillion in one-time funds, in addition to the $65 million that was in the budget. The implications for future years are worrisome. The trouble with Maclean's Canadian universities have for too long been complicit in supporting a ranking system that reduces everything to a meaningless score Saturday, April 22, 2006 Last month, the heads of four major Canadian universities decided not t o participate in Maclean's magazine survey of our recently graduated students. I n a letter to the magazine, we raised long-standing concerns about the Maclean's practice of ranking universities in a special edition each fall. But we also signalled our willingness t o discuss other ways of helping Canadians evaluate their universities in a meaningful manner. The response from Maclean's thus far has been frustrating. There has been some bluster: The magazine knows more about statistics and survey design than a few old professors, and Maclean's is going ahead regardless. There have been implicit threats: I f we won't help Maclean's gather data from our graduates, then Maclean's will find another way t o get similar information, even if i t drives down our institutional rankings in the process. And there has been some righteous rhetoric: We are all hiding something, and shirking our duty of disclosure t o prospective students. And so on. CREDIT: Peter Redman, National Post The University of Toronto decided not to participate in Maclean's annual ranking of universities because it sees no reason to support research with little scientific merit. The realitv is a bit different. I n fact. more than a dozen institutions coast to coast have declined t o participate'in the Maclean's graduate survey. And other institutions are now re-thinking the ranking exercise itself. These academic leaders respect Maclean's magazine's spring review of campuses and the readable compilation of a wide variety of performance indicators by the magazine. Many of us would happily collaborate with Maclean's if the spring format could be strengthened in some way, perhaps by grading different dimensions of a university's performance. But what is rapidly losing credibility is the Maclean's fall ritual of lumping a wide range of very different measures into a single set of rankings and proclaiming each year's "winners" and "losers." Here's the problem: Rankings and "league tables" are a good measure of success in things like sports and sales, where winning generally comes down t o a single number. But no single measure can accurately reflect even a mid-sized university, where hundreds of professors and lecturers teach hundreds of courses across disciplines as varied as engineering and religion. Such concerns go well beyond Maclean's. They raise an important question for an era that is, rightly, concerned with measurement, accountability and transparency. But when does a metric become so oversimplified for the sake of newsworthiness that i t is no longer worth using? My institution has found Maclean's useful for one thing only: marketing. None of us really believe that the ranking has much intellectual rigour. As academics we devote our careers to ensuring that people make important decisions on the basis of good data, analyzed with discipline. But Canadian universities have been complicit, en masse, in supporting a ranking system that has little scientific merit because i t reduces everything to a meaningless, average score. Think of i t this way. I f one of your hands is plunged in boiling water, while the other is frozen in a block of ice, then the average temperature of your two hands is just fine. That's exactly what happens when a range of data about a university are averaged into a single ranking. I encountered the danger of such over-simplified data most dramatically well before becoming a university president. As a health-care researcher, Ihelped develop systems for measuring performance in hospitals. Imagine a hospital that, on a scale of one to 10, scores "one" for heart surgery but "10" for delivering babies. The combined rating of "five" is misleading for heart patients and expectant women alike! Now ask what a single average number means for a university with 17 distinct schools and faculties, three separate campuses, scores upon scores of academic departments, centres and colleges, and hundreds of academic programs. Yes, a single number is seductive. I t is easy to put out a press release based on a single number, or to splash a few numbers on the cover of a magazine and t o market the results as a key decision-making tool. But these league tables are hardly a transparent source of information for young people and their families making important decisions about postsecondary education. The tables mask problems in their top ranks and hide real strengths in their bottom ranks. I n 2005, for example, Maclean's ranked the University of Toronto tied for No. 1 among Canadian universities with medical schools and PhD programs. We've owned or shared that position for 12 years in a row. On the surface, it's a fabulous record -- supported by the fact that we are, by a fair margin, the biggest and arguably best research enterprise in Canada. But simply saying that we're "No. 1" masks the fact that we urgently need to enhance the undergraduate student experience in some of our largest programs. We identified that problem some years ago, have recently measured it precisely with rigorous new survey measures, publicized the results, pinpointed best practices t o improve the undergraduate experience, and are taking serious steps to address those issues. Dalhousie, on the other hand, has been 12th in the same league table for the last two years. That relatively low ranking is inconsistent with Dal's strong reputation among North American scientists as a site for post-doctoral study. And a Grade 12 student interested in environmental sciences would have no idea, from that ranking, that a Dalhousie biologist is one of Fortune magazine's "top 10 people in the world to watch" because of his leadership in ocean studies. Rankings can't capture those nuances. They make matters murkier, not clearer, because they vary significantly depending on what numbers one adds t o the tossed salad of indicators and how one combines them to create a single result. That's why U of T has worked for years to refine its own performance indicators, which we publish on our website in a report titled Measuring Up. It compares us to our peers and to our past record, but does not resort to a simple number ranking. Instead, it offers students 23 pages of data and analysis for consideration. Just as the different and diverse dimensions of Canadian health-care institutions are separately and rigorously evaluated by experts, so also do we need public report cards on universities that are truly informative. We would be happy t o work with Maclean's in developing one. Iam encouraged by evidence that prospective students actually pay relatively little attention to magazine and newspaper rankings. They talk to friends and relatives, visit our campuses and talk t o current students, take the pulse of specific programs that interest them, and weigh a whole series of data points using their own unique decision-making algorithm. They know, intuitively, that picking a university is a chance to experiment with the very disciplines of complex judgment that a fine university strives to teach. David Naylor is president of the University of Toronto. O The Ottawa Citizen 2006 University of Waterloo SENATE May 15,2006 For Approval 1. DEGREES, DIPLOMAS AND CERTIFICA TES Since the roster of graduands will not be available until after the regular meeting of Senate in May, and approval is required before the June meeting, Senate is asked to delegate approval of the roster to its Executive Committee. Motion: That the Senate Executive Committee, on behalf of Senate, approve the lists of candidates for degrees, diplomas and certificates as recommended by the Faculty Councils, the Dean of Graduate Studies and the Academic Board for Independent Studies, and that the Senate Executive Committee, on behalf of Senate, authorize the Chair, the Registrar and the Dean of Graduate Studies to add to or change the lists of candidates for degrees, diplomas and certificates as approved at the meeting of the Senate Executive Committee on June 5,2006. Report of the Associate Vice-president, Academic Academic Program Review Report May 15,2006 This report was reviewed by Senate Undergraduate Council at its meeting on April 11, 2006. 1. PROGRESS WITH ACADEMIC PROGRAM REVIEWS To date, UW has completed 43 undergraduate program reviews. What follows are the results of reviews related to the Faculty of Arts Non-Major program, Peace and Conflict Studies, Religious Studies, and Spirituality and Personal Development. Kinesiology has completed its review process and submitted its strategic plan. French Studies is in the process of developing its strategic plan. Site visits for Physics and for Health Studies and Gerontology have been recently completed, and Planning is finalizing its self study. The Faculty of Engineering's supplemental report related to its last CEAB report is still outstanding. 2. PROGRAM REPORTS 2.1. FACULTY OFARTS NON-MAJOR PROGRAM 2.1.1 Review Process The completed review is the first formal review of this program. The self study for this review was submitted in September 2004; the site visit occurred March 17-18, 2005; the review team report was received May 25,2005; and the Faculty's strategic plan was submitted December 1,2005. 2.1.2 Characteristics of the Program Historical Overview and Offerings UW students may pursue an Arts non-major three-year general BA or an Arts non-major four- year general BA. The three-year non-major degree was introduced in lWOI7 1 and the four-year non-major degree in 1WO/9 1. Each is offered only in the regular stream format since they are general programs. As is the case for Arts students pursuing majors, non-majors must satisfy the Faculty of Arts breadth requirements involving the humanities, social sciences and languages. For many students, the non-major programs provide them with the type of liberal arts education they are seeking. Some non-majors also take an option (concentration of courses in a given area), often in interdisciplinary subjects. The most popular are Legal Studies and Criminology; Peace and Conflict Studies; Career Development Practitioner; Human Resources Management; Sexuality, Marriage and Family Studies; Women's Studies; and Speech Communication. Program Objectives The Arts non-major programs have been designed for students who wish or require flexibility in what they study and when they study. A significant proportion of the non-majors are mature students, and many of them are pursuing their university education on a part-time basis while they engage in other work. Others are retired and are taking up post-secondary studies for personal satisfaction. Many non-majors take at least part of their degree through distance education. From 1997 to 2004, 91% of non-majors students who took all of their terms via DE were part-time students. The noticeable decline in recent years in the number of Arts departments offering their major programs through distance education has forced some part-time DE learners who had hoped to declare a major to pursue the non-major instead. The non-major route also fulfills a very different purpose for another body of students, those whose academic performance has fallen below the requirements needed to continue in their chosen major. Students whose major averages are too low, but who meet the minimum criteria for the non-major (60% overall, 65% Arts average), are transferred to the non-major program. Some students are subsequently able to improve their grades to the required level and to re-register in their original major. Between 1997 and 2003, 41 students followed this path. During the same time period, another 341 students moved from a major into the non-major program and chose either to stay as a non-major or to move into a different major. 52 % of those in this group who completed degrees during this time period did so as non-majors. Stepping from a major into a non-major provides students with an opportunity to re-examine their priorities and to try out new, more suitable academic directions. Psychology and Economics had the highest percentage of majors departing for the non-major programs, at 25% and 20% respectively. A third function of the non-major programs is to provide an entry point for students who are transferring into Arts, either from another Faculty, from a community college or from another university. UW students from other faculties seeking to pursue a concurrent BA frequently choose a non-major program. Academic advising is provided through advisors housed in the Arts Undergraduate Office, in Mature Student Services, at St. Jerome's and at Renison. There are no dedicated special services or organizations for non-majors. Students The numbers of students who formally apply to the non-major program and the number who graduate as non-majors are considerably smaller than the number of students who are registered in the non-major program at a particular time. This situation is accounted for by the fact that many students spend only one or two terms in the nonmajor before re-entering a major program. Enrolment numbers for the 1997-2004 period indicate that there were 1000-1200 students registered as non-majors in each of the Fall and Winter terms. In each of the Spring terms, enrolments dropped to about half of those numbers. While enrolments were at consistent levels throughout the review period, they were much smaller than the numbers recorded between 1992 and 1995; in 1992, for example, there were 1123 enrolments in Spring, 2575 in Fall, and 2720 in Winter. Academic advisors in the program believe that shifting demographics account for a good deal of the drop in numbers as more women have entered the work force and now most non-major students are already employed. In addition, they point to the reduction in distance education offerings over the past decade as a possible contributing factor to the decline. No matter the avenue by which they came into the non-major program, most students who completed the program performed well. Graduating averages for the threeyear non majors between 1997 and 2003 ranged from 73.9% to 75.8%, and for the fouryear non-majors, from 70.5% to 76.9%. The percentage of non-major graduands who achieved Dean's Honours List status (minimum overall average of 83%) varied from 5 % to 16 % each year. There are no dedicated scholarships or bursaries for non-majors, but they are eligible for general Faculty of Arts and University-wide awards, and awards made available through the UW federated and affiliated institutions. Non-majors accounted for 10% to 13% of all Arts graduates between 1997 and 2003. The overwhelming majority chose to graduate with the three-year non-major Arts degree. Given that so many non-majors are studying on a part-time basis, they take longer to graduate: average years to completion ranged from 6.6 to 7.6 years for the three-year program and from 4.3 to 6.6 years for the four-year program. Faculty Depending on which courses they choose, non-majors may have access to most faculty members in Arts and to many teaching staff in other Faculties. During the review period there were approximately 200 full-time faculty members in Arts spread across 16 departments. In addition, students can study with some 50 full-time faculty located in the four UW federated and affiliated institutions. Over 90% of all full-time faculty members in Arts have PhDs. The Arts Faculty is home to 10 Fellows of the Royal Society of Canada, 3 Canada Research Chairs, two University Research Chairs and one University Professor. In 2004, there were 41 Arts faculty members holding SSHRC awards, 11 holding NSERC grants, and 5 holding CIHR grants. An additional 10 were also recipients of other major external grants. Between 1997 and 2003, the average score on student teaching evaluations for "overall evaluation of the course" for the Faculty of Arts ranged from 3.94 to 4.04 on a 5point scale. 2.1.3. Main Strengths In their report the reviewers commented positively on the capacity of the program to meet the needs of students with very diverse educational needs and interests: "If programs were tailored to all the identifiable groups who are served by this degree, several programs would be needed." Members of the working population who require a university degree but not necessarily a high degree of specialization, the general interest student (often older) with eclectic academic interests, students entering from high school with career goals that do not require an undergraduate major, and students who need time to sort out their ultimate direction are all well served by the flexibility this program offers. In large measure, students are able to fashion their own studies according to their own skills and needs. On the basis of their interviews with students and a study of graduating student profiles, the review team concluded that most non-major grads are securing an innovative and broad-based liberal arts education. The Arts non-major program also fits well with the emphasis that UW has placed on distance education since a large proportion of non-majors take all or many of their courses through DE. In response to a question posed in the self-study about whether breadth requirements should be increased, the review team felt that doing so would be a mistake. Students frequently enter the program with a clear sense of their career goals, and increasing breadth requirements would "make these degrees less suitable to the specific needs of many non-major students." Insisting on more breadth might be particularly problematic for part-time DE students by making it more difficult for them to complete their program. 2.1.4 Concerns and Opportunities for Improvement While the reviewers found no evidence that non-majors considered the diverse goals of the program and the eclectic nature of the student body a problem, students did indicate that they would prefer a more positive name for the program. The reviewers suggested that the name of the program might be changed to General Arts to mirror the names of the general degrees offered by the Faculties of Science and Mathematics. Changing the name would enhance the perception of the program as a positive choice, rather than as a default option. Currently, there are no faculty members and no courses specifically dedicated to the program. The reviewers recommended that the Faculty create a coordinator position to take responsibility to develop and promote the program, by offering a small amount of course release to an appropriate faculty member. One of the important roles that the coordinator could play would be to "raise awareness of the importance of DE courses for the ANM (Arts non-major) programs, as well as negotiate with Departments for specific DE courses of interest to ANM students." The reviewers also recommended that the coordinator have access to a small budget to support DE courses. According to the consultants, the program should be promoted as a positive program, and an active recruitment campaign be undertaken to attract students into the program. They suggested that specific program streams be created, particularly for the pre-professional student. Since many of the current Arts non-majors are headed for teaching careers at the elementary school level, the establishment of a "teaching track" that might include co-op opportunities or internships should be investigated. While cooperative education is a distinctive feature of UW and the Faculty of Arts offers a coop stream in disciplinary programs, students in the four-year non-major program are currently unable to participate in co-op. The reviewers recommended that co-op opportunities be created for those students in the four-year program who maintain honours level averages. Since access to academic advising is crucial for students who are in such a highly decentralized and flexible program, the review team recommended that more resources be allocated to advising. While the current advisors are doing an excellent job, their workload is too high to be sustainable, and they must spend much of their time on degree audits. A number of key advisors are also approaching retirement. One suggestion was to improve the automated degree audit so that advisors might spend more time helping students. Advisors can also play a crucial role in creating a sense of identity among nonmajors. Another way in which a positive sense of identity can be created is to provide scholarships or bursaries especially targeted for students in the program. 2.1.5. Strategic Plan In its response to the review team's report, the Faculty noted that it has already taken certain steps to increase the visibility of the non-majors program. The program is identified on the Arts website as a potential area of study and is listed in the Arts "academic plans" section of the undergraduate calendar. It is also listed in the charts of the Arts Stage 3 recruitment brochure. The Faculty agrees with the reviewers' recommendation that the name of the program should be changed, although terms such as "Three-Year General Arts" and "Four- Year General Arts" might prove confusing since such terms apply to nearly all Arts major programs. Therefore the Faculty will explore the possibility of some other name such as "Liberal Arts" or "Liberal Studies". At present time the program is under the auspices of the Arts Undergraduate Office, and advising is carried out by staff members whose portfolios also include other responsibilities. The Faculty does not feel it can justify the expense of appointing a faculty coordinator for the non-major program. It is also challenging to find an appropriate individual who could assume this role, given the high degree to which faculty members are already involved in administrative duties. Should the Faculty decide to develop an Honours version of the non-major program, it would reconsider the appointment of a faculty coordinator. In response to the recommendation that scholarships and bursaries be created specifically for the non-majors program, the Faculty notes that Arts upper-year scholarships are open to all Arts students and non-majors frequently number among the recipients. Given the current constraints on the Faculty's scholarship budget, the creation of dedicated scholarships for this program cannot be a priority. There is no pressing need for specific bursaries since a significant portion of UW's bursary monies are not used each year. Should the Faculty proceed with the development of an Honours Arts nonmajor, there would be new opportunities to fundraise for dedicated scholarships. Allowing four-year Arts non-majors to participate in co-op would necessitate a change in the UW practice that limits co-op to students in honours programs. In addition, Cooperative Education and Career Services has made it clear that there are significant constraints upon existing co-op opportunities. It is also not evident that the Arts nonmajor program is conducive to the co-op structure, since so many students enrolled in it are part-time, taking courses through DE, and are already working. Potentially the best way to offer a co-op experience would be through the creation of an honours non-major. Since all honours students can access the Honours Arts and Business (Co-op) program, students in Arts and Business who chose a "Liberal Studies" major would not constitute net new students. In the meantime, the Faculty is open to exploring the provision of other forms of experiential learning (e.g. internships, service learning) for non-major students. The Faculty has identified a number of obstacles to creating a specific "teaching stream" within the non-major program, and believes that the current advisors do an excellent job in offering advice to students who wish to pursue a career in education. At the same time, it agrees that it can do a better job of informing students about the importance and availability of advising resources. The reviewers' recommendation that fuller use be made of the automated degree audit has already been implemented, and the Faculty anticipates that more of the advisors' time can be put into actual advising. The current advisors believe that they have the capacity to deal effectively with the numbers of non-majors, but the Faculty will continue to monitor the situation. It is also exploring the possibility of creating automated reports on all non-major students at certain key points in their program and following up with emails about the importance of seeing an advisor. 2.2. PEACE AND CONFLICT STUDIES 2.2.1. Review Process The review process followed the Senate guidelines for review of interdisciplinary program options. The last Senate review of the program was conducted in 1994. The self study report was received in August 2005. The review team, consisting of three UW faculty, conducted its evaluation between October 24 and November 2, 2005. It submitted its report on December 13, 2005. Initial comments to the review team's report were received on February 10,2006 and the program's seven-year strategy document was submitted on March 7,2006. 2.2.2. Characteristics of the Program Historical Overview In the early 1970s, Conrad Grebe1 University College began to offer courses related to peace studies and in 1974, the College signalled its interest to establish a program in peace and conflict studies. In January 1977, the program was officially approved by Senate. This was the first peace studies program to be established at a Canadian university. At the present time, there are only four other Canadian universities that offer three or four year peace studies programs. Affiliated with the PACS program is the Institute of Peace and Conflict Studies (IPACS). Established in 1984, IPACS has four objectives: to conduct and foster research into human conflict and the sources and conditions for peace; to conduct and foster education about peace with community groups, churches, schools, universities, colleges, the mass media, and other groups; to prepare and disseminate information on issues of peace and conflict in support of public education and public policy making; and to provide support for peace-making efforts at all levels. The primary research entity affiliated with IPACS is Project Ploughshares, an agency devoted to working with churches, governments, and NGOs in Canada and internationally to build peace and prevent war. Project Ploughshares periodically provides guest lecturers to PACS and invites PACS core faculty to participate in events sponsored by them. It also provides some internships for PACS students. Another national charitable institution affiliated with IPACS is Conflict Resolution Network Canada (CRNC), dedicated since 1985 to educating the public about the field of conflict resolution, and the building of safe and healthy families and communities. PACS students are able to access Network resources and several have done volunteer work in the agency's offices. Occasionally Network staff members serve as guest lectures in the PACS program. Program Objectives The program objectives are strongly influenced by the mission statement of both the College and the University. Conrad Grebe1 is a Christian education institution informed by the values of the Mennonite tradition and dedicated to serving students, the university community, the church and society. Accordingly, the mission of Peace and Conflict Studies is "to educate students to pursue peace and justice in the context of diverse investigations into the origins and nature of conflict and violence. The program strives to educate, invigorate and mobilize students to make use of conceptual andlor practical models to imagine and build a culture of peace between individuals, in our communities, among nations and around the world." PACS strives to be a highly credible academic program, to connect theory to practice and to encourage students to put what they have learned into action, and to present collaborative and non-violent approaches to conflict. From its inception, PAS has been an interdisciplinary program. At the time of the review there were 16 core courses drawn from eight different disciplinary perspectives: international relations, history, English literature, theology, law, international human rights, education and medicine. Underlying all of the core offerings is a unified philosophical approach'that non-violent and collaborative responses to conflict are possible. Students must complete both PACS core courses and PACS content courses. The content courses are sponsored by nine UW departments. In 2005, two new capstone courses were added at the 4thyear level to enable students to integrate their interdisciplinary studies through small group discussion and research with a PACS instructor. PACS is also currently working with a number of civil society organizations in Waterloo region to establish a service learning program for PACS students Academic Plans Offered At the time of the review, the PACS program offered four interdisciplinary concentrations: a general degree option, an honours option, an honours minor, and a diploma. Beginning in September 2005, the program began to offer four BA plans: a three-year general, a four-year general, a joint honours, and an honours plan. Students The number of students enrolled in PACS courses has grown from just under 500 in 1998199 to 700 in 2004105, and for the past several years, every core course has been full during the student enrolment period. Depending upon the year under review, between 25 and 30 students graduated from the PACS program and from 70% to 85% of them were full-time students. Students entering the PACS program between 1993 and 2009 had high school grade averages ranging from 8 1% to close to 86%, and between 60% and 85% of PACS graduates had averages above 80% when they began their studies at UW. PACS attracts a sizeable mature student population; on average, 17% of students graduating with a PACS designation were mature students when they began their studies, and approximately 20% of all students registering in PACS core courses were mature students. The percentage of students enrolled in the core courses who were in cooperative education ranged from 15% to 23%. PACS graduates go on to an array of careers. Some of the most common are law, education, international and NGO work, the ministry, human resources, mediation, social work and counselling, law enforcement, government, and planning. Faculty There are five full-time faculty members appointed by Conrad Grebel who teach PACS core courses on a regular basis, but only two teach PACS courses exclusively. In addition, there are five sessional instructors who regularly teach in the program. Before the next PACS review in seven years, two of the five full-time faculty members are scheduled to retire. A normal teaching load for full-time faculty members is considered to be five courses. Since Peace and Conflict Studies is still a relatively new academic field, permanent core PACS faculty members participate in their own professional societies and publish in academic journals related to their respective disciplines. They are also active in professional and community outreach related to peace and conflict resolution issues. 2.2.3. Main Strengths The members of the review team commented very favourably on the consistency of the program with the institutional objectives of both the University and Conrad Grebel University College. They were impressed by the overall quality of the PACS program, referring to it as "the jewel in the crown of Conrad Grebel and a significant asset to the University of Waterloo as a whole.. .The faculty and staff were enthusiastic about PACS; students were loyal and clearly engaged in the PACS educational process; and departmental representatives - the most distant members of the program - were avid supporters of PACS." The reviewers found that the curriculum was consistent with the University's commitment to interdisciplinary education, while the PACS Faculty Committee provided strong disciplinary representation. They also reported that the program had an excellent director and faculty members with relevant expertise. Students with whom the reviewers met expressed their appreciation for the personalized and holistic nature of the education they were receiving, and the flexibility of the sets of plans. 2.2.4. Concerns and Opportunities for Improvement While the program possesses a well-articulated concept map that relates specific core courses to content areas, the plans are more multidisciplinary than interdisciplinary, and lack a cohesive framework. It is left up to the individual student to integrate the various disciplinary approaches and methodologies. The review team concluded that there was room for clearer, tighter linkages between core PACS courses and the content courses. It also recommended that the 127 PACS content courses be reviewed and a shorter list of more focused courses with explicit links to the core courses be approved. The reviewers also identified certain domains or "prongs" such as justice and development, interpersonal relations, and international relations, and they urged the program to consider using these domains as a way to provide a more deliberate structure across all of PACS plans. The review team suggested that PACS consider instituting a prerequisite of a 200 level PACS course for the 300 level PACS courses, while additional PACS capstone courses might help knit together the diverse educational experiences of PACS students who are spread across several plans. The review team noted the desirability of expanding the field studies offering, or providing a local internship or some other form of service learning, and recommended that accomplishing this goal should be a key program priority. The reviewers also felt that the mandate of the PACS Faculty Committee needed to be clarified. Furthermore, as the BA plans become more established, PACS might want to consider seeking departmental status. While enrolments in PACS core courses are high, many students do not learn about the PACS academic plans until it is too late for them to take advantage of them. The reviewers stressed the need to raise the profile of the PACS plans both on and off campus. They also suggested that PACS use exit surveys, alumni questionnaires, and other appropriate means to track the careers and achievements of PACS graduates. In the reviewers' opinion, the resources currently available to the department are effectively used, but they are too few, particularly in light of growing student enrolments. In large measure, it is the commitment and "unreasonable workload" of the director that is enabling the program to function. There should be at least a modest increase in staff support (fiom a part-time to a hll-time administrative assistant) to help deal with the increased administrative duties that will result fiom the implementation of the new PACS BA programs. 2.2.5. Strategic Statement In its strategic statement, PACS notes the strong demand for peace studies at home and abroad, and indicates its desire to see its program become "one of the premier peace studies programs in the world." Over the next seven years, the program proposes the following goals: Goal 1. Implement the recommendations of the PACS review team: Undergraduate Academic Program review the suitability of all content courses to ensure that they possess adequate PACS depth prepare advising materials to help students choose an "emphasis" within PACS; e.g., international development, community conflict resolution in partnership with the College's certificate program in conflict management, develop one or two optional skills-oriented academic courses for students explore developing distance education versions of two additional core courses Applied PACS Studies explore the development of a service learning component that will emphasize "learning to serve, serving to learn" explore making the Field Studies course a core course Enhance Student Experience in PA CS discuss ways to increase the visibility of PACS on the UW campus attempt to identify activities for PACS degree students to facilitate interaction and develop a greater sense of PACS identity support the development of a PACS student association that will meet regularly to discuss issues of interest and advocate on behalf of students explore the development of a mechanism to keep students better informed about PACS related matters Administration increase the level of administrative support available to PACS as funding permits clarify and enhance the function of the PACS Faculty Committee implement a strategy to help instructors of PACS content courses to understand their contribution to PACS explore the advantagesldisadvantages of departmental status Expand PACS Partnerships explore the feasibility of adding English as a sponsoring department expand partnerships with other programs within Conrad Grebel; e.g. Music, Religious Studies Goal 2. Develop a Master of Arts in Peace Studies study the feasibility of offering an MA in PACS in collaboration with other partners at Conrad Grebel and at UW if the results of the feasibility study is affirmative, implement an MA Goal 3. Strengthen the International Character of the PACS program work with UW International Office to develop a list of appropriate international study options for PACS students explore the development of a collaborative summer institute to provide intensive courses on a PACS theme explore the development of a PACS-related Centre of Excellence on an international theme such as religion and peace prepare proposals for research projects to support specific core PACS research areas develop partnerships with other agencies and universities that may involve joint research, collaborative scholarship or faculty exchanges in partnership with UW develop a strategy to recruit more international students into the program explore the feasibility of raising scholarship funds for international students registering in PACS explore ways to make PACS' expertise more available internationally Goal. 4. Increase funding available to support PACS goals and objectives Conrad Grebel is committed to raising a $2 million endowment to support PACS on a long term basis. PACS will assist in that effort. PACS will help prepare proposals to raise funds for field studies and service learning opportunities. 2.3. RELIGIOUS STUDIES 2.3.1. Review Process This is the second review of the Religious Studies program, the first one being a Senate-appointed review that concluded in April 1981. The departmental self study for the recent review was received in June 2004; the site visit was conducted during March 17-18,2005; and the review team report was received on April 20,2005. The strategic plan was submitted on January 19,2006. 2.3.2. Characteristics of the Program Historical Overview Religious Studies courses have been offered at the University of Waterloo since the mid- 1960s and the department was created in 1976. The department was the result of a unique collaboration among five agencies: the Faculty of Arts, Conrad Grebel, Renison, St. Jerome's and St. Paul's. For the most part, each founding agency has continued to contribute at least two faculty members to the department. Beginning in 2001, the department entered into a joint PhD program with the Department of Religion and Culture at Wilfrid Laurier University. This program, dedicated to the interdisciplinary study of religious diversity in North America, was given approval by OCGS in 2003, and the first class of students entered in Fall 2004. With a combined faculty complement of over 20 professors, this is one of the largest graduate Religious Studies programs in Canada. Departmental Objectives The department is dedicated to the non-confessional study of religion in its historical, cultural and social contexts. Such study involves the ideas, practices and history of the world's religions using a variety of methodologies including literary, linguistic, philosophic, social scientific, and historical. Students are encouraged to develop an awareness of the distinctive features of several religious traditions, the methods for their systematic study, the dimensions of religious life, and the influence of religious beliefs and practices on other dimensions of human life. As part of its New Testament studies offerings, students may receive introductory and intermediate instruction in Hellenistic Greek and Hebrew. The Religious Studies program at UW is distinctive not only in its multi-agency structure but also for the extent to which it links religious subject matter to contemporary issues and concerns. Academic Plans Offered The department offers the following plans: three-year general, four-year general, honours Religious Studies, honours Religious Studies (Arts and Business), joint honours, and minor. Departmental courses are divided into five areas: world religions (13 courses), history of the Christian tradition (7 courses), Biblical studies (18 courses), theology, philosophy and ethics (22 courses) and religion, society and culture (42 courses). Students During the seven-year period under review, undergraduate enrolments in Religious Studies courses grew from 1686 in 1997178 to 3155 in 2003104. On average, approximately 25% of the enrolments came through Distance Education. The level of service teaching performed by the department was high, with non-RS majors accounting for approximately 89% of total course enrolments. At the same time, the number of Religious Studies majors has steadily increased over the past seven years, with an annual average of between 60 and 70. A study of the high-school leaving averages of students declaring RS as their major during Fall terms between 1996 and 2002 revealed that the mean average for these students ranged from 78.1% to 84.5%. On average 24% of the graduating students were on the Dean's Honours List. Between 1997 and 2004, the retention rate of students in the program was about 70%. The time taken to complete degrees varied considerably, depending on the number of students in a given cohort who are studying part-time and through distance education. In most years, there has been an active voluntary Religious Studies student society, and the department encourages student activities by offering a small office and some modest funding to support them. The department has not had the resources needed to systematically track its graduates, but anecdotally it knows that RS graduates have developed a wide variety of careers including journalism, clinical therapy, medicine, teaching, and the ministry. Many students have also pursued graduate studies in Religious Studies and related disciplines. In the last five years, 33 graduates have gone on to further study, including eight who have enrolled in PhD programs at UW, Harvard, Princeton, University of Toronto, McMaster, University of British Columbia, and York University. Faculty During the period under review, the faculty complement dropped as a result of the retirements of two RS faculty members appointed through the Faculty of Arts, one in 1994 and the other in 2002. In 2003, one of those positions was restored. There are currently 14 core RS faculty members with the following distribution: Faculty of Arts -3 (1 appointed in Sociology; 1 appointed in Jewish Studies); Conrad Grebe1 - 2; Renison 2; St. Jerome's - 4; St. Paul's - 3. There is also an associated faculty member at St. Paul's. Should faculty members continue to choose to retire at the age of 65, there will be six retirements over the next decade. While the department would welcome the presence of visiting faculty, there have been no visiting scholars for well over a decade due to a lack of appropriate space and supporting resources. In the past there has been some variation in faculty members' course loads, depending on the agency to which they belonged. The standard teaching load for most is now five term courses, but several members continue to exceed their regular workloads through the supervision of directed reading courses and honours theses, and of distance education offerings. While the different agencies use somewhat different teaching evaluation forms to assess teaching, data generated from them indicate the strong teaching abilities of RS faculty members. Data from 2001 to 2003 indicate that their average scores exceeded those recorded for all faculty members in the Faculty of Arts during the same period. One member was awarded a UW Distinguished Teacher Award in 2002. The interests and expertise of RS faculty members are extremely rich, and despite higher than average course loads and administrative duties, nearly all have maintained active research and publication agendas. During the period covered by the review, they had collectively published 45 books, 28 edited books, 96 chapters in books, and 145 refereed journal articles. Many are recognized nationally and internationally as leading experts in their fields, and have garnered special awards for their contributions to scholarship and the broader community. 2.3.3. Main Strengths The review team found the Religious Studies programs to align well with the University's mission statement, by linking learning to the real world since its largest area of focus is religion, society and culture. In addition, the department has a significant involvement in distance education. Issues that are explored in the program are "issues that matter, not only to scholars and students, but also to the public." The reviewers were impressed by the research output of the faculty members, especially that of the senior members of the department. Through their service on boards of professional and disciplinary associations, as editors for national and international journals and presses, and as reviewers of research grant proposals, their support of scholarship was deemed to be exemplary. As the consultants noted, "This kind of investment not only speaks volumes for the commitment of the faculty to the program and the discipline of Religious Studies, but also creates a considerable presence for the University in the scholarly world of the discipline." In the area of teaching, the review committee noted the "remarkable degree of their time, energy and expertise" that faculty members devote to undergraduate teaching, and the high level of satisfaction of senior students with the close supervision they receive. Upper level students have full opportunity "to become actively involved in the classroom experience." 2.3.4. Concerns and Opportunities for Improvement While the organization of the program into five areas supports the program's goals and is appropriate to the study of religion in a university context, almost half of the 102 courses offered belong to the Chstianity/Biblical studies/theology area and another 42 relate to the religion, society and culture area. The review committee noted that the number of courses offered in world religions were relatively few and recommended that the number be increased. The department might also want to consider defining Christianity as a separate area and include it under the study of world religions. The reviewers also reported that students with whom they met had expressed a desire for more methodologically oriented courses within the program. The number of courses offered as part of the program, while impressive, is also cause for concern. It is not clear what the defining focus of the program is that should be providing a rationale for adding or dropping courses, and guiding the future development of the program. It may be that with the new PhD program and its emphasis on thematic courses related to religion, culture and society will bring the same sort of focus to the undergraduate program. A second related issue is how to maintain the diverse number of courses, given the limited number of faculty. In 2002103, an unreasonably high number of courses (72) were timetabled for the 13 faculty members available; as noted in the self study, a considerable amount of teaching is done on an overload basis. Another concern raised by the reviewers was the fact that several faculty members carry significant administrative duties for other units. They urged the federated and affiliated institutions to address this situation in order to provide the RS faculty members with more balanced teaching, research and service loads. The addition of the new PhD program makes this issue even more pressing, for "in the long run, too much overload teaching is damaging for morale and for research." Currently the Faculty of Arts provides support for only one full-time appointment in Religious Studies, whereas in the past, it provided three such appointments. In the consultants' view, a more robust support from the Faculty could help correct the heavy concentration of courses in the ChristianityIBiblical studiesltheology area. For example, there is currently no one with a specialization in Islam or in Chinese religions. In comparison to other Religious Studies programs, requirements for the UW program are minimal. There is a need to consider adding explicit area requirements in world religions, and to require 400 level courses for all honours graduates. While there are too many courses at the lower levels, there are too few at the 4thyear level. RS library holdings are substantial, but they are much more ample in the area of Christianity and much thinner in the areas of the other world religions. The reviewers also expressed their opinion that one part-time staff person for such a complex program is not sufficient, and that there is no identifiable centre or home for the department as a whole. "The present lack of an office for the Chair in proximity to the administrative assistant and student space creates," in their view, "an inefficient and unprofessional working environment." They noted that the issue of providing a home base for RS had been raised by the Senate review in 1981. 2.3.5. Strategic Plan The Department's principal goal over the next seven years is to build on the high quality of its program as described by the external review team. To that end, it is committed to pursuing the following course of action: 1. Changes to the program A thorough review of the curriculum has been under way since Fall 2005 when a special curriculum review committee was struck. It is expected that this review may take two years to complete. (1) Efforts will be made to continue the shift toward the development of more thematically based courses, ones that address issues from the perspective of a number of different religious traditions. (2) The methodological focus of the program will be strengthened by introducing a new and required 4thyear theory and methods seminar for RS majors. (3) The five areas into which courses are currently organized will be reducedlrefashioned to better reflect developments in the field of study. (4) The number of 3'" and 4thyear seminar courses will be increased. (5) The total number of courses will be rationalized and reduced. (6) A new minimum requirement will be established for RS majors to take at least two courses in different world religions before graduation. (7) Specializations may be created for RS majors, corresponding to the new areas into which the courses will be organized. 2. Faculty Development and Growth The department will continue to press the Faculty of Arts to restore its contribution to the RS program to its original faculty complement of three. It will request that one new faculty member be hired within one to three years. Hiring someone with a specialization in Islam or Chinese religions would help address the current imbalance in the program and would strengthen both the undergraduate and graduate programs. Hiring in these areas would also be of value to a number of other UW academic programs. 3. Support Staff The working hours of the department's part-time secretary need to be increased, particularly given the increase in enrolments and the introduction of the new joint PhD program. The Chair has initiated talks with the five agencies that fund the department to address this situation. 4. Physical Resources The department will continue to discuss with the Dean of Arts and others the need for more space in order to allow it to operate more effectively. More space is also needed to provide both undergraduate and graduate students opportunities to develop a sense of identification with the department. 2.4. SPIRITUALITY AND PERSONAL DEVELOPMENT 2.4.1. Review Process The review process followed the Senate guidelines for the review of interdisciplinary programs. The review was conducted at the same time as that of the Religious Studies program, with which the Spirituality and Personal Development (SPD) option has close links, and so the review team was comprised of two external members and one internal representative. The SPD self study report was submitted in June 2004, and the review team conducted its site visit March 17-18,2005. The review team's report was received on April 20,2005. The strategic plan formulated by the director of the program and the Principal of St. Paul's United College was received on March 2,2006. 2.4.2. Characteristics of the Program Historical Overview and Offerings The Spirituality and Personal Development program grew out of RS 270 "The Psychology of Religion", a course offered in the 1960s at St. Paul's College. In 1975, the College began to offer another course, "Personality and Religion". The strong level of student interest in the religious aspects of psychological development and personal growth, as evidenced by the high enrolments in the courses, led the College's long-range planning committee to propose a program of study in these areas. In 1979, the University approved a new program entitled Studies in Personality and Religion (SIPAR) that drew on a number of disciplines including religious studies, psychology, sociology and philosophy. The program provided for two options: a general option consisting of six term courses and an honours minor of ten term courses. In 2001, the name of the program was changed to Spirituality and Personal Development. Core SPD courses are augmented by courses offered by the departments of Religious Studies, Psychology, Sociology, and Philosophy, and by other programs such as Gerontology, Peace and Conflict Studies, Sexuality, Marriage and Family Studies, and Social Development Studies. Since its inception, distance education has been a large part of the program's activity, with almost 60% of course enrolments coming through DE. Program Objectives The program seeks to introduce students to the psychology of religion and to the roles that spirituality and religion have played in human development in general and in their own human development. Drawing upon several disciplines, SPD attempts to provide an interdisciplinary approach to offer a broad foundation for studies in the areas of counselling, psychotherapy and social services. There is no other program of a similar nature in Canada. Students The number of students taking the SPD option or minor during the period under review was small but constant, with an average of five students graduating each year with the SIPAR/SPD designation on their diplomas. All of those graduating with the SIPAR/SPD credential have been registered through the Faculty of Arts. During the review period, there were nearly 1000 registrations in core SPD courses, and many came through distance education. Many individuals who have taken the SIPAR/SPD option or minor have been mature students studying on a part-time basis. They include individuals who have developed careers in nursing, medicine, psychotherapy, teaching, social work, law, and the ministry. Since students are not required to register in the option, it is difficult to involve them directly in the program, particularly those who are taking the SPD courses via DE. There is one annual award for the best essay submitted as part of an SPD course. Faculty There are two St. Paul's faculty members who are dedicated to the SPD program: a full-time faculty member who acts as the director of the program and teaches core courses on campus and through DE; the other, an adjunct professor emeritus who teaches core DE courses. Faculty members from other departments deliver other content courses which are approved by the SPD advisory committee as having a high degree of relevance to the SPD program objectives. This advisory board consists of one representative from each of the participating departments of Psychology, Sociology, Religious Studies and Philosophy. Both of the core SPD faculty members are certified psychotherapists who have published and lectured in national and international settings, and who have been very active in community-based programs and organizations. 2.4.3. Main Strengths The review team commented favourably on the academic and psychotherapeutic expertise and experience of the two core faculty members, and on their shared vision concerning the nature and focus of the curriculum. Despite its small numbers, the program has a global reach thanks to the availability of the core courses through distance education, and the reviewers complimented the faculty for their considerable expenditure of time and effort to design and offer DE courses. The reviewers were also impressed by the level of accomplishment, maturity and enthusiasm of the students with whom they met. Students valued the uniqueness of the courses and the way in which the program "approaches religion in a way that can be relevant to multiple traditions by relating spiritual issues more directly to human experience and life dilemmas." Students also commented on the usefulness of the program in preparing them for their chosen vocations in areas such as social psychology, pastoral counselling and prison chaplaincy. Overall, the reviewers found that the SPD program "is consistent in its objectives, has an appropriate structure and curriculum, makes excellent use of modest resources, and makes a distinct pedagogical contribution to the University of Waterloo." 2.4.4. Concerns and Opportunities for Improvement A problem highlighted by both the self study and the reviewers' report is the lack of visibility for the program. Most students had discovered the program through "word of mouth." The review team recommends that UW make interdisciplinary programs such as SPD more visible through immediately accessible web links. While noting the extent to which interdisciplinary programs must rely on other units' resources, the review team called for more diversification in the curriculum. In particular, it suggested that it would be desirable to make available more courses with a social psychological, gender, non-western or cross-cultural focus. The review team also recommended that students be required to take a capstone course to integrate the diverse approaches and content provided by the program. The reviewers called upon St. Paul's, possibly with assistance from the Faculty of Arts, to continue its commitment to the program by maintaining a full time position in the area of religion, psychology and spirituality. 2.4.5. Strategic Plan The program's strategic plan has been developed through the collaborative efforts of the Director, the advisory committee and the Principal of St. Paul's. The SPD program is committed to maintaining its distance education offerings despite the retirement of the current adjunct professor at the end of December 2005. In light of the program's limited resources, some courses will be offered in alternate years. In response to the reviewers' call for greater diversification of the existing curriculum, the SPD advisory committee will re-examine the possibility of adding existing UW courses, especially those in the areas of women's studies and world religions. The program will also attempt to include more content courses with a social psychological, cross-cultural, or non-western focus. The SPD director will strive to offer SPD 302, "Selected Topics in Psychology and Religion", on campus every other year as an additional effort to integrate methods for those who have selected the SPD major or option. However, this course will not be mandatory since that would make it very difficult for part-time DE students to complete the option. In keeping with the reviewer's observations about SPD's lack of visibility, the program urges that further efforts be made by the managers of the UW web site to provide an immediately accessible web link to the University's interdisciplinary programs. The SPD program should also be reviewed prior to the retirement of the current director to determine whether the program should be continued and how best to staff it. 3. UW FACULTY MEMBERS WHO SERVED AS INTERNAL REVIEWERS Winston Cherry, Statistics and Actuarial Science Paul Fieguth, Systems Design Engineering Jim Frank, Applied Health Sciences Andrew McMurray, English B.J. Rye, Sexuality, Marriage and Family Studies 4. GENERAL COMMENTS AND OBSERVATIONS The extent to which UW has been a pioneer in establishing innovative academic programs in response to student interest and societal need is clearly a consistent theme in these four reviews. All four of the reviewed programs are unique in Canada in some significant dimension, and the reviewers have found them to be of very high academic quality. It is to be hoped that UW continues to be a leader in developing distinctive, socially relevant undergraduate programs. Recurring issues and areas for improvement identified in the reviews include curricular breadth and degree of cohesion, size of the faculty complement delivering the program, availability of distance education offerings, marketing of programs, and levels of administrative support for programs. As the strategic plans submitted by the programs indicate, these are issues that they are undertaking to address in their strategic plans. Gail Cuthbert Brandt Associate Vice-president, Academic University of Waterloo SENATE GRADUATE & RESEARCH COUNCIL REPORT TO SENATE May 15,2006 Council met on March 30,2006 and agreed to fonvard the following items to Senate for approval and information, as indicated flirther details may be obtainedfrom the Secretary, a t . 59241 FOR APPROVAL ESTABLISRMENT OF CENTRE UW Centre for Mental Health Research (CMHR) (Christine Purdon, Director Designate) Council agreed to recommend that Senate approve the establishment of this Centre for five years (May 2006 April 201 1). See attachment #1. UM[VERSITY DEGREE REQUIREMENTS Electronic Thesis Submission Motion: That the University thesis copy, in fulfilment of degree requirements, be submitted electronically, effective Spring 2007 convocation. The motion is made with the understanding that requests for exceptions will be reviewed by the Graduate Studies Office in consultation with the appropriate Associate Dean. Supervisor andlor department copies of theses are regulated by each Faculty. Backmound: In 1996, an Electronic Thesis Project team was formed and included representatives from the Library, the Graduate Studies Office (GSO), Information Systems & Technology, and faculty and graduate students. Following the successful implementation of a pilot project, a recommendation to accept electronic theses was approved by Senate in 1999. The University copy is sent to ProQuest Information and Learning as part of an agreement with the Library and Archives Canada (LAC) to catalogue and maintain a bibliographic record on the Theses Canada Portal. The records are listed in Canadiana, Canada's national online catalogue and preserved in the LAC'S collection of theses. ProQuest also reproduces theses on preservation quality michrofiche available to LAC and UW. Electronic thesis format review, student submission, GSO electronic transmission to ProQuest, and the UW Library database have been thoroughly tested and have been highly successful. More than 500 theses have been submitted. There are many benefits to UW and its students, including access, capacity to include multimedia, and cost savings on print, copying, binding and shipping. It is timely for the University of Waterloo to advance to the next level which would see all theses available electronically. Support services are in place and working well and a communication plan has been developed. FOR INFORMATION On behalf of Senate, Council approved several changes to academic plans, new courses, course changes and course inactivations for the Faculties of Engineering (Architecture), Environmental Studies (Geography, Planning), Mathematics (Computer Science) and Science (Optometry). Ranjana Bird Dean of Graduate Studies Alan George Interim Vice-president, University Research Proposal, UW Centre for Mental Health Research March 23,2006 1 Proposal for University of Waterloo Centre for Mental Health Research Submitted by The Department of Psychology University of Waterloo Chair, Department of Psychology: Dr. Mike Dixon Director of Proposed Centre: Dr. Christine Purdon Proposal, U W Centre for Mental Health Research March 23,2006 2 Proposal for the University of Waterloo Centre for Mental Health Research 1. Name of Centreflnstitute The UW Centre for Mental Health Research (CMHR) 2. Description and JustiJication The purpose of establishing the UW Centre for Mental Health Research is to promote programs of mental health research on campus by Clinical Psychology division faculty and students, and to develop productive research collaborations between the Department of Psychology and other UW departments and schools, and national and international research centres. The Clinical Division faculty study the psychological factors that play a role in the development and persistence of mental health problems, as well as the efficacy of psychological treatment of major mental illnesses. Psychological treatments based on this research are more effective than medication in the amelioration of many mood and anxiety problems, are associated with significantly lower relapse, and are the treatments of choice for most sufferers. This research has considerable relevance to other areas of research on campus, such as that conducted in the School of Pharmacy and the Department of Health Studies and Gerontology. The creation of the Centre would allow collaborations within and outside UW that are not currently possible. The resources currently available to the Clinical Psychology faculty and students are not adequate to recruit, assess and treat the samples of individuals with mental illness for research. Currently, we do not have the number of faculty and graduate students we need to train, supervise and conduct the diagnostic interviews required for clinical research, nor to offer treatment to the numbers of people we would need to recruit for research purposes. As a result, we are obliged to run many of our programs of research off campus, under the auspices of other researchers at centres in London, Hamilton and Toronto. This compromises our ability to attract research funding, limits the range and scope of research we are able to do, and limits the extent to which we can involve students or collaborators outside these centres in our work. The UW Psychology Clinic is an in-house resource that could readily be developed as a research centre. The Clinic is an excellent clinical training facility through which the Clinical Division graduate students, under our supervision, assess and treat children, adolescents and adults with mental health problems. It features a suite of rooms that are appropriately equipped for conducting the diagnostic assessments and treatment necessary to our programs of research. With an expansion of our Clinical Division faculty complement, our adjunct complement and our staff support, we have the potential to expand the range and scope of the clinical services we offer, which will allow us to turn the Clinic into a thriving centre Proposal, UW Centre for Mental Health Research March 23,2006 3 of on-site mental health research and treatment, which in turn will foster collaborations with internal and external groups. This can be accomplished by: > > > > > increasing our faculty complement from six to nine increasing our adjunct faculty complement from supervising 20 cases to supervising 40 cases expanding the responsibilities of the Clinical Division support staff person hiring a second Clinic Teaching Assistant hiring a Co-op Research Intern This region is an ideal place in which to locate a centre for mental health research. The cities of Waterloo, Kitchener and Cambridge have a collective population of about 500 000 people, which is an ample number from which to sample, and at this time, there are no existing mental health research centres in the area (the nearest being London, Hamilton and Toronto). Furthermore, the area is notoriously underserved for treatment of mental health problems. Thus, there is a sufficient, readily available population who could benefit from an expansion of our services. Through the Centre, we would conduct the diagnostic assessments necessary for identification of clinical samples, recruit participants for our clinical research, develop a comprehensive data base of self-report measures (e.g., personality measures, symptom severity measures) for studying predictors of symptom severity, illness onset, treatment response and treatment relapse, develop innovative treatments of mental illness, conduct treatment outcome studies on those innovations and conduct research on the development and persistence of mental illness. The Creation of the UW Centre for Mental Health Research would allow us to: conduct influential research, based at UW, on the development and persistence of mental illness enhance the potential for collaborations within the department (e.g., Behavioural Neurosciences), the university (e.g., Health Studies and Gerontology and the School of Pharmacy), national centres (e.g., Centre for Addiction and Mental Health) and international institutions (e.g., Mayo Clinic, Institute of Psychiatry, London) expand our programs of research attract exceptional graduate students make us more competitive for major grants enhance the research training we are able to offer students enhance our service to the community enhance UW's profile in the community i) ii) iii) iv) v) vi) vii) viii) Proposal, UW Centre for Mental Health Research March 23,2006 4 3. Constitution Obiectives The objectives of the Centre for Mental Health Research are: to facilitate innovative research in the development and persistence of mental illness in children, adolescents and adults to facilitate research collaborations with other UW schools (e.g., School of Pharmacy) and departments (e.g., Health Studies and Gerontology) and centres external to the university to facilitate the development of innovative treatments of mental health problems to provide excellence in research and clinical training to Clinical Psychology graduate students to provide a range of psychological services to the community Or~anizational Structure Principal Roles Director Dr. Christine Purdon full-time tenured Clinical Division faculty member and licensed psychologist responsible to Clinical Division and the Chair of the Dept. of Psychology five year renewable term Responsibilities: Research develop collaborations with other UW Schools and Departments, and with other national and international centres of mental health research develop and oversee use of research database facilitate and oversee research with clinical samples Clinical develop and maintain clinical procedures and policies oversee all assessment and treatment activities recruit adjunct clinical supervisors Administrative oversee development of research and ethics guidelines and policies Proposal, UW Centre for Mental Health Research March 23,2006 5 delineate the responsibilities of the Centre Administrator oversee development and maintenance of Centre website facilitate and oversee fund-raising campaigns Centre Administrator: TBA (position to be filled in May, 2007) full-time staff, USG 7; must have full understanding of issues of confidentiality, compassion in dealing with individuals with mental health problems and excellent capacity to work effectively with faculty, students, staff and clients serves both the Clinical Division and the CMHR responsible to the Centre Director, Director of Clinical Training, Clinical Division and the Dept. of Psychology Administrative Officer Responsibilities Centrefor Mental Health Research (75% of time) manage initial intake of referrals o input initial information on Centre database o coordinate phone screens coordinate and schedule of treatment groups manage clinic database o input information on case assignment, termination manage clinic files o set up client files o calculate and stamp shred dates on each file o coordinate file shredding o maintain file archive and current files assist in fundraising efforts manage monetary deposits ensure students follow Centre procedures o alert students to outstanding reports o alert students when they are not following procedures print final copies of reports manage the test library oversee file audit stock clinic materials o monitor materials and photocopy materials that are getting low o order materials that cannot be photocopied (e.g., copyrighted forms for psychological tests) o ensure clocks are in working condition and that calendars are up to date Proposal, UW Centre for Mental Health Research March 23,2006 6 Clinical Division - General (25% of time) coordinate Divisional graduate course timetable, in close consultation with faculty and students coordinate and monitor statistical data, including accurate records of students' Practicurns, Predoctoral Internships, and breadth requirements for annual renewal of accreditation by the Canadian Psychological Association assist with documentation required for Canadian Psychological Association Accreditation review panel site visit coordinate and monitor student files, including Divisional annual student reports and faculty comments allocate office space for Clinical graduate students provide general administrative support to the Clinical Division Head in the day-to-day operation of the program assist Clinical program students who require direction related to Psychology 499 (Honours thesis) research involving specialized testing assist the communication with North American professional agencies and private practitioners who are employers for Practicums and Internships Clinical Adjunct Faculty: TBA (we currently have 10 adjunct faculty, many of whom will continue to serve when the Centre is established) 15-20 adjunct faculty required to supervise students' clinical work Clinic Teachin~ Assistants: TBA positions to be filled in July, 2007 two senior Clinical Psychology students with outstanding clinical and interpersonal skills three terns annually responsible to Director and Dept. of Psychology Administrative Officer Responsibilities conduct telephone screening interviews with prospective clients to determine suitability of CMHR services for client's needs assist in the coordination of treatment groups assist in the maintenance of the Clinic database assist Centre Administrator in file maintenance, file audits and supply management supervise assessments (diagnostic, cognitive and personality) conducted by junior trainees co-lead treatment groups Proposal, UW Centre for Mental Health Research March 23,2006 7 assist in the development and maintenance of the Centre website monitor phone messages and do initial intakes when Centre Administrator is absent assist in research administration as appropriate CO-OPResearch Intern: TBA position to be filled in 2007 one full-time Co-op Research Intern psychology major with interest in Clinical Psychology responsible to Clinical Division faculty and Centre Director Responsibilities enter patient research data into Centre database assist in recruitment of research participants assist in research administration (scheduling treatment groups for treatment efficacy research studies, running participants through experimental protocols) assist in the preparation of research papers for presentation and publication Clinical Graduate Students full-time students in the PhD programme in Clinical Psychology These students are not employees of the Centre, but are the key to the Centre's functioning. Students in our programme are trained in assessment in their first and second years, and begin conducting therapy in their third year. This training is all tied to specific courses, so the students are both learning and providing service at the same time. All of their service is done under very close supervision of Clinical Division faculty and adjunct faculty. The students in their third year and higher will be responsible for conducting the bulk of diagnostic assessments and treatment provision. Committees General Operating Guidelines CMHR committees will make their decisions by majority vote; if the vote is close, further discussion will ensue in order to obtain maximal consensus, and a vote will then be taken on the modified plan. A designated member of each committee will survey the clinical graduate students prior to each major committee meeting and will present any concerns. Committee members will serve for three-year renewable terms, each renewal to be discussed at the annual Clinical Division Evaluation meeting. The exception is the Director, who will always sit on both committees. This length of term reflects the need for continuity and stability while allowing for new ideas and perspectives. Proposal, UW Centre for Mental Health Research March 23,2006 8 Research Committee Purpose 1) To develop guidelines and procedures for initial recruitment, assessment and study-specific recruitment of research participants through the Centre, ensuring that the procedures are consistent with the Tri-Council Statement on conducting research with human participants and the UW Office of Research Ethics (ORE) ethics guidelines. 2) To develop guidelines and procedures for access to recruitment of the Centre participants and the clinic database. 3) To develop guidelines and procedures for management of clinical issues that arise during research. 4) To address any complaints filed by the community andlor by the College of Psychologists. Rationale 1) Researchers will be running independent programs of research through the CMHR, but it is expected that they will require participants who have already undergone diagnostic assessment at the Centre. Thus, the initial recruitment and assessment procedures can follow a standard operating procedure, as is the case with the Research Experiences Group. The guidelines and procedures will be developed in close consultation with the ORE. Once participants have been diagnosed, researchers will want to recruit them for individual research projects. Researchers will be submitting their own ethics applications for specific studies with diagnosed samples, but the general guidelines and procedures for recruitment of the Centre participants can be standardized, such as is the case with recruitment for participants from the Centre for Contact Lens Research. Diagnostic assessment of each potential participant will consume at least four hours of student and faculty time (2-4 hour diagnostic interview plus psychological report on the assessment). Thus, before a participant is even eligible for recruitment for a specific research study, the clinical division will have devoted considerable time to diagnosis. Access to the clinical samples must therefore be controlled in order to ensure that the samples are not overdrawn and that clinical students and faculty are able to conduct their research in a timely fashion. Furthermore, ethical guidelines require that access to clinical information be strictly controlled. Guidelines and procedures around access to diagnosed samples are also required. Finally, access to the Proposal, UW Centre for Mental Health Research March 23,2006 9 clinic database (that is, not the participants themselves, but data that have been collected on them) will also need to be regulated in order to track what kinds of data are being used for what purposes. 3) Many challenging situations can arise when working with a clinical sample. Guidelines and procedures will need to be developed around issues of: crisis management, participants in obvious need of services who decline services, participants who in the context of research reveal information that is required, by law, to be reported to the relevant authorities, etc. Guidelines and procedures for handling complaints will also need to be developed. Process The Research Committee will meet monthly to develop a working set of policies and procedures that will be cleared by the ORE. The committee will then meet once per academic term to review current procedures and modify them as necessary, with appropriate consultation with and clearance by the ORE. The committee can be called to meet outside the scheduled meetings at the request of the Chair of the committee, in response to concerns about ethics, procedure or access observed by the Director or raised to herhim or to another committee member. All parties involved in the recruitment and assessment of participants will be invited to contact the committee at any time with any concerns (e.g., on all consent forms, in the students' Centre procedures manual, on the Centre's website). Composition CMHR Director (Dr. Christine Purdon); Committee Chair Three full-time members of the Clinical Division faculty (Dr. Erik Woody, Dr. Scott McCabe and Dr. Jonathan Oakman) Two-year renewable terms 0 Education and Traininp Committee Purpose To develop guidelines and procedures for clinical work (e.g., number and nature of cases seen, frequency of supervision) that will ensure that students' training needs are met and that their responsibilities in the clinic are reasonable and do not compromise pursuit of their coursework and research. Rationale In the existing UW Psychology Clinic students see three individual cases and conduct diagnostic assessment on those cases only. In the proposed CMHR, Proposal, UW Centre for Mental Health Research March 23,2006 10 students would be required to conduct two to three assessments per month and to run treatment groups as well as carrying individual cases. The Education and Training committee will develop guidelines and procedures to accommodate these changes while maintaining standards of training excellence and balancing this clinical work with other degree requirements. We will need to move to a new model of treatment and supervision, which will require considerable discussion and consultation. There are likely to be some changes to the existing curriculum as well that will have to be made with careful consideration of accreditation issues and ensuring that all training needs are met. Composition CMHR Director (Dr. Christine Purdon); Committee Chair Director of Clinical Training (Dr. Erik Woody) One full-time member of the Clinical Division faculty (Dr. Jennifer LaGuardia) 4. Management The CMHR will report to the Chair of the Department of Psychology. Subject to review and approval by the Chair, the Research Committee will be responsible for all matters pertaining to the provision of clinical services through the Centre, and the allocation of all funds accrued by the Centre through service fees, grants, and donations. 5. Members Primarv members are full-time Clinical Division faculty who are licensed psychologists and who are directly involved in the initial recruitment, diagnostic assessment and/or treatment of research participants, either by conducting assessment and/or treatment or supervising assessment andlor treatment. Student members are graduate students in the UW PhD Clinical Psychology programme. Adiunct members are adjunct clinical faculty who supervise therapy and assessments. Primary Members Director: Dr. Christine Purdon Clinical Psychology Division faculty: Dr. Erik Woody, Dr. Jonathan Oakman, Dr. Scott McCabe, Dr. Jennifer LaGuardia, Dr. David Moscovitch. We have three open positions in the division, and the people who fill them will also be primary members. Student Members Clinical Psychology Graduate students: TBA (obviously, this list changes every year) Proposal, UW Centre for Mental Health Research March 23,2006 11 Adjunct Members Adjunct professors hired to supervise therapy and assessment; TBA Rationale The clinical samples being assessed and recruited are vulnerable, and the information collected on them is highly sensitive. Many ethical standards and guidelines, as well as federal and provincial laws, apply to the management of clinical populations and the information they provide. Furthermore, all research participants are potential therapy clients in the Centre. In order to ensure that they receive the highest standards of care at all stages of their involvement with the Centre, all Primary and Adjunct members of the Centre will be licensed psychologists. Primary and Student Member Privileges: recruit diagnosed samples of participants for research through the Centre participate in research development in the clinic access Centre database 0 Responsibilities: participate in the initial recruitment of participants participate in the diagnostic assessment of participants, by either conducting assessments or supervising them participate in the treatment of participants seeking services, or in treatment when the research is a treatment study, either by directly conducting treatment or by supervising it contribute, as possible, from grant funds, to the costs associated with recruitment and diagnostic assessment of research participants, as well as costs of materials used in development of the clinic database. These include but are not limited to: advertising, photocopying, software, research assistant time, co-op research intern, purchasing self-report measures o this does not apply to student members conduct all research and clinical activities in the CMHR with integrity and in compliance with all applicable ethics review bodies, as well as the College of Psychologists of Ontario guidelines and standards for ethical practice, and the Canadian Psychological Association ethical standards and practice guidelines; failure to do so jeopardizes the entire CMHR and will result in revocation of membership conduct all research and clinical activities in accordance with CMHR guidelines; failure to do so jeopardizes the entire CMHR and will result in revocation of membership work in a collaborative, congenial, respectful and professional manner with all other members, research participants, therapy clients and CMHR staff Proposal, UW Centre for Mental Health Research March 23,2006 12 Adjunct Member Privileges participate in research development in the Centre attend Centre workshops, research presentations and case conferences collaborate in research projects with Primary members participate in research supervision Adjunct Member Responsibilities conduct all clinical and research activities in the CMHR with integrity and in compliance with all applicable ethics review bodies, as well as the College of Psychologists of Ontario guidelines and standards for ethical practice, and the Canadian Psychological Association ethical standards and practice guidelines; failure to do so jeopardizes the entire CMHR and will result in revocation of membership conduct all research and clinical activities in accordance with CMHR guidelines; failure to do so jeopardizes the entire CMHR and will result in revocation of membership work in a collaborative, congenial, respectful and professional manner with all other members, research participants, therapy clients and CMHR staff 6 Facilities . The Psychology Clinic is a suitable facility for children, adolescents and adults. It has three interview rooms, one play room, two assessment rooms, a family room, and a neuropsychological assessment room, all adequately furnished. Proposal, UW Centre for Mental Health Research March 23,2006 13 7. Budget 2007 EXPENDITURES 2008 2009 2010 2011 Salaries Three faculty positions* Centre Administrator Adjunct Faculty Centre Teaching Assistants Co-op Intern Consulting Psychiatrist On-Going Exvenses One-Time Expense TOTAL EXPENDITURES INCOME TBA $51 750 115200 31 200 9 076 1 500 8 000 2 000 $218 726 TBA $53 303 115200 31 200 9 076 1 500 8 000 NA $218 279 TBA $ 5 4 902 115200 31 200 9 076 1 500 8 000 NA $219 878 TBA $56 549 115200 31 200 9 076 1 500 8 000 NA $221 525 TBA $58 245 115200 31 200 9 076 1 500 8 000 NA $223 221 Funding from Dept. of Psychology Income from Centre Research Grant money donated by Clinical Division faculty TOTAL INCOME*" $205 650 10 000 4 000 $207 650 10 000 4 000 $208 802 10 000 4 000 $210 449 10 000 4 000 $212 145 10 000 4 000 $219650 $221650 $222802 $224449 $226145 *The VPProvost has agreed to increase the Department of Psychology's faculty complement by three positions to meet the needs of the CMHR. One of these incremental positions has already been filled and the other two will be recruited over the next two years. **The modest budget surpluses shown here will be saved against years when the Centre annual income falls below the projected $10 000. Money from hndraising efforts and any accumulation of surplus money will be allocated to research or Centre infrastructure as determined by the Clinical Division and the Department of Psychology Chair. Sustainability The Department of Psychology has provided consistent support from its operating budget to the Clinical Division for staff, TAs and Adjunct faculty since its inception, and the costs outlined here are indeed already allocated, and require no increase in the Proposal, UW Centre for Mental Health Research March 23,2006 14 Departmental budget. In addition to continuing this financial support, the Department of Psychology will continue to provide full infrastructure support, including computer systems and programming, technical support for research equipment, sound systems for observation and recording of trainee's clinical work, additional administrative support, as well as maintenance of all administrative equipment. The Clinical Division faculty are productive researchers. We currently hold seven sizeable external research grants, and with the creation of the Centre our prospects for attracting external fhnding will only improve. Therefore, we anticipate having a steady income from research grants from which we can allocate funds to the Centre. Proposal, UW Centre for Mental Health Research March 23,2006 15 Budget Calculations EXPENDITURES Salaries Centre A dministrator Cost Of Living 3% Salary Benefits 15% Salary+Benefits Adjunct Supervision and Teaching 8 Psycholonical Assessment supervisory units (1 case), paid at a rate of $3 750 per unit = $30 000 per annum 30 Therapy supervisory units (1 case), paid at a rate of $2 500 per unit = $75 000 per annum Sessional instructor and case supervisor for Psvch. 618 and 619 (child cognitive assessment)", paid at a rate of $5 l00= $10 200 per annum *This course is integral to our training program, and will be integral in providing students with the training they need to work with children and adolescents; however, we have no core faculty who will be able to teach this in 2007, and must have funding secured for hiring an adjunct faculty person from the community to teach it. Consulting Psychiatrist 1 Consulting Psychiatrist to perform 3-5 consultations per year, $1 500 per annum Centre Teaching Assistants (2) $5000 per term + 4% vacation pay per term ($200); 3 terms per annum=15 600 X 2 = $31 200 per annum Co-op Research Intern (one term per year) $2 575lmonth X 4 = $10 300 + 10% benefits=$lO 300 + 276, less $1 500 from the Co-op Intern program =$9 076 per annum Proposal, UW Centre for Mental Health Research March 23,2006 16 On-Going Expenses per annum Clinic library Psychological tests Supplies and photocopying Advertising Total per annum: One-Time Expenses Graphic Services (to design Centre logo) Total: INCOME Income from Grants All Clinical Division faculty will apply for external fbnding, and collectively will contribute a minimum of $4 000 per year to the operation of the Centre. We do not anticipate that this will be a problem. Currently, the six clinical division faculty hold seven sizeable external research grants. This money would be used to help cover the cost of the co-op intern. Incomefrom the Centre There is a fee for all treatment services and for cognitive assessments, but because we are a training facility (i.e., clients are treated by trainees, they must agree to be video-taped or watched, and they must agree to allow their therapist and supervisor to discuss the details of their problems with the clinical division), we charge on a sliding fee scale, such that clients pay what they feel they can afford. Once the Centre is up and running, there will be a substantial increase in the number of clients it sees, but treatment is likely to be offered through treatment studies. We will not be able to charge clients who participate in treatment studies, because they will be research participants. Thus, even with increased numbers of clients receiving treatment at the Centre, our annual income may not increase by much. The monies from the Centre will be put towards fimding the Co-op students. Projected annual income from the Centre: *Please see Appendix A for Clinic budget information $10 000" Proposal, U Centre for Mental Health Research W March 23,2006 17 Income from the Department of Psychology Centre Administrator Centre Teaching Assistants Adjunct Supplies Faculty1 Consulting Psychiatrist Total Proposal, UW Centre for Mental Health Research March 23,2006 18 Appendix A Psychology Clinic Fee Structure and Rationale The UW Psychology Clinic has a sliding fee scale that ranges from $0 to $60.00 per session of therapy. This is an income-based fee schedule. Clients are presented with the schedule and asked to indicate what they can afford to pay. Our fees are modest because we are a training facility and our therapists are not registered nor experienced. Furthermore, clients must have their therapy sessions video- andor audiotaped. January - December 2003 Client and Money Flow Client Flow Number of students seeing cases Number of clients seen for therapy* Average number of sessions per year per student** Number of Cognitive Assessments *Includes child and adult cases. **Student, client, and supervisor vacations reduce number of weeks clients can be seen, in addition to illness, time between assessment and beginning of treatment and time between ending one case and assignment of the next (requires contacting the next available person on the wait list and awaiting their response as to whether they still desire services). Income Number of clients who paid nothing for treatment Number paying $ 5.00 Number paying $10.00 Number paying $20.00 Number paying $30.00 Number paying $40.00 Number paying $45.00 Number paying $50.00 Number paying $60.00 (maximum rate) Mean amount paid per session of treatment: (SD=20.53) Mean amount paid per Cognitive Assessment: Mean amount earned per Cognitive Assessment: *Note students on the team are paid $450.00 on average which is split amongst them. Note also that income from cognitive assessments is reliable only as long as the current supervisor for the cognitive assessments is involved teaching 633A, B and 605T 5,6,7. Proposal, UW Centre for Mental Health Research March 23,2006 19 Number of Hours Spent in Sewice Provision * Diagnostic Assessment (All therapy clients receive this; the service is gratis) Supervisors: 1 hour discussing case in advance of assessment 2 hours observing the assessment 1 hour in discussing case disposition 2 hours supervising assessment report 6 hours per case Students 1 hour discussing case in advance of assessment 2 hours conducting the assessment 1 hour scoring measures 1 hour discussing case disposition with supervisor 4 hours writing assessment report 9 hours per case Therapy Therapy Supervisors: 1 hour listening to the case 1 hour supervising the student on the case Students: 1 hour preparing for the therapy session, paperwork 1 hour conducting the therapy session 1 hour being supervised for the case 3 hours/session/case Income generated per hour of student and supervisor time: $ 3. 91 *note that if there is a crisis with the client the number of hours for students and supervisors easily triples due to extra sessions, phone sessions, paperwork, extra supervision, etc. Cognitive Assessments (time for EACH assessment for EACH of the 3-4 students) Students: Administration of tests Parent Interviews School interviews 10-12 hours 2-4 hours 1-2 hours Proposal, UW Centre for Mental Health Research March 23,2006 20 Test scoring and report writing Supervision Supervisor: Attendance at all test administration and interviews Supervision Revising reports 10-15 hours 1 hourlweek for 8 months 13-18 hours 1 houdweek for 8 months 10-15 hours $ 2.00 Income generatedper hour of student and supervisor time: Projections 2005-2006 Therapy There is no reason to suspect that 2003 was an anomalous year in terms of the average amount paying clients paid and in terms of how many sessions each client had. Thus, any future projections of income can reasonably be based on the average amount of $19.55 per session, with each student conducting 42 sessionslyear. Cognitive Assessment In the upcoming year we anticipate doing 12 assessments, 5 gratis and 7 at 1000.00 each, and we will continue to pay about $450.00 to students for each paid assessment. Here are projections of number of cases for the upcoming year: Number of students seeing cases Projected number of therapy cases Projected number of cases who are paying nothing Projected income from therapy (42 sessions X $19.55) Projected income from cognitive assessments Less monies to students Total Projected Income: Naterloo University of Office 01 the Dean Faculty of Arts Unrversity of Waterloo 200 Unrversity Avenue West Waterloo, Ontario, Canada N2L 3G1 519 888 4567, ext 2218 Fax 519 746 4147 E mall deanQarts uwaterloo ca March 2 1,2006 Dear Senators and Members of the Graduate Research Council 1 write to offer the enthusiastic support of the Faculty of Arts for a Centre for Mental Health Research (CMHR). There are clear and important benefits to the Region of Waterloo. We can bring leading analysts and researchers to assess and treat people with mental health challenges like depression. The Region has a shortage of specialists and the CMHR adds capacity at the highest level of excellence. The University gains significantly when the clinical unit (the best such unit in Canada and one of the top departments among all universities in North America) adds strength through additional professorial positions. The creation of the CMHR provides a doubling of the number of graduate students to thirty-four. Not only does the Centre augment the capability of one of the strongest graduate programs in the University, it stimulates excellence in a wide range of complementary programs in the department and in other health units at the University of Waterloo. These units all benefit from the focus provided by the practical contribution and the research focus provided by the new Centre. The Faculty of Arts offers enthusiastic support for this outstanding opportunity. Yours sincerely, Rbbert R. Kerton Dean of Arts B U I L D I N G A TA A63 51 University of Waterloo Chair, Department of Psychology University of Waterloo 200 University Avenue West Faculty of A N Waterloo, Ontario, Canada 5 19-888-4567,ext. 2546 Fax 5 19-74-8631 email mjdixon@uwaterloo.ca March 6,2006 To the Senate Graduate and Research Council This letter is written in enthusiastic support for the development of the Centre for Mental Health Research (CMHR), which is being proposed by the Clinical Psychology'Division of the UW Department of Psychology. The Clinical Psychology Division is widely recognized as the premier training program for Clinical Psychologists in Canada. and indeed is considered to be one of the top programs in the world. This program produces top-notch academics and clinicians. On the Examination for Professional Practice in Psychology, an important benchmark of the eficacy of clinical psychology programs, UW was ranked 2ndin North America, outperforming institutions such as Yale, UCLA, Northwestern, and Indiana. The Clinical Division faculty members are widely recognized in their areas. as evidenced by consistent external funding, a high rate of publication and international recognition. The proposed CMHR would serve as the vehicle through which Clinical Psychology faculty, students and collaborators would recruit and assess individuals with mental health problems for participation in research. The Clinical Division currently operates the UW Psychology Clinic, in which senior graduate students provide assessment and treatment services for children, adolescents and adults under close supervision of core and adjunct facult!. However, staff and faculty constraints severely limit research opportunities in the existing clinic. By expanding our operations, including a large increase in important psychological services to the community, the CMHR would serve as an excellent site for world-class clinical research. At the same time, it would offer 2 major expansion in the number of' graduate students to whom we can provide first-rate clinical and research training. The CMHR will enhance the already stellar reputation of the Clinical Division, the department of Psychology, the Faculty of Arts and the University of Waterloo, will help the community and will advance several of the kev research objectives outlined in the University of Waterloo's Strategic Research Plan. Here is how: Increasing our research profile: At this time, faculty members who study a specific mental health problem, such as depression, must work with Centres outside of UW. At best, this situation increases the complexity of conducting research. At worst it can relegate UW researchers to co-principal investigator status and limit funding opportunities. The CMHR would provide the human resources necessary to required to recruit, assess and treat adequate samples of individuals with mental health problems, ~ l h i l e the same time providing excellent assessment and treatment services. at Important research on treatment efficacy itself will also be conducted. The opportunities provided by the CMHR will have numerous important trickle-down effects, such as increasing external funding to UW, increasing the productivity of the Clinical Division faculty and their collaborators, establishing a much stronger presence in the community as a centre of expertise, attracting even more top-quality graduate students, and establishing UW as a premiere model of the scientist-practitioner approach to clinical training. Helping the community. Children, adolescents and adults with mental health problems are drastically underserved in the K-W area, as there is very limited access to affordable psychological services. Psychological treatment of anxiety and mood problems (the two most common types of mental health problems) are typically more effective than medication, are associated with significantly less relapse than medication, and are the treatment of choice for sufferers of mental health problems. The establishment of the CMHR will result in a three-fold increase in the number of people from the community for whom our Clinical Division provides psychological services, as well as an expansion in the range of services we deliver. By increasing the faculty complement and adding a full time psychologist to conduct intake assessments and assist in graduate student supervision, we can expedite our assessment process and begin to offer treatment in group format. The group format allows us to maximize efficiency without compromising quality of service. Meanwhile, expansion of our faculty will introduce new areas of treatment expertise, and hence new services. People living in Waterloo who require psychological serviles will thus have improved access to a desirable, low-cost, and high efficiency service. Fulfilling the objectives of the Strategic Research Plan: The goals of the CMHR are in direct alignment with UW's mandate to develop the area of Health research as delineated in the Strategic Research Plan (SRP). Specifically the goals of the CMHR are to "Prevent illness and injury, preserving andpromoting health and wellness, optimizing physical abilities, helping people to cope with disabilities and improving the understanding of the findamental mechanisms underlying treatment of clinical disorders." I In addition the CMHR will enable us to achieve several of the strategic research objectives outlined in the SRP. Given the researcWpractitioner model from which the CMHR will operate, the CMHR will 'Emphasize basic and applied research in all disciplines, and facilitate the synergy between basic research and the application of knowledge" , [SRP -Objective I ] . Also, the CMHR is well positioned to "Stimulate high impact'multidisciplinary research on ~ b c i e t a l ~ r o b l e m s and increase collaborations between researchers in science, mathematics and engineering and their counterparts in the humanities and social sciences, the health sciences and the environmental sciencesrYSRP -Objective 21. In terms of multidisciplinary research, the CMHR research initiatives will integrate extremely well with other new initiatives at UW. For example, a primary question of interest to CMHR researchers is the relative roles that pharmacotherapy and psychotherapy play in treating mental health problems, which has direct relevance to the work of faculty in the School of Pharmacy. CMHR researchers will also be interested in treatment compliance and drop-out, as well as the role of other health-related behaviours, such as diet and exercise, in mental health treatment outcomes. These kinds of issues are of considerable relevance to faculty in Applied Health Studies. Thus, the CMHR exemplifies the type of multidisciplinary research advocated throughout the SRP. It is to promote these opportunities for multidisciplinary research that we have embraced the VP & Provost's recommendation that we apply for Centre status. In concrete terms, what is learned from the CMHR research will be directly applied to the front-line treatment of the people suffering from mental health problems. This approach reflects the center's commitment to "knowledge exchangeU[SRP-Objective 31. Finally, creation of the CMHR will also allow us to double the graduate enrollment in Clinical Psychology in the next 6 years or so (from 17 students to 34), and the unique integration o f clinical and research training offered by the clinical program through the CMHR will "Attract increasing numbers of high qualify graduate students and postdoctoral fellows into research that is deep, broad and challenging'ySRP -Objective 41. In sum, as Chair of the Psychology Department, I offer my full, unqualified and enthusiastic support for the Centre for Mental Health Research. The benefits to the Department, the Faculty of Arts, and the University are substantial. Sincerely (Professor and Chair of Psychology) UNIVERSITY OF WATERLOO SENATE UNDERGRADUATE COUNCIL Report to Senate - May 15,2006 Senate Undergraduate Council met on March 7, and April 11,2006 and agreed to forward the following items to Senate for approval and information, as indicated below vurther details may be obtained from the Secretary, ext. 31831. FOR APPROVAL NEW PLANS [effective September 1, 20071 Faculty of Environmental Studies Department of Geography Bachelor of Environmental Studies, Honours Geomatics (Regular & Co-op) Bachelor of Environmental Studies, Honours Geomatics, Biophysical Systems Specialization Bachelor of Environmental Studies, Honours Geomatics, Society, Environment & Economy Specialization Geomatics is the fusion of geography and informatics activities and services involved in the collection, analysis, management and integration of location-based data to enable improved decision and policymaking. The Geomatics program will include courses in geographic information systems, remote sensing and global positioning and surveying, spatial statistics, and computer science. The computer science component will give graduates the strongest advantage in the field of Geomatics. Students completing this program will be able to go beyond the competent use of existing Geomatics tools to develop applications involving spatial database development and management, data dissemination, spatial analysis, decision support and modeling. This plan can be achieved without creating new courses for the Geomatics Regular and Co-op Plans. The requirements are as follows: The 40 course (20 units) degree requirements for the Geomatics plan will require a core of 28 courses (14 units). Degree requirements common to all BES academic plans are outlined on page 9:6 of the calendar. The 28 Geomatics plan core courses include: 18 Geography courses, 2 Environmental Studies courses and 8 Computer Science courses. Target for Sept. 2007, 25 students (5 Regular, 20 Co-op). Geomatics Four-Year Honours Requirements (Regular and Co-op) Year One GEOG 100 On Becoming a Geographer GEOG 101 Geography and Human Habitat GEOG 102 Geography and Our Planetary Environment GEOG 165 Introduction to Cartography and Remote Sensing GEOG 255 Introduction to Geographic Information Systems (GIs) ENVS 178 Introduction to Environmental Research Methods CS 125 Introduction to Programming Principles CS 126 Introduction to Software Develovment Two electives, one must be in English, either one of ENGL 109, 129R, 140R, taken in Year One or ENGL 209,21OE, 210F taken in Year Two. A student who receives greater than 80% in ENG4U English is exempt from the English elective requirement. ~ Students must take at least one course from each of the two following themes. The student may take more than one course in any theme. Biophysical One of: GEOG 201 Geomorphology and Soils, GEOG 208 Human Dimensions of Global Climate Change, GEOG 309 Physical Climatology, ENVS 200 Field Ecology Society, Environment and Economy One of: GEOG 202 Location of Economic Activity, GEOG 203 Development and the Environment, GEOG 222 Geographical Study of Canada, GEOG 233 Geography of Tourism, GEOG 35 1 Geography of Transportation. Three Electives Year Three GEOG 3 16 Multivariate Statistics GEOG 376 Environmental Remote Sensing GEOG 393 Professional and Scholarly Practice in Geography GEOG 455 Spatial Analysis Using Geographic Information Systems CS 330 Management Information Systems CS 338 Computer Applications in Business: Databases Four Electives Year Two ENVS 278 Advanced Environmental Research Methods GEOG 276 Air Photo Interpretation GEOG 355 Spatial Data Bases CS 230 Introduction to Computer and Computer Systems CS 234 Data Types and Structures Senate Undergraduate Council May 15,2006 Report to Senate Year Four GEOG 457 (1.0 unit) Geographic Information Systems Project GEOG 471 (1.0 unit) Remote Sensing Project GEOG 555 Management Issues in Geographic Information Systems page 2 CS 430 Applications Software Engineering CS 436 Distributed Computer Systems or GEOG 490A/B Senior Honours Thesis (1 .5 units) or Electives to fulfill degree requirements. (see notes below) (Co-op students, see note 5) Notes on Four-Year Academic Plans 1. Minimum Required Units Total: 20 units. Geomatics Plan: 14 units (9 Geography, 4 Computer Science, 1 Environmental Studies). All courses for which 1 unit is awarded will count as the equivalent of two courses. All required units designated Geography and Environmental Studies are included in the cumulative major average. All Computer Science courses are included in the cumulative overall average. 2. Course Load No more than 2.5 units may be taken in a term without the approval of the Associate Chair (Undergraduate Studies). Normally, approval for a sixth 0.5 unit will be considered only if the cumulative Geomatics average is 78% or higher. 3. Average Requirements Students in the Honours Academic Plans must maintain an overall cumulative average of 65%, a Computer Science cumulative average of 60% and a Major cumulative average of 70%. All required courses must be passed. 4. Materials and Costs For some courses, extra fees may be required to cover field expensesltravel costs, e.g., GEOG 455. Statements on extra costs, where required, will be found with the course descriptions. 5. Honours Co-operative Academic Plan Honours Geomatics Co-op is a five work-term Academic Plan in which four work-term reports have to be written. The first work term occurs in the winter term of the second year and a work report is required at the end of this placement. Enrolment in Honours Geomatics Co-op is limited. Students are admitted to the Co-op Academic Plan in first year based on secondary school grades. Interested students enrolled in first-year Regular Geomatics at the University of Waterloo may be considered for admission to any remaining Co-op positions at the end of first year based on university academic performance, an interview and work experience related to Geomatics. The Honours Geomatics Co-op Plan has the same course requirements as the Honours Regular Plan. 6. Transfer Courses It is possible for non-Geomatics students to apply for admission to Year Two. Advanced standing may be obtained through the transfer of courses/units from other Academic Plan and Institutions. However, advanced standing will not be granted to transfer students beyond the Year-One level (1 0 courses15 units). All transfer students are required to complete a minimum of three full academic years before being eligible for graduation 7. Restriction on number of First-Year Courses For a four-year Honours degree a student must have at least 13.5 units above the 100-level. 8. Students may double count courses, (i.e., once for the Geomatics Plan and 1 additional count for a specialization, option or diploma.) Co-op Schedulin~ Recommendations Year One GEOG 100, 101, 102, 165,255 ENVS 178 CS 125, 126 Electives Year Two Fall Term 2A GEOG 276,355 ENVS 278 Students must take at least one course from each of the two following themes in Terms 2A and 2B. The student may take more than one course in any theme. 1. Biophysical Systems One of: GEOG 201,208,309 2. Society, Environment and Economy One of: GEOG 202,203,222,233 Electives, one of which must be ENGL 109, 129R, 140R, taken in Year One or ENGL 209,2 1OE, 2 1OF, preferably taken in spring term 2B Winter Work Term 1 Spring Term 2B CS 234,330 Electives Year Three Fall Work Term 2 Winter Term 3A GEOG 3 16,455 CS 230 Electives Spring Work Term 3 Fall Term 3B GEOG 376,393 CS 430 Electives Senate Undergraduate Council Mav 15,2006 Report to Senate Year Four Winter Work Term 4 Spring Term 4A GEOG 457 GEOG 490A or elective CS 338 Elective Fall Work Term 5 Winter Term 4B GEOG 471,555 GEOG 490B or elective CS 436 or 437 page 3 Geography Specializations Students majoring in Honours Geomatics may choose to graduate with one specialization. At least 3.5 units must be completed within the specialization. A minimum of 1.0 unit must be completed at the 400course level. Upon completion of the requirements of both the Honours Academic Plan and the specialization, students must indicate their area of specialization on their Intent to Graduate Form. Courses Offered by Specialization: 1. Biophysical Systems GEOG 201 Geomorphology and Soils GEOG 208 Applied Climatology GEOG 300 Geomorphology & the Southern Ontario Environment GEOG 303 Physical Hydrology GEOG 304 Field & Lab Techniques in Geomorphology GEOG 305 Patterns & Processes of Biogeography GEOG 309 Physical Climatology GEOG 368 Conservation/Resource Management of the Built Environment GEOG 402 Coastal Geomorphology GEOG 405 Wetlands GEOG 407 Environmental Hydrology GEOG 409 Energy Balance Climatology GEOG 490A Honours Thesis Preparation GEOG 490B Honours Thesis Completion ENVS 200 Field Ecology GEOG 233 Geography of Tourism GEOG 250 Urban & Economic Systems: Inter-City & Global Connections GEOG 3 19 Economic & Social Techniques for Regional Planning GEOG 323 Perspectives on International Tourism GEOG 333 Recreation Geography GEOG 340 Settlements of Rural Canada GEOG 349 Urban Form & Internal Spatial Structure GEOG 35 1 Geography of Transportation GEOG 353 Retail Location GEOG 356 Resources Management GEOG 368 ConservationlResource Management of the Built Environment GEOG 430 Field Research in Regional Geography GEOG 450 Changing Form & Structure of Metropolitan Canada GEOG 452 Resource Management Project GEOG 459 Energy and Sustainability GEOG 490A Honours Thesis Preparation GEOG 490B Honours Thesis Completion ENVS 195 Introduction to Environmental Studies ENVS 200 Field Ecology ENVS 220 Environmental Economics Note: GEOG 490A and 490B count as 1.5 Geography units. 2. Society, Environment and Economy GEOG 202 Location of Economic Activity GEOG 203 Development and the Environment GEOG 212 Japan and the Pacific Rim GEOG 222 Geographical Study of Canada Minors, Options and Diplomas Minors, options or diplomas are available to students in the Geomatics Plan including: Computer Science Minor Parks Option Sustainable Local Economic Development Diploma of Excellence in Geographic Information Systems Option Tourism Option Diploma of Excellence in Ecological Restoration and Rehabilitation UWIWLU Business Option Environmental Assessment Diploma PLAN NAME CHANGES (retroactively effective to September 1, 20051 Faculty of Arts Dean of Arts, Three- and Four-year General Plans Motion: That the Three- and Four-Year General Non-major academic plans be renamed as follows: Three-year General Liberal Studies, Four-year General Liberal Studies Rationale: In 2004105, these plans underwent the regular process of review which UW has instituted for all its programs. The reviewers made a number of recommendations, of which the strongest was that the Arts Faculty change the name of the Non-major plans. UW is unique, among universities offering this Senate Undergraduate Council May 15,2006 Report to Senate page 4 type of program, in designating the plan by what it is not, rather than by what it is (a liberal education in the arts, broadly defined, i.e., humanities, social sciences, languages, and fine and performing arts). Such a change would have the effect of bringing UW's Arts Non-major plans more in line with similar plans offered at other institutions. Council agreed to apply this change retroactively to September 2005 so that students graduating in June may have their degrees reflect the new name if they so choose. UNDERGRADUATE ADMISSION REQUIREMENTS [effective September 1,2007/ Motion: To approve the 2007 Undergraduate Admission Requirements as detailed in attachment A. POLICY CHANGES [effective September 1, 20071 Faculty of Environmental Studies Minimum Overall Cumulative Average for Options Council recommends that a minimum 65% overall cumulative average be added to the criteria for options. Transfer Credits for Diploma Plans Because external students can now apply directly to diploma plans, Council recommends that the following statement be added to the Transfer Credit section of the Calendar (p. 9:3 of the 2006/07 Calendar): Normally, external transfer credits cannot be used to satisjj Faculty of Environmental Studies Diploma requirements. Transfer Credit Policy Council recommends the following change to the Transfer Policy in the Calendar (p. 9: 19 of the 2006107 Calendar). This change recognizes that internal transfer students may have taken core courses from the Planning program for which they will able to receive credit. 5. Transfer Students - External (outside UW) students to apply for advanced standing, gaining admission to Year It is possible for Two. Advanced standing may be obtained through the transfer of courses/units from o t h e r 4 a i k x . e -accredited post-secondary institutions. Credit will be granted for up to a maximum of 10 courses (5 units). All transfer students are required to complete a minimum of three full academic years before being eligible for graduation. All students admitted to Planning with advanced standing must have their course selection for each year approved by the Undergraduate Advisor. 6. Transfer Students - Internal (within UW) Internal transfer students with an overall average of less than 65% will normally have their average cleared and may transfer courses with 65% or better to a maximum of 10 elective courses (5 units) plus any Planning core courses they have taken at UW up to a maximum of 20 courses (10 units) total towards their degree requirement. Internal transfer students whose average is not cleared may count a maximum of 10 elective courses (5 units) plus any Planning core courses they have taken at UW up to a maximum of 20 courses (10 units) total towards their degree requirement. Senate Undergraduate Council May 15,2006 Report to Senate FOR INFORMATION page 5 Professional Development, Co-operative Education [effective September 1, 20061 In February 2004, Senate approved the establishment of the PDEng program, with the understanding that other Faculties would follow suit. In May 2005, Senate approved a recommendation from Undergraduate Council giving notice that effective September 2006: "Faculty of Arts Co-op students will be required to complete four Co-op Enhancement Modules, each worth 0.5 units, which may not be substituted for regular academic course credit. When developed, Module requirements will be brought forward to Senate for approval". In November 2005, Senate approved the Faculty of Mathematics plans for its co-op enhancement initiatives: "In addition to the requirements specified in Table I, Co-op students are required to complete a minimum of five Professional Development courses, including an introductory course that must be taken prior to the first work term (replacing the previous requirement for COOP 101). At least two other of the Professional Development courses must cover non-technical skills. Other than the initial course, these courses are normally taken during Co-op work terms. Students are encouraged to take a Professional Development course each work term until the requirement is met; the required schedule for completing the courses is as follows.. ." The 2006107 Undergraduate Calendar gives notice about these new Professional Development requirements for both Arts and Mathematics students. CO-OP 101 will be maintained for the Faculties of Applied Health Sciences, Environmental Studies, and Science. New Course: PD 1 -- Co-op Fundamentals LEC, PRA, RDG, 0.50 This course will explore aspects of career development related to preparing for and being successful in co-op work terms, such as understanding CECS policies and procedures, using JobMine, preparing rCsumCs, interviewing effectively, meeting employers' expectations, and preparing work term reports. [Note: Course will be graded on a CRINCR basis.] Curricular Modifications On behalf of Senate, Council approved several changes to academic plans, new courses, course changes and course inactivations for the Faculties of Arts (School of Accountancy; Arts, Renison College; English Language & Literature; Fine Arts; French Studies; History; Legal Studies; Political Science; Psychology; Sociology; Spanish & Latin American Studies; Women's Studies); Environmental Studies (Dean of Environmental Studies; Environment & Resource Studies; Geography; School of Planning); and Mathematics (School of Computer Science). &j April 13,2006 Gail Cuthbert Brandt Chair Attachment A MEMORANDUM April 11, 2006 To: Senate c.c. Undergraduate Associate Deans, George Davidson, Steve Brown, Richard Holmes, Ken Lavigne, Bruce Mitchell From: Nancy Weiner, Associate Registrar, Admissions Subject: Undergraduate Admission Requirements 2007 For your consideration and approval, I am presenting the attached chart which specifies the undergraduate admission requirements for Ontario secondary school students effective the fall of 2007. For your reference, I have shown the additions or changes in bold on the chart and I am providing the following brief summary: Applied Heath Sciences No changes. Independent Studies admission requirements are now included under the Faculty of Arts. This change reflects the approved move to the Faculty of Arts. For Independent Studies, the applicants may satisfy the Faculty of Arts English course requirement by completing any grade 12 U English course with a minimum of 70%. Accounting and Financial Management, which currently recommends the completion of the Admissions Information Form will require the completion of the Form for 2007. The program will also require an additional written admissions assessment be completed by qualified applicants. Qualified applicants will be selected on the basis of grade 11 final marks and any interim or final grade 12 marks and the admissions information form. Those selected to complete the admissions assessment will be invited and expected to come to the University on one of a number of days when the assessment is scheduled. Arrangements for applicants who cannot write on campus will be accommodated. The School of Accountancy will discuss and obtain final approval on the specific details for the written admissions assessment with the Faculty of Arts Admissions Policy Committee. Engineering No changes. Environmental Studies New program subject to approval at this meeting: Honours Geomatics Regular and Co-op will require any Grade 12 U English with a minimum of 70%, one of Grade 12 U Advanced Functions and Introductory Calculus or Geometry and Discrete Mathematics, and four other Grade 12 U or M courses. The recommended courses are Grade 12 U Mathematics of Data Management and Grade 12 M Computer and Information Science. The Admissions Information Form will be recommended other documentation. Those not admitted to the co-op program will automatically be considered for the regular program. All other Environmental Studies programs have no changes. Mathematics No changes. Science All Science programs (except Optometry and Pharmacy) have modified the admission requirements to now require a Grade 12 U English; Grade 12 U Advanced Functions and Introductory Calculus; two of Grade 12 Biology, Chemistry, Earth and Space Science, Geometry and Discrete Mathematics, Mathematics of Data Management, or Physics; and two other U or M level courses. The recommended courses have also been changed to now include Physics, Chemistry, or mathematics courses as outlined in the chart. The reason for the program requirement changes allows the entrance requirements to increase the flexibility for prospective students to meet the requirements and qualify for admission. The Faculty of Science also recognized the need for explicitly requiring a Grade 12 U English. These changes are keeping with the requirements for Science programs at other Ontario universities. New program subject to approval at May 9 2006 meeting: Honours Science and Aviation Regular program will require the same course requirements as the other Science programs indicated above. Honours Biotechnology/Economics Co-op was intended to be removed from the 2006 admissions requirement chart at the May 10,2005 Senate Undergraduate Council meeting but the Faculty saw tremendous interest from prospective students last year and never actually finalized the removal of the program. Instead the Faculty of Science has enhanced the program to make it even more attractive and are hoping to possible expand it because of demand. Optometry will be adding a statement to the admissions requirements that specify for 2008 that successful completion of at least 3 years of university science studies, instead of 2, with specific course requirements will be required. The School of Optometry altered their requirements to maintain their accreditation and have been modifying the entrance requirement statements to ensure that prospective students are aware of the upcoming changes that will take effect for the class starting in fall 2008. Software Engineering No changes. If you have any questions, please do not hesitate to contact me at ext. 2265 or at nweiner~,uwaterloo.ca Thank you. Universitv o f General Admission Requirements for Ontario Secondary School Applicants presenting the Ontario High School Curriculum Ontario Secondary School (OSS) students who will be completing the Ontario high school curriculum must present the Ontario Secondary School Diploma (OSSD) including a minimum of six grade 12 U or M courses. These courses must include all required courses as specified for each program. An overall average of 70% on the best six grade 12 courses including the required courses is normally the minimum for consideration. Higher averages are required for admission to programs in which the demand for places by qualified applicants exceeds the number of places available. The actual minimum averages required for these programs are determined each year on the basis of the number and qualifications of applicants and the number of available spaces. In some programs, applicants may be considered for early conditional admission based on factors including their grade 11 academic record, their grade 12 record to date, and other factors noted under "Other Documentation" in the chart below. Applicants who receive these early conditional offers must meet the minimum requirements as stated above. Ontario Secondary School applicants may satisfy admission requirements by presenting a combination of OACs and courses under the current high school curriculum. Both types of courses and grades will be treated as equivalents. Applicants should ensure that the stated course requirements are satisfied and that course duplication is avoided. The University reserves the right to withdraw conditional offers of admission if the applicant fails to meet the requirements specified above or any specific conditions stated on the Offer of Admission. Specific Admission Requirements and Recommendations for Year One Programs 2007 Faculty1 Program Requirements Recommendations Ottrw Documentation Information which is used in addition to course requiremenk is detailed below when applicable. The appropriate forms are provided routinely when an applicationh achnowiedged. Notes Undergraduate firstUndergraduate tirst-year entry year entyprograms programr Courses I~sted are Ali reqwred courses are OSS Grade 12 U courses unless OSS Grade 12 U courses otherwrse speciffed end are not unless otherwrs8 spec+ but required for adm~ssron are fied and must be rncluded recommended because students ~nthe requlredset of 6 may find th~s preparatfon useful Requrredw r s e s ere dunng their unlversltystudies ~ncluded the ca/wIat~on Programs mqulrlng prior n of the admrssion average unlverslty studies: Recommendationsare as b t e d Pmgrams mqulrlng prior unhersny studies Requnementsare as l~sted. Applied Health Sciences All programs All programs require six grade 12 U or M courses including specified L Advanced Functions and Health Studies Chemistry courses for a total of six Introductory Calculus English (ENG4U) For students considering the Pre-Health Professions Option: Advanced Functions and introductory Calculus English (ENG4U) Physics Wmission information Special consideration is given on the basis of strength in Biology and Chemistry. Those not admitted to the co-op program are automatically considered for the corresponding regular program. The ftrst co-op work term begins in Year Two. Honours Kinesiology Regular and Co-op Advanced Functions and Introductory Calculus Chemistry One of Biology or Physics Additional U or M courses for a total of six :arm (AIF) required. Special considerationIs given on the basis L# strength in Advanced Functions and ntroductory Calculus, Chemistry, Biology m d Physics. Those not admmed to the :o-op prograrn are automatically consid?redfor the corresponding regular prograrn. The first co-op work term begins in Year TWO. Honours Recreation and Leisure Studies Regular and Co-op One grade 12 English One course from Social Sciences and Humanities or Canadian and World Studies (U or M) Additional U or M courses for a total of six For all students: Mathematics of Data Management For students considering the Therapeutic Recreation program: Biology Exercise Science For students considering the Recreation and Business program: Principles of Financial Accountino Organizati&al Studies: Omanizational Behaviour and ~Cman Resources Ippiicants should be aware that, although his is a social science program, courses in :omputer science and statistics are icluded in the curriculum. Involvement in !xtracurricular activities is an important actor in admtssion decisions. Those not ~dmitted the co-op program are autoto naticaiiy considered for the corresponding sgular program. Limited admission to o-op is also available in Year Two. The first o-op work term begins in U a r Two. Faculty1 Program 1 Requirements 1 Recommendations /nformat/onwh~ch S I used in addmon to course requ~rernents is deta~led below when appl~cable The appropnate forms are prov~ded routmely s when an appl~cabon aclorowledged Other Notes Documentation 9rior univdty studres Requnamentsare as Arts Arts (All Programs) All programs require six Grade 12 U or M coursc including a Grade 12 U English. When the Admissions Committee considers an application individually, it bases ik decision on the werall average, the English grade, and information prwided on the Arts Admission lnformation Form. If Grade 12 courses are repeated, the highest grade($ attained will be used for making admission decisions. Renison College and St. Jemmek University have the same admission standards as the University. Honours Arts Reguli Honours Arts and Business Regula and Co-op in addition to the requirement for all Arts programs specified abwe, a final grade of at least 70% in any Grade 12 U English is rewired. For those considering a Social Science program such as Anthropology, Geography, Psychology, Political Science, Social Development Studies or Sociology, one of Advanced Functions and Introductory Calculus Mathematics of Data Managen - Entty to General or Honours major prcgrams, including departmental co-op, occurs following Year One, and is based on academic performance in Year One in relevant courses in the prospective major. Honours Arts Regular is offered through the University of Waterloo, Renison College, and St. Jerome's University. Selection of the Honours Major which is to be combined with Arts and Bus~ness occurs following Year One and is based on academic performance in the major in Year One. Honours Arts and Business is offered through the University of Waterloo, Renison College, and S t Jerome's University. Those not admitted to the Co-op Program are automatically considered for the corresponding Regular program. Those not admitted to Honours Arts and Business are automatically considered for Honours Arts Regular program. rhose not admitted to Social Development Studies in Year One are automatically :onsidered for Honours Arts Regular hmugh Renison College. Based on acade nic performance in Year One, admission to ieneral or Honours Social Development jtudies at the Year-Two level is possible. For those considering Economics: Advanced Functions and IntroductoryCalculus .he completion of the Arts Adrnisslon Information Form (AIF) is strongly recommended. Honours Social Development Studies Regular Renison College - I addition to the equirement for all Arts rrograms specified ~ b w ea final grade of , ,t least 70% in any jrade 12 U English is aauired. 3ne Of Advanced Functions and IntroductoryCalculus I Mathematics of Data Management 1 Requirements / Recommendations Other Documentation Informatron wh~ch I S used In addltron to course requrrements I detarled below S when appl~cable The approprrate forms are prowded routmely I S when an appl~catron aclolowledged. Undergraduate firstyear entry Undograduate firstyear entrypmgrams programs: Courses listed are AII requrmdc w m s am OSS Grade 12 U courses unless OSS Grade 12 U m u m s othenvrse specifled and are not unless othenvrse spec+ requrred for admlssron but are fied and must be included recommended because students may find thrs prepaatron useful ln the mqurmdset of 6 Required coums am dunng their un~verslty studes. lcluded tn the calwIat~on Pmgrarns requlrlng p d o r of the adnussron averege univetsity studler Pmgrams mqulring Recommendatrons are as hsted prior univadty studies Requrrements am as lrsted Arts (cont'd.) Honours Accounting and Financial Management Financial Management Co-op - Honours Accounting and Financial Management Public Accounting Co-op In addition to the requirement for ail Arts programs specified abwe, a final grade of at least 75% in any Grade 12 U English is required. 9 Advanced Functions and IntroductoryCalculus Mathematics of Data Management Principles of Financial Accounting Admission Infomation Form is required. Accounting and Financial Management Admissions ksessment See notes section - Applicants are selected t o complete the Accounting and Finanaal Management Admissions Assessment ( A F W on the basis of grade 11final marks and any interim or final grade 12 marks as they become available throughout the admissions cycle and the Admissions Information Form. Those selected to complete the AFMAA are invited and expected to come to the University on one of a number of days when the Assessment Is scheduled. Arrangements for applicants who cannot write the AFMAA on campus will be accommodated. Those not admitted to Honours r\ccounting and Financial Management Co3p Programs are automaticallyconsidered 'or Honours Arts Regular or Honours Arts and Business Regular or Co-op Programs. :onsideration will be given to admission at he Year-Two level for students who have ;uccessfully completed the Year One Irerequisites. ~~- indemndent Studies In addition t o the requirement for all /\rts program spedfled above, a final grade of at bast 70% In any Grade 12 U English is required. Autobiographical Letter interview Letters of Reference Applicants should be capable of doing miversity-levelwork on their own and ihouid be planning studies that can be lone at the University of Waterloo. Computing and Financial Management (Co-op) Computing and Financlal Management (Co-op) Advanced Functions and lntroductory Calculus Any Grade 12 U English. A final grade of at least 75% is required. Geometry and Discrete Mathematics Grade 12 M Computer and lnformation Science or one other U course Two other U or M courses * Grade 11 Computer and lnformation Science Principles of Financial Accounting 1 1 Admission lnformation In addition to a strong academic Form (AIFJwhich background, other factors considered in includes a teacher the admission process include perforreference. All applicants mance in contests such as the Euclid are encouraged to write Mathematics Contest and the Canadian the Euclid Mathematics Computing Competition, the number and Contest. Applicants variety of OSS courses taken, involvement not currently attending in extracurricular activities in the school an Ontario Secondary andlor the community, and teacher School are strongly recommendations. advised to write the Those not offered admission to Euclid Contest to Computing and Financial Management may demonstrate that be considered for alternate programs in they have sufficient Arts and Mathematics. nathematical ~ackground. me Canadian 2omputing Competition s recommended. Other Documentation Undergraduate fitstyear entry programs All requfredcounes am OSS Grade 12 U courses speounless othenv~m fied and must be fncluded . fn the requ~red of 6 set Requ~red counes are nciuded in the caicuietm of the edm~ssion average Programs repuiring prior univwslfy studies Requ~mments as am Bted Undergraduate first-year entry p m g r a m r Courses s t e d are OSS Grade 12 U courses unless othenv~se speched andare not required for admission but are recommended because students may find this preparat~on useful durmg thes university studies Pmgrams raquldng prior universlfy studler Recommendat~ons as i~sted. are Information which is used in addition to course requirements is detailed below when applicable. The appropriate forms are providedroutinely when an applicationis acknowledged. Notes Engineering (Co-op) A final grade of at least 75% is normally required. Advanced Functions and Introductory Calculus Geometry and Discrete Mathematics Physics A final grade of at least 70% is normally requirec n each of these courses * Two other U or M courses Chemical Civil Computer Electrical Environmental Geological Mechanical Mechatronlcs Nanotechnology Systems Design Advanced Functions and Introductory Calculus Chemistry English (ENG4U) Physics One of Geometry and D~screte Mathematics Grade 11 or 12 M Art courses Independent art studies Creative and cultural studies such as visual arts and history interview English prbcis-writing exercise Portfolio Admission information Form (AIFj is required. Applicants are selected for the ihterview on the basis of grade 11 marks and any interim or final OSS marks available at the time interview selection occurs. Those selected for an interview are expected to come to the University. Admission is based on the results of the interview, the portfolio. the English prbcis-writing exercise, and secondary school achievement. Mmission Information =arm (Alv s n e r of Reference -om . Or of Data Management One other U or M course. In addition to a strong academic background, other factors wbich will be considered in the admissions process include involvement in extracurricular activities In school and/or in the community evidence of an interest in engineering, and strong Derformance in mathematics, science, or sngineering-related competitions. Those l o t offered admission to their first-choice ~rogram may be consideredfor other ?ngineelingpmgrams that they specify I n the Admission lnformation Form. Faculty1 Requirements Recommendations Other Documentation lnfonnatlon which is used in addition to course requirements is detailedbelow when applicabie. The appmprlate forms are providedroutinely when an applicationis acknowledged. Notes Program Undergraduate firstUndergraduate flrst-year entry year entry programs programs: Courses I~sted ere All requiredcourses am OSS Grade 12 U courses unless OSS Grade 12 U courses othewtse specfftedand are not un/ess othenvtsw specirequtred for admtsston but are , fied and musi k tncludec recommended because students rn the mquiredset of 6 may find this preparatton useful Requfredcourses are dunng their university studtes tcloded 1 the caIu~iat~orPrograms regulring prlor n of the admtss~on averegs unhrersily studies: Pmgnms requiring Recommendattons are as listed prior u n i v e d y studies em Requ~rements as Itsted. Environmental Studies Honours Environmer and Business Co-op A Grade 12 U Englis A final grade of at least 70% is normally requirt in any Grade 12 U English. Rve other U or M courses A Grade 12 U Englist A final grade of at least 70% is normally require n any Grade 12 U English. Five other U or M courses One Grade 12 U Mathematics Principles of Rnancial Accounting One Grade 12 U Science Analysing Current Economic issuss (where offered) At least one Grade 12 U or M course from each of Canadian and World Studies or Social Sciences and Humanitie or The Arts Mathematics or Science Admission information Form (AiQ Those not admitted to Honours Environment and Business Co-op are automatically consideredfor Environment and Resource Studies. Geography or Planning. The first co-op work term begins in Year Two. In accordance with the transdisciplinary nature of ERS, we value flexibility and breadth of learning and experience. Those not admitted to the co-op pmgmm are automatically considered for the corresponding regular program. Limited admission to co-op is also available in Year Two. The first co-op work term begins in Year Two. Those not admitted to the co-op program are automatically considered for the corresponding regular program. Limited admission to co-op is also available in Year TWO. The first co-op work t e n begins in Year Two. Honours Environmen and Resource Studie Regular and Co-op Admission Information Form (AIF) Honours Geography Regular and Co-op A Grade 12 U Englist A finai grade of at least 70% is normally requirec in any Grade 12 U English. Five other U or M courses One or more Grade 12 U or M Geography courses strongly recommended. One or more Grade 12 U Mathematics Earth and Soace Science Admission lnformation Form (AIF) Honours Geomatics Regular and Co-op * A Grade 12 U English. A flnal grade of at least 70% Is normally required In any Grade 12 U Engllsh One of Advanced Functions and Intmductory Calculus or Geometry and DIsCrete Mathematics. Four other U or M COLllSeS. Grade 12 U Mathematics of Data Management Grade 12 M Computer Information Science Those not admitted to the co-op program are automatically considered for the c m s p o n d i n g regular program. Limited admission to co-op is also available in Year Wo. The first co-op work term begins in Year Two. b Honours Planning Regular and Co-op A Grade 12 U English. A finai grade of at leas 75% is normally required in any Grade 12 U English. Five other U or M courses irade 12 U or M courses from Canadian and World Studies Mathematics Science, preferably Biology or Earth and Swce Science Umission Information :arm (AlF) mose not admitted to the co-op program ire automatically considered for the :orresponding regular program. Limited ~dmission co-op is also available in Year to 'wo. The first co-op work term begins in Year Two. Recommendations Other Documentation Infonnat~on whfch I S used 1n additron to course mqumnents Ls detailed below when appl~cable The appropr!ate forms are pmvrded mutfnely I when an applrcation S acknowledged 1 Recommendatronsare as bsted Mathematics Honours Computational Mathematics, Regular and co-op Computer Science Regular end Co-op Mathematics, Regular and Co-op Mathematics1 Chartered Accountancy Co-op Mathematksl Business, Regular and Co-op Business Administration and Mathematics co-op Advanced Functions and Introductory Calculus AryGrade12U English Geometry and Discrete Mathematics Grade 12 M Compu* and lnformation Science or one other U course Two other U or M courses All Mathematics programs are offered through the University of Waterloo and St. Jerome's University. The decision to register at St. Jerome's occurs after admission. in addition to a strong academic background, other factors considered in the admission process include performance in contests such as the Euclid Mathematics Contest and the Canadian Computing Competition, the number and variety of OSS courses taken, involvement in extracurricularactivities in the school andlor the community, and teacher recommendations. Those not offered admission to their first choice program will be considered for other Mathematics programs. The Faculty administers the English Language for Academic Studies (ELAS) program for those with exceptional mathematics skills who do not meet normal English language requirements. Admission to the Mathematics Co-op Teaching Option occurs in Year Two after successful completion of Year One in either Honours Co-op Computer Science or Honours Co-op Mathematics. Honours Business Administration and Mathematics Co-op is a double degree program otfered jointiy by Wiifrid Laurier University and UW leading to BBA and BMath degrees. Applicants to all programs in Mathematics: Grade 11 Computer and informationScience Applicants to Mathematicsf Chartered Accountancy: Principles of Financial AccOunbng Admission lnformation Form (AiF) which includes a teacher reference. All applicant are encouraged to wria the Euclid Mathematic! Contest. Applicants not currentiy attending an Ontario Secondary School are strongly advised to write the Euclid Contest to demonstrate that they have sufficient mathematical background. For those applying to Bioinformatics or Computer Science, the Canadian Computing Competition is recommended. Honours Bioinformatics, 1 r ? e g u b and C-? ,, b t b Advanced Functions and Introductory Calculus Chemistry Any Grade 12 U English Geometry and Discrete Mathematics One of Biology or Physics One other U or M course Faculty/ Program Requirements Recommendations Other Documentation informatfon whfch a usedin additfon to course requfrements is detailedbelow when appl~cable m e appmpnate forms are pmnded routinely 1 s when an appl~catlon acknowledged Notes Undergraduatefirstp a r sntrypmgrams All required courses am OSS Grede 12 U courses unless otherwfsespeofied and must be fncluded ~nMe requiredset of 6. Requfredcourses are ~ncluded the calculatfon in of the admfssfon average Pmgtams raquirlng prior unhwsfty studies Raqu~rements as an, Ilsted Undergraduate flrst-year enby programs: Courses listed are OSS Grade 12 U courses unless otherwrse specified and are not requfredfor admfssfonbut are recommendedbecause students may find this preparatfonuseful dunng thefr unfversftystudfes Pmgrams requiring prlor unlverslty studies: Recommendatfons are as listed. Science Honours Biotechnologyl Chartered Accountancy Honours Biotechnologyl Ecmomlcs co-op Honours Six Grade 12 U or M 9 Bloiogy Chemlsby Principlesof FinancialAccounting . . Anv Grade 12 U English Grade 12 U Advance1 Functionsand IntroductoryCalculus Chemistry Chemisby Physics at least one other Grade 12 U Mathematics Chemisby PhySICS at least one other Grade 12 U Mathematicscourse (sbungly recommended tor students consldehg professional schools such as UW's School of Optomeby) Chemistry Geomew and Discrete Mathematics Physics Chemistry Geomeby and Discrete Mathematics Physics Admission Informatior Fonn (AF) mongly Where an e n w program is available in both co-op and regular, those not admitted to Co-op are automaticaliy considered for the corresponding regular program. In some programs, limited admission to co-op is also possible in Year Two. The first co-op work term begins in Year Two for all Faculty of Science students. Honours Life Sciences Biology Chemisby Earth and Space Science Geometry and DisQete Mamematics Mathematics of Data Two additioml U or M level courses Sclence and Aviation Regular Science and Businesslall specializations Regular and Co-op Optomeby Successful completion of at least two years of university level science for the 2007 entry year with specific course requirements. Starting in 2008. successful completion of et least 3 years of unhrersW kvel science . . Chemistry at least one addiional Grade 12 U Mathematics Introductionto International Business - Optometry Admissions Test (W Autobiographical Sketch Essay References Please refer to the School of Optometry Smchure regarding required and 'ecommended university-level courses. Faculty/ Program Undegaduate firstyear entry programs All required courses am OSS Grade 1 U course! 2 unless otherwise specified and must be include in the requiredset of 6. Requiredcourses am included in the calwlatio~ of the admission average unlversIiy studies: Recommendahons are as ilsted. Programs requiring prior u n h w s i f ~ studies Requtremenisare as iisted. 1 Notes Science (cont'd.) Pharmacy Successful completion of at least one full year of study at the university level with a min~mum cumulative average of 65% or equivalent in addition, seven specified courses at the OAC, Ontario grade 12 U level or university level are required. Pharmacy Admission Profile Please refer to the School of Pharmacy website regardingrequired universityievei courses. Social Work Social Work Renlson College - Undergraduate degree with a minimum of 6 units in the social sciences including 10 specified courses (or their equivalents) from the Renison syllabus. Letter of reference and personal statement which demonstrate sufficient practical experienceand personal suitability are required. Minimum 75% werali average in university studies. Software Engineering (Co-op) Software Englneerlng Co-op Advanced Functions and Introductory Calculus 9 Chemistry English (ENG4U) Geometry and Discrete Mathematics Physics * One other U or M course. Grade 11 Computer and information Science is highly recommended. Grade 12 Computer and InformationScience would be an asset. in addition to a strong academic background, other factors which will be considered in the admissions process include Letter Of Reference involvement in extracurricular activities in Form school andlor the community; evidence of Experience in deveiop interest in software engineering; additional ing well-structured, OSS Grade 12 courses; and participation modular programs is in mathematics, science, engineering or required as demonprogrammingcompetitions. All applicants y strated b at least are encouraged to write the Euclid one of the following: Mathematics Contest. Applicants not (1) strong performance currently attending an Ontario Secondary in a programming School are strongly encouraged to write course such as Grade the Euclid MathematicsContest to demon11 O 12 Computer and strate that they have a strong mathematical r lnformation Science, or background and good problem-solving equivalent, (2) strong skills. Those not offered admission to performance in a proSoftware Engineering may be considered gramming contest, for alternate engineering programs or for (3) significant work computer science; applicants specify their experience. (4) other preferencesfor alternate programs on their (must be explained Admission lnformation Form. on the Admission lnformation Form). Admission information Form (AIF)