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ACADEMIC COUNCIL

AGENDA

MEETING OF WEDNESDAY 16 DECEMBER 2009 3:00 PM IN HC 315

1. Call to Order T. Chase 3:00

2. Approval of the Agenda

3. Approval of Minutes of 18 November 2009

4. Chair’s Remarks

5. Standing Committee Reports a) Admissions Committee R. Mason by 3:15 b) Awards Committee G. Campden c) Curriculum Committee D. Hamilton

I. New Course Proposals Motion: To approve PCOM 515 as a new course M. Heinz Motion: To approve IHMN 455 as a new course B. White Motion: To approve SOSC 717 as a new course M. Heinz

II. Curriculum or Credit Change Motion: To approve IHMN 505 as a revised course B. White Motion: To approve a reduction in credits M. Heinz

from 4.5 to 3 for ENSC 303 III. Program Revisions

Master’s in Environment and Management L. Newman Motion: To approve ENVR 506 as a new course Motion: To approve the revisions to ENVR 662

(with credit change from 2 to 3 credits - both MA and MSc program) Motion: To approve a reduction in credits from 18 to 14 for

ENVR 690 and ENVR 695 IV. Curriculum Cmte Workload Report and Recommendations D. Hamilton V. Proposed Decision Process for New Academic Programs D. Hamilton

6. New Business, Announcements, and Communications by 4:20 a) 30 Credit Minimum for RRU Programs C. Krusekopf b) Policy re Theses and Major Projects C. Krusekopf

7. Adjournment by 4:30

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ACADEMIC COUNCIL

MINUTES

MEETING OF WEDNESDAY 18 NOVEMBER 2009 3:00 PM IN HC 315

PRESENT ELECTED MEMBERS EX OFFICIO MEMBERS Voting Niels Agger-Gupta Shannon Brown Mary Bernard Connie Carter Thomas Chase (Chair) Steven Glover Steve Grundy Darryl Karleen Pedro Márquez Charles Krusekopf Roberta Mason Marilyn Taylor Michael Young Non-Voting Doug Hamilton Rosemary Tulett (recording) REGRETS Jim Bayer Katie Klassen Allan Cahoon Will Low Gwen Campden Carolin Rekar Munro Ingrid Kajzer-Mitchell Gerry Nixon Erich Schellhammer GUEST Bernard Schissel

_________________________________________________________________________________ 1. Call to Order 3:03 p.m.

2. Approval of the Agenda – M/S Márquez/Young CARRIED

3. Approval of the Minutes of 21 October 2009 M/S Márquez/Agger-Gupta CARRIED

4. Chair’s Remarks Chase

a) Convocation – Appreciation was expressed to all who helped make Convocation a success b) Strategic Plan – The final revised plan outline has been endorsed by the Board and is posted on Moodle.

The prose narrative is currently being worked on. c) CRC Tier II in Innovative Learning – The Executive has endorsed a proposal to begin the recruitment

process. The position may be located in either Faculty, and the intention is to have the selected candidate in place as of next year.

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d) AC Member Replacement – Due to the approaching retirement of Gerry Nixon, the Registrar’s Office is

continuing to search for a faculty member to take his place. Suggestions are appreciated.

5. Standing Committee Reports a) Admissions Committee Mason

No report, as the Committee did not meet this month.

b) Awards Committee Krusekopf M/S Krusekopf/Young To approve the November 2009 award nominations CARRIED M/S Krusekopf/Márquez To approve 3 additional names to the above list CARRIED

c) Curriculum Committee Hamilton I. New Course Proposal

i. SOSC 720 - The Epistemology of Applied Social Sciences Schissel M/S Hamilton/Carter To approve SOSC 720 as a new course CARRIED

II. Draft Workload Report and Recommendations Hamilton i. Rationale for the 11 recommendations: to streamline procedures, decrease workload,

and prevent duplication and delay ii. Discussion ensued re delineating the appropriate roles of AC and CC; the value of a central

approval mechanism and cross-disciplinary perspectives versus the benefits of devolving responsibility for curriculum review to the Faculty level; the need to maintain DQAB exempt status requirements, etc.

iii. Agreed: Hamilton will incorporate the input received to date and will present a revised proposal for approval

iv. Agreed: That these recommendations be accepted at that time as a motion for consent (apart from any specific items that may have been previously flagged for discussion/ revision), rather than renewing discussion of issues dealt with at prior stages of the approval process.

III. Streamlining Approval Processes Hamilton

i. A few key differences between the current and proposed procedures were highlighted—including that the executive team would review the initial concept outline; that market research would be done; and that the approval & development processes would be completed within a 6-month time frame.

ii. Discussion issues included the role of the Dean’s office in approving proposals; factoring in the differences between the two Faculties; the need for clarity re financial targets; and that clear figures be provided re funding available for market research. (The office of the VP Marketing may be able to help in sourcing and co-ordinating market research.)

iii. Agreed: That the 2 related documents be further revised and integrated by Hamilton into one final proposal to be presented to AC.

6. New Business, Announcements and Communications

a) MA in Conflict Analysis – Thai-Canadian Specialization (for information only) Chase Notice of Program Status Change – Program offering cancellation

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b) Academic Council Terms of Reference M/S Mason/Taylor That the Terms of Reference of Academic Council be amended to add the University Librarian as an ex-officio, non-voting member CARRIED

c) The Cultural Values Assessment will be introduced to RRU employees as of 30 November. Mason

d) Round Table – Prior to adjournment, members gave brief updates of positive developments within their units.

7. Adjournment 4:33 p.m.

NEXT MEETING

WEDNESDAY 16 DECEMBER 2009 AT 3:00 IN HC 315

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SCHEDULED MEETINGS FOR THE FIRST PART OF 2010

WEDNESDAY 20 JANUARY 2009 AT 3:00 IN HC 315 WEDNESDAY 17 MARCH AT 3:00 IN THE CASTLE DRAWING ROOM

WEDNESDAY 19 MAY AT 3:00 IN HC 315 WEDNESDAY 21 JULY AT 3:00 IN HC 315

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Academic Council Proposal Cover Sheet

1. Type of Submission (please check one only): ___ New Program ___ Revised Program XXX New Course ___ Revised Course with Credit Change ___ Curriculum or Credit Change

2. Name of Submission

PCOM 515 Intercultural & International Communication Theory

3. Name, Program, and Faculty of Proposal Submitter Matthew Heinz, Associate Professor, School of Communication & Culture, Faculty of Social and Applied Sciences

4. Have you consulted with the following RRU Services? ___ CTET [yes; timelines confirmed] ___ Library & Marketing [yes; new courses to be included in new brochures] ___ Registrar [yes; course number confirmed by Registrar] ___ Student Accounts [N/A]

5. Rationale for the proposal

As per approved proposal (CC, AC, BoG) for MA in Intercultural and International Communication

6. Approval Authorization

Approved by Phillip Vannini, Program Head, MAIIC, and Joshua Guilar, Director, School of Communication and Culture, 18 November 2009 Approved by Dean’s Office, Faculty of Social and Applied Sciences, 20 November 2009 Approved with minor revisions, Curriculum Committee, 8 December 2009

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PCOM 515 Intercultural & International Communication Theory

Faculty Faculty of Social and Applied Sciences

Program MA in Intercultural and International Communication (INTCULCOM-MA)

Course Title Intercultural & International Communication Theory

Course Number PCOM 515

Credits 3 credit hours (Each course credit represents 33 hours of student effort.)

Calendar Description Introduces contemporary and classic theories of intercultural communication, international communication, cross-cultural communication and development communication. Provides an overview of the development of these fields of study and introduces students to leading theorists. Immerses students in discussion of applicability of theoretical frameworks in professional and personal settings.

Instructor(s) TBD

Course Contacts Matthew Heinz, FSAS Associate Dean, 250-391-2662 [email protected]

Course Start: October 12, 2010 [October 2010 Intake Y1011F-CA1B]

Course End: January 9, 2011

Delivery Method Online pre-residency (3 weeks) Oct. 12, 2010 to Oct. 31, 2010 Residency (3 weeks) Nov. 8, 2010 to Nov. 26, 2010 Online post-residency (6 weeks) Dec. 6, 2010 to Jan. 9, 2011

Co-requisites N/A

Pre-requisites N/A

Course Overview

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Resources Required Texts: Gudykunst, W. B., & Mody, B. (Eds.) (2002). Handbook of international and intercultural

communication (2nd ed.). Thousand Oaks, CA: Sage. Unit 1: Foundations Online pre-residency, Oct. 12-31, 2010 Unit Overview: Students familiarize themselves with the course requirements and introduce themselves to each other and the instructor. Care is taken to facilitate a respectful and mindful learning community that can engage in open discussion of cultural standpoints. The assigned reading for the pre-residency period provides an overview of the history of the academic pursuit of intercultural and international communication; basic familiarity with all course materials is strongly recommended. Unit Objectives: After completion of the pre-residency work, students should be able to:

• actively participate in discussions and assignments related to intercultural and international communication

• summarize the history of the development of intercultural and international communication as an academic discipline

• define intercultural, cross-cultural, international, and development communication Unit Assignments: During the pre-residency period, students should complete the following assignments:

1. Read the entire Handbook of International and Intercultural Communication once. The handbook contains about 600 pages of fairly dense academic text. In order to participate in the residency work and to follow the presentations, students will need to have read the handbook in advance. In each unit, specific chapters will be discussed in depth and additional resources consulted.

2. Read (with attention to detail), the handbook’s first chapter (pp. 1-18, written by Everett M. Rogers and William B. Hart).

3. Consult the following web links: Intercultural Communication Institute http://www.intercultural.org Society for Intercultural Education, Training and Research http://www.sietar.org Global Media Journal (Canadian Edition) http://www.gmj.uottawa.ca/index_e.html

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Intermundo Network http://intermundo.net/ International Communication Association http://www.icahdq.org/ Edward T. Hall http://www.edwardthall.com/biography.htm

Homepage of Dr. William B. Gudykunst http://commfaculty.fullerton.edu/bgudykunst/

Homepage of Dr. Bella Mody http://spot.colorado.edu/~mody/

4. Be able to answer the following questions:

a. How and where did the academic study of intercultural communication begin?

b. How is the study of intercultural communication different from and similar to the study

of cross-cultural communication?

c. Where does the study of international communication fit in this paradigm?

d. What is the origin of development communication scholarship?

e. To what degree does the historical narrative provided by Rogers and Hart constitute

one particular cultural perspective itself? Can you think of other historical narratives

involving the study of intercultural and international communication?

f. Why is the study of ‘development communication’ controversial?

5. Post a 500-word introduction to the designated course discussion board in which the student discusses her/his cultural standpoint, experience with cultures other than one’s culture of origin, and interest in the study of intercultural and international communication.

Unit 2: Cross-Cultural Communication Residency Nov. 8-26, 2010 Sessions #1 and #2 Unit Overview: This unit describes cross-cultural communication studies theories and applications as different from intercultural, international, and development communication studies. Students will discuss the conceptualization of culture as a theoretical variable; learn about the notion of cultural communication; examine the role of language, verbal and nonverbal communication across cultures; and study emotion, social cognition and conflict management across cultures.

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Unit Objectives: After completion of this unit, students should be able to:

• Identify prominent scholars and theories in the field of cross-cultural communication • Critically assess cross-cultural communication studies • Conceptualize current issues in cross-cultural communication research

Unit Assignments:

1. Read (with attention to detail) Part I of the Handbook of International and Intercultural

Communication (pp. 19-177).

2. Participate in class-wide and team-wide discussion of cross-cultural communication

scholarship.

3. Select a theory for the proposed individual theory paper.

4. Work within teams to prepare for leading a class presentation on an assigned theory.

Unit 3: Intercultural Communication Residency Nov. 8-26, 2010 Sessions #3 and #4 Unit Overview: This unit describes intercultural communication studies theories and applications from the perspective of intercultural communication as one ‘type’ of intergroup communication. Students will learn about theoretical frameworks for the study of intercultural communication competence, intercultural relationships, intercultural adaptation and identity and intergroup communication. Unit Objectives: After completion of this unit, students should be able to:

• Identify prominent scholars and theories in the field of intercultural communication • Critically assess intercultural communication studies • Conceptualize current issues in intercultural communication research

Unit Assignments:

1. Read (with attention to detail) Part II of the Handbook of International and Intercultural


2. Participate in class-wide and team-wide discussion of intercultural communication

scholarship.

3. Submit the proposal for the individual theory paper.

4. Work within teams to prepare for leading a class presentation on an assigned theory.

Unit 4: International Communication

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Residency Nov. 8-26, 2010 Sessions #5 and #6 Unit Overview: This unit reviews core concepts and theories developed by international communication scholars in the last 50 years. Topics include media corporations, globalization, global public sphere and transnational advertising. Unit Objectives: After completion of this unit, students should be able to:

• Identify prominent scholars and theories in the field of international communication • Critically assess international communication studies • Conceptualize current issues in international communication research

Unit Assignments:

1. Read (with attention to detail) Part III of the Handbook of International and Intercultural


2. Participate in class-wide and team-wide discussion of international communication

scholarship.

3. Lead, as part of a team, a class presentation on an assigned theory.

Unit 5: Development Communication Residency Nov. 8-26, 2010 Sessions #7 and #8 Unit Overview: This unit reviews core concepts and theories developed by development communication scholars and integrates scholarship from political science and sociology. Unit Objectives: After completion of this unit, students should be able to:

• Identify prominent scholars and theories in the field of development communication • Critically assess the development and vocabulary of development communication studies • Conceptualize current issues in development communication research

Unit Assignments:

1. Read (with attention to detail) Part IV of the Handbook of International and

Intercultural Communication (pp. 415-550).

2. Participate in class-wide and team-wide discussion of international communication

scholarship.

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3. Lead, as part of a team, a class presentation on an assigned theory.

Unit 6: Conclusion Online Post-Residency Dec. 6, 2010 – Jan. 9, 2011 Unit Overview: This unit immerses students in reflection and application of the course content as they work on their individual theory papers. Unit Objectives: After completion of this unit, students should be able to:

• Articulate the origin and development of a particular theory of their choice • Summarize and critique scholarly applications of that theory • Demonstrate sufficient and accurate comprehension of the theory to use it as a framework for

future work.

Unit Assignments:

1. Submit individual theory paper. Assignments and Assessments The instructor will assess student progress toward achieving the learning outcomes on the basis of four graded assignments. Theory Paper Proposal (10%) This proposal will introduce the theory (or theoretical framework) that students are interested in studying in their paper, provide a brief rationale for the selection of the theory, describe the scope of the paper and identify three relevant references. One of these references must be an original source (origin of the theory). The instructor will provide feedback to this preliminary proposal. The proposal should not be more than 1,000 words in length and employ APA 6th edition style both in regard to manuscript formatting and in regard to reference style. Work on the proposal should begin in the pre-residency period; it will be due (electronic submission via Moodle and handing in hard copy to instructor) the first week of the residency. Team Presentation (35%) In randomly assembled teams of 4 to 5 class members, students will prepare a 15-minute PowerPoint presentation that they will present to the entire class during the residency. The presentation topics have been selected to complement the course textbook – they reflect areas that Gudykunst and Mody were unable to address in their selection of chapters due to space and content organization considerations. The presentation should accomplish the following goals:

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1. Problematize the issue. Why should this topic be studied within intercultural/international communication studies?

2. Select a theory or theoretical perspective that has been used by communication scholars to study this issue.

3. Select one or two communication scholar(s) who have undertaken research or engaged in scholarship using the theoretical perspective selected in #2 to study the concept or issue selected in #1.

4. Summarize and profile their work. 5. Provide a reading list (15 references) for further reading on this topic/concept.

Work on this presentation should begin in the pre-residency period. The actual presentation will take place during the residency. The reading list will be posted on the Moodle course shell. The presentation will be assessed based on the following criteria (equally weighted at 25% of the total assignment grade):

1. Professional Communication Skills: overall presentation of work including selection of graphics, visual design, spelling, editing, APA style, clarity of ideas, meeting time limits, oral presentation skills

2. Accuracy: Accurate understanding of scholarship/research selected and concepts discussed. Selection of readings is relevant and fits in scope with the topic.

3. Quality: Discussion of topic reflects complex understanding of concept and the socio-cultural dynamics affecting scholarship in this area; engagement with the literature shows deep comprehension and critical thought; presentation provides new knowledge

4. Teamwork: Your ability to engage in teamwork will be assessed via a composite of scores given by your team members in recognition of your contribution to the team project

Teams may choose one of the following topics: Interethnic/interracial communication Indigenous communication Dis/ability communication Intergenerational communication Gay, lesbian, bisexual, transgender communication Power & communication Class/socio-economic status Deaf/deaf culture With permission of the instructor, teams may propose a different concept/topic as long as it is not covered in the Handbook. Theory Paper (45%) This is the major assignment for this course. Students are asked to write a formal paper (3,000 words plus references) which will form the major means of assessment of the comprehension of the course material. This paper may serve as the foundation for work undertaken for the student’s eventual research paper or thesis. Work on this paper should take place during the post-residency period. The instructor will review drafts as long as the student allows for three days review time. The paper will be assessed based on the following criteria:

1. Professional Communication Skills: spelling, grammar, editing, APA style, clarity of ideas, organization of arguments (30%)

2. Accuracy: Accurate understanding of scholarship/research selected and concepts discussed. Selection of readings is relevant and fits in scope with the topic.

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Discussion covers major points of development of theory and subsequent revisions; provides up-to-date assessment of current state of theory. (30%)

3. Quality: Discussion of topic reflects complex understanding of the theoretical

framework/theory and the ways in which scholars have applied, extended, revised these perspectives. Paper reflects ability to independently locate and critically assess relevant communication literature. (40%)

Contribution to Scholarly Discourse (10%)

This portion of the grade reflects the quality of your contributions to classroom discussions, both online and in face-to-face settings. Your contributions are assessed on the following criteria: quantity (sufficient to make contributions to further the discussion but not excessive), reflexivity (contributions reflect attention to others’ contributions and effort to understand other points of view), novelty (furthering dialogue rather than simply repeating points others have made already), quality (clarity of expression of ideas, sensitivity to how one’s contributions might be perceived by others).

Course Outcomes Assessment Criteria

1 Skills and Techniques

1.1 Demonstrate professional communication skills, including ability to read and write clearly, concisely, and logically.

• Written assignments that are well-argued, exhibit sound grammar and spelling, and integrate course materials.

• Written assignments meet APA 6th edition style requirements.

2 Human Interaction and Communication

2.1 Employ sound and culturally sensitive communication skills to facilitate human interaction.

• Effective engagement in intercultural interactions • Ability to analyze and evaluate intercultural

communication proficiency.

2.2 Perform as a positive and effective team member in a variety of situations, and assume a leadership role when necessary.

• Productive and meaningful contributions to team projects.

3 Theoretical Concepts and Knowledge

3.1 Articulate major theories in • Accurate comprehension and ability to draw on

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intercultural and international communication.

theories to frame research and scholarship

4 Critical Thinking and Problem Solving

4.1 Critically analyze, interpret and evaluate current social issues and scenarios and recommend effective communication strategies.

• Appropriate and valid presentation and discussion of contemporary current social issues affected by intercultural and international communication dynamics.

5 Perspectives: Global and Intercultural Awareness

5.1 Identify barriers to intercultural communication and propose ways to overcome them.

• Demonstrated understanding of obstacles to intercultural communication and ability to apply that understanding in context.

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Course Assessment Matrix

Assignment Due Date

Learning Outcomes

Total Value 1

2

3

4

5

Theory Paper Proposal Unit 2 1.1 3.1 10%

Team Presentation Units 4-5 1.1 2.2 4.1 5.1 35%

Theory Paper Jan. 3, 2011

1.1

3.1 45%

Contributions to Scholarly Discourse Jan. 9, 2011 1.1 2.1, 2.2 4.1 5.1 10%

Grading Guide Letter Grade

Percentage Assessment Description

A+ A A -

90-100 85-89 80-84

Student demonstrates mastery in applying skills and knowledge in this area. A broad grasp of underlying principles and issues reveals an effective problem-solver, innovator, and decision-maker, who can integrate different perspectives in the context of moving to a sustainable society.

B+ B B-

77-79 73-76 70-72

Student demonstrates a general level of competency in applying skills and knowledge in this area. Familiarity with underlying principles and issues reveals an understanding of the problems and decisions required to integrate different perspectives in the context of moving to a sustainable society.

F 0-69

Student has either not demonstrated a general level of competency in applying skills and knowledge in this area or has a significant amount of work to do to meet these expectations. Knowledge of underlying principles and issues is still in the formative stage.

Official grades at Royal Roads University are assigned on a letter grade system. See: RRU Grading Policy

Students are responsible for ensuring they are familiar with Royal Roads' academic regulations and, specifically, those related to course withdrawals, academic probation, and formal grade appeals. See: RRU Academic Regulations

Academic Policies Include the following link to the Academic Misconduct policy and guidelines: http://www.royalroads.ca/admissions/code-conduct/academic-misconduct.htm

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Include the following link to the academic regulations governing Incompletes: http://myrru.royalroads.ca/learners/learner-services/section-4-grading

Late Policy The submission of academic work on time is a reflection of professional communication skills. Late assignments will therefore be penalized with a 10% deduction of the total points possible for the late assignment, per day late. Informal extensions for course work will be granted only if the student notifies the instructor in advance of a deadline and the instructor agrees on a different due date. If the student is unable to submit assignments on time due to unanticipated emergency situations, official documentation (doctor's notes, police reports, etc.) may be required by the instructor and/or the School of Communication & Culture. Informal extensions cannot be granted if they delay course completion by the final course day. In such instances, a formal course extension must be pursued as follows.

Formal course extensions (EG) may be granted for completion of the requirements of a course due to highly extenuating circumstances. The request must be approved by the course instructor and the Office of Interdisciplinary Studies. The basis for the request must be forwarded to the Registrar's Office and will be included in the student's file. This is a temporary grade and must be accompanied by an extension deadline. Failure to complete the requirements of the course by the deadline will result in a grade of F.

Formal extensions are granted on the basis of highly extenuating circumstances (medical, family emergency) ONLY; students who do not qualify for a formal extension on that basis have to obtain an Incomplete as follows.

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Curriculum Committee Proposal Cover Sheet

1. Type of Submission (please check one only):

___ New Program ___ Revised Program XXX New Course ___ Revised Course with Credit Change ___ Curriculum or Credit Change


IHMN 455 Human Resource Issues and Practices

3. Name, Program, and Faculty of Proposal Submitter Brian White, Director, School of Tourism and Hospitality Management

4. Have you consulted with the following RRU Services? ___ CTET [yes; timelines confirmed] ___ Library & Marketing [yes; new courses to be included in new brochures] ___ Registrar [yes; course numbers confirmed by Registrar] ___ Learner Accounts [N/A]


As per approved proposal (CC, AC, MAVED) for BA International Hotel Management.

6. Approval Authorization Approved by Ted Wykes, Program Lead, BAIHMN, and Dr Brian White, Director, School of Tourism and Hospitality, November 19 2009

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BA in International Hotel Management IHMN 455 – Human Resource Issues & Practices

ONLINE

School of Tourism and Hospitality Management

Course Instructor: Ray Yazdani Email: [email protected]

Academic Program Contact: Dr. Brian White

Email: [email protected] Phone: (250) 391-2600 extension 4769

Office: Nixon 244 Calendar Description: IHMN 455 Human Resource Issues and Practices

Examines human resource management concepts within the hotel and resort workplace including labour market issues and employee recruitment and retention. HR management strategies that contribute to the competitive advantage are analyzed; skills and professional attitudes in organizing the workforce are discussed and the importance of innovation, team building, human relations and motivational techniques, negotiation skills and conflict management approaches are examined. Credits

IHMN 455 Human Resource Issues and Practices is a three-credit course offered in the BA in International Hotel Management programs. Each credit assumes 33 hours of learner effort.

Delivery Methods and Course Dates IHMN 455 Human Resource Issues and Practices is delivered in both online and face to face formats. The online course runs from January 25 to April 1, 2010. A face to face course will be offered March 22 to May 28, 2010.

Pre-requisites and Co-requisites

There are no pre- or co-requisites to IHMN 455 Human Resource Issues and Practices.

Final Date for Voluntary Withdrawal

The final date for voluntary withdrawal from this course is TBA.

Instructor Biography Ray Yazdani is an instructor of Hospitality/Culinary Management at the Art Institute of Colorado. He brings with him over twenty years of professional experience in all aspects of hotel and restaurant operations. Ray has worked with several major international hotel and restaurant chains including: Intercontinental Hotels and Resorts; Sheraton Hotels and Resorts; Hyatt Hotels and Resorts; Darden Restaurants; Harbour Towers Hotel, and The Brentwood Lodge Inn. He has gained a reputation for providing outstanding customer service in the hospitality industry. Ray is recognized and acknowledged for excellence as a distinguished educator in Who’s Who Among America’s Teachers. He is a member of several professional organizations such as the American Hotel & Lodging Association. He has earned the designation as a Certified Hospitality Educator (CHE) through the American Hotel & Lodging

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mailto:[email protected]�

Association. Ray conducts regular seminars in organizational leadership and hospitality management practices. Ray has a Bachelors degree in Sociology from the University of Victoria and an MBA specializing in International Entrepreneurship from the University of Victoria. He is currently pursuing a Ph.D. in Education and Human Resource Management specializing in Community College Leadership at Colorado State University. Ray’s research interest is in Servant Leadership and Organizational Performance Management.

Course Overview

The purpose of this course is to introduce and emphasize the importance of human resource management and practices in the hospitality/tourism industry. Students will learn to analyze, discuss, and develop strategies to effectively address issues related but not limited to: Foundations of human resource development; labour market; employee recruitment and retention; human resource management strategies; skills and professional development; communication, negotiation, team building and conflict resolution; influences on employee behaviour; assessing human resource development needs; designing, implementing, and evaluating human resource development programs; coaching and performance management; organization development and change, and diversity training in human resource development. The main objective of this course is to assist learners to understand and effectively deal with human resource issues facing the tourism and hospitality industry in a changing global environment. To be successful in today’s competitive global environment managers and practitioners need to look at human resource management issues from a non-traditional perspective. This requires innovative thinking, understanding human relations, fundamentals of entrepreneurship and business decision making, and above all good leadership practices.

Werner, J.M., & DeSimone, R.L. (2005). Human resource development. (4th edition). Thomson South-Western.

Required Textbook(s)

American Psychological Association, Council of Editors. (2010). Publication manual of the American Psychological Association (6

Additional Readings (Optional)

th

Unit Description and Schedule (Sample – Add or delete units as required)

ed.). Washington, DC.

Unit Dates Learning Focus/Purpose/Topics Learning Outcomes

Weight %

Ongoing Participation 1.1 15%

1

Jan 25, 2010

Topic • Introduction to human resource development • Influences on employee behavior

2 Feb 01,

2010 Topic • Learning and human resource development

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Unit Dates Learning Focus/Purpose/Topics Learning Outcomes

Weight %

• Assessing HRD needs

3 Feb 08, 2010

Topic • Designing effective HRD programs • Implementing HRD programs

Due: Feb 08, 2010 Assignment #1 (Individual): Human resource trends in the hospitality industry

1.3, 3.6, 5.1 25%

4 Feb 15, 2010

Topic • Evaluating HRD programs • Employee socialization and orientation

5 Feb 22,

2010 Topic • Skills and technical training • HRD and diversity-Diversity training and beyond

6 Mar 01,

2010 Topic • Coaching and performance management • Employee counseling and wellness services

Due: Mar 01, 2010 Assignment #2 (Individual): Diversity training and HR development

1.3, 3.5, 4.6 25%

7 Mar 08, 2010

Topic • Career management and development

8 Mar 15,

2010 Topic • Management development

9 Mar 22, 2010

Topic • Organization development and change

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Mar 29, 2010

Topic • What does it take to be an effective human resource manager • Discussion of students learning experience • Students feedback on assignment 3 consulting project

Due: Mar 22, 2010 Assignment #3 (Team): Consulting project- Human resource issues and action plan

2.2, 4.2, 5.1 35%

Overall Learning Outcomes for the BA in International Hotel Management 1. Global Awareness 1.1 Analyze and interpret the impact of global issues facing hospitality managers 1.2 Assess the potential impact of hospitality operations on the operating environment 1.3 Demonstrate application of triple-bottom-line management techniques within a hospitality enterprise 1.4 Demonstrate multicultural sensitivity and awareness to global issues, opportunities and sustainability 2. Knowledge

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2.1 Describe the fundamentals of entrepreneurship and business decision making 2.2 Develop strategic business decisions in response to current trends and niche markets 2.3 Create an appropriate strategic plan for a hospitality enterprise 2.4 Demonstrate understanding of other businesses operating within the broader tourism context and hypothesize their impact upon hospitality enterprises 3. Critical Thinking & Problem Solving 3.1 Select and synthesize information and data to critically assess a situation or problem and identify possible actions 3.2 Creatively analyze and interpret case study scenarios and recommend solutions 3.3 Formulate logical conclusions through the use of sound research methods and conceptual models 4. Effective Communication 4.1 Produce high quality written materials and oral presentations using both narrative and graphic representations 4.2 Regularly participate in class discussions and contribute to the learning of others 4.3 Display effective computer, internet and interviewing/questioning skills 5. Leadership and Collaboration

5.1 Demonstrate support for all team members in group assignments and activities 5.2 Perform as an effective team member in a variety of situations and circumstances

Assessment Criteria for Learning Outcomes in IHMN 455 HR Issues & Practices

1. Global Awareness Learning Outcome Criteria

1.1 Analyze and interpret the impact of global issues facing hospitality managers 1.2 Assess the potential impact of hospitality operations on the operating environment 1.3 Demonstrate application of triple-bottom-line management techniques within a hospitality enterprise 1.4 Demonstrate multicultural sensitivity and awareness to global issues, opportunities and sustainability

1. Understands the foundation of human resource development and its relation to global issues facing hospitality managers. 2. Can define and distinguish between human resource management and human resource development. 3. Understands the impact of hospitality industry on local, national, and global environment. 4. Distinguishes between theory X, Y, and Z styles of management techniques, and understands how a bottom-up management style positively influences the bottom-line and profitability for the organization. 5. Understands the changing multicultural nature of the global market place in general and the hospitality industry in particular.

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2. Knowledge

Learning Outcome Criteria 2.1 Describe the fundamentals of entrepreneurship and business decision making 2.2 Develop strategic business decisions in response to current trends and niche markets 2.3 Create an appropriate strategic plan for a hospitality enterprise 2.4 Demonstrate understanding of other businesses operating within the broader tourism context and hypothesize their impact upon hospitality enterprises

1. Understands the importance of entrepreneurship and intrapreneurship and their effect on business decision making. 2. Understands the current human resource trends, competition and customer service in hospitality industry. 3. Can assess HRD needs and design appropriate programs to effectively deal with human resource management issues. 4. Demonstrates full understanding of the importance of tourism, hotel and restaurant management operation in revenue generation and employment opportunities in a given environment.

3. Critical Thinking & Problem Solving

Learning Outcome Criteria

3.1 Select and synthesize information and data to critically assess a situation or problem and identify possible actions 3.2 Creatively analyze and interpret case study scenarios and recommend solutions 3.3 Formulate logical conclusions through the use of sound research methods and conceptual models.

1. Can effectively assess HRD needs within the organization while being able to implement and evaluate HRD programs in a given department. 2. Is able to critically analyze HRD issues facing different organizations and provide sound solutions for such issues. 3. Is able to combine theory with experience to formulate strategic solutions to impending issues facing the tourism and hospitality industry.

4. Effective Communication


4.1 Produce high quality written materials and oral presentations using both narrative and graphic representations 4.2 Regularly participate in class discussions and contribute to the learning of others 4.3 Display effective computer, internet and interviewing/questioning skills

1. Understands the importance of verbal, vocal and visual communication and is able to incorporate his/her communication knowledge to present ideas and solutions related to HRD issues facing an organization. 2. Demonstrates effective communication skills by participating in class and group discussions; asking questions, and providing feedback to enhance learning in the class environment. 3. Adept in presenting ideas by using effective computer application. 4. Understands the importance of effective interviewing in relations to employee selection and hiring practices.

5. Leadership and Collaboration


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5.1 Demonstrate support for all team members in group assignments and activities 5.2 Perform as an effective team member in a variety of situations and circumstances

1. Understands the importance of good leadership practices and is able to communicate with classmates to enhance learning and completing group assignments.


Evaluation and Assessment Grid

Due Date

Learning Outcomes (Weighting %) Total Value 1

Global Awareness

2 Knowledge

3 Critical Thinking & Problem Solving

4 Effective

Communication

5 Leadership & Collaboration

Assignment #1 (Individual) Human resource trends in the hospitality industry

Feb 08, 2010 1.3

3.6

5.1

25%

Assignment #2 (Individual) Diversity management and HR development

Mar 01, 2010

1.3

3.5

4.6

25%

Assignment #3 (Team) Consulting project- Human resource issues and action plan

Mar 22, 2010

2.2

4.2

5.1

35%

Class Participation Ongoing 1.1

4.2 15%

Total 100%

Assignment and Evaluation Descriptions There are three assignments in the course representing 85% of the course grade, plus 15% for participation. There are no written exams in this course. Participation Individual assessment: Value 15% of the course grade Due: Ongoing

The participation grade is based on regular attendance online and/or in residence for team and class wide discussions. Learners are expected to come to the discussions fully prepared by having read (and thought about) all assigned readings. Learners can demonstrate their preparation by integrating appropriate vocabulary and course concepts into their postings and discussions. Reference to relevant external material along with the citing of ‘real life’ examples adds value to all discussions. Contribution to Scholarly Discourse: evaluation criteria

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The participation grade reflects the quality of your contributions to classroom discussions, either online or in face-to-face settings. Your contributions are assessed on the following criteria:

• quantity (sufficient to make contributions to further the discussion but not excessive),

• reflexivity (contributions reflect attention to others’ contributions and effort to understand other points of view),

• novelty (furthering dialogue rather than simply repeating points others have made already),

• quality (clarity of expression of ideas, sensitivity to how one’s contributions might be perceived by others).

Assignment 1: Human resource trends in the hospitality industry Individual assignment: Value 25% of the course grade. Due: February 8, 2010 For this assignment each student is required to choose one topic related to human resource management/ development and conduct a research by using the internet, books, articles, periodicals, and/or personal interviews, or any combination of the above to find out some of the impending issues/problems facing the hospitality industry. Areas of interest can include but not limited to the following topics: employee training and development, hiring practices, employee morale, turnover, the function of HR department, global competition, market trends, leadership, and performance management in the hospitality industry. Each learner is to submit a 5-8 page double spaced written report of their findings. The report should clearly explain: (a) The topic of the study. (b) The source of the information. (c) The reason you decided to study this topic. (d) What are your findings? (e) What is the source of the problem? (f) How has industry in general and the HR department in particular coping with this problem? (g) What is your solution for this problem? (h) What is the logic behind your solution? (i) What is the course of action(s) that needs to be taken to implement your solution? This assignment must be submitted both to the instructor using the Moodle assignment drop box as well as on the discussion board by 11:59 p.m. on February 08, 2010. Students have one week to respond to one of the posted assignments and provide a 200-300 word written feedback on the discussion board by 11:59 p.m. on February 15, 2010. This assignment is designed to introduce several issues facing the human resource departments in the hospitality industry and open the door of opportunity to hear different perspectives. I recommend that you review the table of contents of your text (Human Resource Development) to see what topic interests you the most. Please do not discuss the topic of diversity in this assignment as you need to complete a separate assignment in diversity management for assignment 2. Assignment 2: Diversity management and HR development Individual assignment: Value 25% of the course grade. Due: March 1, 2010

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Companies are increasingly faced with the challenge of managing a diverse workforce. This diversity derives from many factors such as demographic changes within national boundaries, changes in birthrates and increased mobility of labor. In some organizations, cultural diversity efforts meet with resistance from different stakeholders such as managers, supervisors and employees. As an expert human resource manager you are required to develop a cross-cultural education and training programs and come up with some recommendations as how the hotel industry can effectively address the diversity issues faced by the hospitality industry. You need to support your recommendations and be able to sell it to top decision makers as well as line managers and employees in the hotel industry. Each learner is to submit a 5-8 page double spaced written report of their findings. The report should clearly explain: (a) What are some of the diversity issues face by the hotel industry in Canada’s labor market? (b) Why are some managers and supervisors reluctant to discuss issues related to cross cultural training? (c) What is the source of your information? (d) Your recommendations for cross-cultural training? (e) Why do you think that your recommendations make sense? (f) Your plan of action to implement your recommendations? (g) Your concluding remarks. This assignment must be submitted both to the instructor using the Moodle assignment drop box as well as on the discussion board by 11:59 p.m. on March 01, 2010. Students have one week to respond to one of the posted assignments and provide a written feedback on the discussion board by 11:59 p.m. on March 08, 2010. This assignment is designed to test your ability in how effectively you can address issues related to employee diversity and cross cultural training in the hospitality industry, and open the door of opportunity to hear different perspectives. Note: Chapter 15 of your text (Human Resource Development) will provide you with some good information to conduct this assignment. Assignment 3: The Consulting Project-HR issues and action plan Team assignment: Value 35% of the course grade. Due: March 22, 2010 Note: This assignment will require prior approval by the RRU Ethics Committee. Approval of the Ethical Review must be completed by an external reviewer who is a member of the RRU Research Ethics Committee. This process can take up to two weeks following acceptance and review of your team’s document by the AVP Research Office. Therefore it is imperative that this element of your research paper process be on time, for you are not allowed to begin data collection prior to receiving this confirmation. Delays in submitting the ethical review could lead to challenges in completing the course requirements on time. Royal Roads University receives research funding from the Tri-Council and is required to follow the Council’s ethical guidelines, which can be viewed at the following website:

The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS)

The research ethics tutorial is accessed through the following link: http://pre.ethics.gc.ca/english/tutorial/ This tutorial must be completed by all learners, and evidence of completion submitted to the Moodle site, prior to conducting field research for this project.

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http://pre.ethics.gc.ca/english/policystatement/policystatement.cfm�

http://pre.ethics.gc.ca/english/tutorial/�

For this assignment students will work in groups of three to conduct a hands-on consulting project for an establishment in a given area, preferably in the community that they live in. To be effective, each team or group needs to arrange for an informational interview (ideally a face-to-face interview) with the HR department or the managing director of one of the local hospitality businesses (hotels, restaurants, catering, resorts, bed and breakfasts, cruise liners, etc). After an interview has been granted, each team needs to develop 5-10 open ended questions related to HR issues. The open ended questions (questions that require explanation as opposed to encouraging a yes or no answer) are supposed to elicit information about some human resource management issues facing that organization. Once you become familiar with a specific or several HR issues facing that organization, you need to write a 10-15 page double-spaced report fully describing: (a) The mission statement of the company you are studying. (b) The management philosophy of this organization. (c) The selection, recruitment, hiring, and training practices of this company. (d) The nature of the HR problem that this organization is facing. (e) The solutions that this company has come up with. (f) Your understanding of what might have caused this problem. (g)What is your action plan for effectively handling these issues? Note: Although there may be some hesitation by some HR personnel or organizational managers to discuss their employee issues, experience has taught me that most organizations are striving to enhance their efficiency and willing to discuss HR issues if you can approach them as professional students (consultants) whose aim is to support management team and improve employee performance. I will guide you along as you conduct your interviews and develop your strategies and plan of action. To be effective, consulting projects are usually presented both in written as well as in visual formats such a power point presentation. Hence, each team needs to also create a PowerPoint presentation of their findings. The PowerPoint can be anywhere from 10 to 20 slides. To elicit discussion, each team is required to post their PowerPoint presentations on the discussion board by 11:59 p.m. on March 22, 2010. The 10-15 page double spaced written report should be submitted to me via assignment drop box. The names of groups will be posted on Moodle under the discussion board. Note: each student is required to respond and provide his/her feedback on other groups’ final project. The response should be a minimum of 100-200 words discussing the importance of the project, weaknesses and strengths of the action plans provided by each team. Your response and feedback should be posted on the discussion board by 11:59 p.m. on March 29, 2010. Written Assignment Requirements All written submissions must adhere to the American Psychological Association (APA) citation style.

Significant learner resource are available through the RRU Writing Centre at http://learner.royalroads.ca/moodle/course/view.php?id=1421&week=17

Some of these assignments require a report. In this course, the term “report” refers to an academic paper rather than a business-like report. The use of appropriate academic theory and research is essential for the discussions, as is the evaluation and analysis of multiple data sources thus demonstrating evidence of reading. Accurate bibliography is required.

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http://learner.royalroads.ca/moodle/course/view.php?id=1421&week=17�

What is the policy on late assignments within the School of Tourism and Hospitality Management?

Due dates in the programs are firm. Assignments submitted after the due date will be subjected to an immediate 10% grade penalty (10% of the total possible marks awarded for the assignment). Further penalties will accrue at a rate of 5% per day, including public holidays and weekends.

Late assignments will not be accepted from learners after the instructor has graded and handed back the assignment to the rest of the class; at this point the learner will receive zero marks and a grade of “F” for the assignment.

RRU Undergraduate Grading Policies

Consistent with RRU grading policy, the following grading schedule applies to all undergraduate level courses in the University. Additional details are located at: http://www.royalroads.ca/about-rru/governance/academic-regulations/grading-policy0805.htm

Letter Grade Percentage

Grade Point

A+ 90-100 4.33 A 85-89 4.0 A- 80-84 3.67 B+ 77-79 3.33 B 73-76 3.0 B- 70-72 2.67 C+ 67-69 2.33 C 63-66 2.0 C- 60-62 1.67 D 50-59 1.0 F 0-49 0.0

Incomplete (INC) INC is a temporary grade that is assigned when the required course work has not been completed by the course end date or to the satisfaction of the instructor. This is used only when a learner’s performance has been satisfactory and successful completion of the remaining assignments or final examination would enable the learner to pass. A maximum grade achievable on completion of the requirements is a “D” for undergraduate courses. Learners will be assessed a fee (http://www.royalroads.ca/finances/tuition-fees) to cover additional grading costs. If the outstanding course work is not completed satisfactorily within 20 working days of the course end date, a learner will automatically receive a grade of F. See General Academic Regulations in the current version of the RRU Calendar. The Grade Appeal Process can also be viewed on line.

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http://www.royalroads.ca/about-rru/governance/academic-regulations/�

http://www.royalroads.ca/about-rru/governance/academic-regulations/academic-reg-section-5-grade-appeals.htm�

RRU Academic Misconduct Including Plagiarism

Learners are to ensure the policy is read, adhered to, and any questions about the interpretation of this policy should be directed to the course professor or Director of the School of Tourism and Hospitality Management.

FTHM Course Approval History (for internal use only) DQAB Program Approval: 28 May 2006 Director’s Office Course Approval: November 3, 2009 Dean’s Office Course Approval: Curriculum Committee Course Approval: Academic Council Course Approval:

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http://www.royalroads.ca/registrar/academic-calendar/code-conduct/academic-misconduct.htm�


1. Type of Submission (please check one only): ___ New Program ___ Revised Program XXX New Course ___ Revised Course with Credit Change ___ Curriculum or Credit Change


SOSC 717 Directed Study

3. Name, Program, and Faculty of Proposal Submitter matthew heinz, Office of Interdisciplinary Studies, Faculty of Social and Applied Sciences

4. Have you consulted with the following RRU Services? ___ CTET [yes; course shells available now; timelines confirmed] ___ Library & Marketing [yes; included in new brochures] ___ Registrar [yes; course numbers confirmed by Registrar] ___ Learner Accounts [yes]


New course as per approved program proposal.

6. Approval Authorization Approved for recommendation to Academic Council pending review of suggested modifications by Curriculum Committee Chair November 10, 2009. Resubmitted to Curriculum Committee Chair November 23, 2009.

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SOSC 717 Directed Study

Faculty Faculty of Social and Applied Sciences

Program Doctor of Social Sciences

Course Title Directed Study

Course Number SOSC 717

Credits 3 credit hours (Each course credit represents 33 hours of student effort.)

Calendar Description Permits an extensive exploration of current knowledge and practice in the student’s selected area of study and research. Co-designed by the student and the primary dissertation supervisor to advance knowledge of specific applied social inquiry area. The topic areas of study include substantive research issues and/or methods development.

Instructor(s) The student’s primary dissertation supervisor.

Course Contacts Matthew Heinz, FSAS Associate Dean, 250-391-2662 [email protected]

Course Start:

August 30, 2010

Course End:

Jan. 28, 2011

Voluntary Withdrawal Date:

Nov. 16, 2010 [calculated by Registrar’s Office]

Delivery Method Online

Pre-requisites Successful completion of SOSC 700, SOSC 710, and SOSC 720.

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Resources

Required Texts, Readings, and Resources To be determined as a result of consultation between the student and the student’s primary dissertation supervisor.

Course Overview As a result of the Directed Study, the student acquires and demonstrates substantive knowledge related to her/his selected areas of dissertation study and research. The Directed Study is essential preparation for the student’s comprehensive exams, which need to reflect the student’s advanced and complex understanding and analysis of theoretical, methodological or substantive issues related to the dissertation. The student generates, in consultation with the primary dissertation supervisor, a list of reading material which needs to include a minimum of 3 and a maximum of 5 complete books and a minimum of 15 and a maximum of 25 journal articles from academic, peer-reviewed journals. The reading list must be approved by the primary dissertation supervisor before the student may proceed with the study. Learning occurs primarily through the student’s independent literature search, reading, and analysis. However, regular discussions with the instructor, online and/or by phone or in person, are also part of the learning process. Instruction and assessment for the course is provided by the primary dissertation supervisor. Assessments and Assignments Reading List Development Discussion of reading material with the primary dissertation supervisor and the development of a relevant and current reading list. The student and the primary dissertation supervisor assemble a reading list of essential resources (see course overview) for the student’s research program. The list should contain both contemporary and classic readings with a focus on journal resources and monographs.

Preliminary Report A review that analyses and critiques all of the readings encountered in this directed study. A synthesis of this material is the foundation for the final paper. In general, the literature should describe the resources that comprise the review and synthesize those resources in a concise, research-focused narrative. The goal is to create a document that would inform the student’s eventual doctoral proposal. The suggested length is 8 pages (2000 words). Final Paper A theoretical or methodological paper that presents the framework upon which the student bases subsequent empirical research. This paper incorporates and builds upon the preliminary report. This paper may be similar to a dissertation literature review chapter or a methodology discussion. The epistemological synthesis of research and theory must be evident in this assignment. The suggested length is 20 pages plus references/appendices (5,000 words). The primary dissertation supervisor provides feedback to the student throughout the course; final assessment is pass/fail for the course. Each of the three assignments needs to be passed to pass the course. Due dates are individually established between the primary dissertation supervisor and the student.

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Assignment

1

Knowledge

2

Research and Analysis

3

Praxis

4

Communication

Reading List Development 1.1 2.1 3.1 4.1

Preliminary Report 1.1,1.2 2.1 3.1 4.1

Final Paper

1.1,1.2

2.1 3.1,3.2 4.1

Course Learning Objectives The preceding course assessment matrix provides the potential program outcomes associated with each assignment. In addition to seeking to achieve these program learning outcomes through the Directed Study, the student and the primary dissertation supervisor will agree upon two or three course-specific learning objectives that more directly guide the learning process. The establishment of the course objectives is the result of an agreement between the primary dissertation supervisor and the student based on the need for advanced study in the areas of theory, research methods, or epistemology. For illustration purposes only, the following might be learning objectives a student and a primary dissertation supervisor establish for a Directed Study:

(1) To gain advanced knowledge in the area of statistical analysis. (2) To gain familiarity with Forecasting and Time-Series Analysis, in particular, stationary time

series, properties of autoregressive moving average models and estimation of their parameters, spectral analysis, forecasting.

(3) To discuss application of these statistical analyses to problems in economics. The assessments of the assignments and the final assessment for the course are based upon the primary dissertation supervisor’s evaluation of how well the student has incorporated the concentrated and advanced study into her/his research program and upon demonstrated attainment of the learning outcomes and specified learning objectives. Assignments are assessed on a pass/fail basis.

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Assessment Criteria for Program Outcomes (Competency Domains for the Doctor of Social Sciences Program) and Learning Outcomes

1. Knowledge


1.1 Recognizes the interdisciplinary and transciplinary nature of the social sciences.

1. Characterize the underlying epistemologies of discipline specific, interdisciplinary and transdisciplinary theories.

2. Engages in interdisciplinary and/or transdisciplinary inquiry and discourse.

3. Integrates theory, practice and research in a variety of social contexts.

1.2 Uses a global perspective to analyze and solve problems.

1. Discusses the practical implications of global trends, issues and challenges within the selected issue of scholarship.

2. Recognizes the significance of culture and of difference in multiple cultural settings.

3. Anticipates the implications of change within complex integrated systems.

2. Research and Analysis


2.1 Recognizes that research is contextualized, applied, interdisciplinary and transdisciplinary.

1. Identifies the scope or a problem or issue, and if the problem is interdisciplinary or transdisciplinary.

2. Defines the research question/problem.

3. Identifies terms and concepts important to research and scientific inquiry.

4. Determines resources required to study the problem.

5. Specifies both limitations and delimitations to the research.

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3. Praxis


3.1 Applies critical thinking to the integration of knowledge, theory and practice, and to the creation of new theories and approaches.

1. Searches for, identifies and challenges implicit assumptions in own, peer or professional opinion.

2. Explicitly and critically evaluates relevant assigned or available information, evidence and argument for reliability and authority.

3. Presents perspectives in a way that is sympathetic to the intentions of the source.

4. Collects data and information in a manner that provides a comprehensive picture of potential perspectives.

5. Accurately recognizes and acts upon written and implied objectives.

6. Assesses the implications of action or inaction.

7. Recognizes and assesses the end use and end user of information, and the impacts that audience has on the analytical and decision-making process.

3.2 Recognizes and applies ethical values and considerations.

1. Evaluates the ethical implications of problems, proposed solutions, strategies and actions.

2. Explains major concepts and ideas in the historical and philosophical development of ethical theory.

3. Applies these concepts and ideas consistently.

4. Considers both sides of the story when considering an ethical dilemma and effectively negotiates a solution.

5. Assesses the implications of diverse local, provincial, national and international values for ethical standards and practices.

6. Recommends approaches to ethical problems which appropriately reflect diversity of culture and values.

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4. Communication


4.1 Produces effective written material in a manner commensurate with doctoral studies and APA format.

1. Material is organized coherently, concisely and completely.

2. Text is legible, accurate (spelling is correct) and conforms to the style, grammatical and formatting conventions that match the purpose of the writing (APA standards for formal writing).

3. Where material is copied from published and unpublished sources, this is noted and attribution provided in accordance with APA citation specifications, including copyright approval where appropriate.

5. Professional Leadership


5.1 Reflects on personal leadership style and practice in a scholarly context.

1. Identifies values, principles, goals and intentions, assumptions and beliefs, strengths and limitations.

2. Examines and, when appropriate, revises personal assumptions, beliefs and mental models to eliminate bias.

3. Manages and directs own learning through an awareness of own learning styles, preferences and needs.

5.2 Facilitates effective teamwork where applicable.

4. Constructively resolves conflicts between and among individuals and groups.

5. Identifies and adopts methods and activities that are consistent with available resources, the context and values of the group, and broader ethical considerations.

6. Confirms accuracy of own understanding and team understanding of collective goals, responsibilities and working arrangements

7. Shares resources appropriately and willingly.

8. Evaluates and plans group processes to achieve goals.

5.3 Fosters productive engagement in teams and organizations

9. Participates in the class activities, and encourages a supportive group ethos where appropriate.

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10. Provides formative and summative feedback to colleagues, instructors and the program in a constructive manner.

11. Meets deadlines and manages time in relation to course loads and team assignments.

12. Acknowledges supportive work effort and accomplishment in others.

13. Displays effective facilitation and mentoring skills.

14. Models values and practices that encourage trust, knowledge sharing, and mutual success.

Academic Policies Students are responsible for ensuring they are familiar with Royal Roads' academic regulations and,

specifically, those related to course withdrawals, academic probation, and formal grade appeals.

See: RRU Academic Regulations

Include the following link to the Academic Misconduct policy and guidelines: http://www.royalroads.ca/admissions/code-conduct/academic-misconduct.htm Include the link to the DSocSci Program page

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http://www.royalroads.ca/about-rru/governance/academic-regulations/default.htm�


Curriculum Committee Proposal Cover Sheet

1. Type of Submission (please check one only): ___ New Program ___ Revised Program New Course ___ Revised Course with Credit Change _X__ Curriculum or Credit Change


IHMN 505 Human Resource Issues and Practices

3. Name, Program, and Faculty of Proposal Submitter Brian White, Director, School of Tourism and Hospitality Management

4. Have you consulted with the following RRU Services? ___ CTET [yes; timelines confirmed] ___ Library & Marketing [yes; new courses to be included in new brochures] ___ Registrar [yes; course numbers confirmed by Registrar] ___ Learner Accounts [N/A]


As per approved revised proposal (CC, AC,) for MA Tourism Management and for the Graduate Certificate in Hotel and Resort Management.

6. Approval Authorization

Approved by Geoffrey Bird, Program Lead, MATMN, and Dr Brian White, Director, School of Tourism and Hospitality, November 19 2009

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MA in Tourism Management and

Graduate Certificate in International Hotel and Resort Management IHMN 505 – International Hotel and Resort Management

School of Tourism and Hospitality Management

Course Instructor: Ted Wykes Email: [email protected] Phone: (250) 391-2600 ext 4868

Office: Nixon 238

Academic Program Contact: Dr. Brian White Email: [email protected]

Phone: (250) 391-2600 extension 4769 Office: Nixon 241

Calendar Description: IHMN 505 – International Hotel and Resort Management

Examines community, corporate and social responsibility as it pertains to hotel and resort management. The impact of accommodation on destinations, their competitive position, and the manager’s responsibility for sustainable business development will be examined domestically and internationally.

Credits IHMN 505 International Hotel and Resort Management is a three-credit course offered in the International Hotel and Resort Management module in the MA in Tourism Management degree. Each credit reflects 33 hours of learner effort.

Blended Delivery and Course Dates

IHMN 505 International Hotel and Resort Management is a blended course, with approximately 85% of the learning activities completed in an on-campus residency, and the remainder via online learning before and after the residency. The course runs from 12 April 2010 to 16 May 2010. The residency component is delivered, in Victoria B.C. on campus, from 12 April 2010 to 21 April 2010 (5 weeks total).

Pre-requisites and Co-requisites

There are no pre- or co-requisites to IHMN 505 International Hotel and Resort Management.

Final Date for Voluntary Withdrawal

The final date for Voluntary Withdrawal from this course is April 29, 2010. Note the VW date must be before the 50% point of the course.

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Instructor Biography

Ted Wykes, MA is a core faculty member in the School of Tourism and Hospitality Management at Royal Roads University. Ted’s previous teaching career includes 15 years with the School of Tourism at Thompson Rivers University in Kamloops and 6 years in the Tourism Management Program at Fleming College in Peterborough Ontario. His industry experience includes a variety of positions in various CP Hotels across Canada, working in the Marketing department for the Ministry of Tourism in Alberta and representing the City of Calgary as the Convention Sales Manager. In addition he has consulted on a variety of projects for a diverse range of clients including the Jamaican Tourist Board, The Canadian Tourism Human Resource Council, Human Resources Development Canada and Meeting Professionals International. His formal education includes a Diploma in Tourism Management, an Instructors Diploma and a Masters Degree in International Tourism Management from Southern Cross University in Australia. Much of Ted’s research work has focused on the development of occupational standards for various positions in the special event management and convention management fields.

Course Overview

By the end of this course, the learner will have investigated and explored the role of a hotel or resort within the community. Focusing on international expansion and operations, learners will examine the decision making needed when undertaking new property development as well strategies to be effective and profitable when operating in the global marketplace. Other themes will include corporate social responsibility as part of international operations, strategies for expatriate management success and attracting and providing a high quality visitor experience the international marketplace. Upon completion of this course and certificate, learners will be better prepared to make strategic decisions that are fiscally and socially responsible to their stakeholders.

Resources

Clarke, A. & Chen, W. (2007) International Hospitality Management, Concepts and Cases, Oxford, England, Butterworth-Heinemann.

Required Textbook(s)

Avril, A.B., Magnini, V.P. (2007). A holistic approach to expatriate success, International Journal of Contemporary Hospitality Management. 19(1).

Required Readings and Resources: All readings available online through RRU Library unless otherwise noted.

Cetron, M. (2007), Insights into the Future. HSMAI Marketing Review

Dev, C. S. Brown, J. R., Zhou, K. Z. (2007). Global Brand Expansion: How to Select a Market Entry Strategy. Cornell Hotel and Restaurant Administration Quarterly. 48(1).

Dev, C. S. Erramilli, M. K., Agarwal, S. (2002). Brands across Borders: Determining Factors in Choosing Franchising or Management Contracts for Entering International Markets. Cornell Hotel and Restaurant Administration Quarterly, 43(6).

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Grainger, S. (2008). Roaring Dragon Hotel, Richard Ivey School of Business, University of Western Ontario (Provided by Instructor).

Groschl, S., Doherty, L. (2005). The complexity of culture: Using the appraisal process to compare French and British managers in a UK-based international hotel organization, International Journal of Hospitality Management, 25.

Hallowell, R, Bowen, D., Knoop, C.I. (2002). Four Seasons goes to Paris, The Academy of Management Executive,16(4).

Henderson, J.C. (2006). Corporate Social Responsibility and tourism: Hotel Companies in Phuket, Thailand, after the Indian Ocean tsunami. International Journal of Hospitality Management, 26.

Knable, C.R.J. (2002) September 11, 2001 Recovering Hospitality at Ground Zero .Cornell Hotel and Restaurant Administration Quarterly 43(11).

Kriegl, U. (2000). International Hospitality Management: Identifying Important Skills and Effective Training, Cornell Hotel and Restaurant Administration Quarterly,41(2).

Palmeri, C., Balfour F. (2009). Behind Starwood’s Hotel Expansion in China, Business Week.

Papiryan, G. (2008). Note on the Global Hotel Industry, Richard Ivey School of Business, University of Western Ontario (Provided by instructor).

Shay, J, Tracey, J. B. (1997). Expatriate Managers; Reasons for Failure and Implications for Training, Cornell Hotel and Restaurant Administration Quarterly,38(1).

Strauss, K. (2007). All Eyes on Asia, Hotels, The Magazine of the Worldwide Hotel Industry.

Whitla, P., Walters, P.G.P. and Davies, H. (2007). Global Strategies in the International Hotel Industry. International Journal of Hospitality Management, 26.

Helpful Websites:

Canadian Tourism Commission - http://www.corporate.canada.travel/en/ca/research_statistics/marketKnowledge/index.html

Unit Description and Schedule

Unit Dates Learning Focus/Purpose/Topics Learning Outcome Weight %

Ongoing Participation 1.1,,2.1,2.2,,3.3,4.1,

4.2

10%

1

Residency: International Hospitality Management (Chapters 1 & 2) • Interpreting the concept of International Hospitality Management • Globalization and International Hospitality Management • Cultures and the challenges of International Hospitality Management • Behind Starwood’s Hotel Expansion in China (Reading) • Insights into the Future (Reading)

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http://www.corporate.canada.travel/en/ca/research_statistics/marketKnowledge/index.html�

Unit Dates Learning Focus/Purpose/Topics Learning Outcome Weight %

2

Residency: International Marketing (Chapters 4, 5 & 6) • Exploring the International Environment • International Marketing Strategies and Issues • Entering the International Marketplace • Brands Across Borders (Reading) • Global Brand Expansion (Reading)

April 16, 2010 Assignment #1 (Individual) Note on the Global Hospitality Industry

1.1,1.3,2.3,3.1,3.2,3.3 20%

3

Residency: Strategic Planning for the International Marketplace(Chapter 7) • Political Aspects of the International Hospitality Industry • Financing International Hotel Development • Going Global • Global Strategies in the International Hotel Industry (Reading) • Global Brand Expansion: How to Select a Market Entry Strategy (Reading) • Brands across Borders: Determining Factors in Choosing Franchising or

Management Contracts for Entering International Markets. (Reading) 4 Residency: International Human Resources Management (Chapter 8)

• Understanding Cultural Diversity • International Human Resources Management • Roaring Dragon Hotel (Reading)

April 20, 2010 Assignment #2 (Team) Roaring Dragon Hotel Case Study

1.1,1.3,2.1,2.2,2.3,3.1,

3.2,3.3 20%

5

Residency: Selection and Preparation of International Hotel Executives • Expatriate manager selection • Local versus Expatriate Hiring • From culture shock to acculturation to repatriation • Expatriate Managers; Reasons for Failure and Implications for Training (Reading) • International Hospitality Management: Identifying Important Skills and Effective

Training (Reading) • The complexity of culture: Using the appraisal process to compare French and British

managers in a UK-based international hotel organization (Reading) • A holistic approach to expatriate success(Reading)

6 Post - Residency: Corporate Social Responsibility (Chapter 10) • Corporate Social Responsibility and tourism: Hotel Companies in Phuket, Thailand,

after the Indian Ocean tsunami (Reading) • September 11, 2001 Recovering Hospitality at Ground Zero (Reading)

May 10, 2010 Assignment #3 (Team) Entering the mid-range hotel market

1.1,1.3,2.2,3.1,3.2,3.3,

4.2 20%

May 13, 2010 Assignment #4 (Individual) Corporate Social Responsibility Investigation & Analysis 1.1,1.3,2.3,3.3,4.2 30%

Overall Learning Outcomes for the Graduate Certificate in International Hotel and Resort Management and the Nine-Credit Learning Module of the MA in Tourism Management1

1 The learning outcomes are for the entire program, only select ones are evaluated in individual courses. These learning outcomes can only be amended if approved by Academic Council.

1. Knowledge and Critical Thinking

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1.1 Applies interdisciplinary information and research to the study of tourism and hospitality by acquiring and critically evaluating their contribution to issues, opportunities, and challenges.

1.2 Effectively uses research methodologies, data sources, and tools to investigate, evaluate, and analyze findings that inform decision-making, written products and using and producing research.

1.3 Examines the role of innovation, entrepreneurship, and stakeholder relations in the building of a successful business.

1.4 Demonstrates integrity and ethical behaviour when collaborating, synthesizing findings, problem solving, conducting research and reporting findings or recommendations.

2. Global Awareness 2.1 Evaluates the impact of global issues on tourism and hospitality operators, organizations, and

destinations. 2.2 Differentiates how local, regional, national and international events influence competitive change in

evolving markets. 2.3 Investigates and analyzes how the tourism industry is influenced by governments and world affairs,

and understands the role of tourism and hospitality professionals as global citizens in communities. 3. Effective Communications 3.1 Effectively gathers, analyzes, synthesizes, prepares and presents written materials, accurately utilizing

the APA reference method. 3.2 Incorporates conflict resolution, negotiation, change management, and networking skills in

contributing to achieving team and individual outcomes. 3.3 Applies effective speaking, writing, listening and feedback skills in online and face-to-face activities. 4. Leadership and Collaboration 4.1 Demonstrates leadership, collaboration and mutual support in decision-making processes to achieve

individual and team results. 4.2 Networks effectively and respectfully with an array of individuals from diverse professional and

personal backgrounds to facilitate and support effective decision making. 4.3 Identify and make effective use of appropriate research, tools, assessment and reporting methods for

the investigation and analysis of management issues, problems or projects. 4.4 Identify and demonstrate appropriate values and ethics when formulating solutions and

recommendations. Assessment Criteria for Learning Outcomes in IHMN 505 Course Title

1. Knowledge and Critical Thinking Learning Outcome Criteria

1.1Applies interdisciplinary Through the assigned case studies, learners will be encouraged to

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information and research to the study of tourism and hospitality by acquiring and critically evaluating their contribution to issues, opportunities, and challenges. 1.3Examines the role of innovation, entrepreneurship, and stakeholder relations in the building of a successful business.

apply all accumulated knowledge to examine the issues presented and to recommend solutions. The CSR analysis assignment will provide learners with an opportunity to compile and synthesize information from a variety of stakeholders.

2. Global Awareness


2.1 Evaluates the impact of global issues on tourism and hospitality operators, organizations, and destinations. 2.1Differentiates how local, regional, national and international events influence competitive change in evolving markets. 2.3 Investigates and analyzes how the tourism industry is influenced by governments and world affairs, and understands the role of tourism and hospitality professionals as global citizens in communities

All completed assignments will demonstrate an understanding of and sensitivity towards globalization and multi-culturalism

3. Effective Communications


3.1Effectively gathers, analyzes, synthesizes, prepares and presents written materials, accurately utilizing the APA reference method. 3.2Incorporates conflict resolution, negotiation, change management, and networking skills in contributing to achieving team and individual

Written assignments will adhere to APA guidelines. Oral presentations will be evaluated for both subject content and a level of professionalism that one might expect in the realm of client – consultant relationships.

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outcomes. 3.3Applies effective speaking, writing, listening and feedback skills in online and face-to-face activities.

4. Leadership and Collaboration


4.1Demonstrates leadership, collaboration and mutual support in decision-making processes to achieve individual and team results. 4.2Networks effectively and respectfully with an array of individuals from diverse professional and personal backgrounds to facilitate and support effective decision making. 4.3Identify and make effective use of appropriate research, tools, assessment and reporting methods for the investigation and analysis of management issues, problems or projects

4.4Identify and demonstrate appropriate values and ethics when formulating solutions and recommendations

Participation grades will be assigned based on the learner’s ability to demonstrate appropriate leadership and collaboration skills.

Demonstrate during the presentation the capacity to make appropriate choices between a range of research models, processes, and approaches

Demonstrates during the presentation the ability to collect, interpret, and synthesize information from both primary and secondary sources


Evaluation and Assessment Grid

Due Date

Learning Outcomes

1 Knowledge &

Critical Thinking

2 Global

Awareness

3 Effective

Communications

4 Leadership & Collaboration

Total Value

Assignment #1 (Individual) April 16 1.1,1.3 2.3 3.1,3.2, 3.3 20%

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Note on the Global Hotel Industry

2010

Assignment #2 (Team) Roaring Dragon Hotel

April 20

2010 1.1,1.3

2.1,2.2,2.3

3.1, 3.2, 3.3. ,

4.3, 4.4

20%

Assignment #3 (Team) Entering the mid-range hotel market

May 10, 2010 1.1,1.3

2.2

3.1, 3.2, 3.3

4.2

20%

Assignment #4 (Individual) Corporate Social Responsibility Investigation & Analysis

May 13, 2010

1.1,1.3 2.3 3.3 4.2 30%

Course Participation Ongoing 1.1

2.1, 2.2 3.3 4.1, 4.2 10%

Total 100%

Assignment and Evaluation Descriptions There are four assignments in the course representing 90% of the course grade, plus 10% for participation. There are no written exams in this course. Participation Individual assessment: Value 10% of the course grade

The participation grade is based on regular attendance online for team and class wide discussions. The learner is expected to come fully prepared to discussions having read and reflected on all assigned readings. Learners can demonstrate their preparation by integrating appropriate vocabulary and course concepts into their postings and discussions. Reference to relevant external material along with the citing of ‘real life’ examples adds value to all discussions. Assignment #I: Note on the Global Hotel Industry Individual assignment: Value 20% of the course grade. Due: April 16, 2010 Learners will be asked to prepare a written report based on the questions posed in this case study. The report should exhibit a degree of professionalism that one might expect if hiring you as consultants to help solve the challenges presented in the case. The report should be 10 -13 pages in length. Assignment #2: Roaring Dragon Hotel Team assignment: Value 20% of the course grade. Due: April 20, 2010

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Teams will be asked to prepare a written and oral presentation based on the questions posed in this case study. These presentations should last 30 – 40 minutes and exhibit a degree of professionalism that one might expect if hiring your team as a consulting firm to help solve the challenges presented in the case. The oral presentation should “hit the highlights” of the written document which is to be submitted after the oral presentations have been discussed as a collective group. Assignment #3: Entering the Mid-range Hotel Market Team assignment: Value 20% of the course grade. Due: May 10, 2010 This case study analysis and report is a major deliverable, and is intended to integrate all three courses that make up this certificate. Centered on a fictional group of hotel investors, your consulting team has been awarded a contract to develop a proposal based on the following information. Recent reports have indicated that some industry officials are concerned about the lack of mid range accommodation in Dubai. Construction emphasis has been almost exclusively on luxury properties and it is felt that a product that appeals to middle class travelers needs to be developed quickly. The investors are aware of this potential opportunity and have asked you to prepare a feasibility study that includes the following elements:

1. 3 possible mid-range brand hotels that might “fit the bill” in Dubai. This section should include a comparative analysis of franchise agreements and costs with a final recommendation to the consulting firm as to which brand should be chosen and why.

2. 3 possible hotel development companies that will undertake the engineering and construction of the property as well as a recommendation as to which hotel development company should be chosen and why, keeping in mind the investors commitment to triple bottom line issues.

3. An evaluation of the current labour situation in Dubai with recommendations as to where management and front line staff will be recruited from and how they will be compensated.

4. An intelligence report that outlines the current business climate in Dubai as well as issues around cultural sensitivities that need to be respected during the start up of this operation.

5. Realistic timelines from the time the flag or brand is chosen until the ribbon is cut for opening day.

A written 10- 15 page report, not including appendices is the guideline for this paper. This assignment must adhere to APA standards. Assignment #4: Corporate Social Responsibility Investigation & Analysis May 13, 2010 Individual Assignment: Value 30% of the course grade SAMPLE: Companies are increasingly faced with the challenge of managing a diverse workforce. This diversity derives from many factors such as demographic changes within national boundaries, changes in birthrates and increased mobility of labor. A number of (minority) groups have a disadvantaged position in Canada’s labor market and workforce. You will explore one of these disadvantaged groups in greater detail and discuss its historical and current employment situation, future trends and employment challenges and barriers within Canada’s hotel industry. A written 10- 15 page report, not including appendices is the guideline for this paper. This assignment must adhere to APA standards.

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Written Assignment Requirements All written submissions must adhere to the American Psychological Association (APA) citation style.

Significant learner resource are available through the RRU Writing Centre at http://learner.royalroads.ca/moodle/course/view.php?id=1421

Some of these assignments require a report. In this course, the term “report” refers to an academic

paper rather than a business-like report. The use of appropriate academic theory and research is essential for the discussions, as is the evaluation and analysis of multiple data sources thus demonstrating evidence of reading. Accurate bibliography is required.

What is the policy on late assignments within the School of Tourism and Hospitality Management?

Assignments submitted after the due date will be subjected to an immediate 10% grade penalty (10% of the total possible marks awarded for the assignment). Further penalties will accrue at a rate of 5% per day, including public holidays and weekends. RRU Grading Policies

Consistent with RRU grading policy, the following grading schedule applies to all graduate level courses in the University. Additional details are located at:

http://myrru.royalroads.ca/learners/learner-services/policies-and-procedures

Letter Grade Percentage

Grade Point

Competency Level

A+ 90-100 4.33 MASTERY: Learner demonstrates complete competency in skills and knowledge in this area. Can synthesize the knowledge and understands its value and limitations. Can integrate core competencies into professional activities. A 85-89 4.0

A- 80-84 3.67

B+ 77-79 3.33 COMPETENT: Learner demonstrates a broad level of competency in this area. Can often recognize situations where the knowledge may apply and understands how core concepts might be integrated into professional activities. B 73-76 3.0

B- 70-72 2.67

F 0-69 0.0 UNSATISFACTORY: Learner lacks skills and knowledge in this area and has difficulty in discussing the underlying knowledge with others.

Incomplete (INC) INC is a temporary grade that is assigned when the required course work has not been completed by the course end date or to the satisfaction of the instructor. This is used only when a learner’s performance has been satisfactory and successful completion of the remaining assignments or final examination would enable the learner to pass. A maximum grade achievable on completion of the requirements is a “B-” for graduate courses. Learners will be assessed a fee (http://www.royalroads.ca/finances/tuition-fees) to cover additional grading costs. If the outstanding course work is not completed satisfactorily within 30 days of the course end date, a learner will automatically receive a grade of F.

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http://learner.royalroads.ca/moodle/course/view.php?id=1421�

http://myrru.royalroads.ca/learners/learner-services/policies-and-procedures�

See General Academic Regulations in the current version of the RRU Calendar:

http://myrru.royalroads.ca/learners/learner-services/policies-and-procedures The grade appeal process can also be viewed on line at:

http://myrru.royalroads.ca/learners/learner-services/policies-and-procedures

RRU Academic Misconduct Including Plagiarism

Learners are to ensure the policy is read, adhered to, and any questions about the interpretation of this policy should be directed to the course professor or Director of the School of Tourism and Hospitality Management: http://myrru.royalroads.ca/learners/learner-services/policies-and-procedures

FTHM Course Approval History (for internal use only) Program Approval by the RRU Board of Governors: 01 Nov 2007 Director’s Office Course Approval: November 26 2009 Dean’s Office Course Approval: Curriculum Committee Course Approval: Academic Council Course Approval:

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1. Type of Submission (please check one only):

___ New Program ___ Revised Program ___ New Course ___ Revised Course with Credit Change XXX Curriculum or Credit Change


ENSC 303 Statistics [BSc in Environmental Science and BSc in Environmental Management]

3. Name, Program, and Faculty of Proposal Submitter

Mickie Noble, BSc Program Chair, School of Environment and Sustainability, Faculty of Social and Applied Sciences

4. Have you consulted with the following RRU Services? ___ CTET [N/A] ___ Library & Marketing [N/A] XXX Registrar [yes] XXX Student Accounts [yes]]


This course was originally designed as a 4.5 credit course and included a basic introduction to statistics and probability. This was deemed necessary because many of the programs from which students transferred did not require basic statistics. In recent years, we’ve noted that students transferring into the BSc do come prepared with a basic understanding of statistics. This led to a thorough review of the 17 programs which have transfer agreements with the School of Environment and Sustainability’s Bachelor of Science program. All of these programs now require an introductory statistics course that includes the same basic overview we’ve included in ENSC 303. We’ve therefore eliminated the basic, introductory content of the course and adjusted the student and faculty workload along with the course length (from 15 to 10 weeks). This also allows us to offer the course as a 3-credit course, which is part of the program’s overall shift toward standardized 3-credit courses. The changes to ENSC303 are highlighted; all other course components remain unchanged. The change would go into effect for the 2010 intake with the first delivery in January 2011.

6. Approval Authorization Approved by Curriculum Committee 8 December 2009

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Credit Change ENSC 303

Faculty: Social and Applied Sciences School: School of Environment and Sustainability Program: Bachelor of Science (BSc) in Environmental Science/Environmental

Management Course Title: Statistics Course Number: ENSC 303 Current Credits: 4.5 (Each credit hour reflects 33 hours of student effort) Proposed Credits: 3 (Each credit hour reflects 33 hours of student effort) Calendar Description: ENSC 303 Statistics (3 credits) Focuses on how data can be transformed into reliable information. Statistical tests are employed using first principles, real examples, and the technology commonly employed by environmental scientists and managers. Students are introduced to statistical concepts and techniques through relevant examples and expected to demonstrate their understanding of statistics through the appropriate application of technology to real data. Instructor: Moshi Charnell [email protected]

Course Contacts: Heather Wanke, BSc Program Associate [email protected] Course Start: January 3, 2011 Course End: March 18, 2011 VW Date: February 15, 2011 Delivery Method: Face to Face

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Co-requisites: none Pre-requisites: none Course Overview:

Statistics ENSC303 is an undergraduate intermediate-level course in applied statistics and data analysis. It emphasizes algebra-based statistical methods for designing, planning and analyzing ecological-environmental projects. Techniques include Confidence Intervals, Power, T-tests, Chi-squared Tests, ANOVA Models, Regression Models, Correlation Analysis, Experimental/Survey Design and Nonparametric alternatives. The student can expect to apply the skills acquired through this course, and to be assessed against the relevant learning outcomes, throughout the program. This course provides the tools necessary for the student to: 1) design research experiments and to, 2) fit data to the appropriate statistical models. Resources:

Required Text:

Milton J. S. (1999). Statistical methods in the biological and health sciences (3rd ed.).

McGraw-Hill.

Note: A scientific calculator is required. Material Removed from Course Content:

• Populations and Samples, Measure of Central Tendency, Measures of Dispersion and Variability (Assignment 1)

• Probabilities, the Normal Distribution (Test 1, Minitab assignment 1 & 2) • One-sample hypotheses, two sample hypotheses (Assignment 2 and test 2)

While the topics will be briefly reviewed in the first four lectures, the removal of the in-depth discussion of these topics and the two assignments and tests that accompanied them represents the removal of 1/3 of the course material – thus the requested reduction in credits from 4.5 to 3.

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Unit Overview Lectures are each one hour long and include laboratories.

Lecture 1 (Review of Probability and Confidence Intervals)

Lecture 2 (Review of Confidence Intervals for One or Two Means or Proportions)

Lecture 3 (Review of Hypothesis Testing)

Lecture 4 (Review of Hypothesis Testing for One or Two Means or Proportions)

Lecture 5 (Introduction to Minitab)

Test 1 & Assignment 1 Due

Lecture 6 (One-Way ANOVA)

Lecture 7 (ANOVA Post-hoc Pairwise Comparisons)

Lecture 8 (Interpreting Interaction)

Lecture 9 (ANOVA with Blocking)

Lecture 10 (Two-Way ANOVA with Interaction)


Lecture 11 (Correlation Analysis)

Lecture 12 (Simple Linear Regression Analysis)

Lecture 13 (Confidence Intervals for Regression Coefficients, Predictive Estimates)

Lecture 14 (Regression Diagnostics)

Lecture 15 (Multiple and Non-Linear Regression)


Lecture 16 (Introduction to Non-Parametric Methods)

Lecture 17 (Contingency Table Analysis)

Lecture 18 (Hypothesis Testing for a Multinomial Distribution)

Lecture 19 (Hypothesis Testing for a Single Median)

Lecture 20 (Hypothesis Testing for Two or More Medians)


Lecture 21 (Experimental/Survey Design)

Lecture 22 (Introduction to Power Analysis)

Lecture 23 (Power Analysis for One or Two Means or Proportions)

Lecture 24 (Power Analysis for ANOVA Models)

Lecture 25 (Power Analysis for Regression Models)


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Assignments There will be a total of 5 assignments worth a total of 50% of the term grade. Each assignment will be based on a management scenario and will use Mini-tab for the presentation and calculation of statistics. Each assignment will be a maximum of 5 written pages, with an additional 4-page appendix to present the raw output from MiniTab or the hand calculations to support your analysis. Each assignment is to be submitted into the specified drop box by the end of the day that the assignment is due.

Tests There will be a total of 5 tests worth a total of 50% of the term grade. Each test is a timed test at 45 minutes. Each test will cover the previous five lectures worth of material and the tests will be based on the in-class lectures, assignments and suggested homework.

Learning Outcomes

Competency Learning Outcome Assessment Criteria

2. Description and use of the language, concepts, models and techniques of science and management.

2.1 Understand select and use appropriate statistical techniques

Summarize a data set for improved understanding and presentation. Create hypotheses that can be evaluated with the appropriate statistical techniques.

4. Critical thinking and problem solving.

4.2 Creatively analyze and interpret issue scenarios and recommend solutions

Identify the appropriate statistical techniques to analyze and interpret an ecological-environmental data set. Identify possible actions based on the outcome of the statistical analysis and quantify the risk.

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Assessment Matrix

NOTE: Students must pass Learning Outcome 2.1 in order to pass this course. Students are required to pass all other Learning Outcomes over the course of the program in order to qualify for graduation. Failing any Learning Outcome will require a meeting with the Chair.

Assignment DB 2.1 4.2 Total Assignment 1 I 7 3 10 Test 1 7 3 10 Assignment 2 I 6 4 10 Test 2 6 4 10 Assignment 3 I 6 4 10 Test 3 6 4 10 Assignment 4 I 6 4 10 Test 4 6 4 10 Assignment 5 I 5 5 10 Test 5 5 5 10 60 40 100

Grading Guide

Letter Grade Percentage Grade Point A+ 90-100 4.33 A 85-89 4.0 A- 80-84 3.67 B+ 77-79 3.33 B 73-76 3.0 B- 70-72 2.67 C+ 67-69 2.33 C 63-66 2.0 C- 60-62 1.67 D 50-59 1.0 F 0-49 0.0

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Academic Policies Late Assignments: This is a general policy and may be modified by the individual course instructor. This policy is meant to encourage a professional approach to deliverables. Late assignments will be assessed a penalty of 5% for each 24 hours (or portion thereof) that they are late. Assignments later than one week will be marked at the discretion of the instructor. All assignments must be completed in order to pass a course. Special circumstances will be considered in all cases. Students should be reminded that they are responsible for passing the course and passing all of the Learning Outcomes in their program. Failed assignments may affect the ability to pass a particular Learning Outcome. Failure to hand in an assignment or other required course work, unless a special arrangement has been reached with the instructor, will result in an INC grade (see below).

Academic Policies

Include the following link to the Academic Misconduct policy and guidelines: http://www.royalroads.ca/admissions/code-conduct/academic-misconduct.htm Include the following link to academic regulations governing the grade appeal process: http://www.royalroads.ca/about-rru/governance/academic-regulations/academic-reg-section-5-grade-appeals.htm Include the following link to the academic regulations governing Incompletes: http://myrru.royalroads.ca/students/student-services/section-4-grading

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1. Type of Submission (please check one only): ___ New Program XXX Revised Program ___ New Course ___ Revised Course with Credit Change ___ Curriculum or Credit Change


Program Modification, MA/Msc Environment and Management

• New Course Proposal ENVR 506 Analytical Thinking and Communications • Course Revision of ENVR 662 Systems Methods for Environmental Management

with credit change from 2 to 3 credits (both MA and MSc program) • Credit Change for Master of Arts (ENVR 690) Thesis and Master of Science (ENVR

695) Thesis from 18 to 14 credits (with reduced length and scope expectation)

3. Name, Program, and Faculty of Proposal Submitter Lenore Newman, Graduate Chair, School of Environment and Sustainability, Faculty of Social and Applied Sciences

4. Have you consulted with the following RRU Services? ___ CTET [to occur after approval] ___ Library & Marketing [to occur after approval] ___ Registrar [to occur after approval] ___ Student Accounts [to occur after approval]


Curriculum content of the proposed new course ENVR 506 had been delivered in extra-curricular workshop format; proposal recognizes student and faculty effort and moves instruction into recognized for-credit framework. ENVR 662’s proposed new credit value more accurately reflects student and instructor assessment of the work involved and is in line with the university standardization of 3-credit courses. Credit change for the thesis reflects corresponding change to thesis length. These proposals also create uniform 14-credit hour theses for all SES master’s programs. Overall credit hour count (43) for the programs remains unchanged. FSAS Dean has reviewed and approved budget implications. Students will be notified of the changes in schedule as soon as they are approved by Academic Council. The 2010 intake starts 22 January 2010; changes need to be implemented for that intake.

6. Approval Authorization Approved by matthew heinz (academic review), November 27, 2009 Approved by Jim Bayer, Dean, (financial implications), November 27, 2009

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Course Revision ENVR 690 Thesis

Faculty: Social and Applied Sciences School: School of Environment and Sustainability Program: MA in Environment and Management Course Title: Thesis Course Number: ENVR 690 Current Credits: 18 (Each credit hour reflects 33 hours of student effort) Proposed Credits: 14 (Each credit hour reflects 33 hours of student effort) Current Calendar Description: ENVR 690: Thesis (18 credits.) The thesis is the culminating project of both the MA and MSc streams of the Environment Management program. It must demonstrate rigorous, applied research on a specific topic directly related to the objectives of the program, in a paper approximately 60 pages in length, representing approximately 450 hours of learner effort. MA thesis: an evaluation of the ecological, social, political, economic, or legal implications of particular sustainable development policies, regulations, and practices; and/or a detailed case study of the ecological, social, political, economic, legal, scientific dimensions (or some combination of these) of a specific environmental problem area or crisis. MSc thesis: a scientific study, i.e. one that involves the collection, processing, and analysis of data (or synthesis of existing information) in pursuit of testing a hypothesis, of a particular sustainable development issue or procedure; or a detailed and scientifically-based case study of the environmental issues central to a particular area or resource industry or a particular issue in, for example, toxicology, ecological sustainability, or technology.

*Pre-requisites: ENVR 505, ENVR 530, ENVR 571, ENVR 655

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Proposed Calendar Description: ENVR 690: Thesis (14 credits) Constitutes the culminating project of the MA stream of the Environment and Management program. Demonstrates rigorous, applied research on a specific topic directly related to the objectives of the program, in a paper approximately 60 pages in length, representing approximately 450 hours of learner effort. Consists of an evaluation of the ecological, social, political, economic, or legal implications of particular sustainable development policies, regulations, and practices; and/or a detailed case study of the ecological, social, political, economic, legal, scientific dimensions (or some combination of these) of a specific environmental problem area or crisis.


Instructor: Thesis Supervisor

Course Contacts: Dr. Lenore Newman [email protected] 250.391.2600 Course Start: April 1, 2011 Course End: March 15, 2012 VW Date: to be calculated by Registrar’s Office Delivery Method: Distributed Learning (DL) Co-requisites: none Pre-requisites: ENVR 505, ENVR 530, ENVR 571, ENVR 655

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Course Revision ENVR 695 Thesis

Faculty: Social and Applied Sciences School: School of Environment and Sustainability Program: MSc in Environment and Management Course Title: Thesis Course Number: ENVR 695 Current Credits: 18 (Each credit hour reflects 33 hours of student effort) Proposed Credits: 14 (Each credit hour reflects 33 hours of student effort) Current Calendar Description: ENVR 695: Thesis (14 credits.) The thesis is the culminating project of both the MA and MSc streams of the Environment Management program. It must demonstrate rigorous, applied research on a specific topic directly related to the objectives of the program, in a paper approximately 60 pages in length representing approximately 450 hours of learner effort. MA thesis: an evaluation of the ecological, social, political, economic, or legal implications of particular sustainable development policies, regulations, and practices; and/or a detailed case study of the ecological, social, political, economic, legal, scientific dimensions (or some combination of these) of a specific environmental problem area or crisis. MSc thesis: a scientific study, i.e. one that involves the collection, processing, and analysis of data (or synthesis of existing information) in pursuit of testing a hypothesis, of a particular sustainable development issue or procedure; or a detailed and scientifically-based case study of the environmental issues central to a particular area or resource industry or a particular issue in, for example, toxicology, ecological sustainability, or technology.


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Proposed Calendar Description: ENVR 695: Thesis (14 credits) Constitutes the culminating project of the MSc stream of the Environment and Management program. Demonstrates rigorous, applied research on a specific topic directly related to the objectives of the program, in a paper approximately 60 pages in length representing approximately 450 hours of learner effort. Consists of a scientific study, i.e. one that involves the collection, processing, and analysis of data (or synthesis of existing information) in pursuit of testing a hypothesis, of a particular sustainable development issue or procedure; or a detailed and scientifically-based case study of the environmental issues central to a particular area or resource industry or a particular issue in, for example, toxicology, ecological sustainability, or technology.


Instructor: Thesis Supervisor

Course Contacts: Dr. Lenore Newman [email protected] 250.391.2600 Course Start: April 1, 2011 Course End: March 15, 2012 VW Date: to be calculated by Registrar’s Office Delivery Method: Distributed Learning (DL) Co-requisites: none Pre-requisites: ENVR 505, ENVR 530, ENVR 571, ENVR 655

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Course Revision ENVR 662 Systems Methods for Environmental

Management

Faculty: Social and Applied Sciences School: School of Environment and Sustainability Program: MA/MSc in Environment and Management Course Title: Systems Methods for Environmental Management Course Number: ENVR 662 Current Credits: 2 (Each credit hour reflects 33 hours of student effort) Proposed Credits: 3 (Each credit hour reflects 33 hours of student effort) Current Calendar Description:

ENVR 662: Systems Methods for Environmental Management (2 credits.) Environmental Management is concerned with systems: Ecosystems, Social Systems, Economic Systems and Governance Systems. Consequently some basic understanding of what a system is, how it is distinguished and bounded, and how one can discriminate and influence both its internal operations and external functions, is highly relevant. Furthermore, given that systems are dynamic entities, a manager should understand what dynamics govern the formation, conservation, and change, as well as the stability, resilience or robustness, of different types of systems. The relevance of feedback, scale, dispersal, and complexity, will be considered with respect to our desire to control or manage systems.

*Pre-requisites: ENVR 505, ENVR 550 or equivalent

Proposed Calendar Description:

ENVR 662: Systems Methods for Environmental Management (3 credits) Presents general concepts concerning systems dynamics as they are relevant to any system. Explores specific methodologies for engaging with, regulating, or determining outcomes in the context of position of the manager with respect to the system. Fosters understanding of various systems methods so that the manager can choose an appropriate approach to use for various scales of ecological or social systems as well as for cross-scale and multi-domain applications.

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*Pre-requisites: ENVR 505, ENVR 550 or equivalent

Instructors: Dr. Pille Bunnell, Associate Faculty Dr. Bert McInnis, Associate Faculty

Course Contacts: Dr. Lenore Newman [email protected] 250.391.2557 Course Start: Feb. 22, 2010 Course End: May 17, 2010 VW Date: to be calculated by Registrar’s Office Delivery Method: Blended Model (residency and post-residency online) Co-requisites: none Pre-requisites: ENVR 505, ENVR 530, ENVR 571, ENVR 655 Course Overview:

Environmental Management is concerned with systems: Ecosystems, Social Systems, Economic Systems and Governance Systems. Consequently some basic understanding of what a system is, how it is distinguished and bounded, and how one can discriminate and influence both its internal operations and external functions, is highly relevant. Furthermore, given that systems are dynamic entities, a manager should understand what dynamics govern the formation, conservation, and change, as well as the resilience or robustness, of different types of systems. The relevance of designed or evolved systems, open or closed systems, embedding and emergence will be considered with respect to various dimensions of system sustainability.

Many methodologies have been developed for the study and management of different types of systems. The methods to be presented and used in this course will be grouped into three types: a) those suited for examining and managing the operation of ecosystems; b) those suited for engaging humans in either social or organizational systems, including stakeholder and policy participation for ecosystem management; and c) those which take into account both the system and the people involved. For the first type, the course will focus on feedback analysis, impact hypotheses, and simulation modeling at various scales suitable for local to global issues. Models and modeling scenarios will be used for population dynamics, energy and material flows, and ecosystem dynamics. For the second type, a Viable Systems Model for organizations, Syntegration and World Cafe as a group information sharing process will be presented.

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Methods that explicitly take people as well as systems into account will include various Soft System methodologies, Systemic Management, Global Simulation Systems, and Panarchy, as well as a few conceptually based readings. The use of scenarios for regional or global futures, backcasting, and design for resilience and adaptive management will be reviewed with reference to a variety of large scale projects, such as the UN based Millennium Ecosystem Assessment and the ongoing work of the Resilience Alliance Network.

Systems terminology will be introduced and used throughout the course as a means of understanding and implementing basic systems concepts. Course activities will include readings, exercises, computer labs (in residence) independent and instructor moderated discussion teams, and both individual and team reports.

This course can be viewed as an introduction to the cybernetics of how one understands and operates with any organization or system. ENVR 661, a course in the third residency on Systems Thinking will extend this analysis.

Resources:

Resources in ENVR 662 will include a combination of required texts, and required and recommended journal articles and websites, as well as instructional notes and overviews. A list of recommended, supplemental readings will be posted online.

Required Texts and Chapters selected from Texts:

Capra, F. (1996). The web of life – a new scientific understanding of living systems. New York: Anchor Books.

Gunderson, L. H., & Holling, C. S. (2002). Panarchy. Washington: Island Press Ch 1. In Quest of a Theory of Adaptive Change, pp. 3-21 can be downloaded from http://www.resalliance.org/ev_en.php

Ison, R. (2009). How to act in a climate-change world: systems practice, systemic inquiry and action research. Chapter 2. Introducing Systems Practice, Chapter 9. Systemic Inquiry. (in press with Springer Verlag, in a joint project with the Open University, UK)

Senge, P. M. (1990). The fifth discipline. New York: Doubleday. Ch. 5 A Shift of Mind pp. 68-92, and Appendix 2, pp 378 – 390

Required journal articles and readings:

Espejo, R. (2003). The Viable System Model, a Briefing About Organizational Structure. Retrieved June 22, 2007 http://www.syncho.com/pages/pdf/INTRODUCTION%20TO%20THE%20VIABLE%20SYSTEM%20MODEL3.pdf)

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http://www.resalliance.org/ev_en.php�

Hoffman, R. B. M., & Bunnell, P. (2007). A global simulator for global sustainability. Retrieved Sept 22, 2009 http://web.mac.com/globalsimsystem/GSS/Background.html.

Leonard, A. ( 2004). A glossary of systems terms. Unpublished Manuscript (on course website)

Lopes, M. E. (2001). Soft systems methodology: An application to a community based association. Retrieved June 22, 2007 http://www.fielding.edu/research/ar_papers/Lopes.pdf

Meadows, D. (1999). Leverage points: Places to intervene in a system. Retrieved June 22, 2007 http://www.sustainer.org/pubs/Leverage_Points.pdf

Meadows, D. (2001). Dancing with systems. Whole Earth, Winter. Retrieved June 22, 2007 http://www.sustainer.org/pubs/Dancing.html

Truss, J. C., & Leonard, A. (ND). The coherent architecture of team syntegrity. Unpublished Manuscript by permission of the author.

Websites:

American Society for Cybernetics Systems Glossary Retrieved June 22, 2007

International Society for Systems Sciences - Primer Retrieved June 22, 2007

http://www.asc-cybernetics.org/foundations/ASCGlossary.htm

http://www.isss.org/primer/primer.htm

Millennium Ecosystem Assessment. Consequences of ecosystem change for human well-being Retrieved June 22, 2007

Open University, UK. Systems Thinking Retrieved June 22, 2007

http://www.maweb.org/en/Index.aspx

http://www.open2.net/systems/thinking

Principia Cybernetica Web Dictionary of Cybernetics and Systems Compiled by Heiglighen, Retrieved June 22, 2007 http://pespmc1.vub.ac.be/ASC/IndexASC.html

Resilience Alliance. Research on resilience in social-ecological systems – a basis for sustainability Retrieved June 22, 2007 http://www.resalliance.org/600.php

Thellefsen, M&T. Cybernetics & Human Knowing – Thesaurus pilot project ed. Retrieved June 22, 2007

The World Café. What is the World Café? Retrieved June 22, 2007

http://www.imprint.co.uk/thesaurus/

http://www.theworldcafe.com/what.htm

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http://www.fielding.edu/research/ar_papers/Lopes.pdf�

http://www.sustainer.org/pubs/Dancing.html�

http://www.asc-cybernetics.org/foundations/ASCGlossary.htm�

http://www.isss.org/primer/primer.htm�

http://www.open2.net/systems/thinking�

http://pespmc1.vub.ac.be/ASC/IndexASC.html�

http://www.resalliance.org/600.php�

http://www.theworldcafe.com/what.htm�

What If? Technologies; Designing the Future. Retrieved June 22, 2007

http://www.whatiftechnologies.com/

Unit Overview

Unit 1 Understanding Systems (Residency)

This unit provides an overview of a selection of different systems methodologies. The overview of methods is not intended to be exhaustive (that would be exhausting, and in fact impossible in the time constraints of this course). Rather we will select a few representative methods and engage with them sufficiently to understand how they work, what benefits they offer, and what their limitations are. The implications of similar methods and the different focus they would offer can then be discussed.

In this unit we will consider several forms of sketching the dynamics of systems including systems maps, feedback loop diagrams and impact hypotheses. Any presentation of such dynamics in a quantitative fashion is referred to as a simulation model. Simulation models are the backbone of most, if not all, methods for predicting consequences of internal or external changes in a complex dynamic system. Hence we will devote adequate time to understand how such tools work, both conceptually and in implementation, for local issues and global concerns. Simulation and projection will be discussed further in Unit 4 on dealing with complex systems.

Background Reading

Capra’s book, "The Web of Life" will provide a good background for many of the notions that underpin this course. There is no explicit assignment that relates to this reading, but the ideas will be referred to throughout, and reading it early in the course will enhance your experience - and hopefully make some of the work easier.

In particular, read "The Rise of Systems Thinking” up to page 110. Unless you are mathematically inclined, you need not be concerned with the chapter on Mathematics of Complexity. The section on Living Systems is of interest, and it will be relevant for for the Third Residency course on Systems Thinking (ENVR 661).

During your reading reflect on how our understanding of “systems” as a field of study has influenced the management of linked ecological, social, and economic concerns. What benefits have we obtained? What new problems can be attributed to how we have managed these concerns based on our understanding of them as systems? What hopes and fears (possibilities and dangers) for the

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future of environmental management based in systems thinking do you have?

Further to the content, this reading selection is intended to deepen your awareness that how we now think is not final; that is, ideas evolve.

Conceptual Models (3 hours)

Interactive lectures will be presented on developing Systems Maps, and Rich Pictures; on discrimination between stocks, flows, transformations, and influence, regulation or control. In class exercises will be used to clarify these concepts as well as the difference between direct and indirect effects, linearity and circularity. Feedback diagrams will be drawn as an in class activity. A demonstration impact hypothesis will be created collaboratively in class leading to the individual assignment of formulating an Impact Hypothesis to represent an example from the student’s domain of knowledge.

Simulation Models (5 hours)

Simulation modeling will be introduced with an exercise to explain the concepts of iteration and culmination of model results in the form of a projection. In the computer lab, two types of computer models will be demonstrated and interactive activities will be presented for exploring these models.

The first is a model that automates calculations that would be difficult to perform by hand. Namely an age class specific human population model will be demonstrated and the students will be asked to manipulate the model with a list of leading questions in mind. The second will be an equation based abstraction of population dynamics in the form of a competitive coexistence and harvesting model. The instructor will be present to coach people through any difficulties.

Complex Management Models and Sustainability (7 hours)

The Pedagogic version of the Global Simulation System has been developed expressly to provide students with an in-depth understanding of global sustainability concerns and simulation based approaches for resolving them. The Global Simulation System exercise will be used to design a potential path to a sustainable future that takes into account human population size and quality of life while providing the required resources in the form of food, energy, wood, and minerals. The underlying purpose of the computer based exercise is to generate an in depth understanding of tradeoff issues in navigating a path through a complex system. Furthermore, the implications in terms of management activities and policies necessary for conducting a similar navigation in real-life terms are made more apparent. Finally, the need for a systems methodology adequate to support our understanding of complex issues is opened for serious consideration.

The Simulation System will be introduced and demonstrated, and the computer

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lab will be used as a tutorial to show students how the model can be used. Each individual will be asked to create a future in at least one sector that balances required resources with the availability of resources. Teams will then be formed to combine the sectors and together develop a materially and energetically feasible future scenario. Each team will have their own development area within the software where they can collaboratively work to develop alternative scenarios and discuss concerns.

The final in class activity will be a discussion and model gaming process for evaluating the alternative future scenarios developed by the teams. A team report on fundamentals that need to be addressed to develop a sustainable global future will complete this in residence section of this course.

Unit 2 An Overview of Systems Concepts (Online)

Week 1: Key Systems Concepts

This unit is short, just one week. The first online week of the course is designed to develop a vocabulary of concepts that are useful in systems sciences as applied to Environmental Management. The instructor will have prepared a set of references for each of 8 to 12 Key Concepts, and the students will be asked to review these and in an instructor moderated online team discussion determine which definition of the concept is most appropriate for E.M. applications.

This discussion is not as simple as it might appear, as the words in the vocabulary have different definitions and different meanings according to their context of use, in particular if they are compared in their popular use or their use in other fields. Indeed even “experts” in the systems field have different meanings or nuances of meaning associated with the concepts. Though the obvious task is learning the concepts, the deeper, and more significant, task is considering the nature and source of the differences in meaning. List of Potential Terms for the consideration; the bolded terms are of higher priority.

adaptation homeostasis requisite variety boundary information robustness circularity iteration scale complexity model self-organization control/regulation networks stability emergence non-linearity system Entropy noise thresholds feedback open / closed systems uncertainty hierarchy recursion holism/holistic resilience

Unit 3 Managing Systems Including People (Online)

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This unit concludes the overview of systems methods as such, and provides a forum for determining which methods are appropriate to the sorts of problems or circumstances for which an environmental manager may be responsible.

As before, we will consider the diversity of methods by engaging with a selected set and extrapolating the implications of emphasizing the different axes.

Week 2. Systems Methods for Managing People

Methods for engaging with people emphasize different aspects – some are more concerned with information and knowledge exchange, and others are more concerned with generating an inclusive group process. Some are rigorous with respect to the form of a viable structure, others encourage invention. Some are more concerned with working out agreements, others are more concerned with the implications of activities to various groups and a larger context.

All students will read the following references and then, in an instructor moderated online team discussion, determine which of the methods would work in what circumstances in the context of Environmental Management:

• Truss and Leonard on Team Syntegrity • Leonard on The Viable System Model. (Alternatively, you may wish to read the longer

article by Espejo on the Viable System Model.)

• World Café website.

Week 3. Integrating People with Systems

In Environmental Management one often needs to manage both the people who are involved as managers, experts and stakeholders, and the system of concerns. Several methodologies have been developed to expressly integrate both. The readings this week are chosen to highlight different approaches to the integration of people and management situations.

As in the prior week, all students will read the following references and then, in an instructor moderated online team discussion determine which of the methods would work in what circumstances in the context of Environmental Management. The question of when a given “method” suffices and when one has to be inventive and create an ongoing process of inquiry and action.

• Bob Williams on Soft Systems Methodology

• “Thinking” and “Practice” sections of the Open University Systems Thinking website.

• Ray Ison on Systems Practice and Systemic Inquiry • Donella Meadows on Leverage Points and Dancing with Systems

Week 4. Choosing an Approach

Students will now have been introduced to the following systems methods: 1) Systems Dynamics (Feedback Diagrams);

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2) Impact Hypotheses;

3) Simulation Modeling; 4) Organizational Cybernetics (Viable Systems);

5) Team Syntegrity (Syntegration); 6) World Café 7) Soft Systems Methodology;

8) Systemic Inquiry

In this week teams will collaboratively develop a table to match environmental management projects and issues with a systems approach suitable for addressing these. The team report will be submitted in a drop box.

Unit 4 Dealing with Complexity (Online)

All methods have limitations as they are all simplifications or abstractions of some aspects of a complex whole. The very distinctions of ecological, social, economic and political systems are limited views of a complex intersected and interactive systemic network of happenings. In this final unit we will look at various approaches that recognize the complexity yet attempt to offer a means of addressing it without becoming mired or overwhelmed to the point of despair, cynicism, or any other form of inaction.

This unit is devoted to readings and team based discussion groups (moderated by the instructor) for the exploration of various approaches or examples of programs designed to deal with complex systems. This exploration of complex systems, methods of dealing with them, and concerns for sustainability culminates in an individual term paper.

Week 5. Panarchy

The book "Panarchy" was part of an ongoing attempt to develop an integrative theory to help us understand the source and role of change in systems. In particular the concerns is with the kinds of changes that are transforming and take place in systems that are adaptive. Such changes comprise economic, ecological, and social systems, and they are evolutionary. They concern rapidly unfolding processes and slowly changing ones; gradual change and episodic change; and they take place and interact at many scales from local to global.

The readings this week are all found on the Resilience Alliance website. Students should read all sections under “key concepts” comprising Adaptive Capacity, Adaptive Cycle, Adaptive Management, Panarchy and Resilience.

An instructor moderated team discussion on the implications of linkages between cycling systems at various scales will serve to put the above concepts into a context that is relevant to actual praxis.

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Week 6. Millenium Ecosystem Assessment

The Millennium Ecosystem Assessment was an immense UN sponsored project conducted around the turn of the century in order to obtain a global perspective on the state of our ecosystems and what major issues and concerns we must contend with over the next few decades. Simulation modeling was used in conjunction with a number of other systems methods, in particular consultation with regional experts and local communities.

Explore the website to obtain an overview of the project. Note, for example, that several powerpoint presentations are available. Download Ch. 5 Scenarios Overview and Ch 8 the Four Scenarios from the course website (these are drafts made available specifically for use in MEM, but they are substantially the same as in the final published books). These are long readings, you can browse and select from them as appropriate to your choice of how you wish to address the Assignment questions. There is no specified Team Discussion for this week; though teams may wish to create discussions with reference to the questions posed in respect of the Millenium Ecosystem Assessment in the final team assignment.

Week 7. Sustainability: A Complex Systems Issue

This week is provided for teams to collaboratively produce the final team assignment, namely concerned with how one might organize and conduct a globally coherent systems project with the intent of achieving sustainability. Most of the questions for this assignment are grounded in the previous week’s readings (Millennium Ecosystem Assessment) but also make reference to the Global Simulation System methodology that was introduced in the residency. The discussions for developing the report will not be monitored by the instructor, though she will be available online for addressing any questions or concerns.

Week 8. Course Synthesis

The final week of the course is provided to the students as a time to generate a course synthesis report of approximately 10 pages that consists of three sections;

a) expansion of the implications of Panarchy, in particular as linked to the more generic large system management considerations proposed in the two papers by Donella Meadows

b) an overview of how the student might use any of the systems methods introduced in the course for an application within their particular domain of concern or experience (Students may wish to present a systems method not covered in the course, to do so they can check with the instructor)

c) an open ended paper in which the student is asked to reflect on those items which have offered them the most revealing insights and or those topics which remain problematic for them. In either case the discussion is expected to indicate some maturity of both

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understanding and presentation; this is a Master’s level course! Assignment Descriptions

Contribution to Team Discussions

Each unit includes at least one discussion topic relevant to the understanding of the content of this unit. Though the course instructor will moderate some of the online discussions, students are expected to guide each other through any confusing or difficult areas. In each of the team discussions, each individual will be expected to contribute two or three posts that either contribute content relevant to the discussion, or help the other members of the group understand the notions being discussed. (Posts that encourage teamwork or coordination are also valued, but are not evaluated in terms of contribution of substance. Teamwork per se is evaluated more explicitly in various other courses.)

Assessment of this longitudinal assignment is made in terms of accuracy and relevance of content and contribution to the team understanding. The latter implies sensitivity to the current understanding of other team members, manner of speaking, and timing in the conversation.

Assignment 1: (Individual) Impact Hypotheses (10%)[two pages]

Prepare an Impact Hypothesis for a topic you are familiar with (from work, your thesis, or from your general knowledge) and post it to your class. Construct a figure that follows through the implication of one action to its influence on one VEC (Valued Ecosystem Component).

Your chain of influences should be selected for a sufficiently complex problem that you are able to discriminate at least two direct effect links between the Action and the VEC. Further to that it does not need to have a lot of elements, the idea here is to be able to express a chain of influences between some action and some valued ecosystem component while being careful to discriminate between direct effects and indirect effects.

For at least one link propose a graphical relationship between the input and output; is it linear? Are there thresholds? Does the effect on the output saturate or accelerate as the input increases?

The report should consist of one page for the drawing (hand drawn is fully acceptable!) of the impact hypothesis, and second page with a graph of the relationships implicit in the link between two components. As the text portion of the report, include a paragraph that comments on what the chosen link implies.

Submit this report on paper so there is no need to scan hand drawn figures.

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Assignment 2 (Team) : Simulation Models [three pages]

Write a team report addressing the following questions. Each set of questions for the three sections (I to III) is marked as a whole, and is given an equivalent weighting (5% of the course grade, for a total of 15% for the assignment). Assessment is made according to the Letter Grade Description as posted in the course introductory pages. Post the completed report in the Assignment 2 dropbox.

I. Models for Harvesting (5%) 1. Imagine that you are responsible for managing an elk population over a fairly large area

that is also used for logging and hunting. You have a fairly good idea of the basic biology of the animal, and have data concerning its rate of reproduction. How would you go about estimating the carrying capacity of your management area? The maximum sustainable harvest? How would you set the hunting licenses based on this knowledge? Consider the response rates you saw in the single species aspect of the model and the number of years that a manager may experience the system - perhaps 30 years or so.

2. Forestry practices might change the habitat sufficiently so that a natural predator, for example the wolf, changes what it hunts. This can be considered in a similar light as the two species model; that is a slight external change alters the dynamics that happened to be in balance so they no longer are. Similarly, changes to the ecosystem dynamics might result from climate change. The question is, how can a manager respond? Compare the situation where s/he has access (and competence) with population models and the situation where s/he must respond to a flow of field data only.

3. How could a fisheries manager use a multispecies model to manage fish stocks? Consider the difficulty of estimating ocean survival, changes to spawning habitat, un-managed fishing (e.g. poaching, or other jurisdictions accessing the same stocks), and changes in species composition (e.g. due to changes in ocean currents, pollution, etc.) Given the complexity of models that take all these concerns into account, how do you think an average biologist will use a model that has been prepared by experts?

II. Spatial Concerns (5%) 1. Imagine that you are responsible for Forest Harvest practices on a broad scale, perhaps

a provincial level. Clearly ecosystems differ, so how would you go about dividing up this large spatial area so you could make biologically reasonable regulations? What scale would be appropriate for determining annual allowable harvest rates? (You do not need to provide an actual scale, but rather the reasoning that would go into choosing a scale).

2. Now change your job. Imagine that you have a small sawmill with a license for a large enough area that you can maintain the mill, making a living for yourself and your employees. Assuming no disasters, such as huge fires or extensive pest outbreaks, how would you determine where to log each year? The question is what degree of spatial resolution would you need to consider in order to sustain the resource indefinitely. How would a model help? How would you keep the model current?

3. Global climate models divide the atmosphere into huge cubes, 1 to 10 km on a side. The models calculate the flow of air from cube to cube, with all the attendant influences and effects (heat transfer, evaporation, precipitation, greenhouse gases, etc.) The question for you to consider is how can such a model be initialized? Given that everything is in constant flux, how can you get the data for the initial conditions to start the model?

4. One of the difficulties with setting an appropriate scale for a model is how to treat that which crosses the boundary into our out of the area. Let's say you are responsible for the wildlife species in a park, so the park boundaries specify the scale of your model.

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However, wildlife doesn't recognize jurisdictional boundaries. What cross-boundary movements would you have to take into account? How would you include these influences in a model? (Consider not only the high profile species, but also their predators, and other prey species - and how the treatment of these may change outside your jurisdiction)

5. Sometimes it is not the species of concern that moves, but rather something that influences it – e.g. a contagious disease, or a forest pest. Contagion rates and the dispersal of epidemics are often simulated. What kind of model structure would allow you to calculate spread? For example, could you impose a grid over your environment, much like used in climate models? What would you have to know to calculate the movement of the disease or pest from one grid cell to the next? What if there were corridors or barriers in the real world, how could you take these into account?

III. Human Population Model (5%) 1. What parameters is population growth particularly sensitive to? What parameters are

less sensitive? Were these a surprise to you; and do you think these dynamics are generally understood by those who are concerned with population growth encouragement or stabilization?

2. What social measures could you use to change population growth? What potential measures that would work in a model are intractable or impossible in the real world? Are there any that should be avoided, and if so why? You might consider further social or biological repercussions of any measures, or the vulnerability of the approach to various other changes in human systems.

3. In what way is a human population model useful? What errors, omissions or other misleading beliefs and actions could arise from using a population model for policy or planning? How does this compare to the alternative of no forecasting or using other means of forecasting (e.g. trends)?

Assignment 3 (Team) : Choosing an Approach (15%)[8-10 pages]

Generate a table of 8 environmental management project types and select a systems approach that you deem particularly suitable. Indicate the primary benefits and shortcomings of that approach for that application. You may use the following list of project types, selections from the list supplemented by your own additions, or you may generate a different but equally broad list of environmental management activities.

a) quantifying and analyzing the energy flows in an ecosystem;

b) operating a sewage treatment plant (process, not staff); c) organizing a recycling facility (process and staff); d) determining a community response plan for a toxic waste issue;

e) organizing, and operating a large environmental not-for-profit; f) organizing and operating a small business offering an environmental service;

g) determining the economic and social consequences of an ecological issue; h) determining the ecological consequences of alternate socioeconomic policies; i) some aspect of work for any team member, or a team member’s thesis topic

Select three different pairs of project and approach from your table. Reflect on the following questions and write a commentary that features your insights. You are not expected to address all of the questions for each of the approaches, the value is not in how many you address, but rather in how deeply you think about some of the

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implications. You may have to think about things that are not explicit in the text and quite possibly not considered at all by the people who developed or champion the approach; so treat your comments as a thoughtful look, and use ambiguities, concerns, and insights as a basis for your discussion. Provide a good rationale or grounds for what you claim, but do not feel compelled to provide proof (there is not enough time for adequate research to do so ).

1) What motive(s) underlie this approach?

2) How is the boundary/extent of the system conceptualized? 3) Is the system seen as “flat”- ie. existing in a singular time/space frame, or does it have

several interacting scales . If so, how are the spatial and temporal scales accounted for? 4) What sorts of information/data are required to apply the approach? Can you see any key

information that is not being considered? 5) What sorts of outputs/results are being generated? What is not seen, or worse, what

aspects of concern does the approach blind the user to?

6) Does the approach reveal any leverage points for managing the system? 7) Who designs, who uses, and who alters their actions based on what the approach

reveals?

8) What/who is affected by the actions that result, and who is responsible for those changes? Are the consequences felt by the same persons who take the actions?

The table should be approximately two pages of landscape format; the commentary for each of the three pairs should be a page, maximum 2 pages for a total report length of 8-10 pages. Place the completed report in the Assignment 3 dropbox.

Assignment 4 (Team) Global Scenarios and Sustainability(20%)[approx 12 pages]

Part 1 Global Simulation System

During the residency several questions were discussed in class and in team breakouts. Based on the insights contributed by team members, choose one or two substantive ideas from the discussion of those questions and develop them as part of this team report (approximately 2000 words).

1. How do you determine whether a scenario is desirable or not? What understanding, what context is required for anyone to make this evaluation? Given that, who should be involved in a discussion regarding global futures, and what kind of commitment of time and energy would this take? What alternatives do we have - ie. is there a better way than the understanding we can gain through considering the limitations of material and energy flows?

2. What are the values of using a simulation system such as the GSS, that is one which calculates imbalances (tensions) that need to be iteratively resolved in a scenario generation process? (Other models simply project the result, taking any limitations of supply into account internally) What are the difficulties inherent in realizing the advantages of iterative policy design?

3. If a model were to be limited to a single region, what advantages might you gain and what would you loose? How would you treat the global context and globally influenced concerns?

4. If the model were to be broken into multiple regions that together represented the globe, one would clearly need data for each region. Would it make sense to just treat each region totally independently? If not, what other processes would have to be taken

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into account? What complications and uncertainties would arise from these additions?

5. There are two aspects to the GSS - the creation of the model framework itself, as provided to you, and the creation of scenarios to test within the system, as you did. Let us name these two phases "model design" and "scenario design" Is scenario design an art or a science, or is it a combination of the two? If so, in what manner is each relevant? Does this (art, science, or both) apply only to the development of this simulation system, or to any other systems method?

Part 2 Implementing a Global “megaproject”

Write a short report (approx 2000 words) that addresses some or all of the following questions. There should be at least 10 different ideas, concepts, or points made and substantiated. You may find it useful to write 10 short numbered paragraphs of approx 200 words each (some may be longer and others shorter).

1) In the GSS approach, each user is required to develop a scenario using the model as a

base. The intent is to understand the interactive dynamics of the system. In the Millenium Scenarios, experts developed four plausible scenarios and use these in policy frameworks to support discussions. What are the advantages and shortcomings of the Millenium Ecosystem Assessment approach to scenarios?

2) The Scenarios were only a part of the whole Millenium Ecosystem Assessment project. Another significant aspect was the data collection concerning the current state of ecosystems and the influences on them. How useful do you think the data were in and of themselves? Can one make global sense of the patterns in data without developing Scenarios? If so, how? If you do use scenarios, do they need to be quantitative to be plausible and credible?

3) Consider the level of support (funding and collaboration) that went into the Millenium Ecosystem Assessment Project. What has been achieved through this? Is it enough? Is this what it takes? Or is it a waste of time and resources best spent in some other way? What would you recommend be done if you had that level of support at your disposal?

Bonus point: Please submit an appropriate quote that speaks to the concern for global sustainability; something you find inspiring.

Other relevant questions or concerns about the Global Modelling, or the Millennium Ecosystem assessment that inspire you or your teams also be addressed; the above are provided as a guideline. Place the completed report in the Assignment 4 dropbox.

Assignment 5 (Individual Term Paper) Sustainability, a Complex Systems Issue [approx 12 pages]

The individual term paper is intended as a synthesis of the course as well as an opportunity to reflect on and express that learning which has been most relevant to each student. It is in this sense open – ended. Nonetheless, the content should of course be drawn from the course and the application of the learnings from the course to those Environmental Management situations that each student is engaged in or expects to engage with. The total report is to approximately 4000 words; to be distributed either as suggested below, or as discussed with the instructor.

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I Panarchy, Leverage Points and Dancing with Systems (10%)

The compelling core notions of Panarchy have to do with cycles of change (the adaptive cycle) spatial and temporal scales, linkages between human, biological and physical systems, and the possibility of finding general patterns within the complexity. The notions of resilience, adaptation, and robustness and rigidity are developed in a manner that enables their application to management.

Before her untimely death, Donella Meadows had come to the view that none of the methods or approaches that were available, or could be conceived dealt adequately with the richness and complexity of actual management. Consequently, in additions to her earlier paper Leverage Points, she published the view that engagement with systems in an ongoing relationship of care, reflection, and responsiveness was the fundamental requirement for sustainability.

Assignment:

What do you find compelling in these approaches (Panarchy, Leverage Points and Dancing)? How do they differ, or support one another? How do they expand or deepen your understanding of the more technical work that you have covered so far in the course?

Write a short essay (approx 1000 words) that addresses some of all of the following questions. There should be at least 10 different ideas, concepts, or points made and substantiated.

II. Application to your work (10%)

Choose a systems approach that is relevant to work you are engaged in, or planning to do, and indicate how you would apply the approach to further this work. In addition select several systems concepts (from week 1, online portion of course) and apply them appropriately to your work.

III. Insights and Ponderables (20%)

Given the rich domain of ideas that has been covered in this course, no single question could properly represent the learning of all the individuals. Instead, this part of the assessment of individual learning will be achieved through an approach known as “Observing for Learning.” In other words, there are no pre-determined answers; different people will have learned different things that are relevant to their background and position. Consequently you are encouraged to stress that which has been significant for you and emphasize your insights. You may also indicate areas of nagging uncertainty or ambiguity, and the directions you intend to take for any further exploration.

This is an open question; you may write about any meaningful insights that have to do with the course content, including ideas that you are still pondering or concerns that you have. (ie. the domain for the question is Systems concepts, approaches or methods as relevant to Environmental Management.) You may write about a practical application, an expansion of some of the concepts, or anything about systems methods that is particularly relevant to you. I am looking for a contribution of ideas from you; this section is not intended as literature research or as a report on your thesis. You may choose to write about your thesis topic but the emphasis should be on what new ideas, insights, or concerns you attribute to the material covered in this course.

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Describe the question or topic you have chosen in a sentence or two in order to provide a context for the evaluation. Activities and Assignments Schedule Unit 1 - Understanding Systems (Residency) (Feb. 22 – March 12, 2010)

February 22-26

In Class Activities Systems Maps, Rich Pictures, Systems Dynamics; Impact Hypothesis

2.9

March 1 Assignment 1 (Individual) Impact Hypothesis diagram and graph (due April 26)

2.10 10% (Individual)

March 1-5 Computer Lab Simulation Models

2.9, 2.10, 3.1

March 8 Assignment 2 (Team) Simulation Models

2.9 15% (Team)

March 8- 12 Computer Lab

Global Simulation System

2.9, 2.10, 3.1, 4.1, 5.2

Unit 2 – Overview of Systems Concepts (March 29- April 4, 2010)

March 29- April 4

Online Discussion (Definitions posted by Instructor)

2.9

Unit 3 - Managing Systems Including People (April 5 –April 25, 2010)

April 5 - 11

Readings and Team Discussion Systems Methods for Managing People

2.9, 2.10, 3.1, 4.1

April 12 - 18

Readings and Team Discussion Integrating People with Systems of Concern

2.9, 2.10 3.1, 4.1

April 19 - 25

Assignment 3 (Team)

Choosing an Approach 2.10

15% (Team)

Unit 4 - Managing with Complex Systems (April 26 – May 23, 2010)

April 26 - May 2

Readings and Team Discussion Panarchy

2.10 3.1, 4.1, 5.2

May 3 - 9

Readings and Team Discussion Millenium Ecosystem Assessment

2.9, 3.1, 4.1, 5.2

May 10 -16

Assignment 4 (Team)

Global Scenarios and Sustainability 5.2

20% (Team)

May 17 - 23

Assignment 5 (Individual) Sustainability; a Complex Systems Issue

2.10, 4.1, 5.2 40% (Individual)

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Learning Outcomes The Learning Outcomes for this course are articulated based on the MA/MSc in Environmental Management (MEM) program Core Competencies as posted on the program website. Since these are generalized outcomes, the criteria are described here in a manner that is directly applicable to this course.

Outcome Criteria

2. Knowledge

2.9 Demonstrates an understanding of basic concepts in the field of systems studies as these are relevant to linked biological and socioeconomic systems.

Identifies the concerns and insights that gave rise to the emergence of systems studies and the relevance of these to the field of environmental management.

Evidences understanding of key terms and concepts from the field of systems studies as these are relevant to the understanding and management of ecological, social and institutional systems.

2.10 Applies an understanding of selected systems methods to various systems management concerns.

Develops adequate awareness of and competence in a selection of systems methods so that s/he is able to select an appropriate method for investigation and management of different types of environmental management issues, problems or projects in various institutional contexts.

Indicates an awareness of the benefits and limitations of using various systems methods as well as the consequences of not using them.

3. Leadership and Teamwork

3.1 Facilitates effective teamwork Explicitly and critically evaluates relevant assigned or available information, evidence and argument for reliability and authority Selects, collects, analyzes and interprets relevant scientific, social and economic data

Presents perspectives in a way that is sympathetic to the intentions of the source

Assesses the consequences of implementation of proposed actions or inaction at various scales an in various domains of concern, and considers the implications to sustainability

Recognizes and takes into account sources of uncertainty when drawing inferences and reaching conclusions. Searches for, identifies and challenges implicit assumptions in own, peer or professional opinion

4. Critical Thinking

4.1 Applies critical thinking to the Explicitly and critically evaluates relevant assigned or available

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integration of knowledge and practice

information, evidence and argument for reliability and authority. Selects, collects, analyzes and interprets relevant scientific, social and economic data

Presents perspectives in a way that is sympathetic to the intentions of the source

Assesses the consequences of implementation of proposed actions or inaction at various scales and in various domains of concern, and considers the implications to sustainability

Recognizes and takes into account sources of uncertainty when drawing inferences and reaching conclusions. Searches for, identifies and challenges implicit assumptions in own, peer or professional opinion

5. Global Awareness

5.2 Demonstrates how a global issue can be reflected in local events and how local action can impact on global events

Determines the scale at which issues are distinguished and the scales at which the actions to address them would have to be undertaken in order to be effective and sustainable.

Projects the implications of various actions and non-action for both the biosphere and human society at various spatial and temporal scales.

Assessment Matrix

Assignment Due date 2.9 2.10 4.1 5.2 Totals

1. Impact Hypothesis March 1 10 10

2. Team: Simulation Models March 8 15 15

3. Team: Choosing an Approach April 25 15 15

4. Team: Global Scenarios and Sustainability

May 16 20 20

5. Sustainability: a Complex Systems Issue

May 23 10 10 20 40

totals 15 35 10 40 100

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Program Policies

Evaluation Descriptions

http://www.royalroads.ca/about-rru/governance/academic-regulations/grading-policy0805.htm

The specific letter grades that will be assigned during summative assessment of each competency and that are combined to become an overall grade for a course are:

Letter Grade

Percentage

Grade Point

Specific Description

A+ 90-100 4.33 Learner consistently meets and has 2 or 3 significant instances of exceeding all A-level assessment criteria specified for the competency and learning outcomes

A 85-89 4.0 Learner consistently meets all A-level assessment criteria specified for the competency and learning outcomes.

A- 80-84 3.67 Learner meets all A level assessment criteria specified for the competency and learning outcomes with 2 or 3 minor instances of not doing so.

B+ 77-79 3.33 Learner consistently meets and has 2 or 3 significant instances of exceeding all B-level assessment criteria specified for the competency and learning outcomes

B 73-76 3.0 Learner consistently meets all B-level assessment criteria specified for the competency and learning outcomes

B- 70-72 2.67 Learner meets all B level assessment criteria specified for the competency and learning outcomes with 2 or 3 minor instances of not doing so.

F 0-69 0.0

Learner meets some but not all B level assessment criteria specified for the competency and learning outcomes with 2 or 3 major instances of not doing so; OR Learner has not provided sufficient and/or sufficiently timely evidence to enable a determination as to whether all B level assessment criteria specified for the competency and learning outcomes have been met.

INC – Incomplete: A temporary grade that is assigned when the required course work has not been completed by the course end date or to the satisfaction of the instructor. Used only when a learner’s performance has been satisfactory and successful completion of the remaining assignments or final examination would enable the learner

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to pass. A maximum grade achievable on completion of the requirements is a “B” for graduate courses. Learners will be assessed a fee of $150 to cover additional grading costs. If the outstanding course work is not completed satisfactorily within 30 days of the course end date, a learner will automatically receive a course grade of “F”.

Grading Policy

See General Academic Regulations in the current version of the RRU Calendar: http://www.royalroads.ca/about-rru/governance/academic-regulations/grading-policy0805.htm

Late Policy

Learners will be expected to complete and submit all assignments on the date assigned. It is the responsibility of each learner to complete all assignments in accordance with the schedule. If for some reason you are unavoidably unable to meet the specified timelines, please contact the course instructor well in advance of the due date to request an extension.

Plagiarism (excerpt from Royal Roads Calendar)

Plagiarism is the act of presenting the ideas or works of another as one’s own. This applies to all materials including essays, work term reports or assignments, laboratory reports, seminar presentations, computer programs, research projects and results, Internet material, postings in discussion teams, and statistical data. The use of such material either directly or indirectly without proper acknowledgement (e.g. footnotes or endnotes, URL) is contrary to the norms of academic behaviour and is subject to severe penalty, up to an including expulsion from the university.

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New Course ENVR 506 Analytical Thinking and Communications

Faculty: Social and Applied Sciences School: School of Environment and Sustainability Program: MA/MSc in Environment and Management Course Title: Analytical Thinking and Communications Course Number: ENVR 506 Proposed Credits: 3 (Each credit hour reflects 33 hours of student effort) Proposed Calendar Description: ENVR 506 Analytical Thinking and Communications (3 credits) Introduces analytical thinking and rational argument in the context of professional environmental practice. Teaches how to identify vague and ambiguous concepts, fallacies and other features of weak arguments in the work of others, and how to avoid those weaknesses and to build strong arguments oneself. Offers several tools to organize arguments within technical writing. These tools and skills can also apply to academic study and writing a thesis.

Instructor(s)

Glenn Brown ([email protected]) Gillian Kerr ([email protected])

Course Contacts

Lenore Newman [email protected] 250 507 4694 Veronica Maguire [email protected] 250 391 2600 ex. 4785

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Course Start: January 15, 2010

Course End: April 15, 2010

Final Date for Voluntary Withdrawal: February 21, 2010

Delivery Method: Blended delivery, 40% online 60% residency

Co-requisites: None

Pre-requisites: None.

Course Overview The purpose of this course is to provide a foundation for professional and scholarly work for all students. It introduces approaches to thinking that are versatile and productive in the professional workplace. The same skills are necessary for graduate study in general and for preparation of a thesis in particular. The course will address basic themes of analytical thinking and will focus on understanding the approach to fair, organized and rational discourse called ‘argument’ The course will help students recognize the features of strong and weak arguments in the work of others, and will help them create strong arguments in their own work. We will also explore the application of analytical thinking to self-directed academic learning. Several tools and approaches will be introduced to help students organize written communication of arguments. The use of argument will include studying the nature of decision-making, a common issue in environmental work when dealing with both environmental management and policy. Decision-making is a particular class of argument in which different alternatives are considered in the light of different criteria, and in which the conclusion (the decision) is a choice of which alternative to select. The course will investigate a case study examining the identification and analysis of ‘Ecosystem Goods and Services’ as an approach to organize and weigh arguments about appropriate management choices. The course will involve a pre-residency reading assignment, classes and assignments during residency, and post-residency written assignments. Both individual and team tasks will be required.

Resources

Except for the required texts, all materials can be downloaded from the internet or will be posted to the class website.

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Required Texts Strunk, W., & White, E. (2000). The elements of style (4th ed.). New York: Longman. Weston, A. (2008). A rulebook for arguments (4th ed.). Indianapolis, IN: Hackett

Publishing Company.

Required Journal Articles and Readings

Brown, G. (1999). Recent principles of human learning can influence education

concerning ecosystem restoration. In B. Egan (Ed.). Helping the Land Heal: Ecosystem Restoration in British Columbia. Conference Proceedings (pp. 57-62). Victoria, BC: British Columbia Environmental Network Educational Foundation.

Brown, G. (2009). Analytical thinking and communications for environmental

professionals. Unpublished Manuscript. Estes, J., Tinker, M., Williams, T., & Doak, D. (1998). Killer whale predation on Sea

Otters: Linking oceanic and nearshore ecosystems. [electronic version] Science, 282, 473-476.

Flesch, R. (n.d.). How to write plain English. Retrieved November 1st, 2010, from www.mang.canterbury.ac.nz/writing_guide/writing/flesch.shtml Franklin, J. (1993). Preserving biodiversity: Species, ecosystems, or landscapes?

[electronic version] Ecological Applications, 3, 202-205. Hein, L., van Koppen, K., de Groot, R., & van Ierland, E. (2006). Spatial scales,

stakeholders and the valuation of ecosystem services. Ecological Economics, 57, 209-228.

Kerr, G. (2009). Ecosystem goods and services in Alberta. Unpublished Manuscript. Moore, R. (2000). Writing about biology: how rhetorical choices can influence the

impact of a scientific paper. [electronic version] Bioscene, 26(1): 23-25. Rado D. (2009). How to save yourself hours by using Outline View properly. Retrieved November 1st, 2010, from www.word.mvps.org/FAQs/Formatting/UsingOLView.htm

Websites:

Critical Thinking on the Web http://www.austhink.org/critical/

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http://www.mang.canterbury.ac.nz/writing_guide/writing/flesch.shtml�

http://www.word.mvps.org/FAQs/Formatting/UsingOLView.htm�

http://www.austhink.org/critical/�

Critical and analytical thinking skills in the context of university learning

http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp Selections from articles about writing.

http://trc.ucdavis.edu/bajaffee/NEM150/Course%20Content/selections%20writing.htm

Supplementary reading lists and websites will be posted online.

Unit Descriptions And Schedule

This class is delivered over a three week residency, with pre-residency and post-residency assignments. It does not have a subset of units so the presentation topics and assignments are listed sequentially below. The content has a central core of analytical thinking, argumentation and communication, supported with complementary themes of learning and decision making as examples/uses of analytical thinking. The numbers in the left column refer to PowerPoint presentations available on the course website. The full citations of the readings are found in the listings above.

Pre-residency Reading Assignments Read: Weston. 2008. Rulebook for Arguments.

Preface, Introduction, Chapter 1, Appendix: Definitions. Jan 15-Feb 14

Read: Moore R. 2000. Writing about biology: Jan 15-Feb 14 Read: In-residency required readings, in advance, as much as you

can, as you will be busy during residency Before & during residency

Residency Class Topics and Assignments Week 1 1,

Meaning and Concepts Meaning in text and argument Distinguishing ‘facts’ and concepts Vagueness and ambiguity Introduction to Argument

A formal definition of argument Arguments are everywhere: the case for argumentation Examples: what is and what is not an argument

Tuesday am

Assignment 1 Response to EPA toxic sludge announcement Due Monday

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http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp�

http://trc.ucdavis.edu/bajaffee/NEM150/Course%20Content/selections%20writing.htm�

http://trc.ucdavis.edu/bajaffee/NEM150/Course%20Content/selections%20writing.htm�

Week 2 Read: Brown 2009 Analytical thinking and communications 2 Identify and Avoid Weak Arguments 1

The key elements of argument and potential weaknesses in each Terms and Statements Predictable Errors in Statements: Absolute Statements

Wednesday am

Read: Brown 1999 Recent principles of human learning 3 Learning, Thinking and Professional Expertise

How People Learn The goal of ‘professional expertise’ and the role of higher thinking Four forms of higher thinking and their inter-relationships Studying text, analytical thinking and professional communication

Thursday am

Read: Kerr 2009 EGS background ≈4 The Basics of Ecosystem Goods and Services

Definitions of Natural Capital and Ecosystem Services The Millennium Assessment Classification of ES Mechanisms of assigning values to ES

Friday am

≈5 Identify and Avoid Weak Arguments 2 Predictable Errors in Reasoning: Fallacies

Friday pm

Read: Weston 2008 Chapters 7, 8 and 9 Residency Class Topics and Assignments Week 2

6 How to Create an Argument A five step format for a basic argument

Monday pm

Assignment 2: Create a five-step argument supporting using wetlands for water filtration

Due Monday Week 3

7 Strong Arguments and Analysis Deductive and Inductive Reasoning What is the structure of an argument The three properties of strong arguments Analyzing Structure: The Moore paper

Tuesday am

Feedback and Discussion of Assignment 1 Wednesday pm Read: Flesch How to write plain English; Rado Using Outline View 8 Technical Writing and Outline View

Three approaches to using argument in technical writing A revised approach to literature review and writing using argument How to use Outline View to support technical writing and argument

Thursday pm

Read: Franklin. Preserving biodiversity 9 Examples of Analysis Friday am

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Using the tools of argument and analysis with a management plan Analyzing an argument: Franklin paper

10 Oral Presentations Applying the principles of argument in oral presentations The perils of PowerPoint Connections to the team presentations

Friday pm

Read: Hein 2006 valuing ecosystem services Residency Class Topics and Assignments Week 3

11 Values and Environmental Thinking Values as essential elements of human reasoning Multiple meanings of ‘value’ and sources of controversy Individual values, value clusters and worldviews

Monday am

12 Alberta Environment’s Use of Ecosystem Services Analysis Economic Analyses of Value of Water Integration of Non-economic valuation

Monday pm

13 Ecosystem Services, Values and Environmental Decision Making

Descriptive and prescriptive features of decision making Practical steps from valuation to decision making The place of ecosystem services in management and policy

Tuesday pm

Assignment 3: Using ecosystem services in a policy argument Due April 14 Feedback and Discussion of Assignment 2 Wednesday pm 14 Analytical Thinking, Research and Thesis Planning

Analytical thinking and argument in thesis research and writing Using the ’10 of 50’ approach to guide proposal preparation

Friday pm

Assignment 4: Analytical thinking, argument and professional practice

Due April 14

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Learning Outcomes 1. Communication Learning Outcome Criteria 1.1 Produces effective written material

1. Material is organized coherently, concisely and completely

2. Text is legible, accurate (spelling is correct) and conforms to the style and grammatical conventions that match the purpose of the writing

3. A structure is used that makes it easy for the reading audience to identify main points and to follow the sequence of ideas

4. Documents are proof-read and re-drafted to ensure accuracy

5. Where material is copied from published and unpublished sources, this is noted and attribution provided, including copyright approval where appropriate

2. Knowledge Learning Outcome Criteria 2.1 Interprets and applies key concepts of

analytical thinking and argument

1. Identifies main features of concepts and the strengths and weaknesses that they bring to environmental discussion

2. Identifies major features of weak arguments

3. Identifies major features of strong arguments and the challenges of creating strong arguments for different audiences.

4. Critical Thinking Learning Outcome Criteria 4.1 Applies critical thinking to the

integration of knowledge and practice 1. Creates organized arguments with

appropriate form and structure

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4. Critical Thinking Learning Outcome Criteria 2. Assembles information in a pattern of

reasoning to create the content of strong arguments for specified target audiences

Assessment Matrix Type Date Due Learning Outcomes

1.1 2.1 4.1 Total Assignment 1: EPA response Jan 31 10 10 20 Assignment 2: Water argument

Feb 14 10

10 20

Assignment 3: EGS argument Apr 14 5 10 15 30 Assignment 4: Thinking Assignment

Apr 14 5 20 5 30

Total 30 30 40 100% Letter Grade P or F P P P P

Assignment and Evaluation Descriptions

For each assignment, written feedback will be provided on the document. The two in-residency assignments will be reviewed and debriefed in person. Assignment 1 Response to EPA toxic sludge announcement (20%) Participants are given an actual quotation from a US Environmental Protection Agency report recommending dumping toxic sludge in the Potomac River. They must create a brief (two page max) response, written as a letter from an environmental NGO, as a letter to be published in a newspaper of their choice. A reflection on their goals and methods is appended to the letter. Assessment: Clarity and consistency in choosing a rebuttal argument, choice of location of publication, target audience, and content of message. Assignment 2: Create a five-step argument (two page maximum) supporting using wetlands for water filtration (20%)

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Participants are given a five-step format for a structured argument, (state main thesis, main supporting reasons, identify a major counter argument, rebut the counter argument, make a final statement) based upon information from the book by Weston. They must apply the format to making a case for the use of a natural wetland instead of building a new water filtration plant for a hypothetical municipality. Assessment: Clarity and consistency of case, choosing a limited case sufficient for the space available, the argument must support the main thesis, the counterargument must be reasonable and fairly stated, the rebuttal must cogently address the counterargument, and the final statement must review relevant points in a novel and compelling manner. Assignment 3: Create an argument (ten pages max) supporting the use of ecosystem services in an administrative policy (30%) Participants must use some of the key concepts of ecosystem services in making an organized argument to an administrative agency of their choice. They must make a case that the agency should add some aspect of the identification, classification or valuation of ecosystem services to the environmental management and/or policies implemented by the administrative body. Assessment: Clarity and consistency of case. Appropriateness of the aspect(s) of ecosystem services for the administrative agency and the tasks selected for the argument, factual correctness of features of ecosystem services described and appropriate of the particular methods suggested for the purposes recommended. Appropriateness of format and language for audience selected. Assignment 4: Analytical thinking, argument and professional practice (30%) Participants must describe in essay format the major features of analytical thinking and argument and make a case for their usefulness in professional practice, identifying potential strengths and drawbacks of thinking practices. (ten pages max) Assessment: Clarity and consistency of case, comprehensiveness and correctness in identifying major features of analytical thinking, correctness/appropriateness of the potential applications to professional practice, realistic portrayal of strengths and weaknesses of uses of analytical thinking and argument.

Grading Guide

(P) Pass. Work is acceptably complete, organized, correct, meets the goals of the assignment and is well expressed. Work can vary in relative merit from B- to A+ in approximate letter grade equivalent, but is overall acceptable.

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(F) Failing at a graduate level. May have some merits but has substantial errors or omissions, likely also with overly weak organization or expression, and/or largely missed the goals of the assignment. FINAL GRADE: Cumulative Assessment of P over four assignments equals P Pass Cumulative Assessment of F equals F Fail

Academic Policies

See General Academic Regulations in the current version of the RRU Calendar:

http://www.royalroads.ca/about-rru/governance/academic-regulations/grading-

policy0805.htm

Late Policy

Learners will be expected to complete and submit all assignments on the date assigned.

It is the responsibility of each learner to complete all assignments in accordance with

the schedule. The submission of each assignment will be evaluated against learning

outcomes;. Learners must meet deadlines and manage time in relation to course loads

and team assignments. If for some reason you are unavoidably unable to meet the

specified timelines, please contact the course instructor well in advance of the due date

to request an extension.

Plagiarism (excerpt from Royal Roads Calendar)

Plagiarism is the act of presenting the ideas or works of another as one’s own. This

applies to all materials including essays, work term reports or assignments, laboratory

reports, seminar presentations, computer programs, research projects and results,

Internet material, postings in discussion groups, and statistical data. The use of such

material either directly or indirectly without proper acknowledgement (e.g. footnotes or

endnotes, URL) is contrary to the norms of academic behaviour and is subject to severe

penalty, up to an including expulsion from the university.

Include the following link to the Academic Misconduct policy and guidelines: http://www.royalroads.ca/admissions/code-conduct/academic-misconduct.htm

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Curriculum Committee Workload Report and Recommendations November, 2009

Introduction and Background In September, 2009, Thomas Chase, Vice President Academic, requested that the Curriculum Committee determine strategies for reducing its administrative workload and for streamlining its review procedures to better support a regenerative work culture at Royal Roads University. Curriculum Committee, on behalf of Academic Council, reviews and recommends curriculum-related approvals for new and revised programs and courses in accordance with the Curriculum Quality Assurance Policy (see Appendix A) to ensure that:

1. Royal Roads curriculum is of high academic quality, consistent with standards at other accredited Canadian universities, and designed and delivered in a manner consistent with program outcomes and the RRU educational model;

2. Adequate resources are in place to support the design and delivery of courses, consistent with the academic standards; and,

3. Curriculum is designed to meet the learning outcomes and criteria for awarding certificates, diplomas and degrees.

The existing Terms of Reference for the Curriculum Committee are provided in Appendix B. Recommendations

To respond to the Vice President Academic’s request, the following recommendations have been developed in consultation with members of Curriculum Committee, Academic Council, Senior Management Committee and the Centre for Teaching and Educational Technologies (CTET).

1. Adopt a monthly meeting schedule, on a trial basis, instead of the current bi-weekly schedule. Ensure that Curriculum Committee meetings are scheduled 2-3 weeks prior to bi-monthly Academic Council meetings to enable proposal submitters sufficient time to revise submissions to Academic Council based on CC feedback.

2. Clarify and differentiate the specific roles of Academic Council and Curriculum Committee members in the proposal review process. To ensure effective delegation processes and to minimize duplication of effort, there should be as little overlap in the roles and responsibilities as possible between members of Academic Council and the Curriculum Committee.

3. Develop program and course submission templates with more specific detail regarding the Curriculum Committee review criteria. These criteria will be developed in consultation with Academic Council and CTET and will be reviewed on an annual basis.

4. Implement an integrated course development and approval model. An integrated model involves a seamless merging of the steps required in (a) the course development process, managed by programs with the support of CTET and (b) the course review and approval

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process, supported by the Curriculum Committee and Academic Council. In an integrated system, instructional designers would work closely with faculty members earlier in the course development process to enable their expertise to better support the development of proposals in preparation for the Curriculum Committee review.

5. Set up an online drop-box for proposals coming to Curriculum Committee. Each drop-box will correspond to the cut-off date for receiving proposals for the monthly meeting. Proposals received after the cut-off date will be submitted to the drop-box for the next month’s meeting.

6. Expand the practice of electronic voting for straightforward proposals. After establishing the agenda for the monthly meeting, the Chair will decide if a face-to-face meeting is required or whether an online review and subsequent vote can be substituted.

7. Implement time limits for discussion of each proposal (e.g. 15 minutes) at monthly meetings. The committee has the option of waiving this requirement in exceptional circumstances.

8. Continue to have minor revisions to the reviewed proposals approved by the Chair in lieu of re-submission to the full Curriculum Committee. A motion to re-submit a proposal to the full Curriculum Committee should be reserved for exceptional circumstances.

9. Encourage the informal review of proposals by the Chair or his/her designate after faculty sign-off and prior to formal submission. Past practice has indicated that an informal review in advance can reduce the extent to which revisions are required as a result of the subsequent formal review by the full Curriculum Committee.

10. Provide an annual report from the Curriculum Committee to Academic Council that summarizes review activity in the previous year and highlights issues of strategic importance to Academic Council. Curriculum Committee will hold an annual planning retreat in preparation for the development and submission of this report.

11. Update Terms of Reference to reflect current structure of the faculties. Please see Appendix C for details.

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Appendix A Academic Council Quality Assurance Policy

(This Academic Council QA Policy is to ensure compliance with the Royal Roads University Quality Assurance Policy of 14 June 2007.)

Approved by Academic Council: November 21, 2007

Supersedes December 20, 2006 Supersedes July 21, 2004

Background

In August 2006, the presidential powers under the Royal Roads Act to set curriculum content for courses of study, instruction, and education programs were devolved to Academic Council. The process and procedures required to manage these new responsibilities necessitate modifications to the Curriculum Quality Assurance Policy of July 21, 2004, while still ensuring compliance with Board Policy as stated;

1. Royal Roads curriculum is of an appropriately high academic quality, consistent with standards at other accredited Canadian universities, and designed and delivered in a manner consistent with program outcomes and the RRU educational model;

2. Adequate resources are in place to support the design, delivery of programs, courses, consistent with the academic standards; and,

3. Curriculum is designed to meet the learning outcomes and criteria for awarding certificates, diplomas and degrees.

Educational model: RRU's outcomes-based educational model emphasizes relevance and flexibility for the in-career professional by providing a combination of on-campus residencies and online learning. It emphasizes an interactive, rather than directive, approach to teaching as well as a cohort-based and team-based learning model. RRU’s commitment to continuous quality improvement – the quality of our programs and applied research projects are fundamental to success of Royal Roads University; as such self-study/reflection, and internal and external review processes and procedures are essentials ingredients of our Academic Council Quality Assurance Policy. RRU complies with the standards for accountability, administration and quality specified by federal and provincial granting agencies including the signing of the Memorandum of Understanding on the Roles and Responsibilities in the Management of Federal Grants and Awards. Quality Assurance Practices for New and Existing Programs New Programs

1. All new degree, diploma and certificate programs offerings for credit must be approved through procedures as determined by Academic Council.

2. New program proposals must go through a consultative process (which includes the relevant Faculty, School and/or Program and the relevant Advisory Committee) prior to a recommendation to the Curriculum Committee - by the Dean(s), in the case of Faculty-based programs and the AVP International and CIO for continuing and professional study programs.

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Existing Programs 3. All substantive changes to an existing degree, diploma, and certificate programs, and/or

courses within these programs must be approved through procedures as determined by Academic Council.

4. All substantive changes to existing offerings must go through a consultative process (which includes the relevant Faculty, School and/or Program and the relevant Advisory Committee) prior to a recommendation to the Curriculum Committee - by the Dean(s), in the case of Faculty-based programs and the AVP International and CIO for continuing and professional study programs.

Quality Assurance Practices for Reviews of Programs

The Office of the Vice President Academic and Provost (chair of Academic Council) will oversee internal and external reviews of all credit programs based on a 1-year and a 5-year cycle, respectively. It is intended that this policy enable rapid response to curriculum approval and change. Internal Reviews

a) New Program Reviews: One month following the conclusion of a full cycle (i.e. the first cohort) for a new credentialed program, the program must submit a written report (see Procedures for 1 Year Review of Academic Programs) to the relevant Dean’s office; or in the case of continuing or professional studies must submit a written report to the AVP International and CIO. The report will be reviewed by the relevant Advisory Committee and submitted to Academic Council. The report must provide evidence on learning outcomes and student success relative to the program’s goals and the ‘fit’ with Faculty and University academic plans.

b) One-Year Program Reviews: On an annual basis, each Program must submit a written report (see Procedures for 1 Year Review of Academic Programs) to the relevant Dean’s office (one month past the program’s anniversary date). The report will be reviewed by the relevant Advisory Committee. The report must provide evidence on learning outcomes and student success relative to the program’s goals and the ‘fit’ with Faculty and University academic plans. For continuing and professional studies a report must be send to the AVP International and CIO.

External Reviews

c) Five-Year Program Reviews: One month following the five-year anniversary date of the start of a degree or certificate program the Dean’s office will submit a Five-Year Evaluation Report (see Procedures for 5-Year Review of Academic Programs) for each program to Academic Council for subsequent submission to the Program and Research Council of the Board of Governors.

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Review Reporting All reports will be available to Academic Council, Executive Management Committee and Board of Governors.

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Appendix B: Curriculum Committee of Academic Council

Terms of Reference

Approved by Academic Council April 18, 2007

Background Academic Council revised the Curriculum Quality Assurance Policy on April 18, 2007. The responsibility for enacting this policy was delegated to the Curriculum Committee of Academic Council. Composition & Elections

• Registrar • 6 elected representatives each serving a three-year term with a minimum of one

representative from each faculty. • Faculty Development and Scholarship Chair • Representative of For-Credit Executive Education programs • Director/Associate Dean from each Faculty appointed by the Dean

Delegates/alternates are not permitted in the case of a member’s absence. Subject matter experts may be invited at the Chair’s discretion. Voting and Quorum

1. Staggered elections permit for two faculty members to be elected in any given year. The Office of the Registrar is responsible for elections.

2. Committee chair is appointed by the Chair of Academic Council from the Curriculum Committee membership.

3. Voting is by majority vote. The chair may vote only in the event of a tie. 4. A minimum of four members constitutes a quorum.

Responsibilities

1. Approve changes to existing for-credit programs/courses and forward to Academic Council for information or approval, as appropriate

2. Review new programs/courses and make recommendations for approval to Academic Council.

3. Provide advice, coaching and education to the university community about curriculum quality policies and processes.

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4. Receive reports on all internal cyclical reviews and make recommendations to Academic Council.

5. Advise and make recommendations to Academic Council on matters related to curriculum quality standards.

6. Curriculum Committee, as it deems necessary, may establish ad-hoc committees or consultation processes in order to fulfill its mandate.

Meetings - twice monthly. Agenda & documents The agenda will be closed 10 days in advance of a meeting to permit for advanced distribution of documentation.

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:

Appendix C: Curriculum Committee of Academic Council

Terms of Reference

Revisions Proposed to Academic Council November 18, 2009

Background Academic Council revised the Curriculum Quality Assurance Policy on April 18, 2007. The responsibility for enacting this policy was delegated to the Curriculum Committee of Academic Council. Composition & Elections

• Representative of the Registrar’s Office • 6 elected representatives, each serving a three-year term with a minimum of two

representatives from each faculty. • Faculty Development and Scholarship Chair • Associate Dean from each Faculty appointed by the Dean

Delegates/alternates are not permitted in the case of a member’s absence. Subject matter experts may be invited at the Chair’s discretion. Voting and Quorum

1. Staggered elections permit for two faculty members to be elected in any given year. The Office of the Registrar is responsible for elections.

2. Committee chair is appointed by the Chair of Academic Council from the Curriculum Committee membership.

3. Voting is by majority vote. The chair may vote only in the event of a tie. 4. A minimum of four members constitutes a quorum.

Responsibilities

1. Approve changes to existing for-credit programs/courses and forward to Academic Council for information or approval, as appropriate

2. Review new programs/courses and make recommendations for approval to Academic Council.

3. Provide advice, coaching and education to the university community about curriculum quality policies and processes.

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4. Receive reports on all internal cyclical reviews and make recommendations to Academic Council.

5. Advise and make recommendations to Academic Council on matters related to curriculum quality standards.

6. Curriculum Committee, as it deems necessary, may establish ad-hoc committees or consultation processes in order to fulfill its mandate.

Meetings - monthly. Agenda & documents The agenda will be closed 10 days in advance of a meeting to permit for advanced distribution of documentation.

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PROPOSED DECISION PROCESS FOR NEW ACADEMIC PROGRAMS OR MAJOR REVISIONS TO PROGRAMS

Identification of Potential New Programs/Major Revisions • Marketing Department, Academic Faculties, and CALM identify potential new programs or major

revisions to programs:1

• flowing from the 2009 strategic planning process;

• during annual operating plan preparation;

• flowing from formal academic program reviews; or

• as opportunities present themselves during the year.

Decision Process • For each proposed new program or major revision, the following decision process would be

followed.

1. Concept Outline: for Executive Approval (Academic unit with VPA) 2. Market Research (VPMBD) 3. Integrated Academic and Business Plan (Academic unit, VPA, VPF)

• Concept Outline is prepared and evaluated by Executive

• Concept Outline provides the high level academic and business case for the proposed program or proposed revisions (2-3 pages maximum).

• Integrated Plan to be reviewed by and approved by Curriculum Committee, Academic Council, Executive Team, Program and Research Council, and Board of Governors.

Rationale for the Integrated Plan • In the past, new programs have been taken to Curriculum Committee and Academic Council for

approval before a business plan has been prepared and approved. The role of Curriculum Committee and Academic Council in this regard has been to ensure the program will meet the necessary academic standards. However, there are two risks resulting from preparing the business plan after approval by Curriculum Committee and Academic Council:

• Approval by Academic Council can be seen as approval to proceed when in fact the program may not be strategically aligned or financially viable. Considerable momentum is created in the University with approval by Academic Council. The business plan is

1 Major changes to programs include: -significant modifications to program learning outcomes; -development of a new stream of a program; -curricular changes to a significant number of courses (more than 40%) and/or changes in the delivery method, i.e. from face-to-face to online or vice-versa.

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relegated to the position of an afterthought, or, what is worse, a negation of all the effort that has been put into the design of the academic program.

• Decisions regarding program design are made at CC/AC. However, there is no financial assessment of such decisions until the business plan is prepared. This results in the CC/AC not being engaged in the financial implications of their decisions.

• There is currently no mechanism to identify changes in program structure or aspects of the delivery model that occur after the business plan is approved. Such changes could have an effect on program costs and hence on the financial viability of the program.

Decision Process - Details

Concept Outline

• To determine whether the new program or major revision is worth pursuing

• Questions to be answered:

• What is the overall rationale for the program or revision? How is it consistent with the University’s strategic direction?

• What is the estimated market for the new program and what is the evidence for this?

• What is the proposed curricular and delivery model? What existing academic resources can be drawn upon or adapted for the proposed program?

• What are the projected enrolment figures? How will the proposed program address the financial targets established in the Strategic Plan?

Market Research

• The Office of the Vice-President Marketing and Business Development will be responsible for confirming that a market exists for the new program. The nature of the market survey will be determined in consultation with the academic unit.

The Integrated Plan

• The integrated plan to be used as a basis for deciding whether and how to proceed with the new program comprises:

• Program Description and Rationale

• Program Model and Curriculum (learning outcomes, courses, research requirements, quality assurance processes)

• University, Faculty and Program Resource Requirements

• Strategic Analysis

• Market Analysis

• Project Costs and Margins, including program administration costs and tuition fees

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Policy on Major Projects and Theses in Graduate Programs Approved: Academic Council May 21, 1997 Revised: June 15, 2005 Revised: December 20, 2006

ROYAL ROADS UNIVERSITY

Proposed Policy on

Supervision of Major Projects and Theses in Graduate Programs Those candidates for post graduate degrees at the Royal Roads University who are required to complete a Major Project or Thesis as part of their program will be supported with graduate supervision and guidance in accordance with the following policies • The primary support for graduate students engaged in Major Project or Thesis

work will be a Supervisory Committee. • Supervisory Committees will be appointed by the Program Director and will

normally consist of a Committee Chair, an Academic Advisor and an External Advisor.

• The primary role of the Committee Chair will be to ensure that the supervision

and guidance provided by the Academic and External Advisors conforms to the policies and procedures at Royal Roads University.

• The primary role of Academic and External Advisors is to advise, support and

critique student’s work during completion of the major project or thesis. This includes the evaluation of a Project or Thesis proposal and assessment of a completed Project or Thesis in accordance with Royal Roads University procedures and regulations.

• The Program Director is responsible for ensuring that the qualifications and

experience of members of Supervisory Committees are appropriate for graduate supervision at Royal Roads University.

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Program Directors are responsible for the development and implementation of procedures and regulations consistent with this policy subject to the approval of the Vice-president Learner and Student Services. Approved June 15, 2005: That a graduate research product that demonstrates appropriate research competencies be a degree completion requirement for every masters program at Royal Roads University. Approved December 20, 2006 That the credit requirements for a thesis be modified from 18 credits to a range of 12 to 18 credits.

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