friday, january 23, 2015 at 3:30 p.m the school of ...€¦ · new undergraduate academic writing...

FACULTY OF ARTS AND SCIENCE FACULTY BOARD

A meeting of Faculty Board will be held on Friday, January 23, 2015 at 3:30 p.m.

in in the School of Kinesiology and Health Studies Building – KINHST 101 AGENDA 1. Adoption of the Agenda 2. Approval of the Minutes The Minutes of December 12, 2014 have been posted. 3. Business Arising from the Minutes 4. Arts and Science Undergraduate Society Report 5. Dean’s Report 6. Question Period 7. Communications 8. Curriculum Committee Omnibus Report – Appendix A - for approval Mr. Ableson will move “that the Omnibus Report Part III be approved." 9. New Undergraduate Academic Writing Certificate Proposal – Appendix B – for approval

Mr. Ableson will move “that the New Undergraduate Academic Writing Certificate Proposal be approved.”

10. Report of New Offering of Existing Courses – Appendix C – for information

11. Arts Graduate Council Curriculum Submission Report – Appendix D – for approval Ms. Naaman will move “that the Arts Graduate Council Curriculum Submission Report –

December, 2014 be approved.” 12. Report of the Nominating Committee – Appendix E – for approval

Ms. Fachinger will move “that the Faculty of Arts and Science Committee Membership 2014-2015 be approved.”

13. School of Religion – Theology Programs – for information 14. Department of French – French Linguistics Medial Plan – for information 15. Other Business Richard Ascough Patrick Costigan Chair Secretary Faculty Board Faculty Board

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FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT lll January 23, 2015

COURSE ADDITIONS Dept. Course

Subject Course Catalog Number

New Course Units

New Course Title

Transcript Title

New Course Description New Course Notes Learning Hours

FILM FILM 140 3.0 Design Thinking

Design Thinking

Design Thinking aims to help students learn design thinking techniques and apply them to real-life case studies. The course will take a cross-disciplinary approach wherein students from various academic and professional backgrounds will engage in co-creation, peer review, online discussions, and brainstorming and prototyping activities.

Only offered online. Consult Continuing and Distance Studies.

120(72O;48P)

Dept. Course


New Course Units

New Course Title

Transcript Title

New Course Description New Course Note New Prerequisite New Exclusion

Learning Hours

HIST HIST 214 3 Food in Global History

Food in Global History

This online course will attempt to study aspects of global history using food as a central theme. We begin from the reflection that food has successfully transcended political and cultural boundaries in the global past, and it provides a promising path for interrogating socio-economic and cultural issues in transnational contexts.

Only offered online. Consult Continuing and Distance Studies.

Level 2 or above. none 126(54O;72P)

HIST HIST 263 3 War in Twentieth Century: Myths and Reality

War in 20th c. Myths & Reality

A blended online/classroom course that will introduce students to armed forces in modern history, and how they relate to the societies they function within and against.

Level 2 or above. No more than 1 course from HIST 263/3.0; HIST 322/6.0

120(12L;24G;12O;72P)

HIST HIST 481 4.5 History vs Pseudohistory

History vs Pseudohistory

Students explore the prevalence of pseudohistory in Canadian popular media and apply critical tools to identify these modern myths. From ancient aliens to destroyed civilizations, why does history inspire theories about lost civilizations, dark conspiracies, apocalyptic predictions or mysterious technologies? How do we tell the truth from the bunk?

A Grade of C+ in 6.0 units from HIST 300-329 and registration in a HIST Major or Medial Plan.

none 168(36S;36O;96P)

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FACULTY OF ARTS AND SCIENCE CURRICULUM COMMITTEE OMNIBUS REPORT lll January 23, 2015 Dept. Course


New Course Units

New Course Title

Transcript Title New Course Description New Prerequisite

New Corequisite

Learning Hours

LLCU SPAN 206 3.0 Spanish Conversation and Culture

Spanish Conversation/Culture

This course is an intermediate conversation course designed to advance skills in oral communication and cultural competence, supported by grammar review and written assignments. Students will engage with different media sources, including Spanish-language film, news items, cultural readings, music and literary texts.

A grade of C in SPAN 204/3.0

SPAN 205/3.0

120(36L;84P)

Dept. Course


New Course Units

New Course Title

New Course Description New Prerequisite New Equivalency Learning Hours

PHYS ASTR 101 3.0 Astronomy I: The Solar System

A non-mathematical introduction to the science of astronomy for non-specialist students. Topics to be covered include the fundamentals of astronomy; an introduction to the tools and techniques of modern observational astronomy; the historical development of our understanding of the Earth, Moon and Solar System; space exploration of Mars, Jupiter, and other planets; the nature of the Sun; and the origin and uniqueness of our Solar System.

PHYS P15 120(36L;24O;60P) On Campus 120 (72O;48P) Online Offering

PHYS ASTR 102 3.0 Astronomy lI: Stars, Galaxies and the Universe

This course, intended for non-specialist students, will provide an overview of astronomy beyond the Solar System. Topics will include: the formation, nature, and evolution of the stars; stellar deaths, including novae, supernovae, white dwarfs, neutron stars, pulsars, and black holes; the interstellar medium; the Milky Way Galaxy; normal and active galaxies and large scale structure in the universe; and modern ideas in cosmology and the early universe.

ASTR 101/3.0; PHYS P15/3.0 or permission of the Department.

PHYS P16 120(36L;24O;60P) On Campus 120 (72O;48P) Online Offering

Dept. Course


Topics Course?

New Course Units

New Course Title Transcript Title New Course Description New Prerequisite Learning Hours

RELS RELS 201 Yes 3.0 Topics in Religious Studies I

Topics in Religious Studies I

A topic of current interest in Religious Studies not covered in other available courses.

Level 2 or above or 6.0 units at the 100 level in RELS.

120(36L;84P)

Dept. Course


New Course Units

New Course Title

Transcript Title

New Course Description New Prerequisite Learning Hours

WRIT WRIT 240 3.0 Writing for Social Media and the Web

Writing for Social Media

Writing for Social Media and the Web introduces students to professional writing in the context of online media. Short assignments, including blog entries, a critical review, a process analysis, and a web page, focus on strengthening writing and editing skills, writing according to purpose, and recognizing various styles in social media writing.

WRIT 120/3.0 or WRIT 125/3.0

120 (36O;84P)

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COURSE DELETIONS Dept. Course Subject Course Catalog Number Existing Course Units Existing Course Title

PHYS PHYS P15 3.0 Astronomy l: The Solar System PHYS PHYS P16 3.0 Astronomy ll: The Active Universe

COURSE REVISIONS Dept. Changes to: Course


Existing Course Units

Existing Course Title

Existing Course Notes New Course Notes Existing Prerequisite

New Prerequisite

Existing Exclusion New Exclusion

ENGL Exclusion ENGL 100 6.0 Introduction to Literary Study

No more than 6.0 units from: ENGL 100/6.0; ENGL 110/6.0; ENGL 112/6.0; ENGL 160/6.0.

None.

ENGL Course Notes, Prerequisite, Exclusion

ENGL 160 6.0 Modern Prose Fiction

Enrolment is limited to students not registered in an ENGL Plan, and preference is given to upper-year students. This course may not be used as a foundation for an ENGL Plan or a prerequisite for upper-year ENGL courses.

Enrolment is limited to students not registered in an ENGL Plan. This course cannot be counted toward an ENGL Plan nor used as a prerequisite for upper-year ENGL courses.

None Level 2 or above, or permission of the Department.

No more than 6.0 units from: ENGL 100/6.0; ENGL 110/6.0; ENGL 112/6.0; ENGL 160/6.0.

None.

Dept. Changes to: Course




Existing Course Notes

New Course Notes Existing Prerequisite

New Prerequisite

ENVS Course Notes, Prerequisite

ENSC 502 12.0 Research Project in Sustainability

None This course is intended for a self-motivated student with an established record of undergraduate performance, i. e. cumulative GPA of approximately 3.0. It is the responsibility of the student to secure a supervisor prior to registering in the course.

Level 4 and permission of the instructor.

Open to students in the final year of an honours program in any discipline, and with permission of the instructor of the course and of the Department of the student's Plan.

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New Course Units

Existing Course Title Existing Exclusion New Exclusion Learning Hours

LLCU Learning Hours CHIN 100 6.0 Introductory Mandarin Chinese I

240 (72L;24T;144P)

LLCU Learning Hours CHIN 200 6.0 Introductory Mandarin Chinese II

240(72L;24T;144P)

LLCU Course Units, Exclusion

LING 475 9.0 6.0 Field Methods in Linguistics

No more than 1 course from LING 425/3.0; LING 475/9.0.

No more than 1 course from LING 425/3.0; LING 475/6.0.

210(18S;18Lb;6T;168P)




New Course Units


Existing Course Description New Course Description Learning Hours

SKHS Units, Learning Hours

KNPE 330 3 4.5 Athletic Therapy Field Placement

177(165Pc;12P)


KNPE 430 3 4.5 Athletic Therapy Internship

189(165Pc;24P)


KNPE 346 3 4.5 Strength and Conditioning Field Placement

168(120Pc;24G;24P)


KNPE 446 3 4.5 Strength and Conditioning Internship

168(120Pc;24G;24P)

SKHS Course Description and Learning Hours.

HLTH 101 3 Social Determinants of Health

This course provides an introduction to the study of health and illness, and explores the social determinants of health, which are the factors that affect the chances people have to lead healthy lives. Topics to be discussed include: what is health?; population and public health; specific social determinants such as income and housing, etc.

This course introduces students to basic concepts in public, population and global health, and introduces social determinants of health, such as poverty, income inequality, and racism, in Canadian and global contexts.

120(12L;18T;18O;72P)

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DEGREE PLAN REVISIONS Dept. Changes

to: Degree Plan Code

Course List

Existing Core Courses New Core Courses Existing Option Courses New Option Courses

LLCU Core courses, Option courses

SPAN-M-BAH

1. Core (36.0 units) A.6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 6.0 units from (SPAN 204/3.0 and SPAN 205/3.0) or SPAN 201/6.0 C. 18.0 units from LLCU 247/3.0; LLCU 248/3.0; SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 247/3.0; SPAN 248/3.0; SPAN 251/6.0; SPAN 261/6.0 D. 6.0 units from (SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

1. Core (39.0 units) A.6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 9.0 units in [(SPAN 204/3.0 and SPAN 205/3.0) or SPAN 201/6.0] and SPAN 206/3.0 C. 18.0 units from LLCU 247/3.0; LLCU 248/3.0; SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 247/3.0; SPAN 248/3.0; SPAN 251/6.0; SPAN 261/6.0 D. 6.0 units from (SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

2. Option (24.0 units) A. 18.0 units from SPAN at the 300 level or above B. 6.0 units from SPAN; ARTH 272/3.0; DEVS 305/6.0; LLCU 200/3.0; LLCU 201/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0

2. Option (21.0 units) A. 15.0 units from SPAN at the 300 level or above B. 6.0 units from SPAN; ARTH 272/3.0; DEVS 305/6.0; LLCU 200/3.0; LLCU 201/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0


SPAN-A 1. Core (27.0 units) A. 6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 6.0 units from (SPAN 204/3.0 and 205/3.0) or SPAN 201/6.0 C. 3.0 units from LLCU 247/3.0 or LLCU 248/3.0; SPAN 247/3.0 or SPAN 248/3.0 D. 6.0 units from SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 251/6.0; SPAN 261/6.0 E. 6.0 units from (SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

1. Core (30.0 units) A. 6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 9.0 units in [(SPAN 204/3.0 and 205/3.0) or SPAN 201/6.0] and SPAN 206/3.0 C. 3.0 units from LLCU 247/3.0 or LLCU 248/3.0; SPAN 247/3.0 or SPAN 248/3.0 D. 6.0 units from SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 251/6.0; SPAN 261/6.0 E. 6.0 units from (SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

2. Option(15.0 units) A. 12.0 units from SPAN at the 300 level or above B. 3.0 units from SPAN; ARTH 272/3.0; DEVS 305/6.0; LLCU 200/3.0; LLCU 201/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0

2. Option(12.0 units) A. 9.0 units from SPAN at the 300 level or above B. 3.0 units from SPAN; ARTH 272/3.0; DEVS 305/6.0; LLCU 200/3.0; LLCU 201/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0


SPAN-G-BA

1. Core (24.0 units) A. 6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 6.0 units from (SPAN 204/3.0 and SPAN 205/3.0) or SPAN 201/6.0 C. 6.0 units from SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 251/6.0; SPAN 261/6.0 D. 6.0 units from SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

1. Core (27.0 units) A. 6.0 units from (SPAN P10/3.0 and SPAN 112/3.0) or SPAN 101/6.0 B. 9.0 units in [(SPAN 204/3.0 and SPAN 205/3.0) or SPAN 201/6.0] and SPAN 206/3.0 C. 6.0 units from SPAN 351/3.0; SPAN 352/3.0; SPAN 380/3.0; SPAN 381/3.0; SPAN 251/6.0; SPAN 261/6.0 D. 6.0 units from SPAN 301/3.0 and SPAN 302/3.0) or (SPAN 303/3.0 and SPAN 304/3.0)

2. Option (6.0 units) A. 6.0 units from SPAN; LLCU 200/3.0; LLCU 201/3.0; LLCU 247/3.0; LLCU 248/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0

2. Option (3.0 units) A. 3.0 units from SPAN; LLCU 200/3.0; LLCU 201/3.0; LLCU 247/3.0; LLCU 248/3.0; LLCU 301/3.0; IDIS 200/6.0; IDIS 201/6.0

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Dept. Changes

to: Degree Plan Code

Existing Core Courses New Core Courses Existing Option Courses New Option Courses Existing Additional Requirements

New Additional Requirements

RELS Core and Option courses

RELS-G-BA

A. 6.0 units from RELS 131/6.0 or RELS 161/6.0 B. 3.0 units from RELS 354/3.0 or RELS 353/6.0

A. 6.0 units from RELS 131/6.0 or RELS 161/6.0

A. 3.0 units from RELS_LIST_A B. 3.0 units from RELS_LIST_B C. 9.0 units from RELS D. 6.0 units from RELS; RELS_Subs

A. 3.0 units from RELS_LIST_A B. 3.0 units from RELS_LIST_B C. 12.0 units from RELS D. 6.0 units from RELS; RELS_Subs

None Minimum 3.0 units in RELS must be at the 300 level or above.

Respectfully Submitted, Alan Ableson Chair, Curriculum Committee

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Last Revised: January 18, 2015 Page 1 of 24

NEW UNDERGRADUATE FOR-CREDIT CERTIFICATE PROPOSAL

Expedited Approval Submission Form

Once the Pre-Approval process for a new Undergraduate Program is completed, and permission obtained from the Provost Office to submit a full proposal for an Expedited Approval, this template is to be used for a new for-credit Senate-approved Undergraduate Certificate (normally defined as a coherent subset of an existing degree program). New Undergraduate Certificate submissions must receive the approval of the appropriate Faculty Board(s) (or equivalent) and the Provost prior to submission to the Senate Office for referral to the Senate Committee on Academic Development (SCAD) which will then make its recommendations to Senate. Academic Units are strongly advised to contact the appropriate Faculty Associate Dean(s) with any questions that arise during this proposal development. Refer also to the Guide to QUQAPs. NOTE: the textboxes in this template will expand as needed

Part A – General Summary

Name of Proposed Certificate: Certificate in Academic Writing

Academic Unit(s): Faculty of Arts and Science and The Writing Centre

Proposed Start Date: May, 2015

Type of Study: (full-time, part-time, both)

Both

Contact Information (1) Contact Information (2)

Name: Brenda Ravenscroft Name: Lori Vos

Title: Chair, Writing Advisory Committee, Associate Dean (Teaching and Learning)

Title: Training and Course Coordinator

Unit: Faculty of Arts and Science Unit: The Writing Centre

E-mail: [email protected] E-mail: [email protected]

Executive Summary (1 page maximum suggested – minimum font size 11) Briefly summarize the rationale for introducing this new Undergraduate Certificate and how it fits with the academic goals of the Faculty/School and University. Briefly describe: the educational goals and learning outcomes; internal or external collaboration required to deliver this program; how the program relates to the existing undergraduate program(s); what is the target market; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and additional resources required. The Certificate in Academic Writing is being developed as an online program to support the enhancement of writing skills of current Queen’s students and to attract new distance students to Queen’s. It is being developed by the Faculty of Arts and Science Writing Advisory Committee, which is comprised of the Associate Dean of Teaching and Learning, and representative members from the Writing Centre, the Department of English Language and Literature, and Continuing and Distance Studies (CDS). The certificate program will be offered through the Continuing and Distance Studies unit in Arts and Science, using existing infrastructure and following best practices for effective online learning. The structure of the certificate is consistent with the Faculty of Arts and Science policy on Senate-conferred certificate programs, which is based on the Senate

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http://www.queensu.ca/provost/responsibilities/qualityassurance/QUQAPs_GuideRevisedOct22.pdf

mailto:[email protected]


policy for certificate and diploma programs. The certificate program will uphold Queen’s values of intellectual integrity and freedom of inquiry and the exchange of ideas, while providing greater access to writing courses to students from diverse backgrounds through the online delivery format. Graduates of the Certificate in Academic Writing will demonstrate awareness of rhetoric in an academic context and apply appropriate strategies of persuasive and informative writing to communicate accurately and reliably to a range of audiences. Through the practice of stages in the writing process, students will devise and sustain arguments or solve problems in communication, identify and use appropriate formats, and effectively and responsibly incorporate source material into their writing. Creating and analyzing writing on their own and in collaboration will allow students to recognize the complexities of communicating in contemporary society with its multiliteracies and the need to translate text into various forms for various audiences. The program is being developed and will be delivered collaboratively by the Writing Centre, the Faculty of Arts and Science Writing Advisory Committee, and the Continuing and Distance Studies unit in the Faculty of Arts and Science. In the process of preparing the proposal, faculty stakeholders in the following academic departments were consulted: English Language and Literature, Drama, and Film and Media. Feedback was sought from current and potential future students via a survey about online certificate program offerings, with results showing significant interest in the proposed “Certificate in Writing.” The structure of the Certificate in Academic Writing is consistent with the Faculty of Arts and Science policy on Senate-conferred certificate programs, which is based on Senate recommendations for certificate programs. It is made up of 12.0 units of degree-credit courses, centred on the themes of academic and professional writing. Students will be able to register in the certificate as a stand-alone program or concurrently with a degree program. In the latter situation, there will be limited double counting of credits towards both programs, consistent with the Faculty’s policy on transfer credit.

Part B – Evaluation Criteria

Part B is to be completed by the Unit/Faculty. In accordance with Queen’s University Quality Assurance Processes (QUQAPs), the criteria should be regarded as the minimum criteria upon which the new program submission will be assessed. Further information can be found in Guide to QUQAPs. 1. Introduction

1.1 Describe how the Certificate is consistent with the University’s mission and values as well as the

academic goals of the Faculty(ies) and Unit(s). In the Queen’s University Academic Plan, 2011, particular emphasis is placed on the importance of writing to facilitate and enhance student learning and enable students to communicate effectively in their disciplines. Effective writing and communication is identified as a skill that is fundamental to inquiry-based learning. Because it is stated in the plan that “All Queen’s students should graduate with an ability to communicate their expertise effectively in speech and in writing” (p. 9), a key recommendation is that “Queen’s make the teaching and learning of Fundamental Academic Skills (FAS), a high priority” (p. 10), with a special emphasis on writing skills. The Certificate in Academic Writing responds to this recommendation and will complement the academic work of students in all faculties and schools.

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http://www.queensu.ca/provost/responsibilities/qualityassurance/QUQAPs_GuideRevisedOct22.pdf

http://www.queensu.ca/irp/accountability/missionplans.html


1.2 List the Objectives of the Certificate and specify the anticipated learning outcomes and career paths [Refer to UDLEs, p.31 of QUQAPs].

The objectives of the Certificate in Academic Writing include enhancing the quality of student writing at Queen’s and attracting new students to Queen’s online studies. Cumulative Learning Outcomes acquired through completion of the courses that comprise the Certificate program ensure that graduates will show a developed proficiency in writing in terms of the six broad categories of knowledge and skills identified by the Ontario government as essential to the undergraduate degree:

• Depth and Breadth of Knowledge Students who have completed the Certificate in Academic Writing will be able to

• Identify and use conventions of grammar and mechanics • Define the objectives of persuasive and informative writing with regard to audience • Demonstrate an understanding of various rhetorical contexts and the expectations of their

audiences • Identify conventions of writing in various disciplines and contexts, including style, tone, and

level of formality

• Knowledge of methodologies Students who have completed the Certificate in Academic Writing will be able to

• Develop an understanding of stages in the writing process and how they interrelate • Identify the strategies used in persuasive and informative writing • Use appropriate research strategies needed to explore a given topic

• Application of Knowledge

Students who have completed the Certificate in Academic Writing will be able to • Identify and use the formats required by various types of writing projects • Evaluate the appropriateness of different approaches to a writing task • Adapt aspects of style to meet the expectations of various audiences • Narrow a topic effectively and present and interpret information in order to develop a clear line

of argument • Devise and sustain arguments or solve problems using a variety of rhetorical strategies • Organize information and arguments for coherence and rhetorical persuasiveness • Find, select, and evaluate the credibility and usefulness of primary sources and scholarly reviews • Effectively incorporate source material into a piece of writing and attribute it correctly • Evaluate own and others’ writing and identify strengths and weaknesses

• Communication Skills

Students who have completed the Certificate in Academic Writing will be able to • Use a writing style that is effective in terms of clarity, coherence, rhetorical sophistication, and

grammatical correctness • Use feedback to edit writing with regard to both higher order concerns, such as thesis

development and organization, and lower order concerns, such as style and grammar • Demonstrate open-mindedness and flexibility as a writer in the recognition of the needs and

expectations of various audiences and the adaptation of writing style to suit those needs and expectations

• Demonstrate the ability to communicate information, arguments, and analyses accurately and reliably to a range of audiences

• Use writing skills inside and outside a particular discipline or context and apply learning from outside a particular discipline or context to writing tasks

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http://www.queensu.ca/provost/responsibilities/qualityassurance/QUQAPsFinal2.pdf


• Awareness of Limits of Knowledge Students who have completed the Certificate in Academic Writing will be able to

• Recognize the complexities of communicating in contemporary society with its multiliteracies and the need to translate text into various forms for various audiences

• Recognize the complex and sometimes contradictory influences and factors – individual and societal – involved in the generation of text

• Autonomy and Professional Capacity

Students who have completed the Certificate in Academic Writing will be able to • Use awareness of audience, rhetorical strategies, and conventions of style and grammar to adapt

writing style for various purposes and audiences • Function effectively as writers and editors of writing in academic and professional contexts • Function as communicators who collaborate with others in order to effectively convey ideas and

information • Demonstrate a sense of social responsibility as writers in a community

1.3 Explain how the objectives will be achieved (e.g. course work, teaching and research seminars,

independent research, laboratory and technical training, internships, practica, major research papers, and thesis).

The objectives of the program will be achieved through writing-intensive courses designed using best practices for active learning. Writing will be supported by other exercises, including reading, self-assessment, collaborative group work and peer review. All students will learn how to improve their communication skills through many opportunities to practice various forms and styles of writing and in response to extensive feedback from instructors and teaching assistants.

2. Program Regulations

2.1 Admission Standards - Describe the admission standards for the proposed Certificate Program, including degree, diploma and/or course requirements, and any other specific standards with reference to the learning outcomes and expectations of the Program. Provide the rationale for standards that differ from those set by the Faculty for degree programs and departmental requirements for entry to undergraduate degree programs. If applicable, indicate policies/procedures to encourage applications from qualified under-represented groups (e.g. Aboriginal people, visible minorities or persons with disabilities).

The Certificate in Academic Writing program is open to current undergraduate degree students at Queen’s, as well as to current and new distance students. The program can be taken in conjunction with a degree program, in which case the Arts and Science regulations about limited double counting of courses apply, or as a stand-alone credential. New distance applicants for the Certificate in Academic Writing program need to meet existing admission criteria for distance degrees. Distance applicants can also enter the Faculty of Arts and Science as non-degree students and, if they meet Arts and Science eligibility criteria for progression to a degree program, can enroll in the certificate program at a later point. All students enrolled in the Certificate in Academic Writing program need to meet the Faculty of Arts and Science progression criteria.

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3. Certificate Structure and Requirements

Describe the Certificate under the following headings (as applicable)

3.1 General Certificate Requirements – Describe the program duration and rationale, total number of courses, examinations, progress reports, advisory committees, etc.

Comprising 12.0 units of degree-credit courses, the program provides a strong foundation in effective academic writing through 6.0 units of required courses, while enabling students to explore a variety of modes of academic writing through 6.0 units of option courses. Students select one of two foundational courses, Fundamentals of Effective Writing (WRIT 120/3.0) or Fundamentals of Academic Essay-Writing (WRIT 125/3.0), depending on their primary academic focus. WRIT 120 is designed to develop writing proficiency in terms of style, grammar and vocabulary for students in disciplines that involve writing assignments other than essays (e.g. reports, articles), including students in the sciences, commerce, engineering and nursing. WRIT 125, which develops basic essay-writing skills in terms of organization, rhetorical effectiveness, grammar, and style, is designed for students in the humanities and social science disciplines. The subsequent required course, Writing in Academic Contexts (WRIT 225/3.0), extends the focus on academic writing for all students, reinforcing skills in a variety of specific contexts. Option courses, such as Writing for Social Media and the Web (WRIT 240/3.0), Editing in Academic and Professional Contexts (WRIT 265/3.0), and Writing Literary Non-Fiction (WRIT 290/3.0), allow students to explore and practice modes of writing for diverse audiences and purposes. Students may substitute one of the following courses that emphasize advanced understanding of written language and audience for a WRIT course: Creative Writing I (CWRI 295/3.0), Creative Writing in Prose (CWRI 293/3.0), Creative Writing in Poetry (CWRI 294/3.0), Introduction to Playwriting (DRAM 251/3.0), Research, Writing and Presentation Methods (FILM 206/3.0), or Screenwriting (FILM 312/3.0). Courses in the program are either currently offered by CDS or are in development, and will be offered in rotation, allowing students to be able to complete the program within 4 academic terms. Students will be able to register in the certificate as a stand-alone program or concurrently with a degree program. In the latter situation, there will be limited double counting of credits towards both programs, consistent with the Faculty’s policy on transfer credit. Students will be able to complete all the WRIT courses entirely through online study. Additional online course options will be developed as demand and funding warrant, to augment and diversify the program. 3.2 Course Requirements – In Table 1 below, list core (required) courses, optional courses (e.g. select X

from the following list) and elective courses (indicate level and disciplines). Table 1. Course requirements (add additional rows as needed)

Course/Credit (number and name)

(C)ore, (O)ptional or (E)lective Proposed Instructor(s) and Home Academic

Unit

One of: WRIT 120/3.0 Fundamentals of Effective Writing

Core

T. Kellington; L. Kinderman Writing Centre/Arts and Science

WRIT 125/3.0 Fundamentals of Academic Essay-Writing Core

L. Vos; J. Prinsen Writing Centre/Arts and Science

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One of: WRIT 225/3.0 Writing in Academic Contexts

Core

M. Hardwick Department of History

Two of: WRIT 240/3.0 Writing for Social Media and the Web

Option A. Balsys Writing Centre/Arts and Science

WRIT 265/3.0 Editing in Academic and Professional Contexts

Option M. Garvie; E. Barton Writing Centre/Arts and Science

WRIT 290/3.0 Writing Literary Non-Fiction Option R. May

Department of English Students may replace 3.0 units of WRIT option courses above with 3.0 units of the following CWRI, DRAM and FILM courses:

CWRI 295/3.0 Creative Writing I

May be substituted for 3.0 units WRIT option

C. Smart Department of English

CWRI 293/3.0 Creative Writing in Prose


C. Smart; A. Ruffo Department of English

CWRI 294/3.0 Creative Writing in Poetry


C. Smart; A. Ruffo Department of English

DRAM 251/3.0 Introduction to Playwriting


J. Lazarus Department of Drama

FILM 206/3.0 Research, Writing and Presentation Methods


S. Mackenzie Dept. of Film, Media and Culture

FILM 312/3.0 Screenwriting May be substituted for 3.0 units WRIT option

F. Leeming Film, Media and Culture

3.3 Course Descriptions - For each EXISTING and NEW undergraduate course that is part of the proposed Certificate, provide a calendar description below and append/embed the course outline in Section 12.

100-Level Fundamentals WRIT 120/3.0: Fundamentals of Effective Writing (exists) The course focuses on building an essential vocabulary of grammar terms; understanding how words function in a sentence; identifying and correcting errors in grammar and punctuation; and improving sentence construction to more effectively convey meaning. Students will also build a more precise and expressive vocabulary for professional and academic writing. WRIT 125/3.0: Fundamentals of Academic Essay-writing (exists) A study of the basic principles of academic writing, including a series of assignments that emphasize logical organization, stylistic clarity, and grammatical precision. 200-Level Writing in Context WRIT 225/3.0: Writing in Academic Contexts (exists) Organized around a menu of ten genres related to academic writing, this course can be tailored to individual interests. Students select five modules, ranging from the research proposal, to the lab report, to the literary review. Complementing the modules is a mandatory ‘grammar and mechanics’ assessment. WRIT 240/3.0: Writing for Social Media and the Web (development to be completed by Fall 2015) A broad overview of how social media can be used by writers in business and other contexts.

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Specifically, students will learn how best to structure content in blog posts and other online forums, how to write for Facebook and Twitter, how to include keywords and linking, and how to engage readers while ensuring core messages remain intact and credible. WRIT 265/3.0: Editing in Academic and Professional Contexts (exists) This course introduces the levels of editing – substantive, stylistic, and copyediting – and how to apply these skills to academic and professional documents such as reports, essays, articles, and newsletters. The course will give students the tools both to revise their own work and to edit the work of others for greater clarity. WRIT 290: Writing Literary Non-Fiction (exists) A study of the essay as a literary form, including analysis of readings as well as a series of writing assignments. Complementing the assignments is a mandatory Grammar and Style component. CWRI 293/3.0 Creative Writing in Prose (exists) A workshop course focusing on the writing and editing of short fiction, novels, and memoir. Students attempt several different approaches to the writing of creative prose, as well as the process of publication in both magazine and book formats. CWRI 294/3.0 Creative Writing in Poetry (exists) A workshop course focusing on the writing and editing of poetry. Students attempt several different forms within the poetic genre and complete the course with a formal submission for publication in a magazine. There are lectures on editing, publishing, and public performance. CWRI 295: Creative Writing I (exists) A practical examination of creative writing skills, including selected readings and writing workshops, in a range of forms including poetry, short fiction, journalism, and script writing for media such as film, television, theatre, and radio. DRAM 251/3.0 Playwriting and Dramaturgy I (exists) Writing of dramatic exercises and one-act plays accompanied by dramaturgical study of published and original works. FILM 206/3.0 Research, Writing, and Presentation Methods (exists) A series of interactive presentations and lectures instructing students in research methods, argumentative writing, and the design of effective audio-visual presentations. FILM 312/3.0 Screenwriting (exists) Approaches to dramatic storytelling for the screen. Students analyze examples from existing works and, through practical exercises, prepare a short, original screenplay.

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3.4 Program Timelines –

Fall Start Winter Start Summer Start

Fall W Summer

Fall W Summer

Fall W Summer

F W Summer

One of:

WRIT 120, WRIT125

One of: WRIT265, WRIT290, CWRI295

WRIT240

WRIT225

WRIT125

WRIT240

WRIT225


One of:

WRIT 120,

WRIT 125

WRIT225


WRIT240

3.5 Other matters- Comment on any special matters and innovative features.

4. Program Content

4.1 Explain how the curriculum of the proposed Certificate addresses the current state of the discipline and /or profession.

Writing is a respected discipline in higher education, recognized for its value in elevating students’ skills in a variety of academic disciplines. The Certificate in Academic Writing provides, for those students who seek it, a sustained program that allows them to attain proficiency in writing, and beyond that, to establish themselves as writing specialists. The writing courses included in the Certificate in Academic Writing will use best practices in writing pedagogy: emphasizing writing as a process, encouraging collaboration and peer review, teaching students how to communicate with real audiences in various contexts, and supporting students as they practice the multiliteracies – requiring engagement with various forms of visual and verbal text across cultural and geographical boundaries – of contemporary society. The program is consistent with the growing recognition in higher education that online writing courses can offer a successful program of study for students seeking to improve their writing skills (Mehlenbacher, Miller, Covington & Larsen, 2000). Online courses also appeal to a new generation of learners who require flexibility in and accessibility to learning. The Certificate in Academic Writing program at Queen’s will offer courses in modes and formats of academic writing so that students can develop writing skills that are useful across disciplines within the academy.

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4.2 Identify any unique curriculum, innovations or creative components.

With their inclusion of podcasts, discussion forums, blogs, wikis, writing samples, and self-checking exercises and quizzes, in addition to course notes, online courses offer students a variety of ways to interact with course material. The Certificate in Academic Writing program at Queen’s is distinct in that it offers students the opportunity to complete high-quality, university level credit courses in academic writing while being able to tailor the program to their particular needs and interests.

4.3 Academic Integrity - Explain how the Certificate educates students on the importance and role of academic integrity.

Academic Integrity is one of the core competencies students will develop in the certificate program. In the Fundamentals courses, students are required to conduct research and learn how to incorporate research material effectively and ethically into their writing. In addition, all instructors of WRIT courses include in their syllabi Faculty of Arts and Science regulations related to Academic Integrity, and students are provided with guidelines for the responsible use of material that is not their own and for the documentation of such material. Further, instructors also use strategies such as regular alterations in course content to discourage departures from Academic Integrity.

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5. Assessment of Teaching and Learning

5.1 Degree Level Expectations (DLE) – In Table 3 below, summarize how the Certificate’s structure and requirements address each DLE listed as well as any additional program-specific UDLEs [Refer to p.31 QUQAPs]

Table 3. Mapping curriculum and degree level expectations (DLEs) (add rows as needed)

DLE Learning Outcomes Relevant Courses, Academic Requirement

Indicators of Achievement

Depth and breadth of knowledge Demonstrate an understanding of various rhetorical contexts and the expectations of their audiences. Identify conventions of writing in various disciplines and contexts, including grammar, style, tone, and level of formality.

WRIT 120, WRIT 225, WRIT 240, WRIT 265, WRIT 290 WRIT 120, WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290

Written assignments and presentations directed towards various audiences Knowledge of conventions of style and grammar shown through various types of written assignments, tests, and quizzes

Knowledge of methodologies

Develop an understanding of stages in the writing process. Identify strategies used in persuasive and informative writing.

WRIT 120, WRIT 125, WRIT 240, WRIT 290 WRIT 120, WRIT 125, WRIT 225

Completion of prewriting, drafting, and revising assignments Assignments such as critical reviews and responses requiring identification of rhetorical strategies and various methods of organization

Application of knowledge

Identify and use the formats required by various types of writing projects. Effectively and responsibly incorporate source material into a piece of writing. Organize information and arguments for coherence and rhetorical persuasiveness.

WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290 WRIT 125, WRIT 225, WRIT 290 WRIT 120, WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290

Written assignments such as reviews, comparison essays, lab reports, proposals, position papers, etc. Assignments such as proposals, essays, and position papers, requiring the selection, evaluation, incorporation and documentation of research material Writing assignments requiring various formats, methods of organization, and rhetorical strategies

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Evaluate own and others’ writing, identifying strengths and weaknesses in rhetorical strategies, organization, style, and grammar.

WRIT 120, WRIT 125, WRIT 240, WRIT 265, WRIT 290

Critical reviews and assignments that require revision in response to the feedback of peers, teaching assistants, and instructors .

Communication skills

Demonstrate the ability to communicate information, arguments, and analyses accurately and reliably to a range of audiences. Use a writing style that is effective in terms of clarity, coherence, rhetorical sophistication, and grammatical correctness. Demonstrate flexibility as writers as they adapt their writing to the needs and expectations of various audiences.

WRIT 120, WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290 WRIT 120, WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290 WRIT 120, WRIT 225, WRIT 240, WRIT 265, WRIT 290

Proficiency in writing demonstrated through many types of writing assignments with various purposes and audiences Quizzes, editing exercises, and writing assignments allows practice of conventions of style and grammar Writing assignments requiring adaptation to both general and academic audiences

Awareness of limits of knowledge Recognize the complexities of communicating in contemporary society with its multiliteracies and the need to translate texts into various forms for various audiences. Recognize the complex, sometimes contradictory influences and factors involved in the generation of text.

WRIT 225, WRIT 240 WRIT 125, 225, 240, 265, 290

Texts produced for presentations, internet sites, and social media that incorporate visual components Reviews and other written assignments for various contexts requiring awareness of various perspectives and of voice as it functions in persuasion, collaboration, and representation

Autonomy and professional capacity

Function effectively as writers and editors of writing in academic and professional contexts.

WRIT 120, WRIT 125, WRIT 225, WRIT 240, WRIT 265, WRIT 290

Completion of many types of written assignments and practice of strategies for editing

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Function as communicators who collaborate with others to effectively convey ideas and information.

WRIT 120, WRIT 225, WRIT 240, WRIT 265

Ability to collaborate demonstrated through group assignments that require the generation and revision of texts

… (add program-specific DLE)

Use space below for comments on Table 3. Include discussion of how indicators of achievement associated with the Certificate Program differ from or overlap with those of the Degree Program(s) from which the courses are drawn. (as applicable) Not applicable

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5.2 Describe how the proposed methods of assessing student achievement relate to the Certificate’s learning outcomes and degree level expectations.

All courses use a variety of written assignments as the primary method of assessment, allowing students to use different formats and styles of writing for different purposes and audiences. Analysis of their own writing and the writing of others through reviews, responses and editing exercises enables students to identify and apply effective rhetorical strategies and to practice revision in order to improve their writing. Quizzes and exercises provide students with the opportunity to practice conventions of style, grammar, and mechanics. Group projects, activities, and discussions allow students to recognize that writing and editing are frequently collaborative and that writing is a social activity arising from and responding to a particular context.

5.3 Outline the plans for documenting and demonstrating the level of performance of students [Refer to UDLEs p.31, QUQAPs]

The Certificate in Academic Writing consists of four courses weighted at 3.0 units each. Student performance within each course will be documented through multiple assessment methods, primarily focused on written assignments, but also including reviews, editing exercises and quizzes. In order to successfully complete the certificate, students will require a minimum GPA of 1.6 on the four courses.

6. Mode of Delivery

6.1 Explain how the proposed mode(s) of delivery meets the Certificate’s learning outcomes and the DLEs. Comment on the relationship between mode of delivery and accessibility requirements.

Online text-based modules also include videos to teach basic and advanced conventions of style, grammar, and mechanics. Readings introduce students to writing from various rhetorical contexts and disciplines and allow them to learn to identify stylistic conventions such as tone and level of formality. Writing assignments focus on teaching students strategies for persuasion and organization and provide them with opportunities to practice their writing at the prewriting, drafting, and revising stages. Students are taught to use appropriate formats for various writing projects, adapt style to meet the expectations of their audiences, and use material from sources effectively and responsibly. Extensive feedback given on assignments allows students to effectively edit and improve their writing in terms of clarity, coherence, rhetorical sophistication, and grammatical correctness. Group work provides students with opportunities to revise and edit their own and others’ writing in the context of other writers, enabling them to recognize the collaborative nature of writing and the need to communicate ideas and information clearly and accurately. Discussion forums allow for considered responses to various questions and problems. They build a community of writers and emphasize writing as a social act. In exposing students to different perspectives, they enable students to recognize the complex influences and factors involved in the generation of text. CDS (and ITS) ensures that all online courses meet level A standards of the Accessibility for Ontarians with Disabilities Act. Course notes use HTML pages accessible by all screen readers. All

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videos and audios have close captioning and/or transcripts. Level AA standards must be in place for all courses as of 2021. In the meantime, CDS responds to individual student requests (through Disability Services) and adapts material as needed. CDS also consults with the Adaptive Technology Centre and Disability Services Office to ensure individual student’s needs are met.

6.2 Distance Delivery - Where students may take the same Certificate or elements of it in two different modes of delivery, indicate how consistency in the Certificate requirements and standards will be assured. Describe how a learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and comment on access to materials, resources, and technology.

Quality standards are ensured by new courses going through the standard Departmental and Faculty curricular approval processes. Courses that are offered both online and on campus must share the same learning outcomes; this is ensured by the academic Department formally verifying their approval of common student learning outcomes when an existing course is first developed into an online version. A learning community is created through the peer interaction that is included in all online courses, and through online office hours with instructor and TAs, which are conducted both synchronously and asynchronously. All course materials are available online; textbooks are purchased through the Campus Bookstore and delivered to off-campus students. Students have access to Library holdings and resources, and support services are available online, phone or in person. Technology needs are clearly articulated for enrolment in courses, and technological support is provided to students by both ITS and CDS.

7. Anticipated Enrolment

7.1 Indicate how many new students the Certificate program is expected to attract; describe the strategies to recruit students, and indicate how many students must be accommodated by other departments/units (as applicable). Indicate which departments/units will be affected and how.

The Certificate in Academic Writing will be included the Faculty of Arts and Science’s marketing activities for online programs, much of which takes place electronically and through social media. The goal is for 2/3rds of the annual enrolment intake in Table 4 to be new Distance student registrations, i.e. 10 of 15 students in the first and second years, 12-13 of 20 students in Year 3, etc. The program will also be available to current on-campus Queen’s students in all faculties, and as such will be advertised through normal on-campus means (Faculty website and program selection materials) as well as through the Queen’s Writing Centre. No students need to be accommodated by other departments.

7.2 In Table 4 below, summarize the projected intake and enrolments by year until steady-state is reached (modify table as needed).

Table 4. Anticipated intake and enrolment in Certificate Program

Year 1 Year 2 Year 3 Year 4 Certificate Intake 15 15 20 30 Enrolment 0 15 22 27 Total Enrolment

15 30 42 57

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Use space below for comments on Table 4. Include comments on whether enrolments in the existing degree program(s) might be affected in any way.

Figures in Table 4 assume that, of each intake cohort, 50% of students will take 2 years to complete the certificate, and 50% will take 3 years. This assumption is based on students completing the program on a part-time basis. It is possible that some students may complete the certificate in 1 year or take as long as 4 years. (For example, the total of 42 in Year 3 is based on intake of 20 students, plus 15 students from Year 2, plus 7 students from Year 1 (50%). The certificate is not related to an existing degree program and therefore will not affect enrolments.

8. Resources

Provide evidence that the Academic Unit(s) has the necessary resources to implement and deliver the proposed new Certificate under the following headings (where applicable).

8.1 Faculty – Identify faculty members who will be involved in the delivery of the proposed Certificate and comment on the adequacy of these resources. Complete Table 5 below. Submit completed CV modules for faculty members not listed as core in the degree program from which the Certificate is derived (core faculty are defined as tenured, tenure-track, and emeritus faculty).

Table 5. Faculty associated with the proposed Certificate Program (add rows as needed)

Faculty Member (Home Unit)

Rank/Status (Tenured, tenure track, continuing adjunct, term adjunct, special appt, emeritus, etc.)

Total Undergrad Teaching

(incl new Program) (units)

Total Grad Teaching

(units)

L. Kinderman Term adjunct 6.0 3.0 T. Kellington Term adjunct 18.0 J. Prinsen Term adjunct 3.0 L. Vos Term adjunct 9.0 M. Hardwick Continuing assistant adjunct

professor 39.0 3.0

A. Balsys Term adjunct 3.0 E. Barton Term adjunct 3.0 M. Garvie Term adjunct 12.0 R. May Assistant professor 39.0

Use space below to comment on Table 5

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http://www.queensu.ca/provost/responsibilities/qualityassurance/DocumentsandLinks/Templates-1/EssentialElementsForCVs.docx


8.2 Staff - Comment on the adequacy of the staff complement to support the Certificate Program (administrative, technical, IT, laboratory, etc.).

Faculty funding is being used for the development and delivery of online courses. The proposed program clusters together courses that are already being offered, or that will be offered within the next year, into a coherent program with a clear theme. Existing infrastructure in the Faculty Office (CDS, Student Services) will be used to support the offering of the program.

8.3 Space Requirements - Describe the space (work space, laboratory space, office, classrooms) and equipment needed to support students’ academic activities.

No physical resources such as space are needed as all certificate courses are offered online.

8.4 Program Administration – Describe how the Program will be administered (e.g. admissions, tracking progress, curriculum, etc.)

The Faculty of Arts and Science will administer admissions to the Certificate in Academic Writing in collaboration with Undergraduate Admissions following established infrastructure and processes used for other online programs. Student performance and academic progress will be monitored by the Student Services division of the Faculty Office in same way as for students in other Arts and Science programs. Curriculum review will be led by the Faculty’s Writing Advisory Committee and will be part of the regular Cyclical Program Review process.

8.5 Information Technology - Describe the information technology needed to support the delivery of the program and to support the student’s scholarship. Indicate the resource implications for hardware, software/internet, audio-visual, telecommunications, etc. Indicate person contacted and date of ITS consultation.

Since the courses comprising the Certificate in Academic Writing are already offered online, no additional information technology will be needed to support the delivery of the program or the student’s scholarship. Given the evolving nature of technology, new software and applications are constantly being explored by CDS in collaboration with Queen’s IT Services; courses in the certificate program will evolve to exploit these new technologies as they are adopted. Date:

8.6 Library - Provide information about library support holdings, availability of and access to library resources relevant to the proposed Program(s).

All students, including distance students studying fully online, already have access to the library’s resources as well as to support services offered through the Library and Student Support Services, including individual writing support from the Writing Centre.

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Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical documents, electronic databases, statistical/geospatial data).

No new library resources will be needed.

Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the Library staff took place.

No impact on library staffing is anticipated. Date:

8.7 Describe any additional resources required that are not currently available. Provide evidence of institutional commitment to supplement existing resources as needed. [See also Budget modules]

No additional resources are required that are not currently available. The Faculty of Arts and Science has already made a significant investment in developing new online writing courses; tuition and grant revenues gained through these courses will be applied to the development of further new courses. If demand for the program results a significant increase in enrolments, the Faculty will use some of this revenue to supplement coordination of the program.

9. Other Matters

9.1 Provide evidence of student demand for the Program and describe how this information was obtained.

Currently, four writing courses are offered online through CDS and funded through the Faculty of Arts and Science: Fundamentals of Academic Essay Writing, WRIT 125/3.0 (formerly Effective Writing I), offered in the Fall, Winter and Summer Terms, Writing in Academic Contexts, WRIT 225/3.0 (formerly Modular Writing, WRIT 195/3.0), offered in the Summer and Fall Terms, Writing Literary Non-Fiction (WRIT 295/3.0), offered in the Winter Term, and a new course Editing in Academic and Professional Contexts (WRIT 265/3.0), first offered in the Winter Term 2014. These courses are taken by on-campus students in all faculties and schools at Queen’s, as well as by distance students, and by students at other institutions on letters of permission. Student demand for these courses is significant: the courses usually fill to capacity and, since raising maximum enrolments in 2013/14 in response to unmet demand, enrolments have continued to rise. Enrolments for the past 3 years are presented in the table below.

Term Course Enrolment1 2014/15 2013/14 2012/13 2011/12 Max Actual Max Actual Max Actual Max Actual

Summer WRIT 125 225 213 200 176 125 128 150 149 WRIT 2252 95 51 95 51 95 71 75 74

Fall WRIT 1203 75 WRIT 125 200

200 181 150 138 150 151

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http://www.queensu.ca/provost/responsibilities/qualityassurance/DocumentsandLinks/Templates-1/BudgetModuleQUQAPrevNov2013.docx


WRIT 2252 95 80 78 95 75 75 75

Winter WRIT 125 200 200 196 150 141 150 158 WRIT 2654 125

80 99

WRIT 295 95 95 86 75 65 75 75 Total enrolments per year 867 618 682 1All enrolments as of MTCU count dates except for Winter 2014 enrolments, reported as of 30 January 2014, and Summer 2014 enrolments reported as of 23 May 23 2014. 2WRIT 195 renumbered WRIT 225 effective May 2014. 3WRIT 120 introduced Fall 2014 4WRIT 265 introduced Winter 2014

9.2 Explain how the Program will fulfill societal need. Comment on similar programs offered elsewhere and why the proposed program will be attractive to applicants (include any unique or innovative elements/features). The proposed certificate responds to a growing need for expanded online learning in Canada, particularly in terms of the availability of fully online programs, not just individual courses, that can be completed at a distance (“2011 Outlook for Online Learning and Distance Education,” Contact North; “Fast Forward: How Emerging Technologies are Transforming Education & Training,” Contact North, January 2011). Furthermore, the focus on writing resonates with the widespread need for writing competency, both within an academic context across disciplines, and in the world of employment. For example, in their survey-based Job Outlook 2012, the U.S.-based National Association of Colleges and Employers identified “written communication skills” as one of the top 5 attributes sought by potential employers, while the Conference Board of Canada, a research organization specializing in economic trends, organizational performance and public policy issues, classifies “written communication” as one of the fundamental skills needed “to progress in the world of work.”

9.3 For new Professional Programs, provide evidence that the Program is congruent with the regulatory requirements of the profession

Not applicable

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10. Equity, Diversity and Accessibility 10.1 Describe how the proposed new Program will address equity considerations, including (but not limited to) issues of particular concern for the groups identified in the University’s various Equity programs (http://www.queensu.ca/equity/).

.

The Strategic Plan for Queen’s University names diversity and equity among key values and principles that define the Queen’s community. Diversity includes, but is not limited to, “a diverse range of experience, nationalities, ethnicities, sexual orientation and gender identity, income levels, ages and cultures.” The individuals developing and teaching courses in this certificate program are, to borrow from the Senate Educational Equity Committee’s phrasing, “committed to counteracting discrimination in this institution and developing a climate of educational equity that recognizes and respects the equal dignity and worth of all who seek to participate in the life, work and mission of the University.” One has taken the Appointments and Renewal, Tenure and Promotion Equity Training Workshop and the Employment Equity Representative Workshop. Additionally, in compliance with the Accessibility for Ontarians with Disabilities Act (AODA), Queen’s requires all faculty, staff and graduate students to complete the University’s online training in Accessible Customer Service at Queen’s. As this program may be completed entirely online, it is accessible by on campus students as well as students who cannot physically attend the university due to work or family commitments. Access to the program by a wide range of Equity Seeking Groups is also facilitated through on-campus admissions policies but also through the distance admission regulations and processes developed by the Faculty of Arts and Science to reduce barriers to education and provide easy access to online courses by non-traditional students.

11. Quality and Other Indicators

11.1 Define indicators that will provide evidence of the quality of the faculty and how they will be used (e.g. qualifications, teaching effectiveness, supervisory/mentorship ability, research impact, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed Certificate Program).

Writing instructors in the Writing Certificate program have extensive and varied experience in the teaching of writing: as instructors in departments of writing-intensive disciplines (history, art history, English language and literature); as instructors of writing courses at other institutions; as experts in writing-related fields such as editing; and as PhD students in the related fields of Education and English. Most have worked as writing consultants in the Queen’s Writing Centre so have significant experience in a mentorship role. Provision will be made for ongoing professional development so the Writing Course Coordinator can attend conferences in the field of writing studies, such as the Conference on College Composition and Communication and the Canadian Writing Centres Association conference. Teaching effectiveness will be measured by the Queen’s Student Evaluation of Online Teaching Effectiveness, currently in its second pilot stage Academic oversight will be provided by Writing Advisory Committee and collaboration with departments of English, Drama and Film and Media

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11.2 Comment on the Certificate program structure and faculty attributes (including research activity) that will ensure the intellectual quality of the student experience.

The Certificate in Academic Writing consists of courses designed to develop and foster writing skills that students will be able to apply to their academic and intellectual work in a wide range of disciplines. The majority of the instructors teaching writing courses are actively engaged in research and writing activities that will enrich the learning environment and the intellectual quality of the student experience.

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12. Supporting Documentation – Unit(s) Input

Append (embed) any additional information that is pertinent to the Program(s) and that supports the narratives in Part B (Sections 1-11). For example, as relevant and available, append/embed the following: [This is not a complete list, and is only intended to provide guidance; Units are encouraged to provide any additional relevant documents and data summaries as needed]

o Letters of support from relevant Dept/Unit Heads, Associate Deans, Deans, etc. o Letters of support from relevant external institutions or agencies o Examples of national and/or international Programs which provide useful reference points for

comparison (together with the rationale for the choice) o Course Outlines o Calendar Course Descriptions o Student Manual (if available/applicable) o Laboratory or Research Computing Equipment o Major Laboratory Equipment and/or Facilities

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Part C – Administration & QC/Government Reporting Information

Part C is to be completed by the Department(s)/Faculty(s) in consultation with the Office of the University Registrar and the Faculty Office(s). 12. Information for and/or from the Office of the University Registrar and/or the Faculty Office(s)

12.1. Academic Administration Academic Career

UGRD and DIST

Department(s)/Academic Unit(s) Writing Centre/Faculty of Arts and Science

Proposed Start Date May 2015 Program duration See below Expected enrolment Program duration is flexible depending on the rate at

which student chooses to complete courses. Minimum one year. Initial

Year 15 Steady

State 57

Program Name: Certificate in .... (max 50 characters) (e.g. Bachelor of Science Honours)

Degree (max 4 characters) (e.g., BSCH)

Certificate in Academic Writing Certificate (CAWRI) Academic Plan (e.g. Life Sciences)

Academic Sub-Plan ( e.g. Biomedical Discovery Track)

Academic Writing, AWRI-C-AWR 12.2. Complete the following: Will students be admitted part-time? X Yes No

Will all or part of the program be offered at the BISC campus? Yes X No

Will all or part of this program be offered via distance learning (e.g. online or blended learning?)

X Yes No

13. Course Information New Courses with new subject code required? Yes X No If yes, suggested Subject Code 14. Tuition and Student Activity Fees Tuition Fee

Regular domestic and international Arts and Science per unit tuition fee

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Fee Assessment Protocol (Annual? Per term Or per course?)

per course

Student Activity Fees UGRD - AMS

AMS fees if applicable

Non-Tuition Fees N/A

15. Government Reporting

Proposed FORPOS

103 Arts, GEN and 1YR Honours

Program Weight (BIUs)

1.0

Proposed CIP Code

36.0118 Writing

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Part D - Authorizations

Part D is to be completed by the Faculty Office(s) following Faculty Board approval and then sent to the Provost

Office for approval and signature.

Date Approved by Faculty Board (or equivalent)

Department/Unit Head(s)

_______________________________ Signature

Signature

_____________________ Date

University Librarian

Signature

Date University Registrar

Signature

Date Faculty Dean(s) or delegate(s)

Signature

Date

Chief Information Officer and Associate VP (Information Technology Services)

Signature

Date

Vice-Provost (Planning and Budgeting)

Signature

Date

Provost and Vice-Principal (Academic)

Signature

Date

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Academic Writing – Certificate AWRI-C-AW Subject: Administered by the Faculty of Arts and Science and The Writing Centre. Plan: Consists of 12.0 units as described below. Program: The Plan will lead to a Certificate in Academic Writing.

1. Core (6.0 units) A. 3.0 units from WRIT 120/3.0 or WRIT 125/3.0 B. 3.0 units in WRIT 225/3.0

2. Option (6.0 units) A. 3.0 units from WRIT 240/3.0; WRIT 265/3.0; WRIT 290/3.0 B. 3.0 units from WRIT 240/3.0; WRIT 265/3.0; WRIT 290/3.0; AWRI_Subs

3. Supporting (0.0 units)

4. Additional Requirements

5. Substitutions

6. Notes

A. No more than 6.0 units of core and option courses may be counted toward the requirements of both the Certificate and another program.

B. No more than 3.0 units of core and option courses may be transfer credits from outside Queen’s University.

Academic Writing Course List The following list contains courses offered through other Departments. In accordance with Academic Regulation 2.5 (Access to Classes), students do not have enrolment priority in all of these courses. Access to these courses may only be made available during the Open Enrolment period, and then only if space permits. AWRI_Subs Academic Writing Substitutions CWRI 293/3.0; CWRI 294/3.0; CWRI 295/3.0; DRAM 251/3.0; FILM 206/3.0; FILM 312/3.0

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Report of New Offerings of Existing Courses

January 2015 As per the Faculty Board motion of 7 March 2014 regarding the approval and reporting of course variants, the Departments listed below have:

1. provided intended student learning outcomes for courses that will be delivered in a different format and/or location from the original offering of the course as approved by Faculty Board;

2. indicated the delivery format and/or location for the proposed offering of the course; 3. provided learning hours for the existing and proposed offerings of the course; and 4. certified that the Department Curriculum Committee or Undergraduate Studies Committee has

determined that the proposed offering of the course will have the same intended student learning outcomes as the original offering of the course.

Department Course Course Title Original Course Offering

Proposed Course Offering

Biology BIOL 321/3.0 Animal Behaviour Main campus, face-to-face

Online

Drama DRAM 251/3.0 Playwriting and Dramaturgy I

Main campus, face-to-face

Online

DRAM 303/3.0 First Nations Playwrights Main campus, face-to-face

Online

Kinesiology & Health Studies

HLTH 200/3.0 Physical Fitness and Wellness


Online

Mathematics & Statistics

MATH 232/3.0 Differential Equations Main campus, face-to-face

Online

Physics

ASTR 101/3.0 Astronomy I: The Solar System


Online

ASTR 102/3.0 Astronomy II: Stars, Galaxies and the Universe


Online

Respectfully submitted,

Sue Blake Director, Student Services

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Graduate Curriculum Submissions – Arts Graduate Council

December 2014

Dept. or Program

Course Number

Change Type

Description of Change Lead Council Arts/Science

ECON Revision Graduate Degree Plan Revision – MA Arts Revision Graduate Degree Plan Revision – PhD Arts KINS KHS 875 Addition Graduate Course Addition Arts Revision Graduate Degree Plan Revision Arts POLS POLS 858 Addition Graduate Course Addition Arts

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Appendix E

Faculty of Arts and Science Report of the Nominating Committee

January, 2015

Terms are generally from September 1st

to August 31st

annually for a term of three years, unless otherwise indicated. Senate Margaret Pappano, English Natalie Rewa, Drama

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