Senate Agenda - EXHIBIT III - February 19, 1999
FOR APPROVAL
1. Faculty of Arts: Introduction of a Four-Year General BA
in Arts
Recommended: That a Four-Year General BA in Arts be introduced in the Faculty of Arts, effective September 1, 1999.
NEW CALENDAR COPY
(To be inserted after "Three Year Programs" on p.41 of the 1999 Calendar)
Faculty of Arts four-year general programs offer students the opportunity to extend their studies for a further year at a more advanced level. These programs are more widely recognized than three-year degree programs, but they do not have the same progression or graduation requirements as honors programs, they do not require the same degree of concentrated study of a particular subject at the 300 and 400 levels, and they may not be used as a basis for admission to graduate school. Each program introduces students to the subject as a whole, and gives them some degree of mastery of it. A minimum of fifteen courses (including both principal courses and options) is required in the three senior years. The structure of each four-year general program is established by the department concerned; however, the following general regulations apply.
Students in four-year general programs must declare a major area of concentration and may also declare a minor area of concentration or a second major area. Major and minor areas of concentration will appear on their degrees. After first year, major areas of concentration require 7.5 senior courses in the major area. Minor areas of concentration require 5.0 senior courses in a second area.
Major and minor areas of concentration for four-year degree programs must be declared when registering for fourth year. Prior to fourth year, students must satisfy the admission and progression requirements for three-year degree programs as set out in the Programs/Progression section of the UWO Academic Calendar. For admission into fourth year, an average of 60% must be obtained on courses taken in third year, and an average of at least 60% must be obtained on principal courses taken in each of second and third years, with a passing grade obtained on each principal course.
Students in 4-year general programs must complete graduation requirements within the first 26 courses attempted, including repeated courses. Students in a 4-year general program are still required to satisfy the basic graduation requirements for the 3-year program (15 passes, with an average of at least 60%, and satisfaction of all distribution requirements) within their first 20 course attempts.
The requirement for graduation is completion of a program of twenty courses subject to the following conditions:
a) Satisfactory completion of five courses numbered 001-099, including at least one course from each of two of the Faculties of Arts, Science and Social Science (or the equivalent in departments in the Affiliated Colleges) or an approved alternate. The five courses must include at least four different subjects and no more than two courses may be taken in one subject.
b) Satisfactory completion of at least one course from each of the Faculties of Arts, Science and Social Science (or the equivalent in departments in the Affiliated Colleges) or an approved alternate.
c) Satisfactory completion of at least four designated essay courses, at least three of which must be numbered 100 or higher, and at least two of which must be taken in the area of major concentration. The four essay courses must be completed through The University of 澳门六合彩开奖预测 Ontario or one of its affiliated colleges. There is no retroactive essay course credit for courses completed prior to September 1984.
d) Satisfactory completion of one or more major areas of concentration is a graduation requirement. The courses specified for a major or minor area of concentration must be completed with an average of at least 60% and at least five of the 7.5 senior courses specified for a major area of concentration must be completed through The University of 澳门六合彩开奖预测 Ontario or one of its affiliated colleges.
e) Inclusion of no more than thirteen courses in one subject among the twenty courses of the program.
f) Satisfactory completion of at least thirteen senior courses (numbered 100-499).
g) Achievement of a mark of 50% or higher in each of the twenty courses counted for graduation.
h) Achievement of an overall numerical average of 60% in the twenty courses counted for graduation.
i) Not more than five courses may be taken at another university on a Letter of Permission. A minimum of fifteen courses, at least ten of which must be senior, must be completed at this university or one of the affiliated colleges.
j) Students admitted with advanced standing are required to complete a minimum of ten courses offered by the University or one of the affiliated colleges.
Four-Year Bachelor of Arts General Diploma
The Four-Year Bachelor of Arts General Diploma is a means of granting appropriate recognition to those students who successfully complete the requirements for a four-year general degree after graduation from a three-year program. The awarding of this diploma permits 澳门六合彩开奖预测 to grant this recognition without conferring a second baccalaureate degree.
Students who have been awarded a 3-year BA or BSc degree by this or by another accredited university may be eligible to pursue a Bachelor of Arts General Diploma.
Applicants apply for admission as special students and must contact the Department(s) concerned after required documentation has been received. Applications will generally be accepted provided that requirements equivalent to those for graduation with a 3-year degree from 澳门六合彩开奖预测 have been met.
In evaluating an application for admission, the Department reviews all previous course work completed by the candidate and, on that basis, determines and prescribes the course work to be completed. The work required will not be fewer than five senior courses of which at least four must be from among those designated as principal courses of each major area in the program.
Five full or equivalent courses must be taken at The University of 澳门六合彩开奖预测 Ontario, not including courses taken to satisfy the graduation requirements for the earlier degree.
Graduation requirements are the same as for a four-year general program.
Background:
This proposal originates from Arts EPC in response to requests to make plans for the possible elimination of grade 13 in Ontario high schools, and to create broader and more innovative program options for students, including major/minor combinations. It is also motivated by reports that 澳门六合彩开奖预测 students are finding that their three-year bachelor's degrees are not being recognized in other jurisdictions, especially in the United States, where non-honors bachelor's degrees typically take four years.
Enrolments in the proposed program may initially be low, and it is not envisioned at this point that the 3-year program would be eliminated. The proposed four-year program would be on the books for students who, at the end of their third year of a general bachelor's degree, decide that it may be in their interest to pursue a further year of study for a more advanced degree, but who either are not in a position to meet the admission or graduation requirements for an honors program, or who would not be positioned to complete such a program within one year.
The proposed program accordingly has been drawn up in such a way that a student who has completed the graduation requirements for a three-year bachelor's degree can decide at that point to enter the four-year general program, and complete the program within one year. In order to preserve the option of completing a Double Area of Concentration (a "double major" in the terminology of the program), the program requires two and one-half courses in the Area of Concentration in the fourth year, for a total of seven and one-half courses in a major Area of Concentration. It also allows for the possibility of major/minor (7.5 + 5) concentrations. Graduation requirements would be set at the standard of the current three-year degree rather than the honors degree.
The proposed program closely parallels the existing four-year general program in Computer Science.
2. Faculty of Arts: Introduction of a Four-Year General BA
in Philosophy
Recommended: That a Four-Year General BA in Philosophy be introduced in the Faculty of Arts, effective September 1, 1999.
NEW CALENDAR COPY
(To be inserted after "Three-Year BA", formerly "Area of Concentration", in the Philosophy
section on p.47 of the 1999 Academic Calendar)
FOUR-YEAR GENERAL BA IN PHILOSOPHY
Admission Requirements
A mark of at least 60% in Philosophy 020E or 021 or 022E. Students who have not taken Philosophy 020E or 021 or 022E may enter the program if they have an average of at least 60% in three first-year courses. These students must either take Philosophy 020E or 021 or 022E in their second year or take an additional senior Philosophy course.
After First Year
For a major area of concentration, at least 7.5 senior Philosophy courses of which at least 3.5 must be honors courses and at least 1 must be numbered 300 or higher. Courses taken must include Philosophy 200F/G, 201F/G, 210F/G, and 211F/G. Students who had Philosophy 020E as an introductory course are exempted from the 200F/G and 201F/G course requirements. Students who had Philosophy 022E are exempted from the requirement to take 210F/G and 211F/G. Students registered in Philosophy at the Constituent University may substitute Philosophy 130E for 210F/G and 211F/G.
Requirements for a minor area of concentration in Philosophy in a four-year general program are the same as those for an area of concentration in a three-year BA (see above).
The four-year general degree is not designed to be used as a basis for admission to do graduate studies in Philosophy.
NOTE: Also see FOUR-YEAR GENERAL PROGRAMS in the ARTS section.
Background:
This proposal is contingent on the passage of a concurrent proposal from the Faculty of Arts to implement a 4-year General degree program. The particular proposal made here would fall under the umbrella of the regulations outlined in that other proposal and has the same rationale.
For purposes of comparison, note that the current three-year program in Philosophy requires four senior courses and one honors course in the area, the combined honors program requires six honors courses, of which three must be numbered 300 or higher, and the honors program requires nine honors courses, of which four must be numbered 300 or higher. The proposed four-year program would require four senior courses and three and one-half honors courses, of which one would have to be numbered 300 or higher. As laid out in the adjunct proposal for a four-year program in Arts, graduation would be with a 60% average, rather than the 70% average required for honors.
Recommended: That the English and Drama Program be withdrawn in the Faculty of Arts, effective January 1, 1999.
Background:
When the Drama Workshop was closed three years ago, the English and Drama program was in consequence suspended until further notice. One year ago, it now being clear that bringing back the program in the form in which it had previously been offered would be impossible, the department voted to eliminate the program. This proposal would clean the program, its courses, and relevant cross-references from the calendar. The department continues to support the production of drama on campus through its Drama Committee, and the faculty has also expressed its willingness to support individual plays. The renovations to Con Hall seem likely to make some drama production possible, though until the work is complete it is hard to be sure as to the details. In any case, a program as ambitious as the Honors English and Drama program once was cannot continue in the absence of a space dedicated to drama production. The department now hopes to set up a joint Area of Concentration with Fanshawe College, which offers a technical program in Drama Production at its St. Thomas campus. Preliminary discussions about a joint program took place over a year ago, but the faculty at Fanshawe are very occupied with the doubling in size of their program and with other administrative issues. The department hopes in the next year or two, when the Fanshawe side of the joint program is clearer, to develop this. In the interim, it seems preferable to clear the slate and start over.
The following courses are being withdrawn as a result of the withdrawal of the English and Drama Program: Theatre Arts 020E: An Introduction to Theatre Studies, 210E: History of the Theatre from Classical Times to the Present, 293: Children's Theatre and Drama, 294: Acting and Directing, 392: Theatre Production, 395a/b: Advanced Directing, 396a/b: Advanced Acting, 409E: Thesis Course, 490, 491, 495a/b and 496a/b: Seminar/Studio in Theatre Arts.
4. Faculty of Science: Introduction of a BSc in Honors
Applied Quantitative Information Technology
Recommended: That, effective September 1, 1999, a Four-Year BSc Honors Applied Quantitative Information Technology program be introduced in the Faculty of Science.
NEW CALENDAR COPY
Applied Quantitative Information Technology Program
The Applied Quantitative Information Technology program is administered jointly by the Applied Mathematics, Computer Science, Mathematics, and Statistical and Actuarial Sciences Departments. It is designed to provide a broad background in the mathematical sciences in the first two years, and to allow specialization through informed choice in the following two years. The objective is to efficiently prepare students with the basic mathematical, statistical, and computational training and skills that are in demand in industry. An industrial advisory board, made up of members representing a wide range of application areas, provides guidance concerning the structure and evolution of the program. See the program outline in the Applied Mathematics section.
Students are encouraged to pursue industry internships following the second and/or third year of the program.
Four-Year BSc Honors Applied Quantitative Information Technology
Admission Requirements
Principal Courses
Calculus 050a/b and 051a/bComputer Science 025a or 026a/b, and 027a/b
Linear Algebra 040a/b
Statistical Sciences 023a/b
Subsidiary Courses
Two options (Statistical Sciences 024a/b is recommended)
Note: Engineering 211F/G "Engineering Communications" must be completed before graduation from this program.
Second Year
Principal Courses
Calculus 250a/b and 251a/b
Applied Mathematics 213b or Mathematics 203b
Statistical Sciences 255 and 257a
Two full-course equivalents chosen from: Applied Mathematics 261b, Computer Science 210a/b, 211a/b, Differential Equations 215a; course selection must be approved by program counsellors.
Third and Fourth Years
Principal Courses
The half-course from second year that has not already been completed, to be taken in third year
Actuarial Science 325a/b, to be taken in the third year
Applied Mathematics 310a/b, to be taken in the third year
Six and one-half additional courses at the 200-level or higher, normally from the departments administering the program, which have been approved by the program counsellors. (Course streams that lead to various specializations have been identified by the departments, but choice is not necessarily restricted to these streams.)
Subsidiary Courses
Two options approved by the program counsellors
Background:
Appendix 1 outlines the reasons for establishing this program. That document also sketches various streams that might be followed in the third and fourth years.
Consultation has taken place with the Dean of Science, the Dean of Engineering Science, all departments in the Faculty of Science, the Faculty of Information and Media Studies, and several representatives of industry who have been asked to sit on the advisory board.
5. Faculty of Science: Introduction of a Four-Year BSc in
Honors Chemistry and Economics
[Secretarial note: This item was withdrawn from the Senate Agenda and will be forwarded to the next meeting.]
Recommended: That a Four-Year BSc in Honors Chemistry and Economics be introduced in the Faculty of Science, effective September 1, 1999.
NEW CALENDAR COPY
FOUR-YEAR BSc HONORS CHEMISTRY AND ECONOMICS
Important note: This is a four-year Honors program with no three-year equivalent.
Admission Requirements
A complete first year that includes Chemistry 020 or 023, Economics 020 or 021, Calculus 050a and 051b or 081b and Physics 020, 022, 024 or 025. A minimum mark of 60% is required in the Chemistry course, Economics course and both of the Math half-courses.
Second Year
Principal Courses
Chemistry 251, 253, 254
Economics 152a, 153b (both with a minimum mark of 70%)
Economics 260a, 261b
Third Year
Principal Courses
Chemistry 358a
Three of Chemistry 351a, 352a, 353a, 374a, 226a/b, 354b, 362b (including at least one of Chemistry 351a, 353a, 374a, 354b)
Economics 210a*, 222a, 223G
One half-course in Economics at the 300-level
*Economics 320a, normally an option in the Fourth Year, may be taken in place of Economics 210a in Year 3.
Subsidiary Course(s)
One full-course option or equivalent
(Chemistry 374a and 354b have a pre/corequisite of Applied Math 290a; in this program only, this Applied Math requirement can be replaced by Economics 210a.)
Fourth Year
Principal Courses
Three half-courses in Chemistry at the 300-400 level, with not more than one at the 300 level
Economics 210a if not already taken, or one of Economics 320a, 382a/b, 388a
Three half-courses in Economics at the 300 level
Either Chemistry 490 or Economics 400E
Subsidiary Course
Half-course option
Background:
The Departments of Chemistry and Economics are both convinced that there is a demand for graduates with strong backgrounds in both Chemistry and Economics, that is, for chemists with a substantial understanding of economics and for economists with a substantial understanding of chemistry. It is anticipated that the graduates of this joint program will move into industry, probably the chemical industry, rather than directly into further academic study.
6. Faculty of Social Science: Latin American Studies Minor
Program
Recommended: That a Latin American Studies Minor Program be introduced in the Faculty of Social Science, effective September 1, 1999.
NEW CALENDAR COPY
LATIN AMERICAN STUDIES
Latin American Studies has the status of a Minor field of study for students registered in a Three- or Four-Year BA/BACS/BSc program in the Faculty of Social Science.
In order to complete the requirements for a Latin American Studies Minor field, students must successfully complete their program requirements and obtain credit in at least four full-course equivalents from the courses listed below. These must be from at least three different departments.
(Note: These courses may be counted for credit towards both the Latin American Studies minor and completion of the main area of concentration.)
Anthropology 216F/G, 232F/G; Geography 390a/b; History 238E, 348E; Political Science 241E; Sociology 485F/G; Spanish 203F/G, 219F/G, 343F/G, 344F/G, 346F/G, 348F/G, 403F/G, 405F/G; Women's Studies 259F/G.
Note: Some courses have prerequisites. It is the responsibility of students to ensure they have obtained the prerequisites or special permissions for the courses they wish to take as part of the Latin American Studies Minor field. Prerequisites do not count as credits toward the fulfilment of requirements for the Minor. Please note that not all courses are offered every year. While not required, it is recommended that students take at least one Spanish language course.
In addition to the courses listed above, students may also be interested in taking one or more of the following courses which are at least partially focussed on Latin America. (Note: these cannot be counted towards the Minor.) Anthropology 211F/G; Geography 129a/b, 130a/b, 155a/b, 341a/b, 389a/b; History 027E; Political Science 240E, 365F/G; Sociology 100E, 237.
Background:
Currently, sub-areas of specialization (frequently referred to as 'minors' at other institutions) do not exist at the University. For the BA degree, students may elect for combined areas of study, or for sub-concentrations defined by the term 'with' (e.g., BA [ACS] with French). In both cases, the combinations involve distinct programs within the University.
This proposal, which has been developed by Latin Americanist faculty resident largely within the Faculty of Social Science (please see Appendix 2 [not available for the Web version]), represents an attempt to create a sub-area of specialization which does not involve a combination of existing programs. Rather, the sub-area is constituted by a set of required courses in a range of disciplines. As such, it has been developed in keeping with Recommendation 2 of the April 1998 Report of the Provost's Advisory Committee on Undergraduate Degrees and Programs (the Bentley Report) which states "that Senate endorse and encourage the development of structured areas of specialization or concentration that are either interdisciplinary in nature or supplementary to existing programs".
As is now the case, after Year I students would elect for any area of concentration within the Faculty of Social Science for which they are eligible. So long as they successfully complete the requirements of their area of concentration and for the Minor in Latin American Studies (as stated in the Calendar Copy), then they would be eligible to graduate with a BA in that area, with Latin American Studies as an area of sub-specialization (e.g., BA Honors (History) Minor in Latin American Studies).
To facilitate student counselling, a Latin American Studies 'coordinator' will be appointed by the Latin Americanist group each year.
7. Faculty of Law: Study Week in 2000
Recommended: That the dates of Study Week for the Faculty of Law be changed to February 7 to 11 for the year 2000.
Background:
With the move by Senate to start classes January 10, 2000, the Faculty of Law January Term will end on February 4. If the Spring Term commences on February 7 then students will have only two weeks of classes before study week. Since the January Term is an intensive program for both faculty and students alike, it is recommended that the Study Week be moved to the week immediately following the end of the January Term for the year 2000.
8. Additional Information on Transcripts
Recommended: That, effective commencing with the 2000-2001 academic year, the following changes be made to transcripts and to the reporting of grades:
1) That class (i.e., section) average be added to the transcript (assessing failures as 40%);
2) That for passing grades, the rank in the class (i.e., section) be added to the transcript (including failures in the enrollment);
3) That the university-wide descriptors of the meaning of letter grades outlined below be approved by Senate and printed on the back of the transcripts; and,
That an annual report by SCAPA be made to Senate showing average grades and distribution, by Faculty.
Background:
Having received some requests from departments in the Faculty of Social Science to consider putting additional information about students' academic performance on transcripts - information such as class average or rank in the class - SCAPA struck a subcommittee to study the entire matter. Membership included: J. Thorp (Chair), A. Pitman, R. Tiffin and N. Iozzo.
There are two different but related sorts of motivation lying behind this request. One is the desire to provide more information to a reader of UWO transcripts -- so that such a reader might know more about what a mark of 83 in a third-year English course say, means. Is it an average mark? below average? above average? Is it the highest mark in the group, the second-highest, etc? Some other universities in Ontario do this (Queen's, McMaster, Toronto, York), and there is some feeling that 澳门六合彩开奖预测 should reciprocate the courtesy.
The other sort of motivation has to do with helping to counterbalance disparities in marking practice among individual courses and also among disciplines. For example, an excellent student doing Combined Honors in Mathematics and Politics might have a string of Mathematics marks in the mid-90s but Politics marks in the high 80s on her transcript. Such a student would surely deserve to have it somehow recorded on the transcript that high 80s in Politics are as good as mid-90s in Mathematics: she would (probably) be in the same decile in both groups.
With the help of the IPB Service, the subcommittee undertook a survey of the extent of disparities in grade distribution in the University. It discovered three kinds of disparity:
1. Rogue courses, that is, courses in which the average grade and/or the grade distribution is significantly out of keeping with other courses at the same level in the same unit. These are not common, but they do occur.
2. Disparities among Faculties. There are significant disparities among Faculties both with respect to average marks and with respect to the distribution of marks.
Among first-entry Faculties in 1997-98, for example, the average course mark at all levels was 69 in Science, Social Science and Engineering; 71 in Arts, 74 in Kinesiology, 76 in Music and 79 in Nursing. Thus, as between Science, Social Science and Engineering on the one hand, and Nursing on the other, there is a 10-point spread in average course mark. This is very striking.
Distributions vary greatly as well. One measure of distribution would be what percentage of course-marks in a given Faculty are in the A+ range; the numbers for 1997-98 are Kinesiology 2%, Social Science 3%, Arts 4%, Engineering & Nursing 6%, Science & Music 8%. A student in Science is four times more likely to score A+ than a student in Kinesiology. We can extend this measure beyond the direct-entry Faculties and note the percentage of students graduating with distinction; this number runs from 3% in Medicine through 16% in Science to 26% in Music and 70% in Education!
3. Disparities over time. SCAPA's survey of marks took information over a 5-year span, and here, too, some striking shifts are present. In the direct-entry Faculties the average course-marks have remained fairly constant over the period 1993-94 to 1997-98: in some Faculties they have crept up a percentage point at most; in others they have fallen slightly. But in high-end marks there has been a substantial increase. In many first-entry Faculties the percentage of students on the Dean's Honor List has doubled over that period: in Arts it has gone from 6% to 15%; in Engineering from 6% to 14%; in Music from 14% to 28%; in Science from 12% to 23%; in Social Science from 6% to 12%.
Explanations and Evils
Some of these disparities, though they may be shocking at first, can be explained, at least to some degree. One explanation of rogue distributions in individual courses has to do with subject matter. In a discipline like Philosophy, for example, the marks distributions in courses in logic look like the distributions in Science, with both the low and high ends well populated; courses in the history of philosophy have distributions more typical of the Faculty of Arts. An explanation of higher average course-marks in some Faculties may note the fact that the OAC average for entrants to that Faculty may be unusually high: such is the case, for example, in the Faculty of Music. An explanation of the high percentage of degrees granted with distinction in Education would note the elevated entrance requirements for that Faculty.
Those various explanations duly noted, however, SCAPA still finds the overall picture disquieting.
It is easy to see how different traditions of marking - different expectations as to average and distribution - can grow up in different disciplines. Often, indeed, these traditions are specific to disciplines and not just to disciplines-at-澳门六合彩开奖预测. Informal consultation with colleagues in the School of Nursing, for example, has revealed that the marking tradition in that School is in keeping with what is expected in the profession; if students in that School were marked by the traditions of the Social Science Faculty, for example, they would be at a significant professional disadvantage. Thus far this is a tolerable situation. Where it becomes intolerable is where students from different Faculties are pitched against each other for common prizes: various scholarships, entrance to graduate schools, entrance to professional programs - any competition in which the GPA is a significant item in the adjudication. A good student is four times more likely to get an A+ in a Science course than in a Kinesiology course; a good student is more than twice as likely to graduate with distinction from Science than from Social Science, etc.
Remedies
SCAPA has considered a number of possible remedies to these difficulties. Some of these entail adding information to the transcript; others are in the nature of exhortations to align our marking traditions.
1. Class average & class size
Including the class average and the class size on transcripts would seem to furnish extra information in a way which does not lead to any negative consequences. There would be a need to decide how the failing grades would be counted into the average: (a) left out of account so that the average was the average of passing grades; (b) given a notional value of 40%; (c) entered as the actual failing grade in each case.
2. Rank
The transcript could record the rank in the class. This would allow a reader of a transcript to correct for unusual class averages or marks distributions. But, in large classes, it would perhaps give undue importance to small differences in numerical grades: In a class of 100 students, a mark of 74 could be ranked 30th, and 72 could be ranked 60th. It might be thought that this would unfairly advantage students at the upper end of the middle cluster of grades, and unfairly disadvantage students at the lower end of the middle cluster: 74 is not much better than 72, but 30th is much better than 60th.
3. Percentile
The transcript could record the percentile. (The 73rd percentile would mean that this student had a mark equal to or better than 73% of the students in the class.) This system would again allow a reader of a transcript to correct for unusual class averages or marks distributions. And again, it would have the disadvantage, in large classes, of exaggerating small differences in grades. It would have the further disadvantage that high-scoring students in small classes would attain lower percentiles than equivalent-scoring students in large classes. Suppose the second-ranked student in a class of 100 had a mark of 93%; his percentile would be the 99th. The same student doing work of the same quality and second-ranked in a class of 10 would only be in the 90th percentile. Knowledge of this fact would drive the best students to the larger classes and keep them out of the smaller ones.
4. Decile
Using the decile instead of the percentile would again have the advantage of allowing a reader of a transcript to correct for anomalies, and it would escape the main disadvantage of the use of the percentile. But it would have a significant disadvantage of its own. In a small class, a small difference of percentage points could entail a large difference in decile: in a class of 10, a one percent difference in score could quite imaginably entail a difference of two deciles. Moreover the decile system would also tend to drive the best students to large classes: in a large class an A+ student will be in the 9th decile; in a class of 10 such a student might well be in the 8th or 7th decile.
5. Line Graphic
It would be possible to design a graphic representation of a student's general place in a class. Against a base-line of the marks one could print vertical strokes showing where the deciles fall, and then an x or other symbol could indicate the student's place on the superimposed scales. This would have the advantages without the disadvantages of putting a number to rank, percentile or decile, but it would have the disadvantage of unfamiliarity. Moreover, such a graphic could be studied on the transcript, but it could not easily be transferred to another document.
6. Normalized gradeIt would be possible to print on transcripts both an actual grade and a normalized grade, where the normalized grade adjusts the actual grade to what it would have been had the distribution of grades in the course been 'normal'. This would have the advantage that intra-disciplinary competitions could make use of the actual grade and common competitions could make use of the normalized grade; this would permit fairness all around. But it would have the disadvantage - since percentiles would be used in the calculation of the normalized grade - that very good students would have a strategic advantage in enrolling in large rather than small classes. It would have the further disadvantage that there might be many adjudications where one really would not know which grade - actual or normalized - to use.
7. A nonbinding recommended average/distribution
A further option would be for Senate to adopt a nonbinding recommendation about ideal marks distributions, and to ask for a report by Faculties each year. (The Faculty of Law now publishes, and enforces, such a distribution requirement.) This would perhaps have the tendency to bring averages and distributions into greater conformity across the campus. The drawback is that it would put pressure on Faculties in which it is important to respect the professional tradition regarding marking to depart from that tradition; this would advantage some students and disadvantage others.
8. University-wide grade descriptors
The University could adopt a set of descriptors for grades, which could be printed on transcripts, such as:
A+ 90-100 one could scarcely expect
better from a student at this level
A 80-89 superior work which is clearly above average
B 70-79 good work, meeting all requirements, and eminently
satisfactory
C 60-69 competent work, meeting requirements
D 50-59 fair work, minimally acceptable
F below 50 Fail
In some faculties, failing grades are distinguished as follows:
E 40-49 Fail with supplemental examination privilegesThis might have some tendency to smooth out inequities among Faculties.
9. Local pressure
It may be that many of the foregoing remedies try to bring a universal solution to what is a fairly localized problem. Essentially, the inequity in the current practice makes itself felt when very good students from different Faculties are in competition with one another. The numbers show that a student in Science courses is four times more likely than a student in Kinesiology courses to have a mark of A+. It seems clear that Faculties which are traditionally reticent about giving marks of A+ should, in the interests of the competitive advantage of their students, consider revising this tradition. The Senate could encourage this self-correction by publishing annually the figures for the percent of A+s given, by Faculty.
9a Recommended: That all Bachelor/Baccalaureate degree diplomas include the student's Area(s) of Concentration, effective January 1, 1999, and
That the option of requesting a replacement diploma be available to students who graduated prior to 1999 upon payment of the diploma replacement fee.
Background:
Diplomas for the three-year baccalaureates now state only the degree, i.e., Bachelor of Arts, Bachelor of Science, and no mention is made of the Area(s) of Concentration. The only Three-Year BA where the discipline is present is the Bachelor of Arts in Administrative and Commercial Studies. The Area of Concentration, e.g., Finance and Administration, does not appear on the diploma now.
Disciplines are reported on the diplomas of Four-Year Honors baccalaureates, e.g., Bachelor of Arts Honors English, Bachelor of Engineering Science Mechanical.
With approval of this proposal Areas of Concentration as defined in the calendar would appear on the diplomas of general baccalaureates as in the following examples:
| Bachelor of Arts | Bachelor of Arts | Bachelor of Science | Bachelor of Arts |
| English | Kinesiology | Biology | Cross Disciplinary |
| Bachelor of Administrative and Commercial Studies |
| Finance and Administration |
A previously issued diploma can be replaced with a new diploma which shows the area of concentration. However, since such special orders involve a significant cost for the Registrar's Office staff to prepare them, students who request replacement diplomas will be asked to return their original diploma and pay the replacement cost for a new one (currently $41.75).
9b Recommended: That Senate reaffirm that :
1) all diplomas (for degree programs and diploma programs) and that certificates (for certificate
programs) will be in English
2) all and only Honorary Degree diplomas will be in Latin, and
3) programs approved by Senate for diplomas/certificates not in English, e.g., the Diplôme de
Français Pratique will be exceptions to this policy.
Background:
SCAPA recently received a request for a student's diploma to be produced in Latin. It has been the tradition of the University to do this only for honorary degree recipients. The request that Senate reaffirm this tradition will be useful as a policy reference in future.
10a Introduction of International and Comparative Studies Courses at Huron College
Recommended: That the following International and Comparative Studies courses be introduced at Huron College with course descriptions as outlined below, effective September 1,1999.
1) ICS 156F/G: Cultural Foundations
of Modern Korea
2) ICS 181F/G: Twentieth Century Japan: Society and
Literature
3) ICS 171F/G: Women in East Asian Literature: Images in
Literature
4) ICS 226: Japanese 4
5) ICS 240a/b: Business Chinese
6) ICS 390: Special Topics in Japanese
NEW CALENDAR COPY
ICS 156F/G: Cultural Foundations of
Modern Korea
An examination of the forces that have shaped Korean culture, with particular attention to the
ways in which political, social, economic, and aesthetic influences are reflected in Korean
literature, theatre, and cinema. Taught in English using works in
translation.
3 hours
ICS 181F/G: Twentieth Century Japan:
Society and Literature
The transformation of Japanese society from the latter half of the nineteenth century to the
present, viewed through literature. Taught in English using works in
translation.
3 hours
ICS 171F/G: Women in East Asia Society:
Images in Literature
An examination of the roles of women in Chinese, Korean, and Japanese society as depicted in
literature, with emphasis on the novel and short story of the twentieth century. Taught in English
using works in translation.
3 hours
ICS 226: Japanese 4
This course builds on the skills developed in ICS 126 (Japanese 3). Students will read Japanese
literature, newspapers and journals, develop skills in conversation and discussion of topics related
to the readings, and develop practical writing skills. Students will develop comprehension skills by
using Japanese radio and television broadcasts, as well as works in Japanese on the world wide
web and internet.
Prerequisite: ICS 126 or placement
test
4 hours
ICS 240a/b: Business
Chinese
Develops specific knowledge and skills in business communication. Translation, interpretation
and writing skills will be fostered by the study of business terminology and business
correspondence. Students will also be introduced to styles of business
negotiation.
Prerequisite: ICS 024 or 124 or
144a/b
3 hours
[Note: ICS 144a/b has not yet been approved; a submission will follow shortly.]
ICS 390: Special Topics in
Japanese
Further studies in Japanese language
and/or culture.
Prerequisite: ICS 226 or permission of the
department
3 hours
Background:
1) and 2) Professor Holman, a recent full-time appointment at Huron, has expertise in the area. The course will expand offerings in the study of modern East Asia within the ICS program.
3) Both Professor Wu and Professor Holman, a recent full-time appointment at Huron, have expertise in the area. The course will expand offerings in the study of modern East Asia within the ICS program.
4) The course will be part of the sequence of courses in Japanese language and meet the needs of students whose skill level exceeds that of ICS 126: Japanese 3 (presently "Advanced Japanese").
5) Many students have achieved a basic proficiency in Modern Standard Chinese (Mandarin) and wish specific training in business communication.
6) The course is designed to meet the interests and needs of students who wish to pursue Japanese language and other studies at a level or in areas not covered by existing courses. The content of the course is to be determined by the faculty member supervising the course with the approval of the Chair of Department (presently the Director of Special Programs).
10b Introduction of Anthropology 234F/G and Foods and Nutrition 364a/b and 373a/b at Brescia College
Recommended: That the following courses be introduced at Brescia College with course descriptions as outlined below, effective September 1,1999.
1) Anthropology 234F/G: Andean
Prehistory
2) Foods & Nutrition 364a/b:
Nutrition, Aging and Health
3) Foods & Nutrition 373a/b: Nutrition for a Physically Active Lifestyle
NEW CALENDAR COPY
Anthropology 234F/G: Andean
Prehistory
This course studies the prehistoric cultures of Andean South America. The arrival of humans and
adaptations of early foragers and food producers will be surveyed. The rise of civilization and
increasing social complexity will be traced through the archaeological records of Andean cultures
including Chavin, Moche, Tiahuanaco Chimu and Inca.
Prerequisite: Anthropology 020E or Anthropology 025F/g and Anthropology 026F/G or
Anthropology 100.
3 hours, half course.
FN 364a/b: Nutrition, Aging and
Health
A study of the relationships among nutrition, aging and health including the current and projected
aged Canadian population, their nutritional needs, limitations (economic, physical, behavioral, etc)
to meeting those needs, nutrition/age related health issues and program/services available or
needed.
Prerequisite: FN 021, or FN 235a/b plus FN
241a/b.
3 lecture hours, half course.
FN 373a/b: Nutrition for a Physically
Active Lifestyle
An integrative study of the impact of various levels of physical activity on nutritional needs and
food and nutrient intakes based on current research with attention to popular half-truths and
myths.
Prerequisite: FN 021 (with a mark of at
least 60%) or FN 235a/b.
3 lecture hours, half course.
Background:
1) There are no upper year anthropology courses offered at Brescia College; the addition of this half-course will provide a Brescia option to students in the area of concentration or undertaking joint honors in anthropology and another subject. Andean prehistory is an important area within anthropology and no course offered in the Department of Anthropology on main campus gives students intensive coverage of this body of data and theory. [Note: the main campus department intends to list the course also though it has no immediate plans to offer it; that submission will go to DAP soon.]
2) This course expands an area not fully covered in the Foods and Nutrition program and provides additional optional choices in the program.
3) This course expands the number of optional Foods and Nutrition programs available to students in the Foods and Nutrition program. Also, it provides an option which will be of interest to those concerned with health and physical activity.
10c Introduction of History 147a and 148b at King's College
Recommended: That History 147a: Korean Social and Cultural History before 1900 and 148b: Korean Social and Cultural History since 1900, be introduced at King's College, effective September 1, 1999.
NEW CALENDAR COPY
History 147a: Korean Social and
Cultural History Before 1900
A social and cultural history of Korea from ancient times to the end of the nineteenth century.
Emphasis will be placed on the Three Kingdoms, Silla, Koryo, and Choson
periods.
2 lecture hours, half course.
(King's).
History 148b: Korean Social and
Cultural History Since 1900
A social and cultural history of Korea in the twentieth century. The course will focus on the early
20th century Japanese colonialism, the Korean war, and post war
Korea.
2 lecture hours, half course.
(King's).
Background:
King's College has initiated exchange agreements with several Korean Universities. These courses will enable students to have a fuller understanding of Korean social and cultural history.
FOR INFORMATION
The Subcommittee on Teaching Awards (SUTA) has chosen the following faculty members as recipients of The Edward G. Pleva Award for Excellence in Teaching for 1998-1999:
Gregory Dickinson
Faculty of Education
Lorne Falkenstein
Department of Philosophy
Faculty of Arts
Roland A. Haines
Department of Chemistry
Faculty of Science
Douglas Kneale
Department of English
Faculty of Arts
2. 1998-99 Winner of The UWO Award for Excellence in
Teaching by Part-Time Faculty
The Subcommittee on Teaching Awards (SUTA) has chosen the following faculty member as recipient of The UWO Award for Excellence in Teaching by Part-Time Faculty for 1998-1999:
James Rourke
Department of Family Medicine
Faculty of Medicine & Dentistry
3. 1998-99 Winner of The Marilyn Robinson Award for
Excellence in Teaching
The Subcommittee on Teaching Awards (SUTA) has chosen the following faculty member as recipient of The Marilyn Robinson Award for Excellence in Teaching for 1998-1999:
Alison Conway
Department of English
Faculty of Arts
In response to the Report of the Provost's Advisory Committee on Undergraduate Degrees and Programs, which was received last summer, SCAPA formed a subcommittee to work on a proposal to alter the matrix within which the University's undergraduate programs are offered. A proposal was submitted to SCAPA in January, and then circulated to Deans for consultation.
The results of that consultation have been rich indeed, and SCAPA's subcommittee is now revising the proposal to take account of the many suggestions that have been received.
It is clear that the original hope and plan to bring this proposal to Senate by March was too sanguine.
5. Report on New Scholarships/Awards/Prizes
SCAPA has approved on behalf of the Senate the following Terms of Reference for new scholarships, awards and prizes, for recommendation to the Board of Governors through the Vice-Chancellor:
Weir & Foulds Writing Prize (Faculty of Law)
Awarded annually to a student who demonstrates excellence in writing and legal research in the area of information or technology law and/or intellectual property. A paper written for the law school course, for a seminar or as an individual research paper, or which has already been accepted for publication by a legal journal, will be considered for the prize. Essays must be submitted to the Associate Dean (Academic) by the end of classes in April to be eligible. Final selection will be made by the Scholarship Committee in the Faculty of Law. This prize is made possible by the generosity of Weir & Foulds.
Value: $200
Effective January 2000
Ogilvy Renault Award (Faculty of Law)
Awarded to a student entering third or final year of study at the Faculty of Law who has achieved academic excellence in the first two years of law school, has contributed to the academic life of the school and has demonstrated an ability to work well with others. Students are invited to submit a letter of application to the Associate Dean (Academic) by the end of classes in April. Nominations from faculty and students will also be solicited. Final selection will be made by the Scholarship Committee in the Faculty of Law. This award has been created by a generous donation from Ogilvy Renault.
Value: $500
Effective May 1999
Dr. Gerald Z. Wright Entrance Awards (Faculty of Medicine & Dentistry, Dentistry)
Awarded to entering dental students on the basis of academic excellence who demonstrate financial need. Having determined eligibility through Financial Aid Services, selection of student recipients is to be the responsibility of the Director of the School, upon the recommendation of the Chair of the Admissions Committee. Applications for financial aid will be supplied to students along with the offer of admission to the School of Dentistry. These awards were established through Foundation 澳门六合彩开奖预测 in honor of Dr. Gerald Z. Wright; donations received from School of Dentistry alumni, faculty and staff.
Value: 2 at $1000 will be available as of May 1999. 3 at $1000 will be available as of May 2000 and thereafter
These awards will receive matched funding from the Province of Ontario through the Ontario Student Opportunity Trust Fund program.
A great number of responses were received by SCAPA to a request for comments on proposed revisions to the policy and handbook on Academic Accommodations for Students with Disabilities. The documents were circulated to Deans' offices in January and replies were received by deans, chairs and other interested parties. SCAPA will be making revisions in light of these consultations and expects to bring a motion on the subject to the March meeting of Senate.