agenda - january 21, 2015
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Agenda - January 21, 2015TRANSCRIPT
Date: January 19, 2015 To: Faculty of Fine Arts Council Members From: Professor Rae Staseson Dean, Faculty of Fine Arts Re: NOTICE OF MEETING – Fine Arts Council
There will be a Faculty of Fine Arts Council meeting on Wednesday, January 21, 2015, at 2:30 pm in ED 114. *PLEASE NOTE CHANGE IN LOCATION*
AGENDA
1. Approval of Agenda
2. Approval of Minutes of December 3, 2014 (attached)
3. Business Arising from meeting of December 3, 2014
4. Dr. Shauneen Pete, Associate Professor and Executive Lead: Indigenization
5. James D’Arcy, Registrar – Class Scheduling Policy (Appendix I attached)
6. Dr. Marc Spooner, Associate Professor, Faculty of Education
“Public Engagement and the Politics of Evidence in an Age of Neoliberalism and Audit Culture” July 23-25, 2015, University of Regina visit www.politicsofevidence.ca
7. Dean’s Report
8. Associate Deans’ Reports 7.1 Associate Dean (Undergraduate) 7.2 Associate Dean (Graduate & Research)
9. Administrators’ Reports 8.1 Jan Bell 8.2 Janelle Bennett
10. Reports From Other Faculties
11. Other Business
12. Dr. Harvey King, Director, CCE and Livia Castellanos, Director, UR International
- Draft Internationalization Plan (Appendix II attached)
13. Adjournment Next Meetings (All meetings start at 2:30 p.m.)
Wednesday, March 18 – LI 215 Wednesday, May 13 – TBD
FACULTY OF FINE ARTS
MEMORANDUM
FACULTY OF FINE ARTS
Minutes of Faculty Council
December 3, 2014 at 2:30 p.m. in RC 050
Present: R. Staseson (Chair), S. Abbott, J. Bell, J. Bennett, D. Bowman, K. Bracht, R. Caines, I. Campbell, L. Cavanagh, R. Chambers, M. Dagenais, K. Finnsson, F. Freddolini, L. Groeneveld, W. Hollinger, R. Horowitz, K. Irwin, D. Kikulwe, B. Mahon, P. Mather, C. McComb, P. Minevich, D. Ouellette, W. Pearce, A. Perron, H. Pridmore, C. Ramsay, B. Reul, K. Ricketts, M. Rollo, G. Saul, M. Smith, B. Stockton, C. Stojanova, R. Truszkowski, M. Wihak. A. Wolvengrey
Jodi Snell (Recorder)
Regrets: B. Ghiglione, D. Gregorio, D. Juschka, C. Kuster Orban, C. Robertson, R. Rogers, R. Truszkowski
1. Approval of the Agenda
MOVED that the agenda be approved. R. Caines/K. Irwin CARRIED
2. Approval of Minutes of October 15, 2014, meeting
MOVED that the minutes be approved. R. Caines/K. Finnsson CARRIED
3. Business Arising from Meeting of October 15, 2014
MOVED that MOTION 2 from the ASP Committee be amended to an AA-ZZ course. K. Irwin/K. Finnsson CARRIED
4. Dr. David Malloy, Vice President (Research)
Discussed: 1. Strategic Plan – 5 Research Clusters. One is Digital Futures; there is so much research that is digitally connected. Will be promoting hard both internally and externally. 2. Research Impact – We are the best! Quality over quantity. 3. Ranked #1 by Research Info Source for research collaborations internationally. 51.3% of our publications are reaching international audiences. 4. Research Updates – Innovating Life research journal will be sent province wide. Send stories to Kathleen Irwin to put forward to Rebecca Berthwaite to promote our research.
5. Dean’s Report 1. October was a stellar month for Graduate/Undergraduate students. 2. Welcome to Kathleen Irwin as the new Associate Dean, Graduate & Research. 3. February Faculty forum will be Faculty only. Save the date – February 11, 2015.
Minutes – Fine Arts Faculty Council – December 3, 2014
4. Social Work/Nursing/Business – very interested in new initiatives for Undergrad students. 5. Access Communications will be collaborating with us to focus on our areas of study. Production will start Feb-Mar and should be broadcast hopefully in April. 6. Fine Arts promotional video is in production and should be ready April. 7. Many positive changes!
6. Associate Deans’ Reports 6.1 Associate Dean (Undergraduate)
- Reminder: Regulations around Academic Misconduct – do not speak to student; speak to Wes immediately.
- Marks Dec. 16. Five days after final (if there is one). Ten days after last day of class (without final exam).
- Strat Plan launch in mid-January. - Planning for Spring/Summer and Fall 2015
6.2 Associate Dean (Graduate & Research)
- Presented statistics on Grad Student numbers - Fine Arts Research Plans – comments to Kathleen by Dec. 7 - Mini-Forum – January 14 for Grad Students from all areas - Info sessions in April for new Faculty – processes for supervision 7. Administrator’s Reports – None 8. Report from the Interdisciplinary Program Coordinator – as was attached to Agenda
9. Report from the Committee on Admissions, Studies & Procedures MOTION 1: MOVED that Indian Art 100 be created effective 201520. Course Description: INA 100 3:3-0 Introduction to Indian Art Contemporary and Traditional Indigenous art practices will be introduced with an emphasis on critical thinking. Indigenous practices will be contextualized alongside international and historical art, craft, criticism, and aesthetics. Discussions by artists and gallery visits will be included. Note: Students may not receive credit for both INA 100 and ART 100.
L. Cavanagh/G. Saul CARRIED
MOTION 2: MOVED that effective 201520, students in the programs listed below may take INA 100 or ART 100 as part of their major requirements:
• 13.16.1 Bachelor of Arts (Visual Arts) • 13.16.1.2 Bachelor of Arts Honours (Visual Arts) • 13.16.6 Bachelor of Arts (Visual Arts) Three Year Special • 13.16.7 Bachelor of Fine Arts (Visual Arts) • 13.16.10.3 Minor in Visual Arts
L. Cavanagh/W. Pearce CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
MOTION 3: MOVED that effective 201520, the First Nations University of Canada, Indian Fine Arts students be exempt from FA 001 as a requirement of their program. Indian Fine Arts Students will instead be required to take INDG 104, a 3 credit hour course. Students will count the credit hours in their elective portion of their programs.
FA 001 – Foundations of University Practices A non-credit introductory seminar to the University and the Faculty of Fine Arts. Students will be introduced to the variety of resources and services available to them and their roles and responsibilities as members of the university and fine arts communities. The seminar will also provide students with the degree and career possibilities. This required course must be completed within the completion of 30 credit hours of study. Students who are placed on academic probation before completing 60 credit hours of study or who have received a “must withdraw” academic action on their transcript must repeat this course. Note: Normally offered in the fall semester only. Indian Fine Arts students taking or who have taken INDG 104 are not required to take this course. INDG 104 – Introduction to Indigenous Higher Learning 3:3-1 This course utilizes a collection of writings designed to help First Nations students understand themselves through an Indigenous world-view in the context of university life. This course assists students in developing attitudes and aptitudes necessary for academic and future life success through principles of critical thinking and learning. *Note: Students who have completed 30 credit hours or more may not take INDG 104 for credit unless they have prior written permission of their faculty or college.*
L. Cavanagh/K. Irwin CARRIED
ASP Motions from November Meeting: MOTION 1: MOVED that a FINE ARTS MINOR (Film Production) be created. A minor in Fine Arts (Film Production concentration) must include:
Credit hours Required
3.0 Film 100
3.0 Film 200 or Film 280AA*
3.0 Film 201**
3.0 Film 209** (must be taken concurrently with Film 201)
3.0 Film 202
3.0 1 Film Production or Film Studies course at the 300 Level
18.0 Total (A minimum GPA of 65% is required)
*Film 280AA and Film 200 are equivalent courses. Either course will be accepted. **Registration in these classes requires permission from the Department Head. Students pursuing a Film Production minor are required to request permission from the Head of the Department of Film in order to register in Film 201 and Film 209. Film 201 and Film 209 must be taken concurrently.
L. Cavanagh/S. Abbott CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
MOTION 2: MOVED that a new description and prerequisite for MUCO 317 and MUCO 318 be created:
MUCO 317 Introduction to Composition 1.5:2-0 Introduction to different styles of music composition from c.1800-1900. This course will enable students to write works in a variety of musical styles. ***Prerequisite: Music reading ability recommended*** *Note: Students cannot receive credit for MU 317 and MUCO 317* MUCO 318 Introduction to Composition of the Modern Era 1.5:2-0 Continuation of MU 317. *** Prerequisite MU 317*** Introduction to different styles of music composition from c.1900 onwards. This course will enable students to write works in a variety of musical styles. ***Prerequisite: Music reading ability recommended*** *Note: Student cannot receive credit for MU 318 and MUCO 318*
L. Cavanagh/H. Pridmore CARRIED
MOTION 3: MOVED that four new selected topic course series be created effective 201520:
MU 199 Selected Topics in Music: an AA-ZZ series 3:3-0 Courses covering selected topics in music. MU 299 Selected Topics in Music: an AA-ZZ series 3:3-0 Courses covering selected topics in music.
MU 399 Selected Topics in Music: an AA-ZZ series 3:3-0 Courses covering selected topics in music.
MU 499 Selected Topics in Music: an AA-ZZ series 3:3-0 Courses covering selected topics in music.
L. Cavanagh/W. Pearce CARRIED
MOTION 4: MOVED that the calendar description for MUTQ 283 Vocal Technique be changed to:
MUTQ 283 Vocal Technique A course in which students will learn basic techniques for healthy vocal production, and how to apply those techniques and/or teach them in the classroom, the choir rehearsal, or the private voice studio. Vocal physiology, acoustics, and other vocal issues will be examined, along with in-class performing. A course in which, via the singing of classical and folk-song repertoires, the students will learn the basic technique of proper voice production, and how to teach this technique in the classroom. Focus will be on free or open tone, good tuning and adequate breath management.
L. Cavanagh/H. Pridmore CARRIED
MOTION 5: MOVED that registration restrictions be removed for MUTQ 283 Vocal Technique *Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music major and minor), BA in Fine Arts (music) and BFA with a major in Acting.* *Note: Not available for credit in BMus performance program with Voice as the applied major.*
L. Cavanagh/G. Saul CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
MOTION 6: MOVED that MUTQ 283 Vocal Technique be added as noted below as a requirement for students in the BMus performance program with Voice as the applied major
Bachelor of Music - Performance Requirements – 9.0
9.0 May include: Professional Placement FA 499AA-ZZ; up to 6.0 cr. hr. of non-core ensembles; MUPE courses beyond the core requirement. Voice majors must include MUPE 270 (2.0) and MUTQ 283 (2.0)
L. Cavanagh/H. Pridmore CARRIED MOTION 7: MOVED that MU 380 Vocal Pedagogy be deleted from the course catalogue
L. Cavanagh/H. Pridmore CARRIED MOTION 8: MOVED that the course description for MUPE 381 Opera Workshop be changed to:
MUPE 381 Opera Workshop Opera Workshop is open to all students who wish to gain a basic understanding of how to research, prepare, and perform operatic repertoire. Emphasis will be placed on musical preparation and aspects of production. The students will present a public performance of opera scenes at the end of the term. Not offered every year. A continuation of MUPE 281.
L. Cavanagh/K. Bracht CARRIED
MOTION 9: MOVED that a new selected topics series be created:
THAC 290AA-ZZ Selected topics in Acting 3:3-0 An AA to ZZ series at the 200 level
L. Cavanagh/K. Irwin CARRIED
MOTION 10: MOVED that THEA 215 AA Let’s go to the Theatre (3:0-3) be created.
L. Cavanagh/W. Pearce CARRIED MOTION 11: MOVED that THST 381 AB Let’s go to the Theatre be deleted.
L. Cavanagh/W. Pearce CARRIED
MOTION 12: MOVED that THAC 360AH Play!: Performing Creation Festival be re-designated and numbered THEA 315AA and have a prerequisite of THAC 260 added.
L. Cavanagh/K. Bracht CARRIED
MOTION 13: MOVED that the following new courses be created effective 201520:
ART 416. 417. 418 and 419 Senior Group Studio 3:0-3 All courses share the same description and prerequisite.
Students may work in multiple medias under the guidance of more than one professor and in a community of student artists. This does not restrict students from choosing to work in a single media. ***Prerequisite: 9 credit hours of ART 300 level courses***
L. Cavanagh/R. Horowitz CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
Note: Changes noted in Motions 14, 15, and 16 are reflected in the BFA program chart below the motions. MOTION 14: MOVED that the BFA Visual Arts major 13.16.7, requires a minimum of 3-credits in a 400-level studio course that is not Senior Group Studio, effective 201520.
L. Cavanagh/G. Saul CARRIED MOTION 15: MOVED that the ART/INA elective in the Bachelor of Fine Arts, Visual Arts major 13.16.7, be replaced with an INA elective of 3-credits, effective 201520
L. Cavanagh/S. Abbott CARRIED MOTION 16: MOVED that the Art History requirement for BFA Visual Arts major 13.16.7 be changed from 12-credit hours at the 2/3/4xx level to 6-credit hours at the 2/3xx level, and 6-credit hours at the 3/4xx level, effective 201520.
L. Cavanagh/R. Horowitz CARRIED
78.0 Proposed BFA – Visual Arts Major (changes are made to chart as approved in June 2014.)
3.0 ART 100
3.0 Art 220 or INA 220
3.0 Art 221 or INA 230
3.0 4 Art chosen from 223, 230, 240 250, 260, 270, 280, or Film 205
3.0 3.0
3.0
3.0 Art or INA elective
3.0 12 credit hours of 300-level studio art courses
3.0
3.0
3.0
15.0 15 credit hours of 400-level studio art courses. Students who wish to declare a specific concentration within the Visual Arts major should consult with a program advisor. Students must take a minimum of 3 to a max of 12 credit hours of Senior Group Studio (ART 416-419)
3.0 ART 400
3.0 ARTH 401
3.0 ARTH 100
3.0 INAH 100
3.0 Art History 200/300 Level
3.0 Art History 200/300 Level
3.0 Art History 300/400 level
3.0 Art History 300/400 level
3.0 ARTH 301
Minutes – Fine Arts Faculty Council – December 3, 2014
MOTION 17: MOVED that all 200-level studio courses (listed below) meet in studio for three hours weekly rather than four, for 3 credits, effective 201520 ART 220, 221, 222, 223, 230, 240, 250, 260, 270, 280 will have 3:3-4 notation changed to 3:3-3 in the catalog.
L. Cavanagh/M. Smith CARRIED MOTION 18: MOVED that all INA 210, 220 and 230 meet in studio for 3 hours weekly rather than 4.5, for 3 credits, effective 201520 Each course will have the 3:3-4.5 notation changed to 3:3-3 in the catalogue.
L. Cavanagh/S. Abbott CARRIED 10. Criteria Document – Appendix III MOTION 1: MOVED that the last bullet in section 3.1 (page 6):
901 and/or 902 will be counted within this system. The advising role is considered part of the normal workload and is not credited.
Be changed to:
901 and/or 902 will not be counted within this system. The advising role is considered part of the normal workload and is not credited.
W. Pearce/ G. Saul CARRIED
MOTION 2: MOVED that the following changes to Evaluation of Faculty be made: The title for section 3.3 be changed from Appointment with Tenure to Application for Tenure
W. Pearce/R. Horowitz CARRIED
MOTION 3: MOVED that the following clauses be added to 3.3 (Application for Tenure) and 3.5 (Merit Increments) respectively:
3.3 In accordance with article 17.5 of the Collective Agreement, when an academic staff member is applying for promotion, or applying for, or being considered for an appointment with tenure, the performance review shall cover the member’s entire career.
3.5 In accordance with article 17.5 of the Collective Agreement, when a member is applying for merit,
the performance review shall cover the period since the last merit was received or, if the member has never received merit, since the initial appointment.
W. Pearce/R. Horowitz CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
MOTION 4: MOVED that the composition of the Peer Review committee as currently constituted be changed to:
2.1 The Committee consists of 5 members and these members are elected at large. All members must be in a tenured appointment. The committee will have one member from each of the following areas: Film, Fine Arts Faculty, Music, Theatre and Visual Arts, and will have at least one studies faculty member and one studio faculty member. In the event that the election’s results would leave the committee without any representative from a particular subject area or without at least one studio and one studies member, the nominee from the deficient area receiving the most votes shall be added to the committee, and the nominee who was elected with the least number of votes in the at-large election will not serve on the committee. If it is impossible to fill this committee with five members due to leaves and retirements, the minimum number will be three, with at least one studies and one studio faculty representative.
W. Pearce/K. Irwin CARRIED MOTION 5: MOVED that the wording of 2.5: The committee chooses a chairperson from among its elected members. be changed to:
The committee chooses a chairperson from among its elected members. The chairperson will be a voting member.
And that the wording of 3.1: The quorum for meetings is four members. be changed to: The quorum for meetings is three members.
W. Pearce/S. Abbott CARRIED
MOTION 6: MOVED that the wording of part 3.5:
In addition, as per Article 17.9 of the Collective Agreement, members who wish to be considered for a merit increment shall make written application for such to the department head with a copy to the Dean no later than November 30th.
be changed to:
In addition, as per Article 17.9 of the Collective Agreement, members who wish to be considered for a merit increment shall make written application for such to the Dean with a copy to the department head no later than November 30th.
R. Caines/S. Abbott CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
Other comments/concerns were mentioned with regard to the Criteria Document to which Dean Staseson advised that the document is in the process of being reworked. 11. Conflict of Interest & Conflict of Commitment
Rae and Jan presented a Power Point outlining the Conflict of Interest & Conflict of Commitment. All staff are required to sign. Questions: Why do we have to declare honoraria and other income? - It is a blanket statement to cover a need for when there is a conflict. Does this infringe on our Academic freedom? - Talk to your union. URFA supports this change.
How many questions are on the form now?
- Four. Is this finished or is it still in process?
- This is a done deal. 12. Reports from Other Faculties
Arok Wolvengrey introduced himself. FNUC has launched the art gallery with its new name – Plain Red Art Gallery.
13. Other Business - Pot luck December 11 - Candy Fox’s film was chosen by the Toronto International Film Festival as Top Ten Student Film - iPad Orchestra concert on Saturday - Lots of music concerts happening this month 14. Adjournment MOTION that the meeting be adjourned.
R. Staseson/S. Abbott CARRIED
Minutes – Fine Arts Faculty Council – December 3, 2014
To: Faculty of Fine Arts Council
From: James D’Arcy, Registrar
Date: August 12, 2014
Re: Class Scheduling Policy – Item for Information and Discussion
Background
The Class Scheduling Policy is a new policy that is intended to provide guiding principles and direction to Class Scheduling at the University of Regina. The policy is necessary because of the substantive changes in practice from the old methods of scheduling in comparison to the implementation of Infosilem, the U of R’s new scheduling software system.
Faculty of Fine Arts Council has been identified as a major stakeholder group and is being requested to provide feedback. The anticipated effective date of the new policy is January 1, 2015.
APPENDIX I
Operations
Class Scheduling Policy Number: University Governance assigns new policy numbers Audience: University of Regina Faculty and Staff Issued: January 1, 2015 Last revised: January 1, 2015 Owner: Registrar/Timetable Renewal Project Steering Committee Approved by: Provost and Vice-President Academic Contact: Manager – Registration, Scheduling & Exams – 306-585-5168
Introduction An effective class schedule is one that facilitates learning, maximizes access for students within the constraints of classroom space and the number of instructional hours available, and accommodates a range of pedagogies. In developing the course schedule for students and instructors, the following goals must be balanced:
• Students should be able to take courses needed to graduate from their program in a timely manner.
• Classes should be scheduled to avoid as many course conflicts as possible. • Classes should be scheduled to make the best possible use of the available
space for teaching and learning activities. • Instructors should be able to obtain schedules that permit them to integrate their
professional duties of teaching, research and service in a reasonable way. • In scheduling classes, the University must, if requested to do so, make
accommodations under the provincial Human Rights legislation. • Scheduling priorities should be scheduled equitably across all disciplines.
The purpose of this policy is to:
a. define university policy as to the use and management of classroom space; b. establish and enumerate processes for allocating classroom space; and c. encourage the university community to make efficient and coordinated use of classroom space.
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APPENDIX II
Definitions Classroom Space – is a university resource allocated to and managed by the
Scheduling area of the Registrar’s Office. All academic units share access to classroom space to deliver courses
Core/Required Courses – Those courses a student must take in order to graduate from their program of study.
Daytime hours – Classes with start times between the hours of 08:30 and 16:59. Evening hours – Classes with start times between the hours of 17:00 and 22:00. Forced Meeting Day and Time – A class that has been forced in the system to
be scheduled on a specific day and/or time. Standard Meeting Pattern - An established pattern of class meeting times (see
Appendix 1). Tier 1 Accommodation – A Tier 1 accommodation is an approved workplace
accommodation or some other contractual obligation that the University has with a faculty member.
Tier 2 Accommodation – An accommodation to a class schedule that does not fall into the definition of a Tier 1.
Policy Classroom Space
Scheduled classroom space is a university resource allocated to and managed by the Scheduling area of the Registrar’s Office. All academic units share access to classroom spaces to deliver courses.
Classroom space will not be removed from the classroom pool unless formally approved by the University of Regina’s Space Allocation Committee.
Classroom space that is specialized in nature is not typically available for use for other purposes but may be utilized for other purposes in the event the space is not in use in a specific time period.
Campion College, First Nations University of Canada, and Luther College each manage their classroom spaces in accordance with the specific policies of each.
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APPENDIX II
Standard Meeting Patterns
Standard meeting patterns will be used when scheduling most classes. A complete list of standard meeting patterns can be found in Appendix 1.
Non-standard Meeting Patterns
There may be some classes that need to be scheduled outside of standard meeting patterns (a one week intensive course for example). In these cases, forced entries to the system may be used.
Tier 1 Accommodation Requests
A tier 1 accommodation will be made for employees who have a temporary or permanent medical disability or who have a contracted teaching agreement to teach on a specific day and/or time.
Tier 1 accommodation requests will be respected 100% of the time.
Tier 2 Accommodation Requests
Reasonable efforts will be made to accommodate Tier 2 requests but the accommodation cannot be guaranteed.
Schedule Requirements and Deadlines
Designated individuals within each faculty are required to enter all pertinent information into the established timetabling system by the approved deadline dates.
Roles and Responsibilities
Registrar’s Office • Has the overall responsibility for system implementation, maintaining scheduling
rules in the system and that requests for Tier 1 or 2 accommodations have received the required approvals.
• Develops and maintains documentation related to class scheduling procedures. • Works with Information Services to ensure appropriate training and training
documentation is available. • Has the overall responsibility for maintaining this policy.
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APPENDIX II
Faculties/Departments/Colleges • Entry of all pertinent scheduling data into the system by the approved deadline
dates. • Ensure that faculty members who are requesting Tier 1 approval have followed
the established University process. • Review Tier 2 requests from their faculty members and instructional staff. • Ensure Tier 2 requests are valid and reasonable prior to entry into the timetabling
system. • Review and resolve appeals related to disputes on how policy is applied to the
class schedule. • Bring scheduling concerns to the appropriate individuals within their areas and/or
the Registrar’s Office.
Consequences for Noncompliance Non compliance with this policy could result in unnecessary delays in the time a student takes to complete a program, or other consequences that could impact the class schedule in a negative way.
Processes
Process to Reallocate Classroom Space for Another Purpose.
Proposals to reallocate classroom space for alternate purposes on a permanent or temporary basis are made to the Chair of the Space Allocations Committee (VP Administration).
The Chair of the Space Allocations Committee will schedule the proposal for review at a meeting (the next meeting or as soon as the agenda permits) of the Space Allocations Committee.
All decisions of the Space Allocations Committee shall be final.
Tier 1 Accommodation Approval Process
Tier 1 accommodation requests follow the established process of the Workplace Accommodation for Employees with Medical Disabilities Policy (EMP-080-005).
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APPENDIX II
Tier 1 requests that are medical related but do not require a formal accommodation are reviewed by the Dean (or designate) for approval. In most cases the designate is the Department Head.
When a Tier 1 request has received the appropriate approvals, the Faculty/College will enter the constraint into the scheduling system. The confidential information related to the nature of the accommodation will not be entered into or tracked by the scheduling system in any way.
Tier 2 Accommodation Approval Process
Tier 2 accommodation requests are made to the Faculty/College Dean (or designate). In most cases the designate is the Department Head.
When a Tier 2 request has received the appropriate approvals, the Faculty/College will enter the constraint into the scheduling system for this purpose. The nature of the accommodation will be entered into the system and tracked unless the nature of the accommodation is confidential.
While every effort will be made to accommodate a Tier 2 request, the scheduling needs of the students of the University will take precedence. There may be some instances where a Tier 2 request cannot be accommodated.
From time to time, the Registrar’s Office will review the nature of all Tier 2 requests to determine if there is need to establish specific processes for common types of Tier 2 requests. New processes will be brought forward through the appropriate governance structure for approval.
Nonstandard Meeting Time Approval Process
Nonstandard meeting patterns are those that do not reflect the standard meeting patterns as identified in Appendix 1 of this policy.
Requests to schedule classes in a nonstandard meeting pattern will be approved by the Faculty/College Dean (or designate).
Forced Meeting Day and Time Approval Process
There are times when forced meeting days and times are required (i.e.; a Sessional Instructor or a contracted instructor that is only available on a specific day and time or a course that is offered for a full week for 7 hours each day).
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APPENDIX II
Requests to schedule classes in forced meeting day and times must be approved by the Faculty/College Dean (or designate).
Moving a Class Meeting Day and Time Approval Process
There are times when after the master time table has been prepared, there is need to move the day, time, or location of class.
Requests to move the day, time, or location of a class must be made by the Faculty/College Dean (or designate) to the Registrar’s Office timetabling area.
The Faculty will assume all responsibility associated with notifying the Registrar’s Office and registered students of the change.
Related Information The Collective Agreement between the University of Regina and the University of
Regina Faculty Association representing the University of Regina Academic Staff Members (2011 – 2014).
The Collective Agreement between Campion College and the University of Regina Faculty Association representing the Campion College Academic Staff Members (2011 – 2014).
The Collective Agreement between Luther College and the University of Regina Faculty Association representing the Luther College Academic Staff Members (2008 – 2011).
The Collective Agreement between First Nations University of Canada and the University of Regina Faculty Association representing the First Nations University of Canada Academic Staff Members (2005-2008).
Space Management and Allocation (OPS-40-005). Workplace Accommodation for Employees with Medical Disabilities Policy (EMP-
080-005).
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APPENDIX II
Class Scheduling Policy Appendix 1 Standard Meeting Patterns
Standard Meeting
Pattern Code
Meeting Time Number of meetings per
week
Number of hours per meeting
D1X1 Daytime 1 1 D1X1.5 Daytime 1 1.5 D1X2 Daytime 1 2 D1X2.5 Daytime 1 2.5 D1X3 Daytime 1 3 D1X4 Daytime 1 4 D1X5 Daytime 1 5 D1X7 Daytime 1 7 D2X1 Daytime 2 1 D2X1.5 Daytime 2 1.5 D2X2 Daytime 2 2 D2X3 Daytime 2 3 D3X1 Daytime 3 1 E1X1 Evening 1 1 E1X1 Evening 1 1 E1X1.5 Evening 1 1.5 E1X2 Evening 1 2 E1X2.5 Evening 1 2.5 E1X3 Evening 1 3 E1X4 Evening 1 4 E1X5 Evening 1 5 E1X7 Evening 1 7 E2X1.5 Evening 2 1.5 E2X2 Evening 2 2 E3X1 Evening 3 1
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APPENDIX II
Draft Internationalization Plan, Nov. 25 2014 1
Draft Internationalization Plan, 2015-‐20 University of Regina
Executive Summary
• This draft internationalization plan builds on the University new strategic plan, with the aim of setting key targets and goals to strengthen and enhance 5 pillars of internationalization by working in an integrated and organic manner.
• First, we recommend that the University diversify the countries of origin for our
international students, while increasing the number of international visa students to roughly 14% of the undergraduate population, as well as increasing the number of international graduate students by 20% and the number of ESL students by 35%.
• In order to retain these students and ensure their success, we believe that the
University absolutely needs the creation of a transition program for all international students, expansion of Global Learning Centre support for those students, and the allocation of some of the tuition from these new students to the line Faculties teaching these students to aid in the creation of support for these students, and for instructors teaching them.
• Second, we recommend a 25% increase in the number of international experiential
learning opportunities for domestic students, with the goal of increasing the total number of students taking advantage of these opportunities by 50%.
• Third, we will work to engage faculty and staff in the process of further and deeper
internationalization by increasing international research opportunities, including providing more opportunities for international opportunities for faculty and work exchanges for staff.
• In order for this recommendation to succeed, we will need to provide the funding
for travel, and strengthen the recognition for faculty and staff when they contribute to international activities.
• Fourth, we recommend that by the end of 2020 each major at the University include
an opportunity for students to have an internationally focused course within their degree program, with international concepts and methodologies integrated within the curriculum.
• Fifth, we recommend that the University strike a small task force to build upon its
longstanding tradition of international partnerships by exploring the costs, benefits and risks of developing and delivering off-‐shore University of Regina programs.
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Draft Internationalization Plan, Nov. 25 2014 2
Draft Internationalization Plan, 2015-‐20 University of Regina
This internationalization plan builds on the University of Regina 2015-‐2020 Strategic Plan, whose objectives include enhancing “services and academic supports to assist international and new Canadian students transitioning to Canada, with particular emphasis on English Language proficiency, Canadian culture, and university expectations” (p. 8), as well as fostering international experiences for our students, faculty and staff, including expanding and promoting “experiential and service learning opportunities, including international learning…” (p. 9). We are also inspired by the overall national and international trend of universities working to develop future global citizens from their faculty and student body by providing them with an international experience on the campus and abroad. This plan aims to achieve the above goals by identifying key targets and goals that will strengthen and enhance the following five pillars of internationalization: • Enrolment, retention and success of international students. • Mobilization of our students to opportunities abroad. • International opportunities (primarily teaching and research) for faculty and staff. • Internationalization of the curriculum. • Deepening our partnerships around the Globe.
To achieve these goals and take advantage of interactions between the 5 pillars, we must work in an integrated and organic manner that encompasses both the faculties and administrative units, facilitated primarily by UR International. The recruitment of all international students should be a centralized activity coordinated by UR International in partnership with the Faculties and Federated Colleges. UR International will also support the Faculty of Graduate Studies in the recruitment and exchange of international graduate students and the establishment of international agreements. It will also work with the Vice President Research and the Office for Research, Innovation and Partnership to build on our strengths as an international research university in supporting international research opportunities where appropriate. 1. Enrolment, Retention and Success of International Students Enrolments at the University of Regina have flourished in the last four years from 564 undergraduate visa students at our university, to 1311 undergraduate visa students in Fall 2014 (10.7% of the undergraduate student population). International graduate student numbers have increased from 218 three years ago to 509 in Fall 2014, and have increased their share of graduate student numbers from 15.7% to 30.7% of the graduate student population. In addition, our ESL program has been successful in enrolling 379 full-‐time students in the EAP program Fall 2014 semester (double from 9 years ago), as well as students in customized shorter programs throughout the year.
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Draft Internationalization Plan, Nov. 25 2014 3
Our students currently come from more than 60 countries, but our largest cohorts come from China, Nigeria, Saudi Arabia, Brazil, India, Mexico, Pakistan and Bangladesh. These enrolment increases have been crucial in enhancing and diversifying our student population and tuition revenues, and have also brought our faculties many strong students as well as helping internationalize the experience of our domestic students, but have also brought some challenges related to the cultural differences of the students and their English language preparation. By the end of 2020, we recommend that the University increase the number of • Undergraduate international visa students from the current level of 10.6% of the
undergraduate population (1179 students) to roughly 14% by fall 2020, an increase of roughly 335 students per regular semester.
• Graduate international students by 20% (roughly 85 students per regular semester). • Students in the Regular ESL program by 35% (roughly 100 students per 13-‐week
semester). • Students in the customized (short-‐term) ESL programs by 50% (roughly 150 students
in total, each in 3-‐5 week programs). We will work to continue to diversify the country of origin for our international students. These new students will primarily come from • The countries that are the focus of the federal government’s international strategies (so
that we can presume necessary documentation for student visas will be provided). • Sponsored students from countries that have a government scholarship program. • New and emerging opportunities as they arise, including from working with the
Canadian Bureau of International Education, the provincial government or other natural partnerships.
Based on experience and consultations, in order to increase the retention and success of international visa students and domestic ESL-‐speaking students, we recommend the following: • The creation of a transition program for all international students. • The expansion of the Global Learning Centre services. • Support for line Faculties teaching international and domestic ESL-‐speaking students. The primary destination faculties and programs for these students, both graduate and undergraduate, will reflect international demand. Currently these are: • Business, Engineering, Nursing, Kinesiology and Health Studies, Justice and Police
Studies, Social Work, Education. • Computer Science, Economics, Film, Geology. • ESL program short and long term. • In addition, we will identify the capacity that exists elsewhere, and match it to
international demand, especially on the graduate side.
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Draft Internationalization Plan, Nov. 25 2014 4
In order to meet our targets to increase the recruitment, retention and success of international visa students and domestic ESL-‐speaking students, we propose that the University consider the following resource allocations and policy changes: • UR International: More resources to open and consolidate recruitment markets. • The University will work to create more coordinated recruiting and marketing between
UR International and the Faculty of Graduate Studies and Research. • More support where the students and instructors need it: in the line Faculties and
departments, both the Faculties that the students major in, as well as the Faculties where they take their key elective courses – more advising support, more instructors (and related supports), more laboratory space in affected areas, more support for teaching international visa students and domestic ESL-‐speaking students.1
• Indeed, we most especially recognize that the line Faculties have difficulties supporting the growing number of international and new Canadian students with existing advising and teaching resources, and indeed often lack incentives to do so within existing structures. We therefore recommend that the University explore sharing some of the extra tuition revenues from expanded international enrolments directly with the teaching faculties, based on the courses that the students are taking (not their major), and linked to actual expenditures on student support to create appropriate incentives.
• Revenue sharing will also allow FGSR to provide more targeted graduate scholarships for international students to offset the increased financial burden of higher fees for international students on faculty members and also provide needed resources to handle the increasing number of international applications.
• Work to change Faculty criteria documents to reflect positive support for internationalization work.
• CCE: ESL will be generally be self-‐supporting due to its cost-‐recovery nature, but currently faces classroom and office capacity and most especially instructor capacity constraints, and will need access to more of each if it is to expand as envisioned.
• Expanded residences, food services and prayer space for international students, including more services 24/7 and 365 days per year.2
• It is recommended that we carry out a thorough re-‐examination of our scholarships, with a goal of considering a focus on specialized discounts for high level students and increasing the accessibility of international students to scholarships.
• The labels/names of many of our degree programs are sometimes confusing to international students – we recommend the development of a concordance mapping our programs to the names of identical or similar programs.
1 It should be noted there are many domestic students struggling with English as a Second Language in addition to international students. 2 Although it is potentially a large and complex project, we recommend that the University consider the creation of student family housing, with minimum space held for international students with families. Such support will help the transition of international students with families, and broaden the potential pool of international student recruits.
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Draft Internationalization Plan, Nov. 25 2014 5
2. Mobilization of Domestic Students to More Opportunities Abroad It is our responsibility as a University to provide our students with a Global Education, that gives them the skills and experience to enter a highly diverse and competitive job market. In the last three years the University of Regina has increased dramatically the number of students going to study abroad from 30 in 2009, to 450 in 2013. The increase has been remarkable, however we must continue to promote the study abroad experiences to all our students, to increase the number even more.3 By the end of 2020, we will increase the number of • International experiential learning opportunities (study, work and volunteer) for
domestic students by 25%. • In addition, work with the Faculties to increase the number of students participating in
those international experiential learning opportunities by 50%. 3. International Opportunities International opportunities for faculty members (and staff) to do research, to teach and to do exchanges with University partners around the world will help to engage faculty members and staff in the process of further and deeper internationalization and create their support for that process. An important, indeed critical, component of these international opportunities are international research opportunities. The cross-‐fertilization of research ideas, data, and methods contributes to a broader understanding of the globe as well as a better understanding of our own domestic context. Establishing these partnerships is complex and often initially done organically between researchers, but is more likely to be successful if supported by a coordinated and strategic effort between the researchers, their faculties, the Vice President Research, UR International, and the Office of Research Innovation & Partnership. By the end of 2020, we will • Double the number of international research partnerships for faculty. • Increase by 25% the number of publications with international partners. • Increase by 25% the number of grants with international partners. • Increase by 25% the international sabbatical and visiting scholar opportunities for
faculty (using our strategic partnerships around the world). • Increase the awareness of the University’s international research profile. • Provide the opportunity for at least 5-‐10 non-‐academic staff a year to engage in work
exchanges that can enhance their work with internationalization. 3 The University of Regina International has currently 270k in scholarships for Students seeking experiences abroad the vast majority of students who obtain this funding are students traveling with a professor as part of a class.
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Draft Internationalization Plan, Nov. 25 2014 6
These goals will imply the need for: • More direct funding for travel to allow affordable opportunities for faculty and staff. • Tracking the number of publications, grants, and other forms of collaborations with
international partners in order to document and promote our international research activity.
• Strengthening of recognition for faculty and staff of their international activities and development projects, including special recognition by Faculty peer review committees of the importance of international research projects.
• Stronger linkages between faculty members with international research programs and links to international universities and institutions and UR International, with the goal of bringing these faculties members and their linkages into the operational planning of UR International.
4. Internationalization of the Curriculum The internationalization of the curriculum happens when all of the above are well communicated to faculty and staff and when there are real opportunities presented to all parties at the University. This is the result of an engaged faculty who enjoys and benefits from international partnerships, projects, research and students. In order to achieve this stage we must work together to achieve the first three goals of our plan in a consistent and systematic way that delivers clear results in an organized structure. By the end of 2020, every major in the University of Regina will • Include an opportunity for students to include an internationally focused course within
their degree program. • Integrate international concepts and methodologies within their curriculum. Both increased internationalization of the curriculum and more Study Abroad participation would be encouraged by the promotion of the learning of international languages. We recommend the further development of concentrations or clusters of international languages and culture. The resource implications of these recommendations primarily include the time of faculty and staff related to curriculum reform within the faculties and Registrar’s Office, as well as the costs of updating calendars and websites. However, depending on the state of current library resources, those may need to be supplemented as well. 5. Deepening our partnerships around the Globe The University of Regina has a longstanding tradition of partnership building. Decades before the creation of UR International, the University of Regina has been a pioneer in international relations and productive partnerships around the World. The range of partnership encompasses universities, government and funding agencies, industry among others. Within more than 161 active agreements in the world, there are undergraduate and graduate degree programs that could be deepened.
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Draft Internationalization Plan, Nov. 25 2014 7
With development of exchange and articulation agreements bringing students from around the world to our campus, we are well prepared to consider deeper, transnational partnerships. Such partnerships would involve articulation agreements where University of Regina programs are entirely delivered to students on the campuses of institutions abroad. Faculty from the University of Regina and the partnered institution would provide in-‐class content towards satisfying University of Regina degree requirements to students registered in our programs, without the need for students to be on the University of Regina campus. We recommend that the University strike a small task force to explore the costs, benefits and risks of developing and delivering off-‐shore University of Regina programs. Livia Castellanos and Harvey King (With advice from Andrew Gaudes, David deMontigny, Franzvolker Greifenhagen, Shanthi Johnson, Hairuo Qing, Armin Eberlein, Monika Çule, Shaun Fallat and feedback from the University Executive Team and Deans Council) November 25, 2014
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