april-5-agenda.pdf - University of Regina

ACO 10-400-10

REGISTRAR’S OFFICE

Council Committee on Undergraduate Admissions and Studies

AGENDA

Tuesday, April 5, 2016

9:00 a.m. AH 527

DATE: March 30, 2016

TO: All Members of the Council Committee on Undergraduate Admissions and Studies

FROM: Coby Stephenson, Calendar Production/Convocation Coordinator

RE: NOTICE OF MEETING

AGENDA

1. APPROVAL OF AGENDA

2. APPROVAL OF MINUTES OF LAST MEETINGS, January 13 and February 8, 2016

3. BUSINESS ARISING FROM THE MINUTES

4. OLD BUSINESS

4.1 Report from Task Forces, Commissions or Sub-committees

4.1.1 Commission to Review Fresh Start Program

4.1.2 University Regulations Sub-committee

4.1.3 U of R Dual Credit Task Team

5. NEW BUSINESS

5.1 Report from the Faculty of Arts Appendix I pg 2-26

5.2 Report from the Faculty of Education Appendix II pg 27-41

5.3 Report from the Faculty of Engineering and Applied Science Appendix III 42-47

5.4 Report from the Faculty of Nursing Appendix IV pg 48-61

5.5 Report from the Faculty of Science Appendix V pg 62-73

5.6 Report from the Faculty of Social Work Appendix VI pg 74-80

5.7 Report from the Registrar’s Office Appendix VII pg 81-84

6. FOR INFORMATION

6.1 Meeting dates and deadline for submission of agenda material

DATE TIME LOCATION DEADLINE FOR AGENDA ITEMS

Thursday, May 5, 2016 2:00 p.m. AH 527 Thursday, April 28 at 4:30 p.m.

Thursday, June 9, 2016 9:00 a.m. AH 527 Tuesday, May 31 at 4:30 p.m.

7. ADJOURNMENT

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5.1 Report from the Faculty of Arts Appendix I

Items for Approval

Motion 1: Certificate in Sustainability

To create the Certificate in Sustainability, effective 201630.

PROGRAM INFORMATION

Program Name: Certificate in Sustainability, Faculty of Arts

The following is a proposal for the development of a Certificate in Sustainability through the Faculty of

Arts at the University of Regina. The purpose of this program is to provide students with a basic structure

for decisions about sustainability and crafting sustainable livelihoods and lifestyles. Implemented in the

Faculty of Arts, a Certificate in Arts is open to students enrolled in all faculties, including the professional

faculties.

Level/Credential to be Granted: undergraduate Certificate in Sustainability

Faculty(ies)/School(s)/Department(s): Interdisciplinary program with courses from Arts and Science

Expected Program Proposal Submission Date (Month/Year): November, 2015 (to APDC)

Expected Program Start Date (Month/Year): Fall, 2016

Method of Program Delivery: The Certificate is designed as an interdisciplinary program of study

utilizing existing courses (see included course list). A wide range of courses are included to provide

interested students with the greatest amount of flexibility while attaining the necessary components to

understand sustainability in the broadest sense. Course options also minimize the need for specific

prerequisites to maximize access to the certificate as a complement to all degree programs, including

professional programs. All listed courses have been approved for inclusion by the relevant departments,

and are currently offered at least once every two years.

Proposed Structure: General Considerations

In terms of course development, two approaches in developing a Certificate present themselves. One is to

develop a suite of new courses students must take along with additional instructors to teach these new

courses. This approach seems more appropriate for large universities with sufficient student demand and

surplus resources to regularly offer such specialized courses and maintain an increased faculty

complement.1 The second approach is to make use of existing courses across a university. This would

include courses within specific disciplines that already have an intentional focus on

sustainability/sustainable development. This approach seems more appropriate for mid-sized universities

and those with greater degrees of interdepartmental collaboration and interdisciplinary research. This

second approach is proposed for the University of Regina Certificate in Sustainability and was employed

in the consultative process used in developing the proposal.2

1 For example, the University of Saskatchewan's Certificate in Sustainability has 3 required courses as part of the Certificate of

the total of 7 courses students are required to take (see http://www.usask.ca/programs/colleges-schools/school-of-environment-

and-sustainability/program.php). 2 Previous drafts of the proposed certificate were circulated to the Deans and Associate Deans of Arts, Science, Fine Arts, FNUC,

Engineering, Education, Nursing, and Business. Drafts were also circulated to Department Heads of proposed course inclusions

(Biochemistry, Biology, Economy, Geography, Geology, Political Science & International Studies, Indigenous Studies,

Philosophy, Psychology, Religious Studies, Sociology, Justice Studies and Women & Gender Studies. We also held consultative

meetings with the Department Head and Director of Environmental Studies, and with the Dean and members of CCE and

the Sustainability Coordinator.

http://www.usask.ca/programs/colleges-schools/school-of-environment-and-sustainability/program.php

http://www.usask.ca/programs/colleges-schools/school-of-environment-and-sustainability/program.php

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Given the number of options within each of the theme areas, the Certificate program is not anticipated to

require any additional costs, and will bring benefits, including additional course enrollments, to existing

departments.

In terms of course content, a further choice presents itself. Some university approaches focus on

sustainability construed principally as environmental sustainability or require students to choose a focus

on either environmental sustainability or human sustainability.3 An alternative approach sees

sustainability integrated more holistically. These approaches tend to have an action oriented component

that seeks to simultaneously advance beneficial environmental outcomes and human outcomes in situated

contexts.4 This second, more integrated approach is endorsed in the University of Regina Strategic Plan:

2015-2020.5 Integrating environmental and human sustainability in the Certificate enables students to

ladder into and/or supplement specific majors in Arts emphasizing either environmental sustainability

(e.g., Environmental Studies) or human sustainability (e.g., Justice Studies and other disciplines in the

humanities and social sciences).

Specific Requirements

The U of R offers several certificates, with credit hour requirements ranging from 12 (section 18.2.7.5 of

Undergraduate Calendar) to 72 (section 9.9.14 of Undergraduate Calendar). Within the Faculty of Arts,

certificate programs most often require 30 credit hours. We propose an 18-credit hour certificate in

sustainability, because a set of 6 courses is adequate to introduce the range of topics important to a

systemic conception of sustainability, and will allow the program to be accessible to most U of R students

in the context of their current program. A certificate is preferable to a minor so that students pursuing

professional degrees (who are not eligible for minors) can have the classes acknowledged on their

transcript. To the extent a number of the courses are also offered periodically by the Centre for

Continuing Education (CCE), this also increases the accessibility of the Certificate.

Program Administration

To facilitate efficient and effective operation of the Certificate in Sustainability, the program will be

administered through Luther College, who will provide coordination for the Certificate program and

information to advisors and students, as needed.6 However, given the interdisciplinary nature of the

Certificate, it is proposed that a committee made up of a representative from each of the 4 federated

partners of the University of Regina, a representative of CCE, and the University of Regina Sustainability

Coordinator would form a consultative body to address issues of policy, program structure, and content.

For instance, the consultation committee would keep the list of eligible courses in each of the 6 areas

updated as well as making recommendations for revisions in the structure of the Certificate as may be

needed from time to time.

II. STRATEGIC CONSIDERATIONS 1. How does this proposed program fit with/complement the University Strategic Vision and Objectives?

The mission of the University of Regina seeks to advance “local and global contributions to knowledge”

especially as it relates to global citizenship, endeavours that are at the heart of sustainability (see

University of Regina Strategic Plan: 2015-2020, p. 6).7 At the same time the values of the University

including mutual respect, inclusivity & diversity, social responsibility, accountability, and well-being are

key normative elements of the concept of sustainability and sustainable development. The University of

3 For example, the University of Saskatchewan's Certificate in Sustainability requires students to choose between one of two areas

of focus: “natural resources and sustainability” and “community and sustainability”. 4 This approach is historically rooted in the World Commission on Environment and Development's notion of “sustainable

development” that seeks pathways of development that simultaneously address issues of poverty and environmental degradation.

See WCED, Our Common Future (Oxford: Oxford University Press, 1987), p. 43-46. 5 “Sustainability” is viewed as “deeply rooted in social justice and is taken to encompass economic, cultural, social, and

environmental sustainability”.See University of Regina Strategic Plan: 2015-2020, p. 7, available from:

http://www.uregina.ca/strategic-plan/assets/docs/pdf/strategic-plan-final-november-4-2014.pdf. 6 Luther College's Academic Affairs Committee (AAC) passed a motion to support the Sustainability Certificate on Nov. 3. 7 See University of Regina Strategic Plan: 2015-2020, p. 7, available from: http://www.uregina.ca/strategic-

plan/assets/docs/pdf/strategic-plan-final-november-4-2014.pdf.

http://www.uregina.ca/strategic-plan/assets/docs/pdf/strategic-plan-final-november-4-2014.pdf



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Regina has committed itself to advancing sustainability as one of two “overarching areas of emphasis” in

its Strategic Plan: 2015-2020. Specifically the plan states that a “[c]ommitment to sustainability is critical

to ensure institutional and societal longevity and success into the future. At the University of Regina

sustainability is deeply rooted in social justice and is taken to encompass economic, cultural, social, and

environmental sustainability” (p. 7). Advancing the cultural dimensions of sustainability also requires

acknowledging and including “a plurality of Indigenous knowledge and practices” supportive of the 2nd

overarching area of emphasis: Indigenization.8 A Certificate in Sustainability also advances the strategic

priorities of the Strategic Plan in important ways. Incorporating a sustainability certificate option into the

program options available to students will help advance the strategic priority of “Student Success”.

Retention rates improve where students are able to intellectually engage pressing and topical issues of

sustainability, both locally and globally, and have the opportunity to apply what they are learning in

diverse settings, including experiential and service learning (see 4th Student Success Objective, p. 9). It

also directly relates to the strategic priority of “Commitment to Our Communities” as this is the

commitment that is central to sustainability, namely a commitment to present and future communities.

This community commitment is now central to the global community with the recent adoption of the 17

Sustainable Development Goals (SDGs) by the United Nations guiding the global development agenda to

2030.9 A concern for community is also found in the 5

th priority action area of the UNESCO Global

Action Programme on Education for Sustainable Development.10

2. How does this proposed program fit with/complement your Faculty’s Strategic Plan?

The Faculty of Arts is currently embarking on a process to establish its vision and priorities. However, in

relation to the 2010-2014 Strategic Plan for the Faculty of Arts,11

the proposed Certificate in

Sustainability in Arts, while open to all Faculties on Campus, provides important support for the Faculty's

own Strategic Plan. While benefits to its first goal, “student recruitment and retention”, have already been

mentioned, a Certificate in Sustainability helps develop important capabilities and skills in demand with

increasing demand in the labour market (I.A.6) and that enhance “the overall quality of one's life” (I.A.7).

The Certificate also facilitates cooperation between the Faculty of Arts and the Centre for Continuing

Education (a general goal implicit in I.D) and can serve as a way of diversifying the students in Arts (I.E.)

by providing a way for students, especially those in remote communities, to take elements of the

Certificate through regional colleges or online and to then ladder into a full Arts degree or liberal arts

certificate or diploma. Students pursuing a Certificate in Sustainability may also have greater interest and

success in pursuing the Arts Co-op Program (I.G )given the relevance of sustainability topics to

employers. A certificate in sustainability helps address a number of student priorities helping to attract

them to post-secondary education (see II.A). It also directly addresses the Arts faculty interest in

increasing accessibility and flexibility for students including working with CCE (see II.B.1). The

Certificate in Sustainability profiles the relevance of courses in the Liberal Arts in advancing

sustainability (III.A) while encouraging diverse instructional methods required for Education for

Sustainable Development, thereby likely improving quality of teaching (III.B). Courses in sustainability

are also readily amenable to promoting student-research components as part of undergraduate programs

(IV.E) as well as offering direct opportunities for community outreach (V.A) and presentations (V.E). The

Certificate in Sustainability also directly promotes “strengthening the working relationship with the

federated colleges” (VI.B) give the role Luther College and Campion College have played in the

Certificate's development.

8 Recognition of intangible cultural heritage is an important area of focus for UNESCO including its central role in advancing

sustainability. (See UNESCO, “Intangible Cultural Heritage”, http://www.unesco.org/culture/ich/index.php?lg=en&pg=home;

see also UNESCO, “Culture for Sustainable Development”, http://en.unesco.org/themes/culture-sustainable-development) 9 See United Nations, Sustainable Development Goals, https://sustainabledevelopment.un.org/topics. 10 see also UNESCO, Global Action Programme on Education for Sustainable Development (ESD),

http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/esd-after-2014/global-action-programme/. 11Available at http://www.uregina.ca/arts/assets/docs/pdf/strat_plan_final.pdf

http://www.unesco.org/culture/ich/index.php?lg=en&pg=home

http://en.unesco.org/themes/culture-sustainable-development

https://sustainabledevelopment.un.org/topics

http://www.unesco.org/new/en/unesco-world-conference-on-esd-2014/esd-after-2014/global-action-programme/

http://www.uregina.ca/arts/assets/docs/pdf/strat_plan_final.pdf

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III. PROGRAM CONSIDERATIONS

1. Describe the rationale/need for this program?

Certificates in sustainability are being developed in universities around the world given the increasing

expectation of graduates from Post-Secondary Education (independent of their disciplinary specialization)

to be able to address the complex problems of sustainability facing future generations. A survey by the

Centre for Continuing Education (CCE) found sustainability related certificates, both credit and non-

credit, being offered at a number of Canadian universities reflecting growing demand for such

programs.12

Increased demand by students is tied to a more general acknowledgement of the

unprecedented impact of human activities on the natural environment.13

Higher Education has made

explicit commitments to advancing sustainability/sustainable development through commitments of

individual post-secondary organizations as well as Higher Education umbrella organizations at the

international level.14

For the University of Regina, we propose a Certificate in Sustainability because students in professional

faculties are not eligible to have designated minors on their transcripts. This program, in part, was

initiated in response to needs expressed by professional faculties, and thus it is important to structure the

program to include professional students. Through consultations, departments in the Faculty of Arts also

suggested the development of a Certificate rather than a minor. The 18-credit hour structure of a minor is

adopted because 6 classes are adequate to serve the purpose of providing a basic structure for decisions

related to sustainable livelihoods and lifestyles, while allowing most University of Regina students to fit

the certificate into their current programs.

2. What are the key objectives of this program?

This integrated approach requires: (1) a theoretical appreciation of the concept(s) of

sustainability/sustainable development, (2) understanding important dimensions of human and

environmental sustainability from the theoretical perspective, (3) a strategic analysis of options in relation

to pressing issues impacting the sustainability of human and environmental systems, and (4) an

opportunity to practically explore sustainability in particular community contexts or organizational areas.

These dimensions emerge from an inclusive theoretical analysis of the sustainability discourse in

scholarly literature and practical attempts to address problems that this sustainability discourse has

highlighted and seeks to resolve.15

These also reflect the kinds of courses viewed as “sustainability

courses” within the Sustainability Tracking, Assessment & Rating System (STARS) framework to which

the University of Regina has committed to reporting.16

This approach is most consistent with the purpose

of providing students with a basic structure for making decisions related to sustainable livelihoods and

lifestyles.

12

These included Acadia University, the University of British Columbia, Dalhousie University, Queen's University,

Simon Fraser University, the University of Guelph, and the University of Saskatchewan, among others. 13 This geological shift has been termed the Anthropocene Era and “represents a new phase in the history of both humankind and

of the Earth, when natural forces and human forces became intertwined, so that the fate of one determines the fate of the other”

(Zalasiewicz, Williams, Steffen, and Crutzen (2010) cited in Andrew J. Hoffman and P. Devereaux Jennings “Institutional

Theory and the Natural Environment: Research in (and on) the Anthropocene,” Organization & Environment 2015, Vol. 28, 1

(2015): 8). Hoffman and Devereaux explore the implications of the Anthropocene Era for institutional theory. 14 See, for example, the International Association of Universities (IAU) Higher Education Sustainability Initiative available from

http://www.iau-hesd.net/en/actions/215/1930/higher-education-sustainability-initiative.html. 15 See Marius Christen and Stephan Schmidt, “A Formal Framework for Conceptions of Sustainability—a Theoretical

Contribution to the Discourse in Sustainable Development”, Sustainable Development 20 (2012): 400-410. 16 See https://stars.aashe.org/. According to the STARS' criterion ER-5 “Sustainability Course Identification”, sustainability-

focused courses “concentrate on the concept of sustainability, including its social, economic, and environmental dimensions, or

examine an issue or topic using sustainability as a lens” while sustainability-related courses “incorporate sustainability as a

distinct course component or module or concentrate on a single sustainability principle or issue”.

http://www.iau-hesd.net/en/actions/215/1930/higher-education-sustainability-initiative.html

https://stars.aashe.org/

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Students would be required to have at least one 300-level course as part of the course selection for the

Certificate. A maximum of two courses from students’ major(s) or minor(s) would be eligible for

inclusion in the Certificate. At least one class in the Certificate would also involve a semester-long

community engagement project.

Students would need to choose one course from each of the 6 course categories outlined below with no

more than 3 courses being chosen from any given discipline (to ensure exposure to a range of disciplines

and methods). Eligible courses have been identified in each category to ensure sufficient offerings in each

over a 2 year period. Sufficient course options in each category are also provided to ensure that course

prerequisites are not a barrier to completion of the Certificate, and that the Certificate will not impose an

excessive burden on any department. The following provides a description of each category17

:

The Sustainability Problem: Courses in this area provide students with a general introduction to

the idea of sustainability/sustainable development (and related concepts) that have emerged in

relation to a common problem facing humanity, namely, that current human activities have

eroded the natural resources upon which these very human activities depend if they are to

continue into the future.18

Students gain a general appreciation of the normative goals

sustainability seeks to fulfill and its recognition of empirical constraints, particularly those of

natural systems, that limit or restrict the ways in which these goals might be fulfilled.

Dimensions of Human Sustainability: Courses in this area explore important elements of

human well-being and quality of life and the implications for life within a global community of

each person being able to live a decent, dignified life. Implied social constraints and

responsibilities found in different theories of justice (e.g., political justice, social justice,

distributive justice, intra and inter-generational justice) are potentially explored along with

associated normative principles of participation by individuals and communities, especially

indigenous communities. The implications of a lack of well-being in specific areas including

diverse forms of poverty and vulnerability and key indicators of well-being can also be explored.

Dimensions of Environmental Sustainability: Courses in this area provide students with an

understanding of complex natural systems at diverse biological scales. The ethical status of

natural objects and systems that potentially shape and constrain human interaction with the

natural environment are potentially examined. What may be required to sustain these systems

over time (such as promoting ecosystem resilience and biodiversity), key indicators of

environmental sustainability, and an understanding of how these systems may generally be

degraded, especially by patterns of human activity, are also potentially explored.

Human Sustainability Options: Courses in this area explore specific problems and issues

critical to sustaining human communities and factors that have emerged as priorities in

sustainability discourse related to social, cultural, and economic sustainability. Strategic options

related to advancing sustainability in the given area(s) are explored.

Environmental Sustainability Options: Courses in this area explore specific problems and

issues critical to sustaining environmental systems (living and non-living) that have emerged as

priorities in sustainability discourse related to environmental sustainability. Strategic options

related to advancing sustainability in the given area(s) are explored.

Sustainability in Practice: Courses in this area provide students with an opportunity to

practically address sustainability issues in a grounded way within a given community (e.g. local

living laboratories) and/or organizational context (e.g. policies and/or programs). Practical

sustainability projects employing specific forms of community service, engagement and/or

17 Specific categories build upon the “Formal Framework for Conceptions of Sustainability” developed by Christen and Schmidt

(see p. 403-406).

18 Christen and Schmidt articulate the sustainability problem based on Our Common Future view that “many forms of

development erode the environmental resources upon which they must be based” (WCED, 1987, p.3).

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research are employed. Knowledge, capabilities, and skills appropriate to engaging sustainability

in the particular context (e.g. qualitative and quantitative research tools, policy analysis, report

writing/presentations, use of technologies) are important parts of such a course.

Proposed Courses The following list includes possible classes in each of the 6 course areas. Courses listed have either

minimal prerequisites (e.g., permission of instructor or 9-30 credit hours) or prerequisite classes that are

already included in the Certificate (as indicated). To graduate, students must have a minimum program

grade point average (PGPA) of 65%.

1. The Sustainability Problem Enst 200/Geog 226: Introduction to Environmental Studies/Issues

Phil 282: Philosophical Issues in Sustainable Development

Soc 230: Nature & Society

2. Dimensions of Human Sustainability Indg 100: Introduction to Indigenous Studies

Indg 225: Principles of Indigenous Law

JS 100: Introduction to Justice

JS 280: Introduction to Social Justice

Phil 270: Ethics

Phil 271: Social & Political Philosophy

Rlst 275: Women in World Religions

Soc 208: Inequality & Social Justice

Soc 211: Ethnic & Cultural Diversity in Canada

Soc 214: The Sociology of Indigenous People in Canada

Wgst 100: Introduction to Women’s and Gender Studies

Wgst 300: Missing and Murdered Indigenous Women

3. Dimensions of Environmental Sustainability Biol 150: Biological Principles

Geog 120: Human Geography

Geol 102: Environmental Geology

Phil 275: Environmental Ethics

Soc 330: Sociology of the Environment (prereq: one 200-level Soc class)

4. Human Sustainability Options

Anth 340: Anthropology and Contemporary Human Problems

Econ 253: Health Care in Canada

Econ 281: Wages & Employment in Canada

IDS 101**: Interdisciplinary Studies (Agency & Global Citizenship)

Indg 200: Introduction to Intercultural Indigenous Issues

Indg 201: Introduction to Contemporary Indigenous Issues

IS 200: Feeding the World and Cooling the Planet

Phil 272: Contemporary Moral Issues

Psci 344: Political Economy of Development and Underdevelopment

Wgst 201: Women, the environment, and change

Wgst 206: Feminism and Activism

Hum 260: Utopian Literature, Thought, and Experiment (prereq: Engl 100)

JS 317: Justice, Democracy, and Social Change (prereq: JS 100 & JS 090)

Soc 314: Studies in Development and Underdevelopment (prereq: 200-level Soc)

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Soc 333: The Sociology of Disaster (prereq: 200-level Soc)

Soc 355: The Global Food System (prereq: 200-level Soc)

5. Environmental Sustainability Options Econ 273: Environmental Economics

Indg 236: Indigenous Economic, Environmental, and Geographic Systems

Bioc 200: Bioactive Plants & Culture (prereq: Indg 100 or Engl 100)

Biol 276: Environmental Biology (prereq: Biol 150 & Enst 200/Geog 226)

6. Sustainability in Practice Arts 301: AIESEC Global Internship

IDS 290**: Nonprofit & Voluntary Organizations: Cornerstones of Society

IDS 290**: Ecomuseums: Exploring Place

Psyc 340*: Psychology & Environmental Change

SOST 307: Applied Methods: Qualitative Approaches

JS 310: Food, Hunger, and Social Justice (prereq: JS 100 & JS 090)

JS 311: Work, Economic Stability, and Justice (prereq: JS 100 & JS 090)

Note 1: One class must be taken from each section, and at least one class in the certificate must be 300-

level.

Note 2: No more than two classes from a students’ degree program can be counted in the Certificate.

Note 3: No more than three classes from a single department can be counted in the Certificate.

Note 4: At least one class in the certificate must involve a semester-long community engagement project.

Classes incorporating community service through Campion Engaged Learning are indicated with

a *, and those incorporating community service and/or research through Luther College are

indicated with a **.

3. What is the expected impact of this program on University enrolment and revenue?

As this Certificate is designed as a complement suitable for all undergraduate degrees offered by the

university, this may attract more students to the university seeking a sustainability component to their

degree. Given the fit of this program with the UN Sustainable Development Goals (2015-2030), this

presents the possibility that more international students may be attracted to the U of R to pursue their

education.

Contact Person(s) Email Telephone

Roger Petry, Luther College [email protected] 306-585-5295

Katherine Arbuthnott, Campion

College

[email protected]

01-20 report to Arts.docx

306-359-1220

Signature:__ ____________________ Date Submitted:__Nov. 6, 2015____________

mailto:[email protected]



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References

Christen, Marius and Schmidt, Stephan , “A Formal Framework for Conceptions of Sustainability—a

Theoretical Contribution to the Discourse in Sustainable Development”, Sustainable

Development 20 (2012): 400-410.

Hoffman, Andrew J. and Jennings, P. Devereaux, “Institutional Theory and the Natural Environment:

Research in (and on) the Anthropocene,” Organization & Environment 2015, Vol. 28, 1 (2015):

8).

University of Regina Strategic Plan: 2015-2020, p. 7, available from: http://www.uregina.ca/strategic-

plan/assets/docs/pdf/strategic-plan-final-november-4-2014.pdf

Rationale: See rationale outlined under section III Program Considerations.

Letter of Support was provided by CCB on March 4, 2016.

Motion 2: La Cité’s programs to be done as minors and second majors for Arts students

To grant Arts students permission to include the majors and minors offered by La Cité toward a degree

program granted by the Faculty of Arts where such inclusion is normally available to Arts students.

Effective?

The BA is a four-year, 120-credit-hour degree consisting of a set of core requirements (designed to achieve breadth), one or two majors (to achieve depth), and electives (free choices). Minors are optional. Students are allowed to count a maximum of 48 credit hours of 100-level courses towards their program, see §9.7.4.

…

9.9.1.2 Major: (36-45 credit hours)

The Faculty of Arts offers majors listed in table §9.9: Academic Programs in Arts.

Majors require between 36 and 45 credit hours (12-15 courses), with at least 9 credit hours at the 300- or 400-level. Departments may also specify up to 15 credit hours in courses in related ("cognate") subjects. Combined majors have a minimum of 60 credit hours (20 courses).

Students can choose to do two majors. The second major can be in another subject offered by the Faculty of Arts, or in a subject offered by either the Faculty of Media, Art, and Performance, the Faculty of Science, or La Cité.

…

9.9.1.4 Minor (optional): (18 - 24 credit hours)

Available minors are listed in table §9.9: Academic Programs in Arts. Students may declare up to two minors.

Arts students are permitted to complete a minor in Kinesiology (Refer to §13) or one of those offered by La Cité (refer to §19).

9.9.1.5 Electives

Degree-credit courses offered by this University can be counted towards a student's program as an elective. Refer to §9.7.5 for regulations governing elective courses. Students are encouraged to consult an advisor in the department offering their major for help in constructing a well-rounded program.

A maximum of 60 credit hours of courses outside the Faculties of Arts, Media, Art, and Performance, and Science or La Cité may be counted towards a BA program.

Rationale: This ensures that Arts students continue to be able to complete majors and minors offered by

La Cité. Arts previously approved a motion permitting students from other Faculties and academic units

to complete our majors and minors as permitted by that Faculty/academic unit.

Motion 3: Department of Indigenous Languages, Arts and Culture

To adopt the name “Indigenous Literatures in English” (INLE) as the official name of the FNUniv



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English program, effective 201630.

Rationale: This change will not affect the names of our courses, other than those to be created

specifically under INDL (Indigenous Languages/Literatures/Linguistics). It will, however, be the name

for currently being developed Indigenous Literatures in English minor and certificate programs. Some of

these courses will also be able to contribute to the proposed DILAC and FNUniv interdisciplinary

certificates.

Motion 4: Department of Indigenous Languages, Arts and Culture

To officially change the unit name from “Indian Languages, Literatures and Linguistics” (ILLL) to

“Indigenous Languages and Linguistics” (INLL), effective 201630.

This name change simply makes official our current practice, and the switch of terminology from

“Indian” to Indigenous” follows the recent trend. (It also, incidentally, allows us to respectively inform

our colleagues in India who inundate us with requests for and applications to a program about which they

are currently being misled). Although Indigenous Literatures still remain very much a part of our

mandate, we are happy to cooperate with our Indigenous Literatures in English unit and contribute jointly

to the study of Indigenous Literatures, while ceding the name to English. Furthermore, “Language” itself

encompasses this and, following the wisdom of Tolkien (who saw the holistic picture and staunchly

opposed the separation of “Language” and “Literature” within his program at Oxford), our title can thus

benefit from some simplification (and help everyone who always forgot the third L anyway). Finally, this

change has no effect on any course titles.

Motion 5: RTD Policy

That students who are unsuccessful in either semester of the Arts Transition Program be Required to

Discontinue their studies in the Faculty of Arts for a minimum of 3 semesters, and that an End of Term

ruling to this effect be added to their record in the term during which the student was unsuccessful.

9.5 EVALUATION OF ACADEMIC PERFORMANCE

… 9.5.2.1 Requirement to Discontinue from the Arts Transition Program

Students who fail to complete the requirements of either the first or second semester of the Arts Transition Program will be required to discontinue their studies in the Faculty of Arts for a minimum of 3 semesters. If a student has previously been unsuccessful in the Academic Recovery Program, then the student will be forced to withdraw from the University of Regina indefinitely. Upon completion of the relevant period of discontinuance, students may petition for re-admission to the Faculty and may then have to complete the outstanding requirements of the program.

Rationale: This formalizes what was always the intention with the creation of the Arts Transition

Program and clarifies the time period during which students will be required to sit out from studies. It also

clarifies how to handle situations wherein students have been unsuccessful in both the Academic

Recovery and the Arts Transition Programs.

ACO 10-400-10

Motion 6: New Program in Department of Justice Studies

To create a Certificate and Diploma in Justice Studies, effective 201630.

PROGRAM INFORMATION

Program Names: Certificate and Diploma in Justice Studies

Faculty(ies)/School(s)/Department(s): Faculty of Arts, Justice Studies

Expected Proposal Submission Date (Month/Year): March 2016

Expected Start Date (Month/Year): September 2016

Primary Method of Program Delivery: Face-to-face; where online courses are in place students may

choose this delivery method.

I. RATIONALE

1. Describe the rationale/need for this program.

A justice certificate and diploma program are being proposed by the Department of Justice Studies (DJS).

These programs will meet: a) the needs of students wishing to acquire, post-secondary accreditation in the

justice field but not wishing to commit to a full degree; b) the needs of students, in collaboration and in

agreement with the Gabriel Dumont Institute (GDI), wishing to acquire post-secondary accreditation in

the justice field by accessing courses in the north; and c) that may wish a laddering option toward a

degree at some future time (NB: stale dating of courses will be applicable based on the Faculty of

Arts/Department of Justice Studies policies). These programs will also meet the specialized requirements

of justice employers (e.g., corrections, policing, and restorative justice organizations, etc.).

2. What are the key objectives and/or goals of this program?

a) Increase justice programming options for students in the justice field;

b) Increase accessibility for northern students to justice programs (when delivered by GDI, increasing

accessibility to post-secondary education for Aboriginal students);

c) Meet the needs of justice employers in the north and elsewhere in Saskatchewan;

d) Offer laddering options toward a degree in Human Justice or Police Studies;

e) A Certificate or Diploma in Justice Studies will benefit first time Justice Studies students by earning a

university credential recognized by justice organizations in Saskatchewan;

f) Credit courses earned in the certificate and diploma programs will be a stepping stone to more

advanced credentials; a Justice Studies’ undergraduate degree in Human Justice and/or a graduate

degree in Justice Studies.

3. What is the impact on current programs?

a) Existing courses have been identified in each of the certificate and diploma programs. There are no

new courses being proposed;

b) Increase enrollments in Justice Studies courses; and

c) The delivery of the certificate and diploma programs will be based on the current scheduling of

Justice Studies courses, including online and face-to-face offerings.

d) In an agreement with GDI, their scheduling of the certificate and diploma courses will be approved in

advance by the Department of Justice Studies.

4. How does this program compare to similar programs (Provincial/National)?

a) Certificate and diploma courses are offered by both Saskatchewan universities and Saskpolytech in a

variety of disciplines (e.g., at the U of R: Business and Administration, Education, etc. and at the U of

ACO 10-400-10

S: in criminology and addictions, among others; and at Saskpolytech: addictions, corrections, pre-

police studies). There are a host of 2-year justice style programs offered by colleges across the

country.

b) This proposal differs in a few key ways: i) the laddering option towards a degree will not require any

future special consideration (e.g., there will be no requirement to assess ‘transfer credits’); and ii) will

meet the needs of all students for credentialed post-secondary achievement for those not wishing to

complete a degree program (will also be a focus for post-secondary education in the north).

III. STRATEGIC CONSIDERATIONS

1. How does this program fit with/complement your Faculty’s Strategic Plan?

This program expands the Faculty of Arts, Department of Justice Studies reach to students and

communities that otherwise do not have access to academic studies in the justice field. Further, it

demonstrates the partnerships and reach of the Faculty and the Department and our willingness to work

within a collaborative framework. The program recognizes our limited resources while seizing

opportunities to expand and enhance our role as “One Who Serves”.

2. How does this program fit with/complement the University Strategic Vision and Objectives?

a) Increased enrollments in Justice Studies;

b) Expands the reach of the Justice Studies curriculum;

c) Supports the Indigenization efforts of the University; and

d) Supports the agreement between the University and GDI.

3. Are there any other strategic considerations for this program?

No.

IV. Program Plan

1. What are the program admission requirements?

Established Faculty of Arts admission requirements.

Proposal

The Certificate and Diploma in Justice Studies is intended to provide students with a solid orientation in

justice realities by gaining critical knowledge of the justice system, by exploring topical breadth issues,

and subject matter foundational to justice. The certificate and diploma are programs requiring 10 and 19

courses respectively (JS 290 is 6 credit hours). This set of courses offers students opportunities to critical

review the structure and administration of Canadian law, the criminal justice process from police

involvement through the court process to the correctional disposition of convicted offenders. Students

successfully completing the programs will be awarded a Certificate in Justice Studies or a Diploma in

Justice Studies. Enrolment in the certificate program may serve to ladder into the diploma program at

some later date or students may enrol directly in the diploma program. Students with a Certificate in

Justice Studies and wishing to enroll in the diploma program at some later date will then complete the

outstanding courses in the diploma program.

Table I Certificate in Justice Studies

Credit Hours Required Courses

0 Academic Integrity (Arts 099)

0 Justice Studies Orientation (JS 090)

3 Introduction to Justice (JS 100)

ACO 10-400-10

3 English (ENGL 100)

3 Introduction to Indigenous Studies (INDG 100)

3 One other course from the Faculty of Arts’ Core Requirements

3 The Criminal Justice System (JS 240)

3 Professional Communication & Writing (JS 291)

3 Principles of Indigenous Law (INDG 225)

3 Introduction to Canadian Law (JS 230)

3 Professional Ethics (JS 276)

3 Introduction to Social Justice (JS 280)

30 Total 65% PGPA Required

Diploma Proposal

Table 2 Diploma in Justice Studies

Credit Hours Required Courses

0 Academic Integrity (Arts 099)

0 Justice Studies Orientation (JS 090)

3 Introduction to Justice (JS 100)


3 Introduction to Indigenous Studies (INDG 100)

3 One other course from the Faculty of Arts’ Core Requirements

3 The Criminal Justice System (JS 240)

3 Professional Communication & Writing (JS 291)

3 Principles of Indigenous Law (INDG 225)

3 Introduction to Canadian Law (JS 230)

3 Professional Ethics (JS 276)

3 Introduction to Social Justice (JS 280)


6 Introductory Practicum (JS 290)

3 Justice and Indigenous Peoples (JS 350 or JS 351)

3 Mental Health and Substance Abuse (JS 313)

3 Restorative and Community Justice (JS 318)

3 Justice Democracy and Social Change (JS 317)

3 Criminological Theory (JS 319)

3 The Indian Act (INDG 325)

3 Advocacy and Strategy Skills (JS 384)

60 Total 65% PGPA Required

2. Are there any other program specific regulations that differ from other programs within the faculty

(minimum GPA requirements, etc.)?

No.

4. What is the source of students for the program?

a) Graduating high school students;

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b) Mature students; some may be employed in the justice field but do not have post-secondary

education

c) Students with an undergraduate degree in another discipline; and

d) GDI will assist with student recruitment for the delivery of the first face-to-face Prince Albert

cohort all of whom will meet university criteria for admission.

a. How will students be recruited to the program?

a) Exisitng information of Justice Studies programs will be expanded to include the

Certificate and Diploma option; and

b) GDI is developing a marketing campaign.

b. What is the expected 5-year enrolment?

The first years are a pilot to establish a base line of student interest.

b. How will prospective and current students receive academic advising?

a) Through established Univesity supports; and

b) GDI will offer specific supports for students in their programs.

V. Needs and Costs of the Program 1. Are there any new faculty/staff resources required for the program? What will be the cost of the

new resources?

None.

2. What is the budget source of the new resources?

N/A

3. What existing faculty/staff resources will be used? Is this additional workload or are these

resources being redirected?

Department of Justice faculty have agreed to share their syllabi with GDI and to be available to support the GDI faculty in the delivery of the program for their students.

4. Proposed budget and revenue from the Program.

Year 1 Year 2 Year 3 Year 4 Year 5

30 30 n/a n/a n/a

Year Projected Revenue Projected Expenses Net

1 ~ $6,500 nil $6,500

2 ~ $6,500 nil $6,500

3

4

5

5 Year Total $13,000*

nil $13,000

ACO 10-400-10

*an agreement with GDI will generate revenues for the additional administrative work by the Department

of Justice Studies.

5. What additional Library holdings are required and what is the cost?

None are required.

6. Will the program have any specialized classroom, laboratory, or space needs? If yes, please

specify.

No.

7. Faculty/Department/Academic Unit Contact Person

Contact Person(s) Email Telephone

Hirsch Greenberg [email protected] (306) 585-4038

8. Approvals

Signature (if required) Date

Department Head/Program

Director

Associate Dean

(Undergraduate)

Departmental/Program

Council

Faculty Council

CCAM

CCB

CCUAS

Executive of Council

Senate

Rationale: A justice certificate and diploma program are being proposed by the Department of Justice

Studies (DJS). These programs will meet: a) the needs of students wishing to acquire, post-secondary

accreditation in the justice field but not wishing to commit to a full degree; b) the needs of students, in

collaboration and in agreement with the Gabriel Dumont Institute (GDI), wishing to acquire post-

secondary accreditation in the justice field by accessing courses in the north; and c) that may wish a

laddering option toward a degree at some future time (NB: stale dating of courses will be applicable based

on the Faculty of Arts/Department of Justice Studies policies). These programs will also meet the

specialized requirements of justice employers (e.g., corrections, policing, and restorative justice

organizations, etc.).

The Provost’s Office has given special dispensation for these proposals to be considered concurrently

with CCUAS, CCAM, and CCB so that program implementation of Fall 2016 is achieved.

ACO 10-400-10

Motion 7: Certificate in Non-Profit Sector Leadership and Innovation

To approve the creation of the NEW Certificate in Non-profit Sector Leadership and Innovation (NSLI)

as presented below, effective 201630.

The main purpose of this new dynamic, multidisciplinary and interdisciplinary certificate is to

generate interest in and passion for the voluntary sector through student knowledge and skills

development as well as to foster explicit links to diverse career opportunities in the sector. Our

ultimate mission is the sustainability and vitality of the voluntary/nonprofit sector for the benefit of

our communities – the sector is a major economic industry in Canada that impacts the quality of life

across our communities.

The goals of the certificate are

a) To facilitate the development of undergraduate student knowledge and skills in order to

prepare them to work and volunteer in the sector as well as to enhance the knowledge and

skill base of people who already work/volunteer in the field;

b) To expose participants to and encourage critical analyses of cutting edge issues, debates,

controversies, and criticisms of the sector (e.g., the development of hybrid organizational

forms, new governance models);

c) To promote understanding of the importance of citizen engagement in democratic

governance in our society – a core value of the voluntary sector;

d) To create an explicit link between skilled graduates and careers in the sector.

It is noteworthy that there are some courses on the voluntary sector at both the University of Regina

and the University of Saskatchewan, but there is not a coordinated and comprehensive program of

study per se. This certificate fills this void.

APPROVAL PROCESS:

The NSLI Certificate proposal has been approved by the Academic Affairs Committee of

Luther College, by the CCE Faculty Council, and is supported by CCAM (support letter

attached).

The NSLI Certificate proposal is scheduled to go to CCB (February 29).

Assuming all approval steps are realized, the proposal is scheduled to go to Arts Faculty

Council (March 9), CCUAS (March 3 or April 5), Executive of Council (March 23 or

April 27), and Senate (June 1).

Proposed insert for the U of R Undergraduate Calendar:

Certificate in Non-profit Sector Leadership and Innovation (NSLI)

This dynamic, multidisciplinary certificate (15 credit hours, 5 courses) is designed for students

who want to acquire the expertise to pursue voluntary work or paid employment in the nonprofit

(voluntary, community-based) sector. The required courses will provide the necessary

background in the structure and roles of nonprofit organizations, organization management,

human resources, communications, and strategic planning for this sector. All courses are

grounded in a community-engaged, experiential learning paradigm that embraces problem-based

learning and the integration of theory and practice. Three inter-related themes—learn, research,

innovate—and three main groups of people—students, faculty, and voluntary organizations—are

integrated into the certificate courses. The certificate program can stand alone, for example for

individuals already working in the sector and who wish to strengthen their skills and expertise, or

be taken in conjunction with another degree or certificate program.

ACO 10-400-10

Credit

hours

Certificate in Nonprofit Sector Leadership and Innovation Student’s record of

courses completed

3.0 NSLI 200 (currently IDS 290AA): Nonprofit Sector

Foundations

3.0 NSLI 300: Nonprofit Management

3.0 NSLI 310: Nonprofit Human Resources

3.0 NSLI 330: Nonprofit Communications

3.0 One of: BUS 100, SRS 340, BUS 260, IDS 101, SOC 214,

PSCI 100, IS 302, PHIL 276, PHIL 272

15.0 Total: 65% PGPA required

Rationale: Over the past decade, there has been an increasing interest in labour force and human

capital development by those working and volunteering in the voluntary sector as well as the funders

and governments that fund these organizations. We have literature that points to the need for a more

formal and coordinated strategy for enhancing the sector especially given demographic and other

trends in Canada (e.g., a large cohort of retirees are expected to exit the sector within the next decade,

Aboriginal people make up a growing number of the labour force, there will likely be growth in the

number of voluntary organizations serving seniors given the growing number of seniors in the

population, workers shift jobs and careers more frequently today than they did 30 years ago thus there

is a need for ongoing learning opportunities).

Research undertaken by the Luther College VSSN indicates that many provinces have post-

secondary education institutions that offer certificate programs, undergraduate degrees and

graduate degrees that focus on the voluntary sector, but Saskatchewan does not. Both the

universities and the colleges in Saskatchewan offer some courses and/or modules within courses

about the sector, but there is no formal program of study per se. Given the size and scope of the

sector in Saskatchewan (i.e., more than 8000 registered charities and nonprofits, has the second

highest voluntary organization per capita rate in Canada, employs thousands of people, has the

highest volunteer rate in Canada) and that the funding and functions of the sector in Canadian

society have been under a microscope recently, we believe the time is right to advance a program

of study on the voluntary sector in Saskatchewan.

Please see Attachment A: the Proposal for a New Undergraduate Certificate in Nonprofit Sector

Leadership and Innovation (NSLI) dated December 2015

Please see Attachment B: The Council Committee on Academic Mission support letter

Items for Information:

The Faculty of Arts approved the creation, revision and deletion of the following courses

and offers them for information. Each becomes effective 201620.

A. New courses

1. Department of Indigenous Languages, Arts and Cultures

INDG 290 AA-ZZ 3:3-0

Selected Topics in Indigenous Studies

ACO 10-400-10

This topics course series will address important and developing issues in Indigenous

studies. Topics to be announced.

***Prerequisites: INDG 100 ***

Rationale

This course will allow faculty to create courses based on their current research or which address socially

relevant topics. While currently INDG studies has used INDG 222 AA-ZZ Topics in Cultural history for

this purpose this is not what the 222 course was intended to accomplish. A 200 level topics course as

opposed to a 300 level course will make the course accessible to non-majors creating the possibility of

sufficient enrollment to justify the offerings.

CREE 390AA-ZZ 3:3-0

Selected Topics in Cree Courses designed as required for senior undergraduate.

***Prerequisites: a 300-level Cree course or permission of the head, Department of Indigenous

Languages, Arts and Cultures.***

SAUL 390AA-ZZ 3:3-0

Selected Topics in Saulteaux (Ojibwe)

Courses designed as required for senior undergraduates.

***Prerequisites: a 300-level Cree course or permission of the head, Department of Indigenous

Languages, Arts and Cultures.***

Rationale

This is actually a re-establishment of an option that was formerly available to these programs. With the

reduction in course offerings, we will require more options at the 300- and 400- levels to meet program

requirements. We already have a 490AA-ZZ course, so this will allow for an option at the 300-level.

LING 270 3:3-0

Sociolinguistics The study of language from the perspective of linguistics. Topics may include: linguistic variation

in space and time; language and social class, gender, and identity; diglossia, multilingualism and

code switching; language birth and death, language revitalization and maintenance; language(s) in

Canada and language policies.

***Prerequisite: completion of 30 credit hours of University study.***

Rationale

This will introduce a much-needed course to our repertoire for majors and the general university student

populous alike. In particular this course will form part of the currently-being-developed Community

Linguist Certificate to serve the needs of the First Nations language communities of Saskatchewan and

Canada.

LING 280 3:3-0

Language Documentation

This course will provide an introduction to the tools and techniques of language documentation.

Focus will be given to the practical recording, preparation and presentation of linguistic data from

the Indigenous Languages of the Americas.

***Prerequisite: LING 100 or completion of the Arts Language Requirement.***

ACO 10-400-10

Rationale

This course will provide an earlier introduction to linguistic field methods than is afforded in our current

program, with the express purpose of opening this up to a larger potential audience. As part of this, the

LING 280 course will also form an integral part of the currently-being-developed Community Linguist

Certificate to serve the needs of the First Nations language communities of Saskatchewan and Canada.

2. Non-Profit Sector Leadership and Innovation

NSLI 200 3:3-0

Foundations of the Nonprofit Sector

Introduction to the nonprofit/voluntary sector including its unique characteristics and central

philosophy/values, volunteerism and philanthropy, scope and size, history, types of organizations,

roles in society, relationships with governments and business sector, economic contributions,

ethical challenges and current critical issues. The course focuses on Saskatchewan specifically

and Canada generally.

***Pre-requisite: Completion of 15 credit hours or permission of the Department.***

* Note: Formerly numbered IDS 290AA. Students may receive credit for only one of IDS 290AA

or NSLI 200. *

NSLI 300 3:3-0

Nonprofit Organization Management

An introduction to management and leadership principles and practices for nonprofit

organizations, including regulatory requirements, organization types, governance and decision-

making models, strategic planning, capacity building, leadership styles, sustainability,

partnerships/alliances with other organizations, and roles and responsibilities of boards of

directors. Technology and software resources for organizational development are presented.

***Pre-requisite: NSLI 200 or IDS 290AA or permission of the Department.***

NSLI 310 3:3-0

Nonprofit Human Resources

A focus on human resources fundamentals and management for both paid staff and volunteers in

nonprofits, including recruitment, screening, orientation, evaluation, retention,

supervision/mentoring, job descriptions, policies and procedures, records management,

communication and recognition, confidentiality, relationships, conflict resolution and self care.

Labour, human rights and cultural diversity standards are examined.

***Pre-requisite: NSLI 200 or IDS 290AA or permission of the Department.***

NSLI 330 3:3-0

Communications and Strategic Relationship Building

Communications with the general public, governments, other nonprofits, businesses, media,

funders and donors in order to build intentional relationships are explored. Theory and practice

are integrated in examining relationships and accountabilities. New perspectives on social media,

virtual/public presence, branding, key messages, and time-sensitive response mechanisms are

discussed.

***Pre-requisite: NSLI 200 or IDS 290AA or permission of Department.***

Rationale

These courses are required to support the Certificate in Nonprofit Sector Leadership and Innovation.

B. Revised Courses

ACO 10-400-10


CREE 230 330 3:3-0

Cree Syllabics

Introduction to the Cree syllabics writing system. Reading and writing in syllabics.

*** Prerequisite: CREE 101 203 or permission of the Department Head ***

* Note: Formerly numbered CREE 330. Students may receive credit for only one of CREE 230 or

330. *

SAUL 230 330 3:3-0

Saulteaux Syllabics

Introduction to the Saulteaux syllabics writing system. Reading and writing in syllabics.

*** Prerequisite: SAUL 101 203 ***

* Note: Formerly numbered SAUL 330. Students may receive credit for only one of SAUL 230

or 330. *

Rationale

These courses, specific to the Alonquian languages, Cree and Saulteaux (Ojibwe), provide introduction to

and practice with the Syllabic writing system. Offering these courses at an earlier level will allow students

to utilize this writing system through a greater proportion of their studies, thus further enhancing and

reinforcing their use. There will be no cognate courses for Dakota, Dene or Nakota, which do not utilize a

Syllabic system.

LING 230 0-3:3-0

Survey of American Indian Languages

Introduction to the classification of the Indigenous Languages of the Americas, with specific

focus on Canada. Topics will include language in its social and cultural contexts, genetic and

areal classification, selected linguistics structures and semantic systems, written and non-verbal

communication systems.

Introduction to basic concepts of linguistics (speech sounds, word structure, sentence patterns,

meaning patterns), with examples from Indian languages in their social and cultural context.

Comparative linguistics and Indian language families of Canada and beyond.

***Prerequisite: completion of 30 credit hours of University study or permission of the

Department Head ***

*Note: Formerly numbered LING 175. Students may receive credit for only one of LING 175 or

230.*

Rationale

This simply brings the course description closer in line with how the course has been taught on campus in

recent years. It also positions the class in a stronger and more appropriate form to be included in a variety

of programs under development including DILAC and FNUniv Interdisciplinary Certificates and the

Community Linguist Certificate, as well as the existing and future Language Educations Programs.

2. Department of International Languages

GER 490 1-3:3-0

Tutorials in German - an AA-ZZ series.

*** Prerequisite: GER 312 202 ***

ACO 10-400-10

** Permission of Department may be required to register in some offerings. **

C. Deleted Courses

1. Department of French and Francophone Intercultural Studies

FR205 FR325 FR410 FR217 FR330 FR410AA FR218 FR345 FR410AB FR219 FR355 FR420 FR220

FR365 FR430 FR221 FR375 FR440 FR222 FR376 FR440AB FR230 FR377 FR440AC FR231 FR380

FR440AD FR247 FR390AB FR450 FR248 FR390AC FR460 FR280 FR390AD FR460AB FR300

FR390AE FR470 FR301 FR390AF FR480 FR302 FR390AG FR480AA FR305 FR400 FR480AB FR306

FR401 FR490 FR315 FR406

Rationale

With the revisions to the former Department of French programs and courses, these courses are no longer

needed. Since these courses ‘belong’ to the Faculty of Arts, and the Faculty has no intentions of offering

these on its own, these courses can be deleted.


CREE 111 3:3-0

Review of Introductory Cree

A review of basic Cree oral expression and grammar for students with standing in high school

Cree or equivalent Cree language experience.

*** Prerequisite: Grade 12 Core Cree or a placement test. ***

SAUL 111 3:3-0

Review of Introductory Saulteaux

A review of basic Saulteaux oral expression and grammar for students with standing in high

school Saulteaux or equivalent Saulteaux language experience.

*** Prerequisite: Grade 12 Core Saulteaux or a placement test. ***

Rationale

These courses were created in anticipation of CREE (and SAUL) 30 courses becoming more

commonplace at the high school level. Not only has this not yet materialized, but should students arrive

with these qualifications, they can instead merely be given permission to go directly to the 101 level,

reducing the necessity of offering additional small enrolment sections.

LING 200 3:3-0

General Linguistics

Concepts in the study of language, with emphasis on speech sounds, sound patterns, word

formation, sentence structure, and meaning.

*** Prerequisite: ENGL 100 and 30 credit hours, or a course in a language other than English, or

LING 100 or LING 175 ***

* Note: Students who have successfully completed ENGL 260 or FR 226 are not permitted to

enrol in this course for credit. *

Rationale

LING 200 has long been superseded by LING 100 which is now long established as the introductory

course for Linguistics (while courses such as ENGL 260 and FRN 236 can still serve this purpose). LING

200 was initially retained as a back-door entrance class to the Linguistics program for senior students who

ACO 10-400-10

may not wish or be able to take another 100 level course. It was taught for a number of years by Dr. Louis

in the English department, but with his administrative duties and subsequent retirement, it has not been

taught for several years now.

As a result of this deletion, the following changes to prerequisites and programs are required

ENGL 360 3:3-0 History of the English Language The development of the English language from Germanic to Modern English, including changes in phonology, morphology, syntax, and vocabulary. *** Prerequisite: ENGL 260 or LING 100 or LING 200 ***

LING 100 3:3-0 Introductory Linguistics An introduction to the main subdisciplines of linguistic inquiry: phonetics (speech sounds), phonology (sound patterns), morphology (word structure), syntax (sentence structure) and semantics (meaning). * Note: Students who have completed LING 200, ENGL 260 or FR 226 are not permitted to enrol in this course. *

LING 210 3:3-0 Phonetics & Phonology The identification and production of speech sounds. Phonetic transcription. Study of the sound patterns of various languages. *** Prerequisite: One of LING 100, LING 200, CREE 206, ENGL 260, FR 226, NAK 206 or SAUL 206 *** LING 211 3:3-0 Morphology Word formation in languages, grammatical categories and morphological typologies. Inflectional and derivational categories. Morphology in selected theoretical frameworks. *** Prerequisite: One of LING 100, LING 200, CREE 206, ENGL 260, FR 226, NAK 206 or SAUL 206 *** LING 212 3:3-0 Semantics The study of meaning in language. Morpheme and word meaning, text meaning. Semantic components, domains/fields, and roles. Predictable variants of meaning, contexts, dictionaries, metaphors, cognition, Pragmatics, logic. *** Prerequisite: One of LING 100, LING 200, CREE 206, ENGL 260, FR 226, NAK 206 or SAUL 206 *** LING 213 3:3-0 Syntax An introduction to grammatical analysis and syntactic variation cross-linguistically. Application to the analysis of grammatical structure of various languages. *** Prerequisite: One of LING 100, LING 200, CREE 206, ENGL 260, FR 226, NAK 206 or SAUL 206 *** LING 220 3:3-0 Interdisciplinary Linguistics Basic introduction to historical linguistics, language acquisition, writing systems, sociolinguistics, psycholinguistics, and other interdisciplinary areas of language study. *** Prerequisite: One of LING 100, LING 200, CREE 206, ENGL 260, FR 226, NAK 206 or SAUL 206 ***

9.16.1 BA MAJOR IN ENGLISH

Credit hours

BA English major,

required courses

Student's record of courses completed

Major Requirements

3.0 ENGL 100

3.0 ENGL 110

3.0 ENGL 211

3.0 ENGL 212

3.0 One of ENGL 221, 222, or 223

3.0 ENGL 301 or 302

3.0 One of ENGL 349, 390, 399

3.0 300- or 400-level ENGL course

3.0 One 300- or 400-level ENGL course focusing on literature to 1660

3.0 One 300- or 400-level ENGL course focusing on literature from 1660 to 1790

ACO 10-400-10


3.0 Four of 200-, 300- or 400-level ENGL, or HUM 260 or LING 200, 210, 212, 213

3.0

3.0

3.0

45.0 Subtotal: 65% major GPA required

Arts Core Requirements

0.0 ARTS 099

0.0 ENGL 100 Requirement met in major

3.0 Any course in MATH, STAT, CS (except CS 100), PHIL 150, 352, 450, 452, 460, SOST 201, ECON 224

3.0 Any course in ART, ARTH, CTCH, MAP, FILM, MU, MUCO, MUEN, MUHI, MUTH, THAC, THDS, THEA or THST

3.0 Any course in ASTR, BIOL, CHEM, GEOL or PHYS that has a laboratory component, or GEOG 121

0.0 One of: ENGL 110; RLST 245, 248; PHIL 100; SOST 110

Requirement met in major

3.0 Two language courses (or one six-credit class) in any language other than English.

3.0

3.0 Any course in ANTH or RLST (except RLST 181, 184, 186, 188, 281, 284, 288), GEOG 100, 120

3.0 Any course in HIST or CLAS 100 or IDS 100 or CATH 200

3.0 Any course in ECON, GEOG (except GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429, or 431), IS, JS, PSCI, PSYC, SOC, SOST or WGST

3.0 Any course in INA, INAH, INCA, INDG, INHS or any one of ENGL 214, 310AA-ZZ; GEOG 344; HIST 310; JS 350, 351; KIN 105; PSCI 338 or SOC 214 or other courses approved by the Faculty of Arts as having substantial indigenous content, including special studies

Refer to §9.9.1.1 for further details.

27.0 Subtotal

Open Electives

48.0 16 elective courses

120.0 Total: 60% PGPA & UGPA required

9.16.2 HONOURS MAJOR IN ENGLISH

English majors are advised to complete the 200-level ENGL requirements before proceeding to the 300-level ENGL courses.

Credit hours

BA English Honours major,

required courses

Student’s record of courses completed

Honours Major Requirements

3.0 ENGL 100

3.0 ENGL 110

3.0 ENGL 211

3.0 ENGL 212

3.0 One of ENGL 221, 222, or 223

3.0 ENGL 301 or 302

3.0 Two of ENGL 349, 390 or 399

3.0

ACO 10-400-10

3.0 One 300- or 400-level ENGL course focusing on literature to 1600



3.0

Four of ENGL 400-489, 499

3.0

3.0

3.0

3.0 ENGL 490 and 491; or two of ENGL 400-489, 499

3.0

3.0 Three of 200-, 300- or 400-level ENGL, or HUM 260 or LING 200, 210, 212, 213

3.0

3.0



27.0 Same as stated above for the BA in English

Open Electives


120.0 Total: 70% PGPA & 60% UGPA required

Credit hours

BA Linguistics major, required courses


Major Requirements

3.0 One of LING 100, LING 200, ENGL 260, or FRN 236

Only one of these courses may be included in the linguistics major.

3.0 LING 210

3.0 LING 211

3.0 LING 212

3.0 LING 213

3.0 LING 220

3.0 LING 230 (formerly LING 175)

3.0 LING 380

3.0 Two of LING 410-413

3.0

3.0 One course in historical linguistics or the history of language, chosen from CLAS 110, ENGL 300, 360, or LING 320

3.0 Four additional LING courses (which may include those listed as “Other Courses in Linguistics”)

3.0

3.0

3.0



0.0 ARTS 099

3.0 ENGL 100

3.0 Any course in MATH, STAT, CS (except CS 100), PHIL 150, 352, 450, 452, 460, SOST 201, ECON 224

3.0 Any course in ART, ARTH, CTCH, MAP, FILM, MU, MUCO, MUEN, MUHI, MUTH, THAC, THDS, THEA or THST

ACO 10-400-10

Credit hours

BA Linguistics major, required courses


3.0 Any course in ASTR, BIOL, CHEM, GEOL or PHYS that has a laboratory component, or GEOG 121

3.0 One of: ENGL 110; RLST 245, 248; PHIL 100; SOST 110

3.0 Two language courses (or one six-credit class) in any language other than English.

3.0

3.0 Any course in ANTH or RLST (except RLST 181, 184, 186, 188, 281, 284, 288), GEOG 100, 120

3.0 Any course in HIST or CLAS 100 or IDS 100 or CATH 200

3.0 Any course in ECON, GEOG (except GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429, or 431), IS, JS, PSCI, PSYC, SOC, SOST or WGST

3.0 Any course in INA, INAH, INCA, INDG, INHS or any one of ENGL 214, 310AA-ZZ; GEOG 344; HIST 310; JS 350, 351; KIN 105; PSCI 338 or SOC 214 or other courses approved by the Faculty of Arts as having substantial indigenous content, including special studies

Refer to §9.9.1.1 for further details.

33.0 Subtotal

Open Electives


120.0 Total: 60% PGPA & UGPA required

9.20.3.14 BA Honours Major in Linguistics

Credit hours

BA Linguistics Honours major, required courses


Honours Major Requirements


Only one of these courses may be included in the linguistics major.

3.0 LING 210

3.0 LING 211

3.0 LING 212

3.0 LING 213

3.0 LING 220

3.0 LING 230 (formerly LING 175)

3.0 LING 380

3.0 LING 480

3.0 Four LING courses at the 400-level; at least two of these must be chosen from LING 410-413

3.0

3.0

3.0

3.0 One course in historical linguistics or the history of language , chosen from CLAS 110, ENGL 300, ENGL 360-362, or LING 320

3.0 Four additional LING courses (which may include those listed as “Other Courses in Linguistics”)

3.0

3.0

3.0

ACO 10-400-10

Credit hours

BA Linguistics Honours major, required courses


0.0 Honours paper which has been accepted by the Honours Committee. This may be a paper which has been submitted for a linguistics course numbered 400 or above.



33.0 Same as stated above for the BA in Linguistics.

Open Electives


120.0 Total: 70% PGPA & 60% UGPA required

9.20.3.15 Minor in Linguistics

Credit hours

Linguistics minor, required courses



Only one of these courses may be included in the linguistics minor.

3.0 LING 220

3.0 Two of LING 210-213

3.0

3.0 Two additional LING courses (which may include those listed as “Other Courses in Linguistics”)

3.0

18.0 LING Minor – 65% GPA required

3. Interdisciplinary Studies

IDS 290AA 3:3-0

Nonprofits and Society An introduction to the non-profit/voluntary sector including characteristics, history, volunteer

participation, types, roles in society, relationships with governments, economic contributions and

current issues. It focuses on Saskatchewan specifically and Canada generally. This sector is often

invisible yet is a critical feature of our caring and democratic country.

***Prerequisite: Completion of 15 credit hours, or permission of instructor***

ACO 10-400-10

5.2 Report from the Faculty of Education Appendix II

Items for Approval:

Motion 1: Changes to Secondary program, effective 201630.

That the Business Education major and minor be suspended effective 201620 if there are insufficient

numbers to warrant continuation of the program.

Rationale: After an extended period of low enrollment, admission to both the major and minor in

Business Education in the Secondary Program has been virtually suspended since 201320 due to lack of

applicants. In the previous three years, no more than 4 applications each year, including transfers and

after-degree, were received. Efforts to revise and renew the program have been unsuccessful.

Motion 2: Changes to Secondary program, effective 201630.

That ENGL 214 Indigenous Canadian Literature be included as an option for the Canadian literature

requirement for English education majors and minors in the Secondary program.

SECONDARY BEd PROGRAM

ENGLISH EDUCATION MAJOR (EENG)

(120 credit hours)

Semester 1 (Fall)

ECS 100 (3)

ENGL 100 (3)

INDG 100, Cree or other Indian Language (3)

PHIL 100 or 150 (3)

Second language (3)

Semester 2 (Winter)

ECS 110 (3)

ENGL 110 (3)

One of THEA, FILM, ART or ARTH (3)

Minor (3)

Elective (3)

Semester 3 ECS 200 (3)

ENGL 211, 212 or 213 (Lit. survey) (3)

ENGL 251 or 252 (3)

Minor (3)

Minor (3)

Semester 4

ECS 300 (3)

ENGL 301 or 302 (Shakespeare) (3)

ENGL 214, 312-315 (Canadian), ENGL 310 AA ZZ, or

HUM 260 (3)

Minor (3)

Minor (3)

Semester 5

ECS 210 (3)

ELNG 300 (major curr. course) (3)

ENGL elective (3)

ENGL elective (3)

E (minor curr. course) (3)

Semester 6

ECS 310 (3)

ECS 350 (3)

ECS 410 (3)

ELNG 350 (major instr. course) (3)

ELNG 351 (major educ. course) (3)

Semester 7

EFLD 400 (internship) (15)

Semester 8

ELNG 450 (major post-internship course) (3)

EPSY 400 (3)

ENGL elective (3)

ENGL elective (3)

Education elective (3)

ACO 10-400-10

SECONDARY BEd AFTER DEGREE (BEAD) PROGRAM

ENGLISH MAJOR (EENG)

(60 credit hours)

Semester 1 (Fall)

One of ECS 100, 110, 200, 210 (3)

ECS 300 (3)

ELNG 300 (3)

E(minor curr. course) (3)

Elective (3)

Semester 2 (Winter)

ECS 310 (3)

ECS 350 (3)

ECS 410 (3)

ELNG 350 (major) (3)

ELNG 351 (major) (3)

Semester 3

EFLD 400 (internship) (15) Semester 4

EPSY 400 (3)

ELNG 450 (major post-internship course) (3)

Elective (3)

Elective (3)

Elective (3)

BEAD Planning Major (minimum 24 credit hour of

academic course work in major)

1. THEA/FILM/ARTH or ART _____ (3)

2. Second Language _____ (3)

3. ENGL 110 (3)

4. ENGL 251 or 252 (Writing) (3)

5. ENGL 211 or 212 (Lit Survey) (3)

6. ENGL 301 or 302 (Shakespeare) (3)

7. ENGL 213, 214, 312-315 (Canadian Lit) or

HUM 260 (3)

8. ENGL 200-level or higher (3)

Minor

1. Minor ____________ (3)

2. Minor ____________ (3)

3. Minor ____________ (3)

4. Minor ____________ (3)

5. Minor ____________ (3)

6. E(minor curr. course) (3)

11.11.4.5 3 Secondary English Minor (EENG)

1. ENGL 110

2. One of ENGL 213, 214, 312-315 312-315 or HUM 260

3. ENGL 251 or 252

4. ENGL 301 or 302

5. Approved English elective

6. ELNG 300 (to be taken as the fourth, fifth or sixth course in the minor sequence)

Rationale: Canadian literature has been a required course for several years. This addition provides more

options for students and supports the development of new Indigenous literature courses by populating the

course.

Motion 3: Changes to Le BAC program, effective 201630

That French courses (FRN) for the Baccalauréat en education, voies élémentaire et secondaire,

program be updated effective 201630.

OPTION A: BACCALAURÉAT EN ÉDUCATION

ÉLÉMENTAIRE (BacEd) (120 crédits)

ACO 10-400-10

Session 1 (Automne)

DELF 151 (FR) (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 /300 / 301 (3)

KHS 139 ou cours au choix approuvé en KHS (3)

Session 2 (Hiver) INDG 100 (FR) (3)

ECSF 110 (3)

FRN niveau 200/300 (3)

MATH 101 (FR) (3)

sciences naturelles (3)

Session 3 - ULaval* CSO 1903 (DLC 252) (3)

FLS/FRN niveau 200/300 (3)


humanités (3)

cours au choix (3)

Session 4 – ULaval* CSO 2902 (DLC 253) (3)

DID 1060 (1)

ENP 2902 (2)

FLS / FRN niveau 200/300 (3)

beaux-arts (3)

cours au choix (3)

Session 5 DART 315 (3)

DESO 315 (3)

DLNG 315 (3)

ECSF 317 (3)

EDAC 050 (0)

EPSF 315 (3)

Session 6 DEPH 315 (3)

DMTH 315 (3)

DMXE 315 (3)

DSCI 315 (3)

EPSF 325 (3)

Session 7 EFLD 405 (internat) (15)

Session 8 DFMM 400 ou DFMM 435 (3)

DLNG 425 (3)

EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)

* NOTE: Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1001,

FLS 3000, FLS 2000, FLS 1000, FLS 1007, FLS 1006, FLS 2004, FLS 3002, FLS 1003, FLS 2001, LIT

1117, LIT 1104.

OPTION A: BACCALAURÉAT EN ÉDUCATION SECONDAIRE,

(BacEd) (120 crédits)

Session 1 (Automne)

DELF 151 (FR) (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 /300 / 301 (3)

mineure (3)


ECSF 110 (3)


FRN 301 366 (3)

mineure (3)

Session 3 - ULaval* CSO 1903 (DLC 252) (3)

FLS/FRN niveau 200 (3)



mineure (3)


DID 1060 (1)

ENS 1500 (2)

FLS / FRN 366 niveau 200/300 (3)

FLS / FRN niveau 200/300 (3)

mineure (3)

ACO 10-400-10

Session 5 DLING 300 (3)

ECSF 317 (3)

EDAC 050 (0)

E (mineure) (3)

EPSF 300 (3)

mineure (3)

Session 6 DFMM 350 (3)

DFRN 351 ou cours au choix (3)

DLNG 351 (3)

E (mineure) (3)

EPSF 350 (3)



EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)

Cours au choix (3)

* NOTE: Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1001,

FLS 3000, FLS 2000, FLS 1000, FLS 1007, FLS 1006, FLS 2004, FLS 3002, FLS 1003, FLS 2001, LIT

1104, LIT 1105.

Rationale: Changes reflect French (FRN) course changes made by the Francophone and Intercultural

Studies Department to be consistent with their course offerings.

Motion 4: That French courses (FRN) for the Combined BA/Bed programs Baccalauréat en education,

voies élémentaire, secondaire et français de base, be updated effective 201630.

OPTION B (5 ANS): BACCALAURÉAT EN ÉDUCATION

ÉLÉMENTAIRE ET BA (FRANÇAIS) (150 crédits)

Session 1 (Automne)

DELF 151 (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 (3)



ECSF 110 (3)

FRN 300 (3)

MATH 101 (FR) (3)



FRN 301 (3)

FRN 246 350 AA-ZZ (3)

un cours en ANTH ou RLST ** (3)

FRN niveau 200 (3)


DID 1060 (1)

ENP 1500 (2)

FRN 366 (3)

FRN niveau 200 (3)

beaux-arts (3)

Session 5 un cours de ENGL 110, ou PHIL 100 ou SOST 110

(3)

FRN 236 (3)


un cours en HIST ou CLAS 100 ou IDS 100 ou

CATH 200 (3)

cours au choix (3)

Session 6 FRN niveau 300 (3)

FRN niveau 400 (3)

FRN niveau 400 (3)

un cours en ECON ou GEOG*** ou IS ou JS ou

PCI ou PSYC ou SOC ou SOST ou WGST (3)

cours au choix (3)

ACO 10-400-10


DESO 315 (3)

DLNG 315 (3)

ECSF 317 (3)

EDAC 050 (0)

EPSF 315 (3)


DMTH 315 (3)

DMXE 315 (3)

DSCI 315 (3)

EPSF 325 (3)



DLNG 425 (3)

EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)

NOTE: *Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1007, FLS 1000,

FLS 1001 , FLS 3000, FLS 2000, FLS 1003, FLS 2001, LIT 1117, FLS 1006, FLS 2004, FLS 3002.

**sauf RLST 181, 184, 186, 188, 281, 284 ou 288

***sauf GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429ou 431

OPTION B (5 ANS): BACCALAURÉAT EN ÉDUCATION SECONDAIRE BA

(FRANÇAIS) (150 crédits)

Session 1 (Automne)

DELF 151 (FRN 200L BA) (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 (3)

mineure (3)


ECSF 110 (3)

FRN 300 (3)

FRN niveau 200 (3)

mineure(3)


FRN 301 (3)

FRN niveau 246 (3)

FRN 200 366 (3)

mineure (3)


DID 1060 (1)

ENS 1500 (2)

FRN 366 niveau 200 (3)

FRN niveau 300 (3)

mineure (3)

Session 5 FRN 236 (3)

FRN niveau 300 (3)


science naturelles (3)

Un cours en ECON ou GEOG*** ou IS ou JS ou

PSCI ou PSYC ou SOC ou SOST ou WGST (3)

Session 6 un cours de ENGL 110 ou PHIL 100 ou SOST 110

(3)


FRN niveau 400 (3)

MATH 101 (FR) (3)

beaux-arts (3)

Session 7 DLNG 300 (3)

ECSF 317 (3)

EDAC 050 (0)


FRN niveau 400 DFRN 351 ou cours au choix (3)

ACO 10-400-10

EPSF 300 (3)

E (mineure) 300 (3)

mineure (3)

DLNG 351 (3)

E (mineure) (3)

EPSF 350 (3)


Session 10 DFMM 400 ou DFMM 435 ou DFRN 351 (3)

EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)


CATH 200 (3)

NOTE: *Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1001, FLS3000,

FLS 2000, FLS 1000, FLS 1007, FLS 1006, FLS 2004, FLS 3002, FLS 1003, FLS 2001.

**sauf RLST 181, 184, 186, 188, 281, 284 ou 288

***sauf GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429ou 431

OPTION B: BACCALAURÉAT EN ÉDUCATION (DRFN)

ET BA (FRANÇAIS) PROGRAM

FRANÇAIS DE BASE MAJOR (EFRN)

(150 crédits hours)

Session 1 (Fall)

ECS 100 (3)

ENGL 100 (3)

FRN 200/FRN 201* (3)

Minor (3)

INDG 100 (FR) DELF 150 (FRN 200L BA) (3)

Session 2 (Winter) ECSF 110 (3)

FRN 300 (3)

FRN 200 level INDG 100 (3)

Minor (3)

DELF 151 (FRN 200L BA) (3)

Session 3 ECS 200 (3)

FRN 301 (3)

FRN 236 (3)

ECS 210 (3)

Minor (3)

Session 4 Minor (3)

FRN 200 level niveau (3)


Any course in HIST or CLAS 100 or IDS 100 or

CATH 200 (3)

Elective (3)


FRN 300 level niveau 300 (3)

Any course in ANTH ou RLST ** (3)

Natural Science (3)

One of ENGL 110 or PHIL 100 or SOST 110 (3)

Session 6 Any course in ECON or GEOG*** or IS or JS or

PSCI or PSYC or SOC or SOST or WGST (3)

MATH 101(FR) (3)

FRN niveau 300 level (3)

Media, Art, and Performance (3)

FRN 246 FRN 300 level(3)

Session 7 EPSF 300 (3)

EFRN 300 (major curr. course ) (3)

ECSF 317 (3)

E (minor curr. course) (3)

EDAC 050 (0)

Elective (3)

Session 8 DFRN 351 or DFMM 350 (major educ. course) (3)

DLNG 351 (3)

EPSF 350 (3)


Elective (3)

ACO 10-400-10

Session 9 EFLD 400 (internship) (15)

Session 10 EPSY 425 (3)

EPSY 418 (3)


Minor (3)

EADM 310 (FR) (3)

*Students are required to take a French Pre-Assessment RegistrationTest which is available through the

Department of French at www.uregina.ca/arts/french. Students must place at the FRN 201 200 or FRN

300-level to be eligible for the

français de base Option B Education Program.

**except RLST 181, 184, 186, 188, 281, 284, 288

***except GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429 or 431

NOTES: 1. Students admitted to français de base Education Program at a a level lower than FRN 200, such

as FRN 101 or 110, will be required to take these courses to bring their level of proficiency up to FRN

200 before they can take the FRN courses required by their program (major or minor).

Students interested in pursuing a BA in French should consult with la Cité universitaire francophone the

Faculty of Arts.

Rationale: Changes reflect updates French courses (FRN) required for the students taking the Combined

BA/Bed programs Baccalauréat en education, voies élémentaire, secondaire et français de base, to be

consistent with the courses being offered by the Francophone and Intercultural Studied department as well

as changes to Faculty of Arts core requirements.

Motion 5: That French courses (FRN) and Education major courses for the Français de base major be

updated effective 201630.

Rationale: This change will improve student choice and access to French language programming by

enabling students to access the KHS requirement in French while studying at Université Laval.

Motion 6: That INDG 100 be added as a required course for the BEd vioe Français de base program,

effective 201630.

Rationale: The addition of INDG 100 to the program template aligns program course requirements with

other Faculty of Education course requirements and with campus-wide initiative aimed at inclusion of

First Nations content and perspectives in a broad range of program offerings.

Motion 7: That DELF 150 be changed to DELF 150 or Elective (3), effective 201630.

Rationale: To provide template flexibility for students in the program above the DELF 150 level.

OPTION A: BACCALAURÉAT EN ÉDUCATION

FRANÇAIS DE BASE MAJOR (EFRN) (120 credit hours)

Semester 1 (Fall)

ECS 100 (3)

ENGL 100 (3)

FRN 200/FRN 201* (3)

Semester 2 (Winter) ECSF 110 (3)

FRN 300 (3)

INDG 100 FRN niveau 200 (3)

http://www.uregina.ca/arts/french

ACO 10-400-10

Minor (3)

DELF 150 or Elective (3)

Minor (3)

DELF 151 (3)

Semester 3

ECS 200 (3)

FRN 301 (3)

FRN 230AA-ZZ200/300 (3)

ECS 210 (3)

Minor (3)

Semester 4 Minor (3)

FRN 236 (3)

FRN 340 AA-ZZ 300/400 (3)

FRN 350 AA-ZZ (3)

Elective (3)

Semester 5

EPSF 300 (3)

EFRN 300 (major curr. Course) (3)


ECSF 317 (3)

E (minor curr. Course ) (3)

EDAC 050 (0)

Semester 6

DFRN 351 or DFMM 350 (major educ. Course) (3)

DLNG 351 (3)

EPSF 350 (3)

E (mineure) FRN 366 (3)

Elective (3)

Semester 7

EFLD 400 (internship) (15) Semester 8

EPSY 425 (3)

EPSY 418 (3)

Elective FRN niveau 200/300/400 (3)

Minor (3)

EADM 310 (FR) (3)

*Students are required to take a French PRe-Assessment Registration Test which is available through the

Department of French at www.uregina.ca/arts/french. Students must place at the FRN 300-level to be

eligible for the français de base Education Program.

NOTE: 1. Students admitted to français de base Bac Education program at a level lower than FRN 200,

such as FRN 101 or 110, will be required to take these courses to bring their level of proficiency up to

FRN 200 before they can take the FRN courses required by their program (major or minor).

2. Students interested in pursuing a BA in French should consult with la Cité universitaire

francophone. the Faculty of Arts.

Motion 8: Le Bac Programs

That French courses (FRN) for the Combined BA/BEd programs Baccalauréat en éducation, voies

élémentaire et secondaire, be updated effective 201630.

Rationale: Élémentaire :

1. DELF 151 is no longer accepted by the Départment des études francophone et

interculturelles as one of the FRN 200 level requirements for the BA major in

French;

2. Course au choix in Session 5 is deleted and replaced with FRN niveau 300 in order to

meet the 39 credit hours for the major in French (BA portion); and,

3. Changes to named FRN courses to align with BA major in French requirements.

http://www.uregina.ca/arts/french

ACO 10-400-10

Secondaire:

1. DELF 151 no longer accepted by the as one of the FRN 200 level requirements for

the BA major in French;

2. DFRN 351 ou cours au choix in Session 8 is deleted and replaced with FRN niveau

400 in order to meet the 39 credit hours for the major in French (BA portion); and,

3. Add DFRN 351 as a course choice option with DFMM 400 ou DFMM 435; and,

4. Changes to named FRN courses to align with BA major in French requirements.

OPTION B (5 ANS): BACCALAURÉAT EN ÉDUCATION

ÉLÉMENTAIRE ET BA (FRANÇAIS) (150 crédits)

Session 1 (Automne)

DELF 151 (FRN 200L BA) (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 (3)



ECSF 110 (3)

FRN 300 (3)

MATH 101 (FR) (3)



FRN 301 (3)

FRN 246 (3)


FRN niveau 200 (3)


DID 1060 (1)

ENP 1500 (2)

FRN 366 (3)

FRN niveau 200 (3)

beaux-arts (3)

Session 5 un cours de ENGL 110, ou PHIL 100 ou SOST 110

(3)

FRN 236 (3)

FRN niveau 300 (3)


CATH 200 (3)

FRN niveau 300 cours au choix (3)

Session 6 FRN niveau 300 (3)

FRN niveau 400 (3)

FRN niveau 400 (3)

un cours en ECON ou GEOG*** ou IS ou JS ou

PCI ou PSYC ou SOC ou SOST ou WGST (3)

cours au choix (3)


DESO 315 (3)

DLNG 315 (3)

ECSF 317 (3)

EDAC 050 (0)

EPSF 315 (3)


DMTH 315 (3)

DMXE 315 (3)

DSCI 315 (3)

EPSF 325 (3)



DLNG 425 (3)

EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)

NOTE: *Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1007, FLS 1000,

FLS 1001 , FLS 3000, FLS 2000, FLS 1003, FLS 2001, LIT 1117, FLS 1006, FLS 2004, FLS 3002.

ACO 10-400-10

**sauf RLST 181, 184, 186, 188, 281, 284 ou 288

***sauf GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429ou 431

OPTION B (5 ANS): BACCALAURÉAT EN ÉDUCATION SECONDAIRE BA

(FRANÇAIS) (150 crédits)

Session 1 (Automne)

DELF 151 (FRN 200L BA) (3)

ECSF 100 (3)

ENGL 100 (3)

FRN 201 (3)

mineure (3)


ECSF 110 (3)

FRN 300 (3)

FRN niveau 200 (3)

mineure(3)


FRN 301 (3)

FRN 246 (3)

FRN niveau 200 (3)

mineure (3)


DID 1060 (1)

ENS 1500 (2)

FRN 366 (3)

FRN niveau 300 (3)

mineure (3)


FRN niveau 300 (3)


science naturelles (3)

Un cours en ECON ou GEOG*** ou IS ou JS ou

PSCI ou PSYC ou SOC ou SOST ou WGST (3)

Session 6 un cours de ENGL 110 ou PHIL 100 ou SOST 110

(3)

FRN niveau 300 (3)

FRN niveau 400 (3)

MATH 101 (FR) (3)

beaux-arts (3)

Session 7 DLNG 300 (3)

ECSF 317 (3)

EDAC 050 (0)

EPSF 300 (3)

E (mineure) 300 (3)

mineure (3)


FRN niveau 400 DFRN 351 ou cours au choix (3)

DLNG 351 (3)

E (mineure) (3)

EPSF 350 (3)


Session 10 DFMM 400 ou DFMM 435 ou DFRN 351 (3)

EADM 310 (3)

EPSY 418 (3)

EPSY 425 (3)


CATH 200 (3)

NOTE: *Les cours de français suivants sont suggérés lors de l’année à l’Université Laval : FLS 1001, FLS3000,

FLS 2000, FLS 1000, FLS 1007, FLS 1006, FLS 2004, FLS 3002, FLS 1003, FLS 2001.

**sauf RLST 181, 184, 186, 188, 281, 284 ou 288

***sauf GEOG 100, 120, 121, 309, 321, 323, 325, 327, 329, 333, 411, 421, 423, 429ou 431

Rationale:

ACO 10-400-10

Changes reflect updates the French courses (FRN) required for the students taking the

Combined BA/BEd programs Baccalauréat en éducation, voies élémentaire, secondaire et

français de base, to be consistent with the courses being offered by the Départment des études

francophone et interculturelles as well as changes to Faculty of Arts core requirements.

Secondaire only:

Maintaining DFRN 351 in the program template adds diversity to course selection forstudents

in the voie secondaire course route.

Motion 9: Elementary Program template revision

That the ECS 310 requirement be replaced by Approved Education Elective on the Elementary Program

template, effective 201630.

Rationale: The current iteration of ECS 310 is designed for the Secondary program. While

the offering may be of interest to Elementary students as an Education elective, the content of

the course is not essential to successful practice in the Elementary school setting. Therefore,

students will benefit from have the flexibility of an approved Education elective to complete

their program.

Motion 10: Elementary Program PGPA

That all Elementary program (with exclusion of NORTEP, SUNTEP, YNTEP, NTEP, FNUC

and Community-based programs). students must maintain a PGPA of 70% in all years of the

program in order to proceed in the program, effective 201730.

Under current faculty regulations, progress in the program is based on academic standing and

professional development. Faculty selection and review committees determine students’

eligibility to progress into all professional semesters, including internship.

1. Faculty Action

At the end of each semester, students with poor academic records and/or

unsatisfactory professional development will be subject to faculty action; students

may be required to discontinue or be placed on faculty probation. Students must have

a PGPA of at least 65.00% or 70% for the Elementary Teacher Education Program

(with exclusion of NORTEP, SUNTEP, YNTEP, NTEP, FNUC and Community-

based programs. In other words, the Elementary Education program in Regina is the

only program with this requirement.) and satisfactory professional development at the

end of each semester of the program. Students who have a PGPA less than 65.00% or

70% and/or unsatisfactory professional development will be placed on faculty

probation or required to discontinue (RTD) from the Faculty of Education for at least

two semesters including spring and summer sessions. Those students who are

required to discontinue must re-apply for admission to the University and the Faculty

of Education. Their application will be given a low place on the priority list for

acceptance. Students who have been required to discontinue and who upon return

maintain a poor academic record may be required to discontinue indefinitely from the

Faculty of Education. Students may also be required to discontinue from one faculty

but remain eligible for others. For information on applying for re-admission, refer to

§2.7.

ACO 10-400-10

Students who fail more than 15 credit hours during their Education program

will be required to discontinue from the faculty indefinitely.

Students may be required to discontinue from the faculty for a specified

period or indefinitely for reasons of health or unsatisfactory professional

development.

2. Academic and Professional Development

In order to progress from one year to the next and into internship in a Teacher

Education Program, or a Certificate Program, or a Certificate of Extended Studies

Program, a PGPA of 65.00% / 70% or higher is required. Students in the Secondary

Program also require a minimum of 70.00% in their major teaching area to progress

to the pre-internship semester. Satisfactory professional development, including

demonstration of proficiency in written and oral English (French for Le Bac

programs), is required at all stages in all programs.

Rationale:Elementary teachers are generalist and require knowledge, understanding and

experience across all curricular areas. It is important that all pre-service teachers achieve

more than a minimum of two third understanding in all academic and education courses.

Motion 11: Admission Average for Internal and External Transfer Students

That the admission average for applicants who have attempted 24 credit hours or more of university

or university transfer credit be changed for the Elementary Teacher Education with exclusion of

NORTEP, SUNTEP, YNTEP, NTEP, FNUC, Community-based and BAC to require a PGPA of

70% be approved, effective 201730.

Applicants who have attempted 24 or more credit hours of university or

university transfer courses (at the University of Regina, or another university)

and have a minimum UGPA of 65% will be considered for selection into a

Teacher Education Program based on university courses. In addition, applicants

to the Elementary Teacher program require a PGPA of 70% to be

considered for admission (with exclusion of NORTEP, SUNTEP, YNTEP,

NTEP, FNUC, and BAC). Applicants who have attempted fewer than 24 credit

hours of university or university transfer courses will be considered for selection

into a Teacher Education Program based on high school admission criteria (see

§2.4.1) and university courses.

Rationale: Elementary teachers are generalist and require knowledge, understanding and

experience across all curricular areas. It is important that all preservice teacher achieve more

than a minimum of two third understanding in all academic and education courses.

Motion12: Changes to Saskatchewan Urban Native Teacher Education Program (SUNTEP)

That Michif 100 be approved as a course and as the language requirement for the SUNTEP Bachelor of

Education program effective 201710.

FOUR-YEAR ELEMENTARY BEd SUNTEP PROGRAM

(120credit hours)

ACO 10-400-10

Semester 1 (Fall)

EPS 116 (3)

*INDG 100 (3)

*KHS 139 (3)

*MATH 101 (3)

*Elective (Media, Art, and Performance) (3)

Semester 2 (Winter)

ECCU 200 (3)

*ENGL 100 (3)

*Approved Arts/Science elective (3)

* EMCH 100 Elective (Humanities – Indian

language) (3)

*ESST 100 (3)

Semester 3

*BIOL 140 (3)

EFDN____ (3)

*INDG 221 (3)

*Elective (Social Science) (3)

*Approved elective (3)

Semester 4

ECE 205 (3)

ELIB 216 (3)

ELNG 205 (3)

EPS 100 (3)

EPSY 205 (3)

Semester 5

EAES 215 (3)

EFLD 050 (OCRE) (0)

EMTH 215 (3)

EPE 215 (3)

EPS 215 (3)

ESST 215 (3)

Semester 6

EFLD 051 (OCRE) (0)

EHE 215 (3)

EPS 225 (3)

EPSY 225 (3)

ERDG 215 (3)

ESCI 215 (3)

Semester 7

EFLD 405 (internship) (15)

Semester 8

ECCU 300 (3)

ELNG 325 (3)

EPSY 322 (3)

Approved senior education elective (3)

*Elective (Indigenous Studies) (3)

*Academic coursework

NOTES:

1. Required Hours - 120

2. Non-Education Hours - 39

3. Senior Non-Ed Hours - 9

4. 1 Aboriginal Language

Rationale: SUNTEP Regina has been a program within the Faculty of Education, University of

Regina for over 35 years. Currently students must fulfill their language requirement for their

B.Ed by enrolling in language courses other than Michif. This course will improve offerings in

the field of Indigenous languages. This course will meet the needs of Métis students to

understand Métis knowings and practices as experienced by Métis people, rather than as

mediated through non-Aboriginal people’s interpretations. It is meant to celebrate Michif as a

language, to encourage further revitalization in the classroom setting, and to enhance student

perspectives on Métis identity through the integration of practiced Michif vocabulary and

conversational activities with theoretical and academic goals.

Motion 13: Changes to Northern Teacher Education Program (NORTEP)

That the following changes to the Northern Teacher Program (NORTEP) be approved, effective 201630.

ACO 10-400-10

NORTHERN TEACHER EDUCATION PROGRAM (NORTEP)

BEd ELEMENTARY (124 Credit Hours)

Fall Winter Spring

EPS 116 (3)

INDG 100 (3)

MATH 101 (3)

INLNG1 (3) (note 1)

Approved Nat. Sci with lab (3)

KHS 139 (3)

INDG approved elective (3)

INLNG2 (3) (note 2)

MATH 127 or Approved

elective (3) (note 3)

Approved elective (3)

*ENG 113.3 or equivalent (3)

Approved senior elective(3) (note 3)

Approved senior elective(3) (note 3)

Media, Art, and Performance elective

(3)

*ENG 114.3 or equivalent (3)

*HEALTH 100.3 (3)

Approved senior elective (3)

(note 3)

Approved senior elective(3)

(note 3)

ECS 100 EPS 100 (3)

Ed Psychology (Learners &

Learning) (3)

EPS 215 (3)

ED 215 (2)

EPE 215 (3)

Approved Elem Soc. Studies Methods

(3)

*EDUC 309.3 ED Cur 273.3 or

275.3 (Lang. Arts) (3)

EPS 225 (3)

ED 225 (2)

Approved Cross Culture Ed

course (3)

Ed Psychology (Exceptional/

Inclusive Ed ) (3)

*EDUC 312.3 ECUR 370.3

or 376.3 (Lang. Arts) (3)

Approved Elem Math Methods

(3)

Approved Elem Science

Methods (3)

EFLD 405 (internship) (15) Ed Psychology (Evaluation)

(3)

Approved Ed Foundations (3)

Approved Ed Administration

(3)

Approved Elem Fine Arts

Methods (3)

*ECUR 406.3 (3)

* University of Saskatchewan courses.

NOTES:

1. INLNG1 - one of Cree 100, 102, 104 or Dene 100 or 104.

2. INLNG2 - one of Cree 101, 103, 105 or Dene 101 or 105.

3. Approved senior elective courses outside of the Faculty/College of Education are offered from both

universities. See requirements for senior courses.

Rationale: The Northern Teacher Education (NORTEP) program at the Northern Professional

Access College (NORPAC) in LaRonge, Saskatchewan has partnerships with both the University

of Regina and the University of Saskatchewan. Consequently, their program has element from

both universities. Graduates choose the institution from which they will receive their degree at the

completion of the program. The changes passed by NORPAC reflect changes in Elementary

Education made by the University of Regina and University of Saskatchewan.

Motion 14: Change to Undergraduate Education degree requirement

That all undergraduate education students be required to take 3 credits in Indigenous studies as a

degree requirement, effective 201630.

ACO 10-400-10

Rationale: This motion is in part a response to the TRC Calls to Education which advocate for

greater knowledge and understanding of Indigenous peoples, histories, and perspectives. It is

Intended to better support all education students in actualizing the provincial mandate for Treaty

Education and will meet anticipated provincial certification requirements for teachers.


New Course

EMCH 100

Introduction to Michif 3:3-0

This course is designed to develop oral expression, grammar, and vocabulary with opportunities

to practice, that include conversation, community involvement, and land based learning activities.

This course will explore the unique Métis language, culture, and history of the people to

encourage further revitalization in a classroom and community setting.

The Faculty of Education approved the following motion and offers it for information

MOTION: That the Terms of Reference of the Membership of the Undergraduate Program

Development Committee be revised to include the Chair of the Education Core Studies (ECS)

Subject-Area.

Currently, the membership is defined as:

Membership

Five (5) members from the Faculty of Education

One (1) student member appointed by the Education Students’ Society

Ex-Officio Membership Associate Dean (SSUP),(Secretary to the Committee)

FNUniv Head, Indigenous Education Department or designate

NORTEP, Director or designate

NTEP, Director or designate

SUNTEP, Coordinator or designate

YNTEP, Executive Director or designate

With acceptance of this motion, the membership will be:

Membership

Five (5) members from the Faculty of Education

Chair, Education Core Studies Subject-Area

One (1) student member appointed by the Education Students’ Society

And Ex-Officio Membership

Rationale: All undergraduate programs include ECS courses. Inclusion of the ECS Chair on this

committee will ensure that the ECS perspective is included in all decisions affecting program.

ACO 10-400-10

5.3 Report from the Faculty of Engineering and Applied Science Appendix III

Items for Approval:

Motion 1: Revisions to Engineering Minors

To approve the following revisions to the Engineering minors effective 201620

12.10.8.1 Electronics Engineering Minor

Credit hours

Electronics Engineering minor, required courses


3.0 ENEL 282

3.0 ENEL 283

3.0 ENEL 384

3.0 ENEL 387

3.0 ENEL 486

15.0 Total

12.10.8.1 Electronics Engineering Minor

Credit hours

Communications stream Engineering minor, required courses


3.0 ENEL 390

3.0 ENEL 393

3.0 ENEL 494

3.0 Any 2 approved ENEL courses

3.0

15.0 Total

Credit hours

Micro-electronics stream Engineering minor, required courses


3.0 ENEL 387

3.0 ENEL 487

3.0 ENEL 489


3.0

15.0 Total

Credit hours

Instrumentation and Control stream Engineering minor, required courses


3.0 ENEL 380

3.0 ENEL 389

3.0 ENEL 484


3.0

15.0 Total

Credit hours

Power stream Engineering minor, required courses


3.0 ENEL 371

3.0 ENEL 472

3.0 ENEL 482

3.0 Any 2 other ENEL courses

3.0

15.0 Total

12.10.8.2 Environmental Engineering Minor

Credit hours

Environmental Engineering minor, required courses


3.0

Five of: ENEV 320, ENEV 321,

ENEV 363, ENEV 421, ENEV

422, ENEV 440, ENEV 435

3.0

3.0

3.0

3.0

15.0 Total

12.10.8.2 Environmental Engineering Minor

Credit hours

Environmental Engineering minor, required courses


3.0 ENEV 321

3.0 ENEV 421

3.0 Three from ENEV 363, 372, 383, 422, 440, 462, 465

3.0

3.0

15.0 Total

ACO 10-400-10

12.10.8.4 Petroleum Engineering Minor

Credit hours

Petroleum Engineering minor, required courses


3.0 ENPE 241

3.0 ENPE 251

3.0 Three of: ENPE 300, ENPE 302, ENPE 370, ENPE 381,

ENPE 410, ENPE 440, ENPE 450, ENPE 460, ENPE 490

3.0

3.0

15.0 Total

12.10.8.4 Oil & Gas Engineering Minor

Credit hours

Oil and Gas Engineering minor, required courses


3.0 ENPE 241

3.0 ENPE 251

3.0 Three of: ENPE 300, ENPE 302, ENPE 370, ENPE 381,

ENPE 410, ENPE 440, ENPE 450, ENPE 460

Including a minimum of one 400 level course

3.0

3.0

15.0 Total

12.10.8.5 Process Engineering Minor

Credit hours

Process Engineering minor, required courses


3.0

Five of: ENIN 331, ENIN 350,

ENIN 355, ENIN 455, ENIN 456, ENPE 241

3.0

3.0

3.0

3.0

15.0 Total

12.10.8.5 Process Engineering Minor

Credit hours

Process Engineering minor, required courses


3.0 ENIN 350

3.0 ENIN 355

3.0 ENIN 455

3.0 ENIN 456

3.0 Two of: ENEV 363, ENEV 465, ENEV 440, ENPE 490, ENPE 370

15.0 Total

12.10.8.6 Software Engineering Minor

Credit hours

Software Engineering minor, required courses


3.0 ENEL 487

3.0 ENSE 471

3.0 ENSE 473

3.0 ENSE 474

3.0 ENSE 475

15.0 Total

12.10.8.6 Software Engineering Minor

Credit hours

Software Engineering minor, required courses


3.0 ENSE 374

3.0 ENSE 470

3.0 Any 2 from ENSE 350, 352, 353, 471, 472, 475

3.0

3.0 Any listed ENSE course excluding ENSE 400 & 477

15.0 Total

All course prerequisites must be satisfied. A maximum of one course

in the major program may be included in the minor; if multiple courses

overlap, a minimum of four new courses listed in the minor must be

completed.

Rationale: Engineering minors have been updated to remove historical courses as well as add new

courses that have been approved in the Faculty. The minors have been revised to provide more flexibility

and allow more students the opportunity to complete a minor.

ACO 10-400-10

Items for Information

Revised Courses

The following course revision is effective 201620:

To add a seminar to ENIN 350 Chemical Manufacturing Process

Rationale: For the past years (5) a seminar section has been added for the ENIN 350 course, this motion

will ensure proper scheduling for the future by the timetabling personnel rather than being completed by

the faculty support staff. Having the additional student contact time through a tutorial will assist with

retention and student success.

The following course revisions are effective 201710:

ENEL 390 3:3-3

Communication Theory

An introduction to information theory and telecommunication signals and methods. Definition of

information, time to frequency relations, application of Fourier series and the Fourier transform, types of

modulation, theory of discrete sampling and the Nyquist sampling rate.

*** Prerequisite: ENEL 281383 and MATH 217 ***

Rationale: ENEL 383 does not provide any course content that is required for ENEL 390 course material.

ENEV 223 3:3-3

Engineering, Environment, and Society

Introduction and application of environmental design in engineering practice, including public health and

safety, environmental ethics, resource and energy systems, impacts of technology on society, sustainable

development and environmental stewardship.

*** Prerequisite: ENGG 123 or ENGG 113 ***

Rationale: ENGG 113 is a historial course.

ENEV 334 3:3-3

Applied Probability & Decision Making for Engineers

Probability and decision making for engineering systems and problems such as floods, containment, and

traffic. Topics include hazard and risk analysis, regression, testing, distributions, Bayesian decisions,

expected costs.

*** Prerequisite: STAT 160 289 ***

Rationale: to update the Statistics course in the program with the new course number.

ENEV 400 1:1-0

EVSE Project Start-up

In this course a team design project for ENEV 415 is selected, preliminary project information gathered,

and a project plan prepared. Students are advised to coordinate the chosen project topic with their

approved electives in order to be better prepared for the completion of their ENEV 415 project.

***Prerequisite: ENEV 321, ENEV 440 421 and an additional completion of 24 credit hours of ENEV

courses or permission of EVSE Program Chair***

Rationale: ENEV 440 is a senior course that requires fluid mechanics to ensure sufficient Engineering

background prior to commencement of the senior project course.

ACO 10-400-10

ENGG 303 3:3-0

Engineering Economics and Evaluation

Evaluation of engineering systems; economic, social, environmental factors; engineering economics

including interest, discounting, methods of comparative costing, capital recovery; assessment of non-

economic factors and trade-offs; evaluation presentation.

*** Prerequisite: STAT 160, or STAT 289 and ECON 201 ***

Rationale: STAT 289 is a historical course archived in 2013

ENIN 241 3:3-3

Mechanics of Deformable Solids

Introductory mechanics of materials, stresses and strains in two dimensions, torsion, indeterminate

systems, beams - stresses and deflection, combined stresses, thin shells, columns, and Mohr's circle for

stress and strain.

*** Prerequisite: ENGG 240 and MATH 110 MATH 111***

Rationale: Additional math pre-requisite provides background required to derive and understand stress

strain formulas in the course.

ENIN 253 3:3-2

Engineering Thermodynamics

Fundamental laws of thermodynamics and their application to various engineering systems. Ideal and

actual processes, power and refrigeration cycles.

*** Prerequisite: MATH 213ENEV 261 ***

Rationale: ENEV 261 provides basic background on mass and energy principles as well as engineering

problem-solving skills suitable for ENIN 253.

ENIN 331 3:3-3

Simulation of Industrial Systems

Engineering approaches to model building and simulation of continuous and discrete systems. Simulation

languages. Numerical methods in continuous systems modeling. Case studies in discrete systems

simulation.

*** Prerequisite: STAT 160 and ENIN 233 ***

Rationale: This removes ENIN 233 as a pre-requisite.

ENIN 349 3:3-3

Industrial Machine Design

Machine design problems using analysis and codes. Machines components and meshing components to

achieve machine function. Elementary stress analysis of equipment configuration. Tolerances and

allowances. Design drawings.

*** Prerequisite: ENIN 241 and ENIN 343 ***

Rationale: ENIN 343 is being added as a pre-requisite as an understanding of materials, manufacturing

methods andmachinery is fundamental background for this course. Knowledge of the probability of

failure, designing for survivial and reliability rates is essential for this course.

ACO 10-400-10

ENIN 400 1:1-3

ISE Project Start-up

Students form design teams and select a project topic and faculty supervisor. Each team develops a

project proposal, which is presented both orally and in written form.

*** Prerequisite: ENIN 453 and or ENIN 349 (concurrent enrolment allowed) or the permission of the

Program Chair ***

Rationale: Both courses are included as pre-requisites to ensure students have sufficient knowledge prior

to taking the design project course.

ENIN 430 3:3-2

Systems Management

Approaches to management and optimization through problem identification, formulation, and qualitative

and quantitative solutions.

*** Prerequisite: BUS 260 (concurrent enrolment is allowed)ENIN 331,Completion of at least 66 credit

hours or permission of Program Chair ***

Rationale: This course requires sufficient engineering knowledge prior to taking the course. It should not

be taken prior to 5 semesters of courses.

ENPE 400 1:1-0

ENPEPSE Project Start-up

Definition of petroleum engineering design problems; identification of projects' topics, partners, and

supervisors; proposal writing for engineering projects; approaches for carrying out the research and

design; and, approaches for communicating research and design results.

***Prerequisite: ENPE 241, ENPE 251, ENPE 302 and ENPE 370 or permission of PSE Program Chair

Completion of all the required 200 and 300 level ENPE courses***

Rationale: This is a change to use the current acronym for the Petroleum Systems Engineering program

and ensure completion of all required pre-requisite knowledge for the senior engineering project course.

ENPE 450 3:3-3

Well Testing

Basic principles of well testing and interpretation for oil and gas production, pressure transient theory,

principles of superposition, and application of well testing to homogeneous and heterogeneous reservoirs.

*** Prerequisite: ENPE 300 ***

*** Corequisite: ENPE 460 ***

Rationale: ENPE 450 and 460 are completed in the same semester, they have co-requisite knowledge

requirements for drilling fluids, casing design and subsequent testing of wells.

ENPE 486 3:3-0

Heavy Oil Recovery

Thermal Recovery Methods, theory and practice of thermal recovery methods; steam drive, cyclic steam

injections, and insitu combustion. Models of combined mass energy transport. Estimates of heated

reservoir volume and oil recovery performance. Wellbore heat losses and recovery production.

*** Prerequisite: ENPE 302 ENPE 370, ENPE 460, and ENIN 355 ***

Rationale: Knowledge in drilling engineering engineering in ENPE 460 is a core requirement in heavy

oil recovery.

ACO 10-400-10

ENSE 352 3:3-3

Fundamentals of Computer Systems Architectures

Introduces students to the organization and architecture of computer systmes, beginning with the standard

von Neuman model and then moving forward to more recent architectural concepts.

***Prerequisite: CS 210 and ENEL 384 (concurrent enrollment is allowed)***

Course Deletions

The following course will be made historical effective 201710:

ENPE 355 3:3-4

Heat, Mass and Momentum Transfer

Differential equations of momentum, heat and mass transfer; dimensional analysis; heat conduction and

convection; boiling and condensation; molecular diffusion; convective mass transfer; analogies between

momentum, heat, and mass transfer.

*** Prerequisite: ENIN 253 ***

Rationale: This course overlaps in course content with ENIN 355. This course is being made historical.

ACO 10-400-10

5.6 Report from the Faculty of Nursing Appendix VI

Items for Approval

The Faculty of Nursing Council has approved the following program changes and hereby recommends

them for approval.

Motion 1: Addition of Re-Admission Regulations

To approve the revision to Section 15.2 Admission, Re-Admission and Transfer by adding Section 15.2.1

Re-Admission to the Faculty of Nursing Re-Admission Regulations (effective 201620).

15.2 ADMISSION, RE-ADMISSION AND TRANSFER

Please refer to §2.4 for University policies on Admission, Re-Admission and Transfer. Admission will

occur during the Fall term; however the Dean may permit admissions during other terms to manage

enrolments.

15.2.1 RE-ADMISSION

Students applying for re-admission to the Faculty of Nursing must meet the current admission

requirements in place at the time of the application for re-admission. Students who are re-admitted to the

Faculty must enter the program that is current at the time of their re-admission. Students who are re-

admitted to the Faculty may have conditions applied to their re-admission. Students who fail to meet

these re-admission conditions are required to discontinue from the Faculty indefinitely (See §5.13.6.7 for

more information).

15.2.12 RESTRICTIONS ON TRANSFER

Applicants for transfer to the Faculty of Nursing SCBScN program from another faculty or admission

from another post-secondary institution must apply to the program and meet admission requirements as

per §2.4.2 of the University policies on Admission, Re-Admission and Transfer. Transfer applicants who

are not in good academic standing will not be considered for admission.

15.2.23 TRANSFER FROM OTHER FACULTIES OR ADMISSION FROM OTHER POST-SECONDARY

INSTITUTIONS TO THE FACULTY OF NURSING (SCBSCN PROGRAM)

For application deadlines for students who wish to transfer to the Faculty of Nursing refer to §2.3.1.1. An

Application for Admission must be submitted to Saskatchewan Polytechnic Registration Services or the

University of Regina Admissions Office by the deadline date. For students who have attempted any post

secondary courses, please refer to §2.4.2.

15.2.23.1 Admission from Another Nursing Program

Students who are in another nursing program at another Canadian university, or who have completed 9

credit hours (or equivalent) of nursing classes in any other nursing program and wish to apply to the

SCBScN program must do so by March 1 for the Fall term and September 1 for the Winter term. A

completed application form, course descriptions for all courses taken in the nursing program, and the

program reference form must be submitted to the University of Regina Admissions office. See the

SCBScN program website at http://www.sasknursingdegree.ca/scbscn/admission-requirements/ for further

information

http://www.sasknursingdegree.ca/scbscn/admission-requirements/

ACO 10-400-10

15.2.34 TRANSFER BETWEEN SITES OF SCBSCN PROGRAM

Students should expect to complete the program at the site to which they were admitted. Transfers may

be available in exceptional circumstances. Requests for transfer are to be made by April 30 of the

academic year preceding the year of transfer requested. Transfers can only be considered if there is

available classroom, lab and clinical space at the site requested. Mid-year transfers are not allowed. Any

student requesting a transfer between sites should contact the Faculty of Nursing in writing outlining the

exceptional circumstances.

Rationale: These additions are current practice. Including this information in the calendar provides

transparency and addresses some of the questions and issues that have arisen because this information is

not explicit. §5.13.6.7 defines indefinitely.

Motion 2: Revision to Faculty Academic Performance Regulations

To approve the revision to Section 15.5.2.2 Faculty Academic Performance Regulations by adding the

following to the Faculty Academic Performance Regulations (effective 201620).

15.5.2.2 Faculty Academic Performance Regulations

Students in the SCBScN program must maintain an overall PGPA of at least 65% in required program

courses. Students who do not meet these minimum program requirements will be placed on faculty

academic probation.

If placed on faculty academic probation, students are given 15 credit hours to raise their overall PGPA in

required courses to 65%. Students in this situation must realize their progression in the program may be

affected because of course sequencing. Completion of the program may be delayed. The Academic

Program Coordinator (UofR) may impose mandatory conditions on students on university or faculty

academic probation.

Students who fail to raise their PGPA to 65% in required courses, will be required to discontinue from the

Faculty of Nursing for a minimum of three semesters and must petition for readmission. Readmission is

not guaranteed.

The passing grade for all CNUR courses is 60%. The passing grade for all other courses used in the

program is 50%. Students who are not successful in meeting the minimum grade in a second attempt of a

course that is a requirement in the program will be required to discontinue from the Faculty of Nursing for

a minimum of three semesters and must petition for re-admission. An exception to this regulation is

ENGL 100, which may be repeated twice (see §§5.11 and 5.12.6.6 for more information). Students who

are readmitted and allowed a third attempt at a required course, but receive a failing grade in the course,

are required to discontinue from the Faculty indefinitely (See §5.13.6.7 for more information). A

withdrawal from any clinical course that occurs after the end of the no-record drop period is considered

an attempt.

Rationale: This is common practice but is not explicit in the regulations. Nor is it covered in the

University regulations. It is however, in the regulations of other Faculties. This provides transparency

for students and ensures consistency with other Faculties.

ACO 10-400-10

Motion 3: Addition to Academic Advising and Registration Regulations

To revise the Academic Advising and Registration regulations by adding section 15.4.3 Elective Courses,

effective for the 201620 term.

The following courses are not considered to be university-level and so may not be taken for credit

towards the SCBScN program: AE 19 and 29; CHEM 100; AMTH 001, 091, 002, 092 and/or 003;

MATH 102; or any courses numbered 0XX.

Students can receive elective credit for ACAD 100 towards the SCBScN program if this course is

completed prior to the successful completion of ENGL 100, or with permission of the Associate Dean

(Undergraduate) or designate if taken afterward.

Students will not receive credit for KIN 261 as an elective if they have completed BIOL 110; students

will not receive credit for KIN 262 as an elective if they have completed BIOL 111; BIOL 110 will not be

considered an elective if students have completed KIN 261; and BIOL 111 will not be considered an

elective if students have completed KIN 262. KIN 260, KIN 267 or KIN 268 may only be used as an

elective if completed prior to admission to the SCBScN program. If KIN 260, KIN 267 or KIN 268 are

taken after completion of BIOL 110/KIN 261 or BIOL 111/KIN 262 they may not be used as an elective

in the program.

Rationale: Courses that are not considered university-level are not currently addressed in the regulations

and so students may want to take them as electives. This regulation is addressed in sections of other

Faculties and this motion brings nursing into alignment with the rest of the University. CHEM 100 is the

most common course that students want to include as an elective; it is equivalent to CHEM 30.

Currently there are no guidelines for students completing ACAD 100 as a potential part of their SCBScN

program. As per the calendar description “This course provides first-year students with tools for

successful communication across the disciplines by emphasizing elements of effective writing and

academic research. Topics include rhetorical considerations for effective writing, process-oriented writing

and revision, critical reading skills, approaches to group collaboration, research tools, bibliographies,

academic integrity, and citation methods.” ENGL 100 “develops students' proficiency in critical reading

and writing through the study of a wide range of non-literary and literary texts, and the study of

composition, with emphasis on connections between modes of reading and writing.” ACAD 100 is

therefore more foundational to ENGL 100, however there may be situations where taking it after ENGL

100 will promote student success in their program. This is the same procedure as outlined by the Faculty

of Arts.

KIN 261 is the online equivalent to BIOL 110; KIN 262 is the online equivalent to BIOL 111. Therefore

a student would be taking the same course content. KIN 260, 267 and 268 are accepted as meeting the

Biology requirements for the SCBScN program. Therefore, if a student takes one of these courses after

successful completion of BIOL 110/KIN 261/BIOL 111/Kin 262, they are retaking the same content. A

student may have completed KIN 260 and/or KIN 267 in a previous program/degree prior to admission to

the SCBScN program. They may then choose to take BIOL 110/KIN 261 and/or BIOL 111/KIN 262 as

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part of their program. In this case, we would allow them to use KIN 260 and/or KIN 267 as an

elective(s).

Motion 4: Requirements for Early Conditional Admission (submitted as a joint motion from

Enrolment Services and the Faculty of Nursing)

To revise the requirements for Early Conditional Admission for Current High School Students, effective

for the 2017 Fall intake.

2.3.3.3 Basis of Evaluation for Early Conditional Admission – current Canadian and U.S. high

school students

In order to be considered for early conditional admission, applicants must be taking the Grade 12 courses

required by the faculty to which they are applying (see §2.4 and §2.3.3.4). The minimum early

conditional admission average will be calculated as follows:

For the Faculties of Business, Engineering and Applied Science, Kinesiology and Health Studies,

Science and Nursing:

1. One course at the 20- or 30-level in English Language Arts, Français immersion, or Français

fransaskois (or equivalent)

2. One of Calculus 30, Foundations of Math 20, Foundations of Math 30, Math 20, Math A30, Math B30,

Math C30, Precalculus 20 or Pre-calculus 30 (or equivalent)

3. One course from category A (20- or 30-level) (or equivalent)

4. One course from category B (20- or 30-level) (or equivalent)

5. One additional course from category A or B (20- or 30-level) (or equivalent)

Notes: 1. A maximum of 2 math courses can be used.

2. A maximum of one Fine Arts, Christian Ethics or Physical Education course (marked *) can be

used (cannot be used for Nursing).

3. Workplace and Apprenticeship Math (marked **) cannot be used for Arts, Business, Engineering,

Kinesiology, Nursing or Science.

4. Requirements 3, 4, and 5 must be met by different subjects.

5. A second 30-level English course (or French equivalent) may be used

6. Minimum admission averages must be met as per Faculty specific admission policy

7. Changes to approved courses for Faculty-specific admission will automatically be included as an

approved course for the early conditional process.

Category A Category B

Biology/Biologie Art dramatique* History of the

Americas

Calculus/Calcul Arts Education* Law/Droit

Chemistry/Chimie Arts visuels* Mandarin

Computer

Science

Band* Music*/Musique*

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Earth Science/

Sciences de la

Terre

Choral* Native Studies

Environmental

Science

Christian Ethics* Native Studies:

Canadian Studies

Foundations of

Math

Cree/nēhiyawēwin Physical Education*

Fondements de

mathématiques

Dance* Psychology/Psycholo

gie

Health Science Drama* Sciences sociales

fransaskois

Milieu du travail et

formation

d’apprentis**

Economics Sciences sociales

immersion

Physical Science Éducation

chrétienne*

Social Studies

Physics/Physique Éducation

physique*

Social Studies :

Canadian Studies

Pre-

calculus/Precalcul

French Spanish/Espagnol

Sciences de la

santé

Geography/Géograp

hie

Ukrainian

Sciences de

l’environment

German Ukrainian Language

Arts

Sciences

physiques

History/Histoire Visual Art*

Workplace &

Apprenticeship

Math**

History: Canadian

Studies

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Rationale: After analyzing the failures in BIOL 110 and CNUR 102 in 201530, it was determined the

majority of first year failures occurred with students who were admitted through the Early Conditional

Admission process: 26 of the 33 students with a failing grade in at least one of these courses were

admitted through this process. For the 201530 admits, the Early Conditional Admission average was

87.94%; the final average in the required courses was 81.59%. The difference between the Early

Conditional Admission average and the final average in required courses ranged from 1.6% to 13.2%. On

further analysis, the grades for the courses that are being proposed for exclusion are the ones most

commonly included in the early conditional admission averages but not in the final average in the

required courses. The intent of this change is to admit students who are most likely to be successful in the

program.

II Items for Information:

1. The Faculty of Nursing offers the following revised terms of reference, effective

immediately, for information:

TERMS OF REFERENCE

FACULTY OF NURSING UNDERGRADUATE STUDENT APPEALS COMMITTEE

Mandate

The Faculty of Nursing Undergraduate Student Appeals Committee (the “Committee”) will hear appeals

from undergraduate students registered in Faculty of Nursing programs relating to:

1. a requirement to discontinue (“RTD”); or

2. academic decisions of the Associate Dean (Undergraduate), except for those pertaining to admission,

re-admission, transfer, deferrals, probation, and academic misconduct / disciplinary matters.

Matters such as grades assigned for individual classes or credits given for classes transferred from other

institutions will not be considered by this committee.

Membership

Voting members:

Four faculty members plus four alternates, each elected by the Faculty

One student representative plus three alternates, each appointed by the Saskatoon Nursing

Student Society (SNSS) and University of Regina Nursing Student Society (URNSS)

Ex Officio members:

Dean

Associate Dean (Undergraduate)

Academic Program Coordinator of the Faculty of Nursing.

Ex Officio members of this Committee have the right to vote, as long as the matter under discussion does

not pertain to one of their own decisions.

The chair of the Committee is elected from among the elected Faculty members and will serve for one

year. The chair votes only in the case of a tie vote.

Quorum will consist of 5 members comprised of 4 faculty members and 1 student.

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Membership Term

The four faculty members and the four alternates elected by the Faculty will serve two-year terms,

staggered such that two of each category are replaced each year. Terms can be renewable once. The

terms of the student member and three alternates appointed by the SNSS and URNSS will be determined

by the appointing student society.

Meetings

Meetings will be called as required.

Procedure

Request for Appeal

Students who wish to appeal a requirement to discontinue (RTD) or an academic decision of the

Associate Dean of Nursing (Undergraduate) must do so in writing within 10 business days after the date

on the letter from the Faculty of Nursing advising of the RTD or other academic decision (the “Decision

Letter”) by emailing [email protected].

The written request to appeal should include:

(i) the student’s name, student number, current address, and telephone number;

(ii) a description of the decision being appealed from (either an RTD or an academic

decision); and

(iii) the grounds / basis for the appeal.

The grounds for an appeal of an RTD or an academic decision should be based on one or more of the

following:

(i) There is additional relevant information which was not considered;

(ii) There was a problem in procedure or procedural unfairness;

(iii) The substance of the case was not considered (e.g. relevant rules or regulations were

applied incorrectly); or

(iv) The decision is unfair or unreasonable in the circumstances.

Emails sent to [email protected] will be acknowledged through automatic reply. If the

automatic reply is not received within one day, the student should email [email protected] and indicate

that an appeal has been submitted but no reply has been received.

Preparations Written notice of the hearing will be provided to the student, the Academic Program

Coordinator/Associate Dean of Nursing (Undergraduate) and the Committee members at least two weeks

in advance of the scheduled date.

If a Committee member assigned to hear an appeal has a conflict of interest he/she will declare such

conflict when the name of the student is provided to him/her, and an alternate Committee member will be

assigned.

Appeals may be heard in absentia unless a request to re-schedule the hearing (for a compelling reason) is

provided in writing by the student at least three business days prior to the scheduled hearing. Cases must

be heard within 4 months of the date of the first notice of hearing.




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One week prior to the scheduled hearing, each of the student and the Academic Program

Coordinator/Associate Dean of Nursing (Undergraduate) (the “Faculty Representative”) shall provide

the administrative support person to the Committee with a written submission.

The submission of the Faculty Representative shall set out the basis for the RTD or academic decision, as

the case may be, along with any supporting documents (including a copy of the Decision Letter). If the

decision being appealed is an RTD, a copy of an Advising Report by Term will also be filed.

The student’s submission shall set out the basis of his/her appeal, along with any supporting documents,

and the name of his/her representative and/or support person (if any). If the decision being appealed is an

RTD the student’s submission should include:

(a) a description of any extenuating circumstances that resulted in poor academic performance;

(b) an outline of what action(s) the student has taken or will be taking to improve;

(c) a personal statement of the student’s academic and career goals; and

(d) supporting documentation from medical or counseling personnel, if applicable.

If the decision being appealed is an academic decision of the Associate Dean of Nursing (Undergraduate)

the student’s submission should include what outcome the student proposes.

The administrative support person to the Committee will provide the submissions to the parties and the

Committee members at least three days prior to the hearing.

Hearing The appeal hearing is an appeal of an RTD or an academic decision, and not a re-hearing of the matters

underlying the decision, or new investigation into the matters.

Students have the right to present their case to the Committee at the meeting or have a representative do

so on their behalf. Students also have the right to have a support person at the hearing.

The hearing is not open to the public. Only the parties and their representatives may attend. Hearings

may be attended by videoconference to accommodate Committee members and/or students who are

located outside of Regina. Arrangements for videoconferencing must be made in advance with the

administrative support person to the Committee

Procedures for appeal hearings before the Committee will normally follow the following sequence:

a. The chair will welcome members. The chair will remind all participants that all proceedings

are confidential. The chair is responsible to take notes.

b. The student’s presentation (which may be given by his/her representative), of no more than

10 minutes, followed by an opportunity for the Faculty Representative and the Committee

members to ask questions of the student.

c. The Faculty Representative’s presentation of no more than 10 minutes, followed by an

opportunity for the student/representative and the Committee members to ask questions of the

Faculty Representative.

d. Opportunity for final statements, of no more than 5 minutes, from the Faculty Representative

and lastly from the student or his/her representative.

e. Committee members may ask any final questions of the student or the Faculty

Representative.

f. The student and representative/support person and the Faculty Representative will withdraw

from the hearing and the Committee will deliberate in camera.

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g. The Committee will convey its decision (ie. whether to uphold/overturn the original decision

and the reasons therefor) to the Dean in writing (by way of a letter from the chair of the

Committee to the Dean).

h. The Dean will inform the student in writing (as soon as possible following receipt of the

chair’s letter) of the results of the appeal and the reasons for the Committee’s decision.

The presentations and questions portion of the hearing (items a. through f.) will be audio recorded, should

a transcript be required for an appeal.

The materials prepared for the hearing are confidential. Following the hearing the Committee members

will return all materials to the office of the administrative support person to the Committee. They will be

retained by the Faculty of Nursing.

2. The Faculty of Nursing offers the following revised policy and procedures, effective for the

201620 term, for information:

Faculty of Nursing

University of Regina

POLICY AND PROCEDURES FOR

STUDENT PERFORMANCE OF PROFESSIONAL RESPONSIBILITIES AND PROFESSIONAL SUITABILITY

Introduction

The nature of the study and practice of nursing places individuals in a place of trust in relation to clients and in a close relationship with fellow students, colleagues and staff in the university and clinical settings. Student performance in clinical settings that does not meet the expectations of the experience has the potential to cause physical and/or emotional harm to the client, significant others, and/or other health care providers, and to damage the reputation of the educational program and institution. It may also harm the reputation of the profession of nursing. The purpose of this policy is to outline guidelines with regards to student performance of professional responsibilities and the suitability of a student for the profession of nursing. The purpose of the Professional Suitability Review Committee (PSRC) is to make recommendations about student performance and the suitability of a student for the profession of nursing.

Unprofessional conduct by students may have direct repercussions on the program, University, partners, clinical settings, and individual clients and their significant others. Therefore, such behaviour is a serious matter for the University.

Rationale

As future nurses, students must adhere to a set of nursing expectations, values, and ethics, which include respect for inherent dignity and worth of the person, the pursuit of social justice, service to humanity as well as integrity, confidentiality and competence in professional practice. In addition, students must adhere to legal statutes and requirements governing the practice of nursing.

The Faculty of Nursing recognizes its responsibility to students, to support their appropriate efforts to gain knowledge, and the right of students to due process. The Faculty of Nursing respects the

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rights of students, and in instituting and administering this policy will do so in accordance with human rights legislation.

This policy applies to those students in the SCBScN and After Degree Nursing programs.

The Basic Guidelines

The Faculty of Nursing may require a student to discontinue from their program of studies when the student is found to be unsuited for the profession of nursing, through consideration of competence or professional fitness (e.g. good character). This policy will normally be implemented in unusual situations. Implementation of the policy related to unsafe practice, found in the Student Handbook is the usual way of dealing with the student who exhibits unsafe practice. The current Canadian Nurses Association (CNA) Code of Ethics for Registered Nurses and Sections 25 and 26 of the Registered Nurses Act, 1988 will be considered in every situation in which the performance of a student in the practice of nursing is being investigated.

POLICY AND PROCEDURES

Grounds for Action

Action may be taken any time a student is suspected of consistent or significant lack of satisfactory performance of professional responsibilities, beyond that which is normally addressed through the policy related to unsafe practice. Such unsatisfactory performance of professional responsibilities, or display of professional unsuitability by a student may take many forms including, but not limited to:

a) demonstrated unethical behaviour that contravenes any section of the current

Canadian Nurses Association Code of Ethics;

b) demonstrated conduct that, if participated in by a registered nurse, would result in

suspension or expulsion, or other disciplinary actions from the regulatory body.

Examples include but are not limited to the following:

- abused a client verbally or physically,

- misappropriated a client’s personal property,

- wrongfully abandoned a client,

- misappropriated drugs;

c) consistently practiced incompetently in any clinical setting, following implementation

of all reasonable supports and performance improvement plans, or to the extent where

the lack of knowledge, skill, or judgment or disregard for the welfare of a client

demonstrates that the student is unfit to continue in the practice of nursing;

d) jeopardized professional judgment through self-interest or a conflict of interest;

e) demonstrated behaviour with respect to other students, colleagues, faculty or the

public which is exploitive, irresponsible, or destructive;

f) acquired a criminal conviction which was determined to bring disrepute to the profession, or which, in the opinion of the Faculty, demonstrated poor judgment, lack of integrity, or (other) unsuitability for the profession;

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g) any condition which impairs essential performance required for the health profession such as those included in the SRNA document “Becoming a Registered Nurse in Saskatchewan: Requisite Skills and Abilities (2011);

h) been under the influence of alcohol or drugs while participating in client care, any

other professional activity, or any activity related to the practice of nursing.

Committee

A standing committee will be established within the Faculty of Nursing which will be known as the

Professional Suitability Review Committee (PSRC). The purpose of this committee will be to hear

and determine matters of competence and/or professional fitness for the practice of nursing, and

make recommendations to the Dean of the Faculty of Nursing.

Six persons will be appointed to the PSRC. Membership on the committee will be appointed by the

Dean (or designate) and include:

• Chair tenured faculty member or instructor appointed for a five (5) year term, which may

be renewable;

• A full time academic member of the SCBScN program representing the Faculty of Nursing;

• A full time academic member of the SCBScN program representing Saskatchewan Polytechnic;

• One third or fourth year student from the SCBScN program;

• One representative of the Nursing profession suggested by the Saskatchewan Registered

Nurses’ Association (SRNA), preferably with experience in dealing with SRNA disciplinary

matters; and

• One representative from another health related regulated profession at the University of Regina,

ie Social Work or Clinical Psychology.

Procedure

The Dean of the Faculty of Nursing shall insure the following procedures are guided by the principles of natural justice.

If an instructor, faculty member, clinical practica coach, student, agency staff member, or any member of the public identifies a student demonstrating unsatisfactory performance of professional responsibilities or professional unsuitability in accord with the above guidelines, the following process shall be initiated:

a) The complainant shall document in writing to the Dean of the Faculty of Nursing (or

designate) the incident(s) and behaviors which are assessed to be indicative of unsatisfactory professional development or professional unsuitability.

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b) The Dean (or designate) will request a meeting with each of the complainant and the

student at the earliest convenient time to clarify all acts of the matter.

c) If, after these meetings the Dean (or designate) deems it warranted, she or he will:

i) refer matters, which in her/his opinion involve conduct or circumstances described under the section “grounds for action”, to the PSRC in a written report, setting out the name of the student involved, the alleged facts and the alleged ground(s) warranting consideration. The PSRC must be provided the information which supports the request to assess the student’s suitability for the profession of nursing at least five (5) working days prior to the date of the hearing. In no circumstances will a referral be based solely on anonymous allegations or materials. Anonymous materials are defined as those where “authorship has not been disclosed”.

ii) notify the student by registered letter (to the last known address of the student as found on the U of R records) and by email to the U of R email account at least five working days prior to the date of the review panel hearing, providing a copy of all documentation which supports the request to assess the student’s suitability for the profession of nursing. This letter should include a statement advising the student that he or she may be accompanied by an advocate. At the student’s request, additional information may be sent by regular mail, email, or facsimile.

iii) consider whether just cause exists to suspend the student while the matter is being

determined and if so, to issue an interim suspension to the student

iv) Once a reference has been made to the PSRC, the proceedings may continue

notwithstanding that the student has subsequently voluntarily withdrawn from the

program, Faculty, or has refused to participate in the proceedings.

d) Notice to the Student

i) The Chair of the PSRC shall inform the student in writing by registered letter

(to the last known address of the student as found on the U of R records) and

by email to the U of R email account, within five (5) working days of receipt of

the referral, of the grounds for referral to the PSRC, as well as the membership

of the PSRC and the date, time, and place for the hearing by the PSRC of the

matters set out in the referral.

ii) The Notice from the Chair shall include a statement that if the allegations

contained in the reference are established to the satisfaction of the PSRC the

student may be required to withdraw from the program and/or Faculty.

iii) A faculty member shall not be disqualified from sitting as a member of the

PSRC hearing if the faculty member has had previous contact with the student

or has prior personal knowledge of the matter, as long as he/she is not

connected with the immediate facts of the case.

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iv) The student may provide a written response to the grounds. Such written

response should be provided to the PSRC within five (5) working days of the

hearing date, or at the discretion of the Chair

e) Hearing Procedures

i) The student may appear in person and may choose to be represented by a

Student Advocate. A student may request an additional support person

who may accompany him/her to the hearing.

ii) The hearing will be closed to all persons except the members of the PSRC,

Faculty Representative(s), the student, and the designated representative(s) of

the student. The proceedings will be officially audio recorded.

iii) The student or her/his representative(s) will have the right to have access to

copies of all documents submitted to the PSRC for consideration at least five

(5) working days prior to the hearing and to submit other evidence.

iv) The student will not be required to give evidence. If the student elects to do so,

then the student may be questioned by members of the PSRC.

v) Consensus is the recommended strategy for any finding or for the

recommendation of the appropriate disposition of the matter.

vi) Members of the PSRC shall be bound by confidentiality for any information

received in Committee. Information will only be disclosed as is reasonably

necessary to implement the investigation and any recommendations.

f) After hearing all evidence, the PSRC will meet in closed session with its members

only to:

i) consider the evidence;

ii) make its finding using a balance of probabilities standard;

iii) if the allegations are proven, determine the appropriate

recommendations of the matter

v) If the allegations are not proven, dismiss the matter and/or make any other

recommendation the PSRC deems appropriate.

g) Disposition of the Matter

The PSRC will determine recommendations to be forwarded to the Dean which may

include:

i) that no further action be taken;

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ii) that the student remain in the program with conditions prescribing

future conduct by the student. Such conditions to remain in effect for

any period of time the PSRC recommends and the Dean (or designate)

deems appropriate.

iii) reprimand the student in writing;

iv) removal of the student from the course;

v) suspend the student from the program or Faculty for a specified period

of time;

vi) require the student to withdraw from the Faculty indefinitely;

vii) attach conditions which must be fulfilled before any application for re-

admission to the program or Faculty can be considered;

viii) expel the student from the Faculty with no right to apply for re-

admission to the Faculty

After due deliberation the Dean will convey his/her decision in writing with reasons.

The student will be advised that any appeal should be directed to the Senate Appeals

Committee under the University of Regina Act, Section 33. The decision will also be

conveyed to the Associate Dean (Undergraduate) Faculty of Nursing, U of R;, the Dean

of the School of Nursing, Sask Polytechnic, and Associate Dean of the School of

Nursing, the Program Head of Sask Polytechnic, Regina or Saskatoon.

A record of any finding of professional unsuitability and/or related disposition shall be forwarded

to the University Secretary and kept on the student’s permanent academic file within the University.

All information relating to the hearing before the PSRC shall be kept in the student’s official

University file. Action taken under this policy does not preclude action under the University’s Discipline or Academic

Regulations or Harassment Policies or other applicable policy/procedure. Adapted with permission from Student performance of professional responsibilities, Faculty of

Social Work, University of Regina and Professional unsuitability By-Law, Faculty of Nursing,

University of Manitoba.

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5.7 Report from the Faculty of Science Appendix V

Items for Approval

The Faculty of Science has approved the following program move, and offers it for approval:

Motion 1: Program Move

To move the Environmental Health and Science Program (ENHS) from the Faculty of Engineering to the

Department of Biology in the Faculty of Science at the University of Regina. Effective 201630

12.10.10.3 Curriculum

The Environmental Health and Science Program is a 120-credit-hour program leading to

a Bachelor of Applied Science. Students who lack the prerequisites for first-year courses

should consult the First Nations University of Canada about how to acquire these.

Rationale - First Nations University: To address challenges with the administration and student

opportunities of the ENHS program, a move from the Faculty of Engineering to the Faculty of Science is

proposed.

Typically, environmental public health program are housed in health science or

public health departments but the University of Regina does not have one. As a

majority of the environmental health course are science based, it seems that the

Faculty of Science would be a logical choice. Eleven of the current 40 classes

required in the ENHS program are science courses compared to only two

courses in Engineering.

Students and university staff are confused about the program being housed in

engineering - ENHS students are put into the Environmental Systems

Engineering program in error and have trouble finding program information.

ENHS students are restricted in selection of scholarships as many of the

engineering awards are for students enrolled in specific programs, such as

Environmental Systems Engineering. For example, ENHS students would be

eligible for a $3000 scholarship in environmental science which has gone

unawarded for years, if they were Faculty of Science students.

Graduates are also limited in employment opportunites outside of environmental

public health with a BASc degree from Engineering as it is not technically an

engineering degree (BEng/PEng). Graduates with a BSc will have more

employment opportunities in the fields of environmental science (i.e. Ministry of

Environment), food science, food safety and inspection (i.e. Canadian Food

Inspection Agency and Saskatchewan Food Centre), and water security (i.e.

Saskatchewan Water Security Agency).

Communication and faculty participation has been limited over the past 10 years

with Engineering, as the academic discipline and professional

accreditation/certification is significantly different. Faculty members within

FNUniv’s science unit, including the ENHS Coordinator, already fully

participate in University of Regina, Faculty of Science committees and have a

very good rapport with Science.

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Also, the Indigenous Environmental Science degree will be housed in the

Department of Biology in the Faculty of Science which is a similar program with

similar administrative processes.

Background and Rationale - Department of Biology: The Environmental Health & Science (ENHS)

Program, an accredited program (accreditation via CIPHI, http://www.ciphi.ca/), is a First Nations

University (FNUniv) program currently housed in the Faculty of Engineering. FNUniv has requested that

the official home of the program be switched to the Dept of Biology in the faculty of Science; they feel

that Science is a more appropriate home for such a program. On September 10, 2015, the Leanne Stricker

(coordinator for the ENHS program) and Bettina Schneider (Chair of the FNUniv Dept of Indigenous

Science, the Environment and Economic Development) attended the Biology Department meeting to

make a presentation about ENHS and the proposal that Biology house the program.

Graduates (~12-15 per year) from ENHS are eligible to work as health inspectors. Such a program is

typically housed in a health science unit at a university, but since the UofR doesn’t have such a unit,

FNUniv has requested it be housed in Biology as a Faculty of Science program.

There is no expectation of a financial contribution from Dept of Biology of the Faculty of Science, and

FNUniv will be responsible for the majority of administration work for the program. Biology is not being

asked to develop any new courses for the ENHS program, and laboratory space in Biology is also not

being requested.

The Biology Department had a robust discussion of the pros and cons of accepting this program and at the

meeting the motion to accept it was passed by a large majority.

Omnibus Motion: Changes to The Environmental Health and Science Program in conjunction

with the Department of Biology and First Nations University of Canada

1. Motion: To remove INHS 111, CS 130, MATH 105, CS 100, BIOL 220, INHS 200,

INHS 210, and PHYS119 from, and add CS 110, ENGL 110, PHIL 150, 3 Arts, or

Media, Art, and Performance, or Indigenous Fine Arts electives, and 3 open electives to,

the ENHS program as indicated below.

2. Motion: To update courses in all semesters based on the course changes, deletions, and

creations listed in Items for Information (6.0), and the course additions and deletions

listed above.

3. Motion: To increase the number of credit hours in the ENHS program from 120 to 129

credit hours.

Effective: 201630

12.10.10.3 Curriculum

The Environmental Health and Science Program is a 120 129-credit-hour program

leading to a Bachelor of Applied Science. Students who lack the prerequisites for first-

year courses should consult the First Nations University of Canada about how to acquire

these.

Credit hours

BASc BSc in Environmental Health and Science, required courses


Semester 1 3.0 BIOL 100 3.0 CS 100 PHIL 150 3.0 ENGL 100 3.0 INHS 100

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3.0 Arts Elective (Indigenous Language recommended) ENHS 110

Semester 2 3.0 CHEM 104 3.0 INHS 101 3.0 KIN 260 STAT 100 3.0 PHYS 109 MATH 103 or 110 3.0 BIOL 101

Semester 3 3.0 CHEM 140 3.0 INHS 200 BIOL 223 3.0 KIN 267 KIN 260 3.0 PHYS 119 ENHS 250

3.0 MATH 103 or MATH 110 or MATH 105 CS 110

Semester 4 3.0 BIOL 220 ENGL 110 3.0 ENHS 100 PHYS 109 3.0 INHS 210 or INHS 111 KIN 267 3.0 STAT 100 or STAT 160 ENHS

101

3.0 Basic science elective (CHEM 230, CS 110, CS 130, MATH 111 or STAT 200) Arts, Fine Arts or Indigenous Fine Arts Elective #1

Semester 5 3.0 ENHS 101 ENHS 310 3.0 ENHS 210 ENHS 340 3.0 ENHS 320 ENHS 350 3.0 ENEV 223 or ENHS 340 ENHS

422

3.0 ENHS 310 Arts, Fine Arts or Indigenous Fine Arts Elective #2

Semester 6 3.0 ENHS 305 ENHS 311 3.0 ENHS 321 ENHS 360 3.0 ENHS 350 ENHS 400 3.0 ENHS 380 ENHS 401 3.0 ENHS 311 Arts, or Media, Art,

and Performance or Indigenous Fine Arts Elective #3

Semester 7 3.0 ENHS 420 3.0 ENHS 430 3.0 ENHS 440 ENHS 468 3.0 ENEV 321 Open Elective #1 3.0 ENHS 435 Open Elective #2

Semester 8 3.0 ENHS 401 ENHS 320 3.0 ENHS 468 ENHS 380 3.0 ENHS 481 ENHS 470 3.0 ENEV 422 ENHS 440 3.0 ENHS 422 Open Elective #3 Semester 9 9.0 ENHS 490 120.0 Total

Rationale 1:

1) INHS 111, CS 130, MATH 105, and BIOL 220 are no longer offered.

ACO 10-400-10

2) CS 110 is a Faculty of Science requirement, so CS 100 is no longer valid to meet the introductory computer

science requirement.

3) ENGL 110 is a Faculty of Science requirement.

4) Faculty of Science requires 18 credits from Faculty of Arts or Media, Art, and Performance, including ENGL 100

and 110. The ENHS program now meets this requirement with ENGL 100 and 110, PHIL 150 and 3 Arts electives.

5) Recommendations from the CIPHC Accreditation Report request that these courses (INHS 200 & 210) need to be

addressed based on negative student evaluations. Comments from current and past students remains that there are

too many INHS courses and they are very repetitive. Students need more flexibility in the program so the removal of

the INHS courses allows for some electives. The new ENHS program still allows students to take these courses as

electives.

6) Recommendations from the Environmental Health Review conducted in 2011 recommends that PHYS 119 –

General Physics II be removed from the program as most environmental health programs in Canada only have one

introductory course in physics. The content of this course is not specifically required within the CIPHI BOC

Instructional Objectives.

Rationale 2: See Items for Information (2.0) for further information.

Rationale 3: The increase in credit hours will accommodate adding the required practicum course ENHS 490

Community-Based Practicum to the ENHS program.

The Faculty of Science Admissions & Studies Committee offers the following program creation for

approval. The creation of this program has been approved by First Nations University.

Motion 3: New Environmental Health and Science Program After Degree (BScAD) (in

conjunction with the Department of Biology and First Nations University)

To create the Environmental Health and Science Program After Degree (BScAD). Effective

201630

PROPOSED NEW ENVIRONMENTAL HEALTH AND SCIENCE PROGRAM AFTER

DEGREE

After Degree (BScAD)

ENHS enrolments have dropped considerably since 2009 when 29 students were enrolled. There

are 10 students currently enrolled in the ENHS Program at FNUniv. Three students are

scheduled to graduate next winter. Four students are currently in their third year and will

tentatively graduate following the 2016 fall semester. There are 2 students in the second year and

one new student who will start in fall 2015. One student graduated this past June.

Because of this significant decrease in enrolments and the outdated curriculum, new strategies are

required to sustain the program. Over the years, numerous discussions have occurred to develop

an after-degree or fast -track program to be competitive with the other schools in Canada. Most

inquiries about the ENHS program are requesting an after-degree program and until recently,

have been directed to other schools. To date, there are 6 students waiting for the after degree and

2 are waiting for the 4-year program. Of the 6 after-degree students, 2 have biochemistry degrees

and 1 has a biology degree. Currently, the University of Regina has an after degree in Arts

Education consisting of 75 credits (BEAD).

The proposed requirements for entry into the ENHS After Degree are:

A three- or four-year bachelor's degree in science from a recognized academic institution

A minimum admission average of 65%

The degree must include successful completion of the following credit hours:

6 credits in chemistry (including organic chemistry)

ACO 10-400-10

3 credits in microbiology

3 credits in anatomy and physiology

3 credits in statistics

3 credits in physics

6 credits in English

Students who do not meet all the required credit hours may be accepted conditionally until the

course(s) is completed.

BScAD in Environmental Health and Science After Degree

The First Nations University of Canada and the Faculty of Science, Biology Department offer the

Environmental Health and Science After Degree. It is a 69-credit-hour program leading to a

Bachelor of Science. Students who already possess a science degree, have the opportunity to

pursue an accelerated path of environmental public health study within 2 years. Completion of

this program which includes a 12-week practicum, meets the requirements to be eligible to

certify with the Canadian Institute of Public Health Inspectors.

Credit Hours BScAD in Environment Health and Science After Degree required courses

Semester 1

3.0 ENHS 310

3.0 ENHS 340

3.0 ENHS 350

3.0 ENHS 422

3.0 ENHS 110 or ENHS 250

Semester 2

3.0 ENHS 311

3.0 ENHS 360 (new course)

3.0 ENHS 400 (ENEV 321)

3.0 ENHS 401

3.0 ENHS 101

Semester 3

3.0 ENHS 420

3.0 ENHS 430

3.0 ENHS 468

3.0 ENHS 250 or ENHS 110

3.0 INHS 100

Semester 4

3.0 ENHS 320

3.0 ENHS 380


3.0 ENHS 440

3.0 INHS 101

Semester 5


69.0 Total

Rationale: Most other Environmental Public Health degrees in Canada offer a fast-track or after-

degree option for students who have already completed a science degree. The first 2 years of the

ENHS program mainly consists of introductory science and arts courses. For students who have

ACO 10-400-10

a undergraduate science degree, it can be difficult to transfer credits and often they are required

to repeat some of these introductory courses. This new program would allow students with a

science degree to enroll in the program more easily, focus on the ENHS and INHS courses that

are relevant to environmental public health practice, and graduate within 2 years. Currently,

students with a previous degree often take about 3 years to graduate.

This added time frame is not a benefit for students to register in FNUniv’s ENHS program, when

other programs can offer as little as 15 months to graduate. Also, there are international

environmental health practitioners who are requesting academic assessments to fulfill CIPHI

requirements so that they may certify and work in Canada. An After Degree would allow them to

complete the CIPHI requirements in a more timely manner at FNUniv instead of registering in

other Canadian environmental public health programs, which is currently the case. To be

competitive nationally, FNUniv needs to provide a similar after-degree or fast-track program. A

majority of the inquiries about the ENHS program are regarding a fast-track or after-degree

option and have been referred, in the past, to other programs.

A Letter of Support from CCB (March 4) and CCAM (March 24) for Environmental Health and Science After

Degree Program was attached to submission to CCUAS.

Items for Information

1. The following memo from the Faculty of Science supports the request from the Department of

Biology that GEOG 226 be replaced by ENST 200.

When GEOG 226 was replaced by ENST 200 (This was reported for information to CCUAS at its

February 2015 meeting), the following program templates were not brought to CCUAS to be approved to

be revised:

1) BSc in Indigenous Environmental Science

2) BSc Combined Major in Biology and Geography

3) BSc in BSc in Environmental Biology (Joint Program with Saskatchewan Polytechnic & Lethbridge

College)

4) BSc Honours in Environmental Biology (Joint Program with Saskatchewan Polytechnic & Lethbridge

College)

5) BSc in Environmental Biology (Joint Program with Lakeland College)

6) BSc Honours in Environmental Biology (Joint Program with Lakeland College).

GEOG 226 is no longer available and therefore the above programs need to be adjusted accordingly.

Faculty of Science Regina, Saskatchewan, Canada S4S 0A2

Phone: 306.585.4143 Fax: 306.585.4291

www.uregina.ca/science/

30 March 2016

Dear Office of Registrar,

This note is in response to the attached memo dated 30 March 2016 from Department of Biology to

Faculty of Science.

The Faculty of Science supports the request that GEOG 226 be replaced by ENST 200 in the following

programs.

1) BSc in Indigenous Environmental Science

2) BSc Combined Major in Biology and Geography

3) BSc in BSc in Environmental Biology (Joint Program with Saskatchewan Polytechnic &

Lethbridge College)

4) BSc Honours in Environmental Biology (Joint Program with Saskatchewan Polytechnic &

Lethbridge College)

5) BSc in Environmental Biology (Joint Program with Lakeland College)

6) BSc Honours in Environmental Biology (Joint Program with Lakeland College)

Sincerely,

Nader Mobed, Ph.D.

Associate Dean (Academic)

Faculty of Science

CC: Harold Weger, Britt Hall, Fidgi Gendron, Coby Stephenson, Donnell Schoenhofen, Science Student

Services, The Catalog, CCUAS

ACO 10-400-10

2. The Faculty of Science offers the course changes, creations, and deletions for information only.

All course changes, creations, and deletions have been approved by First Nations University, and

are offered as a reference for the program changes.

ENHS 100 3:3-0

Environmental Health Communications

Instruction and practice in oral and written communication skills pertinent to environment health

practice. The course emphasizes life-long learning and public relations in a First Nations context.

Topics include: oral presentations; communications in conflict, non-conflict, and management

situations; working with the media; effective development of reports, letters, and educational

material. *** Prerequisite: CS 100 and ENGL 100 ***

ENHS 210 3:3-0

International Health Issues

An examination of the organization and delivery of community and environmental health

programs internationally, with an emphasis on issues affecting Indigenous peoples in developing

countries. Using a case study approach, the contribution of education, technology, indigenous

beliefs and practices, economic and political systems, and foreign aid will be assessed. ***

Prerequisite: INHS 101 and ENHS 100 ***

ENHS 300 3:3-0

Research Methods

An introduction to research design and methods with reference to frameworks commonly used in

environmental health. Students will read and interpret research literature in environmental health

and science. They will gain an understanding of the ethical and practical considerations of

conducting research particularly in reference to First Nations. *** Prerequisite: ENHS 210,

ENGL 100, and CS 100 ***

ENHS 305 3:3-0

Environmental Economics and Community Development

Community development and environmental health planning in First Nations are explored with an

emphasis on the impact of economic factors on environmental health and science issues. Includes

an overview of the principles of environmental economics. *** Prerequisite: ENHS 210 ***

ENHS 321 3:3-0

Community Health and Epidemiology II

Students learn to apply epidemiologic principles to gain an understanding of the prevention and

control of communicable diseases and environmental health hazards. Emphasis will be placed on

communicable disease epidemiology, especially for communicable diseases that are relevant to

First Nations. *** Prerequisite: ENHS 320 ***

ENHS 435 3:3-0

Control of pests, particularly rodents and arthropods which act as vectors in disease spread, with

emphasis on diseases significant to First Nations. Chemical and biological pest control methods,

their use, cost, regulation, and safety measures are included. The spread and control of vertebrate-

borne diseases like rabies and salmonellosis are discussed. ***Prerequisite: BIOL 220 and KIN

267***

ACO 10-400-10

ENHS 481 3:3-0

Environmental Health Research Project II

Work begun in ENHS 380 will conclude with a written and oral report. Evaluations from any

agencies, governmental departments, or private sector employers will form an integral part of the

evaluations. *** Prerequisite: ENHS 380 ***

ENHS 110 3:3-0

This course offers an overview of environmental health addressing fundamental topics and

exploring applications. Core topics include disease agents, environmental epidemiology,

toxicology, exposure assessment, risk assessment/ management, water and air quality, food

saftey and environmental health policy and regulation.

***Prerequisite: None***

ENHS 250 3:3-0

Communicable Disease Control

Public health strategies in the prevention and control of communicable diseases are discussed.

Topics covered include medical terminology, disease transmission, surveillance, immunization,

infection control measures, emerging pathogens and antibiotic-resistant organisms.

***Prerequisite: None***

ENHS 360 3:3-0

Health Risk Assessment

This course provides an understanding of the concepts, principles and methods of analyzing and

mitigating the risk of disease or adverse health effects that may be attributed to the natural and

built environments. Foundations of health impact assessment as a decision support tool will also

be examined.

***Prerequisite: ENHS 350***

ENHS 470 3:3-3

Environmental Health Methodology & Practice II

This course is a continuation of ENHS 468.


ENHS 490

Community-Based Practicum 9:0-0

Students will have the opportunity to apply knowledge and practice skills gained during their

core ENHS courses. The practicum placement will be supervised in a professional setting.

Students will receive feedback about performances in the field. This course is Pass/Fail.

***Prerequisites: 10 ENHS courses including ENHS 250, 311, 350, 420, 422 & 470***

Motion: To remove ENEV 321 and activate archived ENHS 400 course, change course title,

prerequisite and note to reflect updated course information.

ENHS 400 3:0-0

Applied Environmental Science Applied Environmental Science and Management

The study of the biological and chemical effects of human activities on the environment,

including topics such as environmental pollution, water quality and treatment, water sources and

resources, wastewater management and other public health concerns. Where possible, the course

emphasizes aspects relevant to First Nations.

ACO 10-400-10


Note: Students may not receive credit for both ENHS 400 and ENRE 321 ENEV 321

Rationale: This course is the ENHS equivalent of ENEV 321 – Applied Environmental Science.

It already exists as a course, but has never been developed. This course is integral for students

understanding of municipal public systems such as water treatment and waste disposal. By

activating this course, ENHS can ensure that all CIPHI instructional objectives are met.

ENHS 101 - Health Promotion and Administration 3:3-0

An overview course concerned primarily with major administrative concepts for health

professionals.

Students will be introduced to the fundamentals of health promotion and will examine health

determinants from a variety of perspectives. Health promotion strategies which integrate

community development principles, health education models and social marketing will also be

explored. Historical and contemporary administrative concepts for public health professionals

will be discussed. Prerequisite: INHS 101 and ENGL 100 None.

ENHS 310 3:3-3

Food Hygiene and Protection I

An introduction to the composition and structure of food. Topics include an overview of human

nutrition, comparative nutritional value of foods, additives, contamination, spoilage, and

preservation of food, with a focus on foods such as meat, fish, milk, and milk products. The

course emphasizes examples from First Nations settings.

Prerequisite: BIOL 220 and CHEM 140 BIOL 101 and CHEM 104 or enrolled in ENHS After

Degree.

ENHS 320 3:3-0

Community Health and Epidemiology I

Introduces the basic principles and methods of epidemiology in environmental health practice

including outbreak investigations, the principles and methods of epidemiologic study design,

analysis of data and interpretation of results. Examples of communicable and non-communicable

disease epidemiology in First Nations are included.

Prerequisite: STAT 100 or STAT 160, BIOL 220 and KIN 267 ENHS 250 and STAT 100 or

enrolled in ENHS After Degree.

ENHS 340 3:3-3

Human Environment Impact Human Impacts on Environments

Effects of human impact on environments; air, water, wildlife, soil, vegetation. Departmental

health and safety. Emphasis on First Nations examples. This course will describe human impact

on environments. Topics include air and water quality, climate change, water/wastewater

treatment and solid waste management. First Nations examples will be discussed. *Prerequisite:

BIOL 101 and CHEM 104 or enrolled in ENHS After Degree.*

Note: Students may not receive credit for both ENHS 340 and ENEV 223.

ENHS 350 3:3-3

Land/Use Land-Use Management

A comprehensive study of land use, land reclamation, development, planning, and reviews.

Special attention will be given to issues of importance of First Nations communities.

Prerequisite: ENHS 340 or ENEV 223 or may be taken concurrently.

ENHS 380 3:3-3

ACO 10-400-10

Environmental Health Research Project I

An introduction to research design and methods including critical appraisal of environmental

health and science research. Students will gain an understanding of ethical and practical

considerations of conducting research particularly in reference to First Nations. Includes practical

experience in research project development and data analysis. Prerequisite: ENGL 100, ENHS

320, INHS 210, and CS 100 ENHS 320 or may be taken concurrently.

ENHS 401 3:3-0

Water and Wastewater Management

The course reviews recreational water maintenance including lakes and swimming pools.

Introduction to the theory and design of water treatment and distribution systems, wells, cisterns,

surface water systems, wastewater treatment and the principles of hydrology and hydraulics.

Special attention is given to safe water supply designs for First Nations. Prerequisite: PHYS 119

and ENEV 321 ENHS 340 or may be taken concurrently.

ENHS 420 3:3-0

Environmental Health Law & Ethics

Provides knowledge about the main types of legislation encountered by environmental health

personnel including enforcement, evidence collection, appropriate use of regulatory tools,

development of prosecution beliefs, and prosecution and courtroom procedures. Special attention

is given to the current status of and the development of appropriate health regulations for First

Nations.

Prerequisite: ENHS 321 ENHS 110 or may be taken concurrently.

ENHS 422 3:3-0

Shelter Environment

Introduction to basic principles of modern shelter and building codes emphasizing plumbing,

heating, ventilation, lighting, and chemical and biological hazards associated with dwellings,

hospitals, schools, offices, nursing homes, campgrounds, and daycares. Land-use planning and

environmental health in emergency situations are reviewed. Issues are placed in a First Nations

context.

Prerequisite: PHYS 119, ENHS 350, and ENHS 435 ENHS 350 or may be taken concurrently.

ENHS 430 3:3-0

Health Concerns in the Workplace Environment

Health and safety hazards found in the workplace environment are studied with special emphasis

placed on common occupational health hazards in First Nations. Explores common workplace

hazards, their causes and effects, and prevention measures; reviews risk assessment including

probability of failure, hazard analysis, human reliability, and risk-based decision making.

Prerequisite: ENHS 340 or ENEV 223 CHEM 140 or enrolled in ENHS After Degree.

ENHS 440 3:3-0

Toxicology

An introduction to the basic principles of environmental toxicology, the chemistry and source of

toxic substances, and the human exposure and dose-response relationships. The methodologies,

data sources, uncertainties and procedures for risk assessment are covered. The course

emphasizes environmental toxins of concern to First Nations.

Prerequisite: ENHS 340 or ENEV 223 and KIN 267 CHEM 140 or enrolled in ENHS After

Degree.

ACO 10-400-10

ENHS 468 3:3-0

Environmental Health Methodology and Practice I

This course, taught primarily by qualified inspectors, will give students an understanding of how

inspectors apply knowledge, skills in actual practice. Topics include: biomedical waste

management; recreational water quality; swimming pool operation; health education; infection

emergency health; report writing; adult care, day care, personal service; and, intensive livestock

operations. This course will give students an understanding of how public health inspectors apply

knowledge and skills in actual practice. Topics include: recreational water quality, swimming

pool operation, emergency preparedness, risk- based inspections and report writing. Equipment,

technology and calculations commonly used in public health inspection will be also be explored.

Prerequisite: ENHS 420 or may be taken concurrently.

ACO 10-400-10

5.5 Report from the Faculty of Social Work Appendix VI

Items for Approval:

The Social Work Faculty Council met on March 16, 2016, approved and recommended the following

motions:

Motion 1: Addition to Undergraduate Calendar

That a paragraph be added to section 17.8.2 in undergraduate calendar “students who have not completed

the direct equivalent to the following courses, but who have completed 3 upper level courses in the same

subject area as the requirement, are considered to have met the requirement for BSW & CSW purposes:

ENGL 100, ENGL 110, INDG 100, PSYC 101, SOC 100, WGST 100".

Effective immediately.

Rationale: Section 17.8.2 lists current program requirements, which is a better location for this change

than Section 17.3.2, the transfer credit section

Motion 2: Change to Application Deadlines in BISW/CISW

That 17.8.4.3 in the Course Calendar (Application and Admission to the BISW/CISW) be changed to

state that the deadline to apply is April 15th. Delete: “The deadlines to apply are November 1st and March

1st”. Insert: “The deadline to apply is April 15th. Exceptions determined by Department Head in-

committee”.


Rationale: The decision of the Faculty finds it more appropriate for students to apply once per year.

This statement will be included in the application package for Indigenous Social Work to take effect

immediately.

Motion 3: Revision to Certificate of Indigenous Social Work

That INSW 469 be removed as a course requirement from the CISW program. This will be replaced with

an INSW elective leaving the total credit hours for the CISW still at 66.


17.9.2 CERTIFICATE OF INDIGENOUS SOCIAL WORK (CISW) The following diagram outlines the course requirements for a CISW

Credit hours

Required Courses


Required Arts Courses

3.0 ENGL 100

3.0 ‘Indian language’ Introductory course

3.0 INDG 100

3.0 INDG 104 or 200-level INDG

ACO 10-400-10

course

12.0 Subtotal

Arts Electives

3.0 2 INDG courses at the 200 level

3.0

6.0 Subtotal

Required Indigenous Social Work Courses

3.0 INSW 200

3.0 INSW 321

3.0 INSW 377

3.0 INSW 351

9.0 INSW 352* (prerequisite INSW 351)

3.0 INSW 346*

15.0 INSW 448* (prerequisite INSW 346)

3.0

INSW 469* (recommended 2nd yr)

42.0 Subtotal

Indigenous Social Work Electives

3.0 3 2 courses at the 300 level or higher

3.0

3.0

66.0 TOTAL

*must be accepted into the SISW

Rationale: The Faculty in the SISW finds it more appropriate to have INSW 469 in the degree program

because they were noticing that students in their first and second year were struggling with the class and

lacked the knowledge in this area. The INSW faculty, along with the student advisors, also felt that it

would be more appropriate to have the INSW 469 as an upper year class, third or fourth year. With the

subtraction of INSW 469 from the CISW, an INSW elective will take its place. As a result, there are now

three INSW electives in the CISW and one less required course, INSW 469.


The following course descriptions will be changed in the Course Catalogue as outlined: Effective

immediately.

INSW 200 - Introduction to Indigenous Social Work

This course provides an overview of both First Nations and western social work models, historical

development, and current practice issues. Students are introduced to a critical analysis of the social work

profession, and exposed to a range of social work theories and models. [43 words]

INSW 321 – Human Growth and Development from Traditional Teachings

Elders and others share knowledge of human development from conception to death and beyond from a

traditional First Nations perspective. This course considers biological, psychological, social and cultural

factors of development. Emphasis is placed on individuals continuing to strive for balance personally and

professionally. [42 words]

***Prerequisite: INSW 200. Concurrent enrolment is allowed***

INSW 346 – Indigenous Indian Social Work Practice I

ACO 10-400-10

This course examines the theories, methods and skills related to Indigenous social work with individuals,

families, groups and communities. A history of traditional helping systems is examined. Culturally

supportive skills are practiced. Students will be preparing for the first practicum, INSW 448. [42 words]

***Prerequisite: INSW 200***

* Note: Must be accepted into the SISW*

INSW 351 – Human Relations from First Nations’ Perspective

This course, taught by a traditional person, introduces students to philosophies and practices of human

relations from a First Nations cultural world-view. Students examine principles and dynamics of self-

awareness, personal development, and interpersonal relationships within human relationships and with the

environment. [41 words]


INSW 352 – Cultural Camp

Cultural Camp is a six-week class, ten days of which are spent at a Saskatchewan First Nation in a

traditional camp setting. Co-t Taught by traditional Elders, this course is intended to provide students

with an opportunity to learn about Indian First Nations values, philosophies, spirituality, and ceremonies.

[42 words]

***Prerequisite: Must be accepted into the SISW***

INSW 377 – Introduction to Traditional Self-Healing

This course, taught by a traditional Elder person, assists students in self-healing following First Nations

ceremonies teachings. This course uses the sacred circle to discuss personal issues. There is a

concentration on traditional principles, protocols, philosophies of traditional healing, and ceremonies. [40

words]


INSW 390 – Communication Skills in Indian Indigenous Social Work Practice

This course will provide students with an introduction to skills and theories for personal and professional

communication, both within Indian First Nations and mainstream contexts. Active listening,

assertiveness, interviewing, and public speaking will be practiced throughout the class. Students will

increase their competence as communicators in all areas of their lives. [37 words]


INSW 402 – Indigenous Social Work Practice and Human Sexuality

The role of Indian social work in working toward sexual healing at a personal, community, and national

level will be explored. Through connecting the personal to the political, the course will address issues of

sexuality in childhood and youth, sexual abuse and healing, sexual violence and sex for sale.


Indigenous social work explores human sexuality at a personal, community, and national level.

Through connecting the personal to the political, the course will address issues of sexual abuse and

healing, and sexual violence and the sex trade. [37 words]

***Must be accepted into the SISW***

ACO 10-400-10

INSW 403 – Indigenous Perspectives on Death Dying Loss and Grief

A traditional First Nations’ perspective regarding death, dying, and loss is examined. Death as a part of

the cycle of life, terminal illness and grieving will be explored. Traditional practices and perspectives are

discussed reflecting on the role of the social worker in this context. [45 words]


INSW 411 – Indigenous Social Work with Victims of Abuse

Theories of abuse, power and control, and victimization are examined with a particular focus on the

historical abuses imposed on the First Nations of Canada. Legislative protections are reviewed.

Understanding the process of healing from abuse is a primary objective emphasizing traditional

approaches to balance and harmony. [47 words]


INSW 414 – Indigenous Perspective on First Nations Children’s Services

This course examines the history of Indian child welfare focusing on jurisdictional issues, fundamental

agreements, and programming. Traditional principles, values, and philosophies for children are discussed

in relationship to family systems, kinship care, and service delivery systems. Also examined is the

development of the Indian Child Welfare system. [36 words]


INSW 416 – Indigenous Perspective on Aging

This course reviews stages of life from a First Nations’ perspective focusing on how these relate to the

needs, supports, and services of the elderly. A focus on the role of traditional Elders will be explored.

There is an emphasis on social work skills required when working with ageing individuals. [50 words]


INSW 417 – Addictions in First Nations Practice Alcohol and Drug Abuse

This class will examine addictions from the perspective of oppression and racism being major

contributors. Healing, using traditional approaches balanced with Western methodology, will be a

primary focus. [28 words]


INSW 425 – Group Work in First Nations’ Practice

Traditional and western theories of groups will be explored with a focus on group dynamics in various

settings. Traditional teachings, learning, and healing circles will be incorporated. The course provides

preliminary skills for working with groups regarding problem solving, decision-making, power issues,

conflict resolution, and consensus. [47 words]


INSW 437 – Indigenous Social Work with Indigenous Families

This course introduces social work with First Nation families with an emphasis will focus on

colonization and the breakdown of traditional family systems. There will be an emphasis on the healing

ACO 10-400-10

of First Nations family systems utilizing traditional principles and philosophies. family structures that

were in place prior to colonization. The restructuring of First Nations families within a traditional

model will be presented. [31 words]


INSW 440 – Counselling Theories and Applications Relevant to Indigenous Social Work

Indigenous Social Work Counselling Theories and Applications

This course examines various counselling theories, models, and therapeutic techniques relevant to

Aboriginal Indigenous people and communities. Indigenous healing methodologies will be

emphasized and other strength based methodologies are included. and includes the medicine wheel

and circle teachings. Other counseling approaches include, but are not limited to, traditional, behavioural,

cognitive, Rogerian, Freudian, and New Age. [28 words]


INSW 447 – Indigenous Social Work Practice II

This course focuses on examining and practicing skills that enhance the helping relationship through First

Nations and congruent western counseling methods. Traditional values, principles and ethics are re-

examined to support the development of personal philosophy of being a helper. Students will be

preparing for the 2nd

practicum – INSW 458. [49 words]

***Prerequisite: INSW 200, INSW 346 and INSW 448***

*Note: Recommend students be in School of Indian Social Work

***Must be accepted into the SISW.***

INSW 448 – Indigenous Social Work Practicum I

This course provides the opportunity to do a practicum in First Nation organizations, on reserves and/or

incorporating First Nations perspectives into social work practice. The practicum seminar assists students

in the integration of theory and practice through sharing of experiences and knowledge. [43 words]

***Prerequisite: INSW 200 and INSW 346***

*Note: Students be in School of Indigenous Social Work*


INSW 450 – Indigenous Perspective on Community Development from a First Nations Perspective

This course examines community structures that have been in existence for First Nations and how

structures have changed throughout time. Community organization, adult education, organization

principles are also addressed. Participatory research strategies and ethical issues are examined.

The focus of this course is on the well-being of Indigenous communities. Models of community

development that are holistic and sustainable and that include understanding governance, land and

resources, culture, and health will be examined. Ethical practice for social workers involved in

community development and research approaches are included. [50 words]


INSW 451 – Introduction to Human Service Research with/for First Nations Indigenous Approach to

Social Work Research

ACO 10-400-10

This course introduces the basic methodologies, protocols, and cultural appropriateness of social research

with First Nations. Qualitative and quantitative tools are discussed while drawing on community-based

participatory research. Students also study how research can be a vehicle for movement and development

in the Aboriginal community.

This course focuses on an understanding of Indigenous worldviews and knowledge and how these

inform Indigenous research methodologies. The history and current experiences and examples of

research in Indigenous communities will be explored. Indigenous research methodologies and

ethical principles of research in Indigenous communities are included. [46 words]


*Note: Recommend students be in School of Indigenous Social Work*


INSW 458 – Indigenous Social Work Practicum II

The purpose of this class will be to increase students’ ability and skill in areas of social work intervention

through practice. Emphasis is on initiation, consultation, development and implementation using social

work skills. A clearer awareness and ability to integrate First Nations’ approaches into social work is

expected. [48 words]


*Note: Students be in School of Indigenous Social Work*


INSW 469 – Indigenous Perspective on Social Policy Development and Services Delivery

Students will gain familiarity with thehave a better understanding of Canadian context of social

policy, and how First Nations communities both impact and are impacted by this broader context. The

role social workers can play to influence social policy development, to enhance self-determination, and

other First Nations’ agendas will be explored. [48 words]




INSW 478 – Traditional Counselling

This course considers characteristics of traditional counseling, the inadequacies of Western-

oriented social work counseling with many First Nations clients, and how traditional counseling

could improve social work practice. This course is taught with Elders and is suggested for senior

students.


*Note: Recommend students be in School of Indigenous Social Work and have completed INSW

448*

This course provides an overview of traditional counseling and explores how First Nations

counseling methods can enhance social work practice. This course is taught by a clinician and an

Elder. [30 words]


ACO 10-400-10

INSW 482 – International Themes in Social Work with Indigenous Peoples Indigenous

Perspectives on International Social Work

Students will explore the international context of social work, human rights and ‘development’ with

emphasis given to the experiences of other Indigenous peoples. Roles of social workers within the

broader context of globalization, international trade, the United Nations, non-government organizations,

and social movements will be explored. [46 words]




INSW 485 – Selected Topics in Research – an AA-ZZ series.

Individual or group practice in developing, viable research proposals, analyzing specific problems in

social work, and carrying through library and/or field research projects. [24 words]


INSW 495 – Individual and Group Inquiries – an AA-ZZ series

Tutorials, directed readings, “learning contracts”, and other agreements stipulating specified objectives

negotiated between an instructor and individual students or groups of students.


ACO 10-400-10

5.9 Report from the Registrar’s Office Appendix VII

Item for Discussion and Approval

This item is being presented for discussion for the purposes of making a recommendation for

approval to Executive of Council. A motion will be made at the conclusion of the discussion with

recommendation of one of the options presented below.

Background:

Following the discussion at the February meeting of CCUAS, feedback has been received from a

variety of sources. Unfortunately, the feedback raises more questions than it provides answers.

There is favor for a fall reading week, but there is discord on what that would look like and whether

or not classes should start the week prior to the Labor Day weekend or our traditional start on the

first Wednesday after the Labor Day weekend.

Two options are being presented for consideration. Both options have classes starting on the first

Wednesday following the Labor Day weekend.

Option A has classes starting on Wednesday, September 6, 2017 with no break. The schedule

maintains the two day break between the last day of classes and first day of exams. This results in a

total of 63 class days as follows:

M = 11

T = 13

W = 13

Th = 13

F = 13

Note: HR has been asked if it is possible to observe Remembrance Day on Friday, November 10

rather than Monday, November 13 to create a bit more equity in the academic schedule. This

would result in 12 Mondays, and 12 Fridays.

Option B also has classes starting on September 6 but has a “mini” break built in to it. The break

would start on Wednesday, November 8 and classes would resume on Monday, November 13.

This schedule would depend on the approval of HR to observe Remembrance Day on Friday,

November 10 instead of Monday, November 13. This schedule reduces the exam break between

the last day of classes to the start of exams to one day. This results in a total of 62 class days as

follows:

M = 12

T = 13

W = 13

Th = 12

F = 12

ACO 10-400-10

Note: This schedule starts moving us to a potential 36 contact hour model over the current 39

contact hour model.

Proposed Motion:

That CCUAS recommend one of the Academic Schedules (Option A or Option B) to Executive of

Council for approval and;

That CCUAS recommends to Executive of Council for a recommendation of Senate that the

Registrar be tasked with conducting a national survey on the academic schedules of those schools

who have implemented a fall break and the formats they have used as well as an internal survey of

faculty and students on their interest in a fall break at the University of Regina. The results will be

discussed at the fall meeting of Senate, with a recommendation to proceed in a specific direction.

ACO 10-400-10

Academic

Schedule

DRAFT – OPTION A

Term: Spring/Summer 2017 Fall 2017 Winter 2018

Part of

term(POT): 1 2 3 4 5 6 7 1 1

Held in: May-Aug May June May-June July August July-Aug Sep-Dec Jan-Apr

Term Dates

Start of term 8-May-17 8-May-17 8-May-17 8-May-17 8-May-17 8-May-17 8-May-17 6-Sep-17 8-Jan-18

End of term 26-Aug-17 26-Aug-17 26-Aug-17 26-Aug-17 26-Aug-17 26-Aug-17 26-Aug-17 21-Dec-17 30-Apr-18

Class Dates

Start of classes 8-May-17 8-May-17 5-Jun-17 8-May-17 4-Jul-17 1-Aug-17 4-Jul-17 6-Sep-17 8-Jan-18

End of

classes 23-Aug-17 30-May-17 26-Jun-17 21-Jun-17 25-Jul-17 23-Aug-17 17-Aug-17 5-Dec-17 13-Apr-18

Examination

Dates

Start of

examination period 26-Aug-17 1-Jun-17 28-Jun-17 24-Jun-17 27-Jul-17 25-Aug-17 21-Aug-17 8-Dec-17 17-Apr-18

End of

examination

period 26-Aug-17 1-Jun-17 28-Jun-17 28-Jun-17 27-Jul-17 25-Aug-17 24-Aug-17 21-Dec-17 30-Apr-18

Class

Add/Drop

Dates

(§3.11)

End course-add period 24-May-17 9-May-17 6-Jun-17 11-May-17 5-Jul-17 2-Aug-17 10-Jul-17 19-Sep-17 19-Jan-18

End of no-

record drop period 24-May-17 9-May-17 6-Jun-17 11-May-17 5-Jul-17 2-Aug-17 10-Jul-17 19-Sep-17 19-Jan-18

End of grade-

of-W drop period 20-Jul-17 23-May-17 19-Jun-17 7-Jun-17 18-Jul-17 16-Aug-17 2-Aug-17 15-Nov-17 15-Mar-18

Tuition and

Fee

Payment

Dates (§4.7)

Due date for

tuition and

fee payment 8-May-17 8-May-17 5-Jun-17 8-May-17 4-Jul-17 1-Aug-17 4-Jul-17 6-Sep-17 8-Jan-18

End of penalty-free

payment

period 12-Jun-17 31-May-17 30-Jun-17 31-May-17 31-Jul-17 31-Aug-17 31-Jul-17 3-Oct-17 2-Feb-18

Tuition &

Fee Refund

Dates

End of 100%

refund period 24-May-17 9-May-17 6-Jun-17 11-May-17 5-Jul-17 2-Aug-17 10-Jul-17 19-Sep-17 19-Jan-18

End of 50%

refund period 12-Jun-17 11-May-17 8-Jun-17 18-May-17 10-Jul-17 8-Aug-17 17-Jul-17 3-Oct-17 2-Feb-18

ACO 10-400-10

Academic Schedule

DRAFT - Option B – Mini Break November 8, 9 & 10

Term: Spring/Summer 2017 Fall 2017

Winter 2018

Part of term(POT): 1 2 3 4 5 6 7 1 1

Held in: May-Aug May June

May-June July August July-Aug Sep-Dec Jan-Apr

Term Dates

Start of term 8-May-17 8-May-17

8-May-17

8-May-17

8-May-17

8-May-17

8-May-17 6-Sep-17

8-Jan-18

End of term 26-Aug-17 26-Aug-17

26-Aug-17

26-Aug-17

26-Aug-17

26-Aug-17

26-Aug-17

21-Dec-17

30-Apr-18

Class Dates

Start of classes 8-May-17 8-May-17 5-Jun-17

8-May-17 4-Jul-17 1-Aug-17 4-Jul-17 6-Sep-17

8-Jan-18

End of classes 23-Aug-17 30-May-17

26-Jun-17

21-Jun-17 25-Jul-17

23-Aug-17

17-Aug-17 6-Dec-17

13-Apr-18

Examination Dates

Start of examination period 26-Aug-17 1-Jun-17

28-Jun-17

24-Jun-17 27-Jul-17

25-Aug-17

21-Aug-17 8-Dec-17

17-Apr-18

End of examination period 26-Aug-17 1-Jun-17

28-Jun-17

28-Jun-17 27-Jul-17

25-Aug-17

24-Aug-17

21-Dec-17

30-Apr-18

Class Add/Drop Dates (§3.11)

End course-add period 24-May-17 9-May-17 6-Jun-17

11-May-17 5-Jul-17 2-Aug-17 10-Jul-17

19-Sep-17

19-Jan-18

End of no-record drop period 24-May-17 9-May-17 6-Jun-17

11-May-17 5-Jul-17 2-Aug-17 10-Jul-17

19-Sep-17

19-Jan-18

End of grade-of-W drop period 20-Jul-17 23-May-17

19-Jun-17 7-Jun-17 18-Jul-17

16-Aug-17 2-Aug-17

15-Nov-17

15-Mar-18

Tuition and Fee Payment Dates (§4.7)

Due date for tuition and fee payment 8-May-17 8-May-17 5-Jun-17

8-May-17 4-Jul-17 1-Aug-17 4-Jul-17 6-Sep-17

8-Jan-18

End of penalty-free payment period 12-Jun-17 31-May-17

30-Jun-17

31-May-17 31-Jul-17

31-Aug-17 31-Jul-17 3-Oct-17

2-Feb-18

Tuition & Fee Refund Dates

End of 100% refund period 24-May-17 9-May-17 6-Jun-17

11-May-17 5-Jul-17 2-Aug-17 10-Jul-17

19-Sep-17

19-Jan-18

End of 50% refund period 12-Jun-17 11-May-17 8-Jun-17

18-May-17 10-Jul-17 8-Aug-17 17-Jul-17 3-Oct-17

2-Feb-18

april-5-agenda.pdf - University of Regina

Documents

Transcript of april-5-agenda.pdf - University of Regina