Senate Agenda - EXHIBIT III - March 23, 2001
Recommended: That Senate approve the general structure for the bachelor's degree at Western as described below, the implementation of which will be determined by the Provost, in consultation with Deans and the Office of the Registrar.
In 1998 SCAPA, in reaction to the report of the Provost's Advisory Committee on Undergraduate Degrees and Programs (PACUDP), set in motion a process aimed at a broad reform of the University's undergraduate programs. The broad purposes of this reform are:
a) to lessen the very sharp cleavage at Western between the Honors programs and the three-year programs, a cleavage which often seems to divide the undergraduate student body into a highly privileged class and a very underprivileged class;
b) to find a way in which 'honor' - a strong academic reputation and a high standard of expected student achievement - might attach to a relatively broad program of study, as well as to a highly concentrated one;
c) to bring some overall order into what has become a bewilderingly complex set of programs whose broad structure is not easily discernible from the calendar descriptions;
d) to accomplish these changes without compromising the best of the arrangements now in place.
SCAPA's work, through its Subcommittee on Undergraduate Program Reform, has been to devise such a structural reform, to bring it forward to the University community, to seek the community's reactions, to consider the results of this consultation, and to revise its proposal before bringing it to the Senate for approval.
This process of consultation has been long, detailed, and extensive.
Three versions of this reform have now been floated, in the winter term of 1999, the winter of 2000, and the autumn of 2000. The first version was bold in structure but was widely perceived as too disruptive to some of the excellent honors programs now in place; it also drew from a number of colleagues the expression of a hope that, while we were at the business of program reform, we might try to do something strong-minded and distinctive to ensure the general education of Western students - an element which has all but evaporated from many of our degrees.
The second version was more moderate in the structural revisions it contained, but it had, integrated into it, a proposed obligatory Core Program. In the consultation the Core Program was strongly opposed; half of the opposition was to the very idea of imposing breadth of study, and the other half favoured the idea of imposing breadth but found fault with one or another feature of the Core Program as presented. (SCAPA cannot forbear to express its dismay at the widespread alarm in the broader community at the thought of any obligation to study any form of mathematics; can we, in this quantitative culture, really claim to be preparing our students for successful lives if we allow them to be shielded from brushing up against any form of quantitative analysis?)
The third version, shorn of the Core Program, achieved wide support in the consultation, but there were still some urgent voices, particularly from the Faculty of Science, expressing concern about some aspects of the proposal, principally the need to allow space for some highly specialized programs in which virtually all the courses after first year lie in the discipline of the degree.
SCAPA has fine-tuned that third version to answer most of the concerns that were expressed, and now, at the end of a three-year period of careful consultation and revision, brings its proposed structure to the Senate.
The Proposed Structure:
A. The Modules
There would be four possible modules of study in any discipline:
Honors Specialization (9 or more courses)
Specialization (9 or more courses)
Major (6-7 courses)
Minor (4-5 courses)
B. The Degrees
These modules would be combinable into three different degrees, as follows:
The Honors Bachelor's Degree
15 courses after first year, as follows:
Honors Specialization (9 or more) + Major/Minor/Optional courses, or
Major (6-7) + Major (6-7) + Optional courses (3-1)
The Bachelor's Degree
15 courses after first year, as follows:
Specialization (9 or more) + Major/Minor/Optional courses,
Major (6-7) + Major (6-7) + Optional courses (3-1), or
Major (6-7) + Minors/Optional courses
The Three-Year Bachelor's Degree
10 courses after first year, as follows:
Major (6-7) + Minor/Optional courses, or
Minor (4-5) + Minor (4-5) + Optional courses (2-0)
C. Notes on the Modules:
(a) Academic units may offer whatever modules they wish. Thus a given department, History for example, might offer just four: History Honors Specialization, History Specialization, History Major, History Minor. Or it might offer two different Major modules - World History Major and Canadian History Major, say -, or it might elect to offer only an Honors Specialization module. The Department of Chemistry might choose to offer only an Honors Specialization and a Minor. The Ivey School would presumably offer only the Honors Specialization. And so forth.
(b) The modules are highly permissive. Except for the number of courses in each, and the requirement that they be structured programs of study, academic units would be entirely free to stipulate such matters as course sequences, course levels, module-specific course sections, and the like. In particular, academic units would be free to structure the modules cumulatively, or not: that is, they might make the courses for the Minor a subset of the courses for the Major, which would in turn be a subset of the courses for the Specialization - or not. And it remains perfectly possible for a unit to specify, as part of one of its modules, courses offered by another unit. Thus FIMS could include in its Honors Specialization module, for example, courses offered by the Department of Computer Science.
(c) Interdepartmental or interfaculty modules are invited. In particular a pair of departments wishing to offer a program which integrates two disciplines (as opposed to offering them side-by-side as in the double Major) might wish to use the device of the Specialization or Honors Specialization to do this; the number of courses involved might be easily be as high as 13 or 14. Psychology and Physiology, for example, might wish to devise such an integrated program.
(d) SCAPA might wish at a later date to introduce, as a Major, a program in Core Studies. This module would reproduce the essence of the Core Program which was such a noted feature of the second iteration of this proposal; it would not, however, of course, be obligatory
(e) The difference between the Honors Specialization and the Specialization modules would be a matter of the level and nature of the courses required. Computer Science, for example, has a four-year program which involves as many courses as its Honors program, but which does not require as much study of advanced mathematics. Again, the four-year BACS and BHSc programs would be Specialization modules.
(f) The Major module is essentially equivalent, in number of courses, to our present Honors requirements when they figure in Combined Honors programs. The intention of this structure is that students would be entirely free to combine any Major module with any other, subject, of course, to the not insignificant constraints of the timetable.
(g) The Minor module would be expected to be a structured program of study.
D. Notes on the Degrees
(h) The intention is that the Bachelor's Degree - which has hitherto, unhappily, often been called the 'four-year non-honors degree' - should become the standard degree at Western. The Honors Degree is a more demanding qualification than the standard degree; the Three-Year Degree is a less demanding qualification.
(i) Some members of the University community have expressed the hope that this reform of the program might see the simple elimination of three-year degrees. Others have said that, whatever we do, the 3-year degree is likely to disappear when the Ontario secondary-school program really becomes a four-year program. Three-year degrees, however, seem to have a useful place in some disciplines as a preparation for professional schools. And the examples of Manitoba, of Saskatchewan and of Nova Scotia suggest that there is no essential incompatibility between a four-year high-school program and a three-year degree. Moreover the probable enrolment pressures of the Double Cohort years may lead us to be grateful for a 3-year degree option. The SCAPA has therefore preferred to maintain a three-year degree at Western.
(j) Discussion in the University has shown a strong general desire to keep our Honors programs intact. These programs are a distinctive feature of Western because they typically involve a much higher degree of concentration in a discipline than is the case in Honors programs at other universities in Canada. (For example, an Honors degree at the University of Toronto is simply a four-year degree; until this year it could be composed of three minors!) The Honors Specialization module as here proposed allows this traditional type of study at Western to be preserved.
(k) The present system of the required standard of performance for Honors degrees would be maintained. A student in an Honors Specialization module who failed to achieve the required standard of performance would graduate with a Bachelor's Degree rather than an Honors Bachelor's Degree
(l) The difference between the Honors Bachelor's Degree with two Majors and the Bachelor's Degree with two Majors would lie in the standard of performance achieved. A department could however designate certain sections of a course as intended for students pursuing Honors degrees.
(m) Students who graduate with a Three-Year Bachelor's Degree could enrol for a fourth year of study to upgrade their qualification.
(p) This matrix is proposed as the default matrix for the bachelor's degree at Western. It is understood that some bachelor's programs - e.g. the professional bachelor's programs such as BMus, BFA, BESc - might need to bend the matrix.
Upon approval of this new structure by Senate, the Provost would consult with the Deans and bring forward a plan for its implementation, including a statement of resources to be devoted to the transition.
In the transition period SCAPA would form a task force to work with department representatives to adapt their programs to this structure. It is understood that, even though this structure has been very carefully devised, with much consultation, it may have to be altered in places as it encounters the complex realities of implementation.
The expected implementation date is September 2004.
Recommended: That the Guidelines for the Organization of the Academic Year be amended as highlighted below, effective for the 2001-2002 academic year, and
That the projected table of dates, shown below as Appendix 1, be approved.
STRUCTURE OF THE ACADEMIC YEAR
(S.3914, S.4416, S.96-31, S.96-84, S.98-173, S.99-11, S.00-62, S.00-79, S.00-144)
Guidelines for the Organization of the Academic Year
The following Guidelines apply only to those faculties, schools and colleges which operate on a 26-week teaching term, i.e., they do not apply to the Faculties of Education, Graduate Studies, Law, Medicine & Dentistry or the Richard Ivey School of Business.
1. Scheduling the Start Date of Classes and Length of the First and Second Term
2. Scheduling Study Days and Examinations
3. Scheduling Conference Week
* Note: Spring 2006 is an exceptional year; in second term 16 days of examinations are scheduled rather than 17 and the first day of examinations coincides with the first day of Passover.
An ad hoc subcommittee of SCAPA has reviewed the policy on the Structure of the Academic Year. In addition to reformatting the guidelines, the subcommittee has recommended modifications to the policy. One change is to have the second term consistently begin on a Monday. In some cases, this will extend the time between the examination period in first term and the start of new classes in second term to allow faculty and staff to make an easier transition between terms and allow more time for marking and for grade submission and processing. The subcommittee also recommended that more flexibility be provided at the end of second term. If examinations can be held as early as possible in April, more time can be provided for the marking and processing of students' final grades. This change also anticipates the possible need for a few extra days at the end of the examination period as a buffer in the event that extra examination times are needed for the double cohort. Sunday examinations may be scheduled in either first or second term. Note, however, that if possible the two Sundays in first term would be avoided, as will scheduling on the following Sundays in second term: 2003-04: April 18 and 25; 2004-05: April 17 (no examinations are scheduled for April 24-25, Passover); 2008-09: April 9 and 26; 2009-10: April 11, 18, and 25. In these years, the end date of the examination period has been extended past the 17 day examination period.
Recommended: That a four-year Bachelor of Arts in Media, Information and Technoculture be introduced in the Faculty of Information and Media Studies, effective September 1, 2001.
NEW CALENDAR COPY
FOUR-YEAR BACHELOR OF ARTS IN MEDIA, INFORMATION AND TECHNOCULTURE
To be considered for admission to the second year of the four-year BA in MIT, a student must achieve a minimum overall weighted average of 70.0% in 5.0 full-course equivalents numbered 001-099.
The selection process for admission to second year of the program is based on a student carrying a full course load, including the MIT first-year prerequisites. Eligibility is determined by a student's overall weighted average obtained at the end of the academic year. In cases where the number of applicants exceeds the number of spaces, admission will be competitive. Attainment of the minimum admission requirements does not guarantee admission.
To progress to the third and fourth years of the four-year BA in MIT, a student must achieve a minimum overall weighted average of 68.0% in each academic session, with no more than 1.0 unsatisfactory attempt in 5.0 full-course equivalents.
To graduate with a four-year BA in MIT, a student must:
1. satisfactorily complete 5.0 courses numbered 001-099, including at least one course from two of the Faculties of Arts, Science and Social Science (or the equivalent in departments in the Affiliated Colleges) or an approved alternate. The 5.0 courses must include at least four different subjects and no more than two courses may be taken in one subject;
2. satisfactorily complete at least 1.0 course from each of the Faculties of Arts, Science and Social Science (or the equivalent in departments in the Affiliated Colleges), including those taken under item 1 above, or an approved alternate;
3. achieve a minimum overall weighted average of 68.0% in the 20.0 courses counted towards the degree;
4. complete all graduation requirements within the first 23.0 courses attempted, including repeated courses;
5. include no more than 13.0 courses in one subject among the 20.0 courses of the program;
6. satisfactorily complete at least 13.0 senior level courses numbered 100-499;
7. include no more than 5.0 courses taken at another university on a Letter of Permission. A minimum of 15.0 courses, at least 10.0 of which must be at the senior level, must be completed at Western or one of the Affiliated Colleges.
Students admitted with advanced standing are required to complete at least 10.0 full-course equivalents at Western or one of the affiliated colleges.
After first year, a student must complete 7.0 full-course equivalents in MIT and 8.0 full-course equivalent electives. Students in the four-year BA may count up to 3.0 full-course equivalents from a list of approved alternates towards the MIT elective requirements. Students should consult the list of approved alternates in the section that follows MIT program requirements. The distribution of courses is as follows:
The Faculty of Information and Media Studies would like to institute a new four-year Bachelor of Arts in Media, Information and Technoculture to complement its other programs. Considerable student demand for a four-year program has been noticed, and many of the three-year students who were not eligible for the Honors program have been returning to do an additional year in any case. The Faculty believes that providing this new option will satisfy the needs of the students and will enable them to move in the future directions that they are imagining for themselves. The four-year degree is not quite as demanding as the Honors degrees, but is more demanding than the current three-year degree, and so fills a niche for certain students who aspire to a four-year degree but are not inclined towards the Honors programs.
The proposed new four-year BA program has been developed in relation to a series of revisions to existing MIT programs, to be implemented for the incoming class beginning in Fall 2001. The revisions include:
- WRI 121F/G* Writing for MIT (developed in consultation with Arts)
- MIT 201F/G Political Economy of Media
- MIT 202F/G History of Communications
- MIT 203a/b The Matter of Technology
- MIT 204F/G Mapping Media and Cultural Theory
- MIT 301a/b Research Methods
- MIT 302F/G Journalism and Information in the Public Sphere
*Note - WRI 121F/G course number subject to approval by Faculty of Arts.
Calendar copy for the new courses and the revisions to the Three-Year and Four-Year Honors and Combined Honors MIT programs will be posted on DAP for approval and will be available from the University Secretariat.
Recommended: That the progression and graduation requirements for the Three-Year BA in MIT, the Four-Year Honors MIT and the Four-Year Combined Honors program, be revised to read as shown below:
REVISED CALENDAR COPY
THREE-YEAR BACHELOR OF ARTS IN MEDIA, INFORMATION AND TECHNOCULTURE
To progress to the third and fourth years of the three-year BA in MIT, a student must achieve a minimum overall weighted average of 65.0% in each academic session, with no more than 1.0 unsatisfactory attempt in 5.0 full-course equivalents.
To graduate with a three-year BA in MIT, a student must meet the general University regulations pertaining to graduation requirements for three-year BA programs. A student must also achieve a minimum overall weighted average of 65.0% in the 15.0 courses counted towards the degree. Students must complete all graduation requirements within the first 20.0 courses attempted, including repeated courses.
FOUR-YEAR HONORS BACHELOR OF ARTS IN MEDIA, INFORMATION AND TECHNOCULTURE
To progress to the third and fourth years of the Honors program, a student must achieve a minimum overall weighted average of 72.0% in each academic session, with no unsatisfactory attempts.
To graduate with a four-year BA Honors in MIT, a student must achieve a minimum overall weighted average of 72.0% in the senior courses counted towards the degree, with no unsatisfactory attempts.
FOUR-YEAR BACHELOR OF ARTS COMBINED HONORS PROGRAM IN MIT AND ANOTHER SUBJECT
To progress to the third and fourth years of the Combined Honors program, a student must achieve a minimum overall weighted average of 72.0% in the MIT courses taken in each academic session, with no unsatisfactory attempts. If no MIT courses are taken in an academic session, the student must achieve the progression requirements for the other half of the combination.
To graduate with a four-year BA Combined Honors in MIT and another subject, a student must meet the graduation requirements for both subject areas. For the MIT portion of the degree, a student must achieve a minimum overall weighted average of 72.0% in the senior MIT courses counted towards the degree, with no unsatisfactory attempts.
Because of the proposed introduction of the four-year BA, the admission, progression and graduation requirements for all MIT programs have been harmonized. In summary, the three-year BA stays at 65% admission and progression; the four-year BA is 70% admission and 68% progression (see proposal 3a); and the Honors programs are 75% admission (unchanged) and 72% progression (increased from 70% - see pages 83-84 of the 2001 calendar for current requirements).
Recommended: That a Four-Year Bachelor of Arts in English be introduced at King's College, effective September 1, 2001.
FOUR-YEAR BA IN ENGLISH
A mark of at least 60% in English 020E or 022E or 024E.
Students should consult with the Department prior to admission.
7.5 senior English courses including:
English 200 or English 201a/b and 204F/G
One of: English 211, 212, 214E, 224E, 234E
One of: English 244E, 254E, 264E, 274E
One of the above not already chosen or English 209E, 232E, 253E, 258E, 284E, 289E
3.5 additional senior English essay courses, no more than two of which may be at the 100-level. A half-course at the 400-level is optional.
NOTE: English 117 (Reading Popular Culture) and courses in Writing cannot be used to fulfil area of concentration requirements.
The addition of this program will increase the range of program offerings, allow students to extend their studies for a further year at a more advanced level, and provide students with a program that is more widely recognized than a three-year degree program.
Recommended: That Senate approve that the policy on Awarding Scholarships, Awards, Medals and Prizes in the Case of Exact Ties be revised
FROM: One scholarship, award, medal or prize will be awarded except in the case of exact ties (without rounding) where the award value will be split equally. Faculties are strongly discouraged from splitting any award including scholarships, awards, medals and prizes, or from granting any award "in name only".
TO: Scholarships, awards, medals or prizes may not be split, i.e., awarded to multiple recipients. Awards may not be granted "in name only".
The policy on awarding Scholarships, Awards, Medals and Prizes had been revised in January 2000 to address concerns that giving awards to multiple recipients seemed to be becoming commonplace. SCAPA changed the wording of the policy to "strongly discourage" faculties from the practice.
In February 2001, SCAPA was informed of a case wherein a $100 prize was to be split three ways for this year and in future. SCAPA revisited the policy and stated that among the implications to having multiple recipients for awards were: that the practice is unfair to students who may be depending on the full amount of the awards being awarded; that it diminishes the excellence it is supposed to reward by spreading over a number of recipients; that it is difficult to administer awards when the number of recipients may change; and that, in this case, the cost of administering the award would be greater than the award itself.
It is now proposed that the policy be revised to disallow multiple recipients of an award.
The second component of the policy, the practice of granting awards "in name only", i.e., granting the actual award to one student but naming additional students so that the award would appear on their academic record, has not been problematic for the past few years. However, the reference to the practice of naming multiple recipients of awards using this method will be retained in the policy. It also will be disallowed in future.
SCAPA has approved on behalf of the Senate the following Terms of Reference for new scholarships, awards, bursaries and prizes for recommendation to the Board of Governors through the Vice-Chancellor:
Godsoe Family Continuing Scholarships (3) (Faculty of Social Science, Economics, History)
Awarded to undergraduate students in year 2 of an Honors program in Economics or History who demonstrate financial need and have a minimum academic average of 80%. The scholarships will continue as long as recipients remain in an Honors program in Economics or History, demonstrate financial need, and maintain an 80% average and a full-time course load. If a recipient fails to retain the scholarship after year 2, another student will be selected from the same year who meets the criteria. These scholarships were established by a generous donation from the Godsoe family through Foundation Western.
Value: 3 at $1,000
Effective May 2001
Hydro One Inc. Scholarships in Engineering Science (10) (Faculty of Engineering Science, Electrical and Computer Engineering)
Awarded to five students entering second year and five students entering fourth year of an Electrical and Computer Engineering program, who achieve a minimum average of 80% in their prior year of full-time study and demonstrate leadership skills and community involvement. At least one of these scholarships is reserved for candidates who represent diversity, within the parameters of the Human Rights Code, including women in engineering, aboriginals, visible minorities and disabled persons. Applications can be obtained from the Faculty of Engineering Science and must be completed by April 1. These scholarships are made possible by a generous gift from Hydro One Inc.
Value: 10 at $5,000
Effective: 2000-2001 to 2004-2005 only
|Labour Day||Sept. 4||Sept. 3||Sept. 2||Sept. 1||Sept. 6|
|Registration||Sept. 5-6||Sept. 4-5||Sept. 3-4||Sept. 2-3||Sept. 7-8|
|First Term||Sept. 7-Dec. 7
|Sept. 6-Dec. 6
|Sept. 9-Dec. 8|
|Oct. 9||Oct. 8||Oct. 14||Oct. 13||Oct. 11|
|Study Day||Dec. 8||Dec. 7||Dec. 6||Dec. 5||Dec. 9|
|Dec. 22-Jan. 2
|Second Term||Jan. 3-Apr. 6
||Jan. 5-Apr. 8
|Jan. 3- |
|Conf. Week||Feb. 19-23||Feb. 24-28||Feb. 23-27||Feb. 21-25|
|Passover||Apr. 8-9||Mar. 28-29||Apr. 17-18||Apr. 6-7||Apr. 24-25|
|Study Day||Apr. 7||Apr.
||Apr. 10||Apr. |
Senate Agenda EXHIBIT III
March 23, 2001 Appendix 1, Page 2
|Labour Day||Sept. 5||Sept. 4||Sept. 4||Sept. 1||Sept. 7|
|Registration||Sept. 6-7||Sept. 5-6||Sept. 4-5||Sept. 2-3||Sept. 8-9|
|First Term||Sept. 8-Dec. 8
|Sept. 7-Dec. 7
|Sept. 10-Dec. 9|
|Oct. 10||Oct. 9||Oct. 8||Oct. 13||Oct. 12|
|Study Day||Dec. 9||Dec. 8||Dec. 7||Dec. 5||Dec. 10|
|Dec. 23-Jan. 3
||Jan. 5-Apr. 8
|Jan. 4-Apr. 9|
|Conf. Week||Feb. 23-27||Feb. 22-26|
|Passover||Apr. 13-14||Apr. 3-4||Apr. 20-21||Apr. 9-10||Mar. 30-31|
||Apr. 9||Apr. 10|