UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH … · DATE: Monday 14 November 2016 TIME: 10:30 a.m. – 12:00 noon PLACE: Needles Hall, Room 3318 Chair – G. Dixon AGENDA Item

UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH COUNCIL

NOTICE OF MEETING DATE: Monday 14 November 2016 TIME: 10:30 a.m. – 12:00 noon PLACE: Needles Hall, Room 3318

Chair – G. Dixon

AGENDA Item Action 1. Declarations of Conflict of Interest

a. Excerpt from Bylaw 1, section 8*

2. Minutes of 17 October 2016* and Business Arisinga. PhD Thesis Regulations – Suggested Amendment* from Graduate Student

Relations Committee (Bruce)b. Graduate Engagement on Research Centres and Institutes (Dixon, Bruce)c. Availability of Mike and Ophelia Lazaridis Fellowships (Hildebrandt)d. Lead Time for Companies to Review Doctoral Theses (Hildebrandt, Szarka)

3. Co-chairs’ Remarks

Information

Decision (SGRC) Information

Information Information Information

4. Curricular Submissionsa. Arts*…………………………..……………………………………..………...

b. Engineering*…………………………………………………………………..

c. Mathematics*..…………………………………………………………………

B SEN-regular Rest Decision (SGRC)

Decision (SGRC)

1,3 SEN-regular 2 Decision (SGRC)

5. Amendments to Terms of Reference – Human Research Ethics Committee* (Leggett)

6. Graduate Awards* (Hildebrandt)a. Dr. Daldeep Singh Memorial Award – trust………………………………………….

7. Graduate Studies Academic Calendar - Leave of Absence* (Hildebrandt)

8. Academic Program Review Reports*- Handling Of Final Assessment Reports Related To Academic Program Reviews

And Follow-Up Two-Year Progress Reports* a. Two-Year Report – Classical Studies (MA)*b. Two-Year Report – Germanic and Slavic Studies (Augmented Review)*c. Two-Year Report – Master of Climate Change*d. Two-Year Report – Master of Development Practice*e. Two-Year Report – Master of Digital Experience Innovation*f. Two-Year Report – Master of Peace and Conflict Studies*g. Two-Year Report – Master of Social Work*h. Two-Year Report – Pharmacy (PhD)*i. Two-Year Report – Physics*j. Two-Year Report – Sustainability Management (MES)*

9. Other Business

10. Next Meeting: Monday 12 December 2016 from 10:30 a.m. to 12 noon in NH 3318

SEN-regular

Decision (SGRC)

Decision (SGRC), To Senate for information

Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC) Decision (SGRC)

* material attached** to be distributed separately

“SGRC” to be approved on behalf of Senate “SEN” to be recommended to Senate for approval

9 November 2016 Mike Grivicic Assistant University Secretary

SGRC 14 November 2016, page 1 of 190

Excerpt from Senate Bylaw 1

8. Declarations of conflict of interest

8.01 At the beginning of each meeting of Senate or any of Senate’s committees or councils, the chair will call for members to declare any conflicts of interest

with regard to any agenda item. For agenda items to be discussed in closed session, the chair will call for declarations of conflict of interest at the

beginning of the closed portion of the meeting. Members may nonetheless declare conflicts at any time during a meeting.

8.02 A member shall be considered to have an actual, perceived or potential conflict of interest, when the opportunity exists for the member to use confidential information gained as a member of Senate, or any of Senate’s

committees or councils, for the personal profit or advantage of any person, or use the authority, knowledge or influence of the Senate, or a committee

or council thereof, to further her/his personal, familial or corporate interests or the interests of an employee of the university with whom the member has a marital, familial or sexual relationship.

8.03 Members who declare conflicts of interest shall not enter into debate nor vote upon the specified item upon which they have declared a conflict of

interest. The chair will determine whether it is appropriate for said member to remove themselves from the meeting for the duration of debate on the

specified item(s).

8.04 Where Senate or a committee or council of Senate is of the opinion that a

conflict of interest exists that has not been declared, the body may declare by a resolution carried by two-thirds of its members present at the meeting

that a conflict of interest exists and a member thus found to be in conflict shall not enter into debate on the specified item upon which they have declared a conflict of interest. The chair will determine whether it is

appropriate for said member to remove themselves from the meeting for the duration of debate on the specified item(s).


University of Waterloo SENATE GRADUATE & RESEARCH COUNCIL

Minutes of the 17 October Meeting [in agenda order]

Present: Raouf Boutaba, Robert Bruce, Jeff Casello, George Dixon, Bernard Duncker, Anwar Hasan, Bruce Hellinga, Sarah Hildebrandt, Robert Hill, Srinivasan Keshav, Dave Kingston, Jannet Anne Leggett, Samantha Shortall, Simron Singh, Richard Staines, Jackie Stapleton, Mike Szarka, Lucy Vorobej, Linda Warley Secretariat: Mike Grivicic Resources: Jennifer Kieffer, Kerry Tolson Guests: Catherine Burns (2a), Trevor Clews, Michael Drescher (2b), Amanda McKenzie Regrets: Thouheed Abdul Gaffour, Jessica Brake, Adam Dor On, Lowell Ewert*, Rhona Hanning, Richard Kelly, Tim Kenyon*, Raymond Legge, Bruce Muirhead*, Tamer Özsu, Mike Stone, Aaron Thompson, John Thompson *regrets Organization of Meeting: Jeff Casello, co-chair of the council, took the chair, and Mike Grivicic acted as secretary. The secretary advised that due notice of the meeting had been given, a quorum was present, and the meeting was properly constituted. 1. DECLARATIONS OF CONFLICT OF INTEREST No conflicts of interest were declared. 2. RENEWAL OF SENATE-APPROVED CENTRES a. Centre for Bioengineering and Biotechnology. Catherine Burns spoke to the report: overview of the centre and history; breadth of activity in a variety of research areas; positive impact in fostering relationships and driving funding; support for students; plans for next five years include increasing relationships with industry, government, and internationally. Members noted the considerable support for the centre and the profile it gives to the university in the life sciences space. Council heard a motion to renew the centre for a five-year term to October 2021. Hellinga and Duncker. Carried. b. Heritage Resources Centre. Michael Drescher spoke to the submission: purpose of centre and importance of heritage; at its fifth renewal the centre is one of the oldest on campus; members across three Faculties; role in training professionals in the province and beyond; reduced focus on built heritage and greater focus on intangible heritage going forward. Members discussed: opportunities to work with indigenous people; hiring of associate director is in progress, and staff have been hired for website and social media; aim to engage students; cyclical funding supports good work of the centre; should encourage uptake of graduate students in centre. Council heard a motion to renew the centre for a five-year term to October 2021. Singh and Bruce. Carried. Dixon and Bruce will connect re: graduate engagement in centres. 3. MINUTES OF 12 SEPTEMBER 2016 AND BUSINESS ARISING A motion was heard to approve the minutes as distributed. Warley and Hellinga. Carried. 4. CO-CHAIRS’ REMARKS Dixon noted: 21 Canada Foundation for Innovation applications have been entered with total potential funding of $31 million; success in Ontario Research Fund – Research Excellence competition with three of nine applications funded for a total of $10 million; review of federal research funding with a panel report expect to come later this year. Casello observed the discussion at Senate re: graduate enrollments, and updates on enrollment will be provided regularly to this council. 5. CURRICULAR SUBMISSIONS a. Applied Health Sciences. Staines provided an overview of the submission and members discussed: some concern expressed by NSERC re: other accelerated master’s programs; these are niche programs targeted to allow some undergraduates to move into graduate studies smoothly. Council heard a motion to recommend the new plan, with minor wording amendment to be made for the report to Senate. Staines and Keshav. Carried.


b. Engineering. Council took items 1-3 together and noted item 4 was provided for information. It was noted that the course submissions would be effective 1 January 2017. Council heard a motion to approve items 1-3 as presented. Hellinga and Hill. Carried. c. Environment. It was determined that item 2 would not be considered at this time. Council took items 1A-D together and Singh provided an overview of the submission. Members noted amendments to the wording of item 1A(d) and that the English requirements under 1B(b) specifically address the TOEFL test. Singh noted that the master’s plan in sustainability management reduces the number of courses and changes the milestones to align with similar offerings elsewhere, with the milestone having become redundant. Council heard a motion to approve/recommend the items as amended. Singh and Keshav. Carried. d. Mathematics. Keshav spoke to the submission and noted: computational mathematics is not a formal unit within the Faculty; very competitive admissions for plan helps to ensure that faculty bandwidth to deliver the program is not exceeded. Council heard a motion to recommend that Senate approve changes to the master of computational mathematics plan as described. Keshav and Bruce. Carried. 6. NEW AND CONTINUING MEMBERSHIP – CLINICAL RESEARCH ETHICS COMMITTEE and

HUMAN ETHICS RESEARCH COMMITTEE Following a review by Leggett, council heard a motion to approve the appointments as presented. Leggett and Warley. Carried. 7. GRADUATE AWARDS Council accepted the item for information, and Hildebrandt will check on the specifics departments re: eligibility for the fellowships. 8. REVISIONS TO PHD THESIS REGULATIONS Hildebrandt provided an overview: aim to migrate to standalone PhD thesis regulations document; results of working group efforts over the past year; increase in clarity e.g. responsibility for certain aspects; handling of theses with marketable intellectual property; decision mechanism and thresholds. Casello thanked the group for this work which will yield a substantial improvement. Members discussed: not clear on lead time provided to private sector partners to review theses, and need to provide adequate time for partners to have a fair chance to review; no similar guidelines for master’s theses; there may be some merits to mandating a formal conversation with supervisor prior to submission, though this may result in effectively requiring a “pre-defence” and may be confounded if the supervisor and student have differing views on the readiness for defence. Council heard a motion to recommend that Senate approve the changes to the PhD thesis regulations as presented. Hildebrandt and Warley. Carried, with one opposed. Hildebrandt and Szarka will liaise re: lead time for private sector partners.

9. OTHER BUSINESS There was no other business. 10. NEXT MEETING The next meeting will be on Monday 14 November 2016 from 10:30 a.m. to 12 noon in NH 3318.

7 November 2016 Mike Grivicic Assistant University Secretary


At its meeting on 1 November 2016, the Graduate Student Relations Committee suggested the following amendment to the PhD Thesis Regulations that were recommended by Senate Graduate & Research Council at its meeting on 17 October 2016:

…

Prior to submitting the thesis, it is recommended that the candidate meet with their supervisor and/or advisory committee (if applicable) to discuss the readiness of the thesis and the candidate for defence. The candidate should seek endorsement that the research is of sufficient quality to proceed to defence and that the candidate is able to meet the requirements of the oral defence. At the candidate's request, a meeting with the supervisor is required and the endorsement of the candidate's work should be communicated to the candidate in writing. Although a negative assessment does not prohibit the candidate from proceeding to defence, this should occur only in rare cases and is not recommended.

…


ARTS GRADUATE STUDIES October 12, 2016 TO: Members, Senate Graduate and Research Council

FROM: Rita Cherkewski, Administrative Coordinator, Arts Graduate Studies & Research RE: Graduate Affairs Group Reports April 21st, 2016 The attached Arts Graduate Affairs Group reports were approved by the Arts Faculty Council meeting on October 7, 2016 and are now being submitted for approval by the Senate Graduate and Research Council on November 8th, 2016.

Rita Cherkewski Attach.


ARTS FACULTY COUNCIL REPORT TO SENATE GRADUATE AND RESEARCH COUNCIL

CURRICULAR ITEMS for approval [bottom right pagination]

A) Arts – Course Inactivations: Arts 600 and Arts 601 [1,2] B) Political Science – MEMO: MA field name change [3] C) Psychology – Minor Program change – MASc – Developmental and Communication

Science [4-8] D) Psychology – Minor program change – PhD-Developmental Psychology [9-10] E) Psychology – Course Inactivations: Psych 650 and Psych 680[11, 12-13]


Senate Graduate and Research Council – Course/Milestone –

New/Revision/Inactivation form

Faculty: Arts Effective term: Term/Year Fall 2016

Course ☒ New ☐ Revision ☐ Inactivation ☒

Milestone ☐ New ☐ Revision ☐ Inactivation ☐

New milestone title: Choose an item.

For course revisions, indicate the type(s) of changes: (e.g. consent, description, title, requisites)

Course Subject code: ARTSChoose an item.Course number: 600 Course Title (max. 100 characters incl. spaces): Knowledge Mobilization to Serve Society Course Short Title (max. 30 characters incl. spaces): Knowledge Mobilization to Serve Society

Grading Basis: Choose an item.

Course Credit Weight: 0.50

Course Consent Required: ☐ Choose an item.

Course Description: The goal of knowledge transfer is to make publicly-funded research more useful to policy, practice, and the public. In this interdisciplinary course students learn how to gather, evaluate, synthesize and summarize scholarly knowledge in ways that meet the needs, timeframes, culture, and realities of stakeholders. Students will examine strategies and techniques used in a variety of fields to make research findings more useful and usable beyond the academy. Experts from the areas of policy, media, and practice will offer their perspectives on knowledge transfer and the need for increased research impact. New course description (for revision only):

Meet Type(s): Seminar Choose an item. Choose an item. Choose an item. Primary Meet Type: Seminar Requisites:

Special topics course: Yes ☐ No ☐ Cross-listed: Yes ☒ No ☐ Course Subject(s) to be cross-listed with and approval status: Cross-listed with HSG 654 Sections combined/heldwith:

Rationale for request:

Course has not been offered for more than 4 years and there is no interest nor teaching support for it.

Prepared by: Marina Ivanova Date: 4-Apr-16

GRADUATE STUDIES OFFICE Waterloo, Ontario, Canada N2L 3G1 uwaterloo.ca/graduate-studies | [email protected] Fax 519-746-3051


https://uwaterloo.ca/quest/graduate-students/glossary-of-terms

http://uwaterloo.ca/graduate-studies

mailto:[email protected]








Course Subject code: ARTSChoose an item.Course number: 601 Course Title (max. 100 characters incl. spaces): Building Community-University Research Alliances Course Short Title (max. 30 characters incl. spaces): Building Community-University Research Alliances




Course Description: This interdisciplinary course examines the impediments to, as well as those developments that facilitate, community-university partnerships from historic, cross-cultural, and empirical perspectives. Community is defined broadly to include local social service organizations, health practitioners, policy makers, and commercial enterprises. Students develop research alliances relevant to their areas of study, skills, and interests. Through the development of research alliances students learn how to facilitate the uptake of existing research to increase organizational capacity for sustainability and innovation. New course description (for revision only):

Meet Type(s): Seminar Choose an item. Choose an item. Choose an item. Primary Meet Type: Seminar Requisites:

Special topics course: Yes ☐ No ☐ Cross-listed: Yes ☒ No ☐ Course Subject(s) to be cross-listed with and approval status: Cross-listed with HSG 655 Sections combined/heldwith:


Course has not been offered for more than 4 years and there is no interest nor teaching support for it.

Prepared by: Marina Ivanova Date: 4-Apr-16






Graduate Studies Program Revision Form Prior to form submission, review the content revision instructions and information regarding major/minor modifications. Faculty: Arts Program: Political Science, MA Program contact (name): Ena Devedzija Description of proposed change: Changing the name of the MA field/theme from “Canadian State and Society” to “Canadian Politics” Rationale for change: The name change better reflects existing course offerings, how the relevant subject matter tends to be framed within those courses, and faculty research strengths. Canadian Politics also matches up better with the field as it is described at the undergraduate program level, including the new Canadian Politics specialization. Finally, Canadian Politics is a stronger label for the purposes of branding and recruitment as it is a more widely accessible term and will potentially be more attractive for prospective MA students. Type of modification: Minor Effective date: Term: Fall Year: 2016 Departmental approval date: __April 6, 2016__


https://uwaterloo.ca/academic-reviews/graduate-programs/major-modifications


Graduate Studies Program Revision Form Prior to form submission, review the content revision instructions (forthcoming) and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Arts Program: MASc – Developmental and Communication Science Program contact(s) (name): Rita Cherkewski Description of proposed change: Rationale for change: The current description of the program requirements is not easy for graduate students to understand. The new description simplifies reading of the program requirements. Type of modification: Minor Effective date: Term: Fall Year: 2016 Current Graduate Studies Academic Calendar webpage (include the link to the page where the change(s) is to be made): https://gradcalendar.uwaterloo.ca/

Current Graduate Studies Academic Calendar content: (strikethrough content that is to be deleted)

Proposed Graduate Studies Academic Calendar content: (underline content that is to be added)

Courses o Students must complete a total of 3.50 units of course credit. o All courses for a numerical grade unless they are only offered CR/NCR. Of the courses, required courses are: PSYCH 710 Current Issues in Developmental Psych Seminar (CR/NCR) (2 x 0.50 units = 1.00 unit) 1 or, if available, 2 graduate level courses offered by the Developmental Division (such as PSYCH 680 Special Topics in Child Behaviour and Development). If only 1 course is available in the Developmental Division, the other course must be a course offered in the Psychology Department (2 x 0.50 units = 1.00 unit).

This program involves a combination of coursework, internships, and research:

Coursework

MASc students must complete a total of 5 academic courses. All courses are for a numerical grade unless they are only offered Credit/Non-Credit (CR/NCR).

• One mandatory statistics course from this list: Psychology (PSYCH) 630, 632, 800, 801, 804

• Two Developmental courses from this list: PSYCH 680, 701, 702, 705, 706, 708, 709, 713



mailto:[email protected]?subject=GSAC%20program%20revision%20form%20inquiry

1 statistics course offered by Psychology such as PSYCH 632 Multiple Regression (0.50 unit) 2 elective courses (see further details below) (2 x 0.50 units = 1.00 units) o Students are encouraged to take ownership of their program of study depending on their own interests and future goals. Students have the option of taking courses in other areas of Psychology and other departments on campus as their elective courses. Students should note that the majority of Clinical courses in Psychology are only open to students in the PhD program. Check the course catalogue for further information. Students are encouraged to consider cross-disciplinary courses if appropriate, and so such requests are generally approved. • Graduate Studies Internship o Students complete two types of internships (Research Lab Internship and Community Practicum) during the year of the program. There are two options for how to accomplish this and the decision should be based on a students’ discussion at the beginning of the program with their advisor and confirmation of the decision with the department’s Administrative Co-ordinator, Graduate Studies. The difference between the two options is whether students complete 1-term or 3-terms of a Community Location Practicum. If 1-term is chosen, the remaining time is substituted with increased Research Lab Internship time and a larger, written MASc Research Project. o Option 1: This first option is likely to be of most interest to students seeking applied careers in areas such as speech-language pathology, early childhood education and teaching. o A) Research Lab Internship (1.50 units - CR/NCR) with Research Project (1.00 unit) Three-term research internship (Fall/Winter/Spring term program milestone requirement) in one of the research labs of one of the faculty members in the Developmental division or a faculty member affiliated with the program. This

• Two elective courses from other research areas outside of Developmental

Students have the option of taking courses in other areas of Psychology and other departments on campus as their elective courses. Check the Psychology course catalogue and the Graduate schedule of classes for further information. When selecting a course outside of the Psychology department, students should check their selection with their advisor as to its suitability and then with the Administrative Coordinator Graduate Studies and the director of the MASc program for final approval.

In addition, students must attend the weekly Developmental Seminar each term (PSYCH 710).

Graduate Studies Internships

Students complete two types of graduate studies internships (Community Practicum and Research Lab Internship). Each student will choose one of two tracks for how to complete these graduate studies internships: the Community Practicum Emphasis Track or the Research Emphasis Track, based on a discussion with their advisor. The main difference between the two tracks is that in the first option students complete 3 terms in a community practicum and have less research activities and in the second option students have 1 term in a community practicum and more formal research activities.

Community Practicum Emphasis Track: 3-term Community Practicum and 3-term Research Lab Internship

This option is likely to be of most interest to students seeking applied careers in areas such as speech-language pathology, early childhood education, and teaching.

Students following this track should sign up for the following practicum courses in addition to their academic courses:

Fall: Psych 820 (Community Practicum)


http://www.ucalendar.uwaterloo.ca/SA/GRAD/test/GRDcourse-PSYCH.html

research internship consists of approximately 10 hours/week (completion of these hours is worth 1.50 units of credit - CR/NCR) from the beginning of the Fall term until the last day of lectures in the Spring term. o B) Community Location Practicum (1.50 units - CR/NCR) This three-term community practicum consists of one morning or afternoon (approximately 3.5 - 4 hours per week) and runs roughly from September to the end of June (0.50 course credits per Fall, Winter and Spring term). In the past, community locations have included the Early Childhood Education Centre (ECEC) at University of Waterloo, Westmount Public School and McLennan Speech and Language Services. o All community placements require submission of a police check and Tuberculosis (TB) test. Students are encouraged to read the provided information to ensure that they do this far enough in advance in the summer so as not to delay the beginning of their internship. o Option 2: This second option is likely to be of most interest to students deciding on whether to pursue further doctoral (PhD) studies in an area related to child development. o A) Research Lab Internship (1.50 units - CR/NCR) with additional Research Apprenticeship (1.00 course credits) and Research Project (1.0 unit) This expanded research lab experience option includes: Three-term research internship (Fall/Winter/Spring term program milestone requirement) in one of the research labs of one of the faculty members in the Developmental division or a faculty member affiliated with the program. This research internship consists of approximately 10 hours/week (completion of these hours is worth 1.50 units of credit - CR/NCR) from the beginning of the Fall

Winter: Psych 821 (Community Practicum) Spring: Psych 822 (Community Practicum)

Component 1: Community Practicum

This 3-term community practicum consists of one morning or afternoon (approximately 3.5 - 4 hours per week) and runs roughly from September to the end of June). Students will receive information by email about possible locations and placements for the community practicum.

All community practicums require submission of a police check and Tuberculosis (TB) test.

Component 2: Research Internship

Three-term research internship (Fall/Winter/Spring term) in one of the research labs of one of the faculty members in the developmental division or a faculty member affiliated with the program. This research internship consists of approximately 10 hrs/week from the beginning of fall term until the last day of lectures in Spring term. The research project(s) to be completed by the student in this internship will be determined by the student and his/her advisor at the time of entry to the program.

Research Emphasis Track: 1-term Community Practicum and 3-term Research Lab Internship/Apprenticeship + Research Project

This second option is likely to be of most interest to students deciding on whether to pursue further doctoral (Ph.D.) studies in an area related to Child Development.

Students following this track should sign up for the following practicum and apprenticeship courses in addition to their academic courses:

Fall: Psych 820 (Community Practicum) Winter: Psych 823 (Research Apprenticeship) Spring: Psych 824 (Research Apprenticeship)

Component 1: Community Practicum

This 1-term community practicum consists of one morning or afternoon (approximately 3.5 - 4


https://uwaterloo.ca/psychology/police-check-and-tuberculosis-tb-test

term until the last day of lectures in the Spring term. 1.00 course credits in a Research Apprenticeship obtained via a further 84 hours of work in the research lab in (i) to equate to the time otherwise completed within a community practicum (i.e., 3.5 hours x 24 weeks over 2 terms). Due to the expanded nature of this internship, a more formal written Research Project is required with two readers. o B) Community Location Practicum (0.50 course credits - CR/NCR) This one-term community practicum consists of one morning or afternoon (approximately 3.5 - 4 hours per week) and runs roughly 12 weeks starting in September or January (0.50 course credits per Fall or Winter term). Completion in the Spring term is not permissible. All community placements require submission of a police check and Tuberculosis (TB) test. Students are encouraged to read the provided information to ensure they do this far enough in advance in the summer so as not to delay the beginning of their internship. • Other requirements o Seminars and Colloquia: students are expected to participate fully in other academic seminars and colloquia as department members (no credit). Department of Psychology website

hours per week) and runs roughly 12 weeks starting in September or January. Completion in Spring term is not permissible. Students will receive information by email about possible locations and placements for the community practicum.

All community placements require submission of a police check and Tuberculosis (TB) test.

Component 2: Research Lab Internship/Apprenticeship + Research Project

This expanded research lab experience option includes:

1. Three-term research graduate studies internship (Fall/Winter/Spring term) in one of the research labs of one of the faculty members in the developmental division or a faculty member affiliated with the program. This research graduate studies internship consists of approximately 10 hrs/week from the beginning of fall term until the last day of lectures in Spring term. The research project(s) to be completed by the student in this graduate studies internship will be determined by the student and his/her advisor at the time of entry to the program.

2. Research Apprenticeship: 84 additional hours of work in the same research lab to equate to the time otherwise completed within a community practicum.

3. A formally written Master’s Research Project is required. Prior to accepting entry into the program, students should confirm the nature of the research apprenticeship with the supervising faculty member.

Departmental approval date: __April 14, 2016_____________________________ Reviewed by GSO (for GSO use only): ☒ Faculty approval date: _______October 7, 2016_________________________


https://uwaterloo.ca/psychology/police-check-and-tuberculosis-tb-test

SGRC approval date: _______________________________________________ Senate approval date (if applicable): __________________________________


Graduate Studies Program Revision Form Prior to form submission, review the content revision instructions (forthcoming) and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Arts Program: PhD – Developmental Psychology Program contact(s) (name): Rita Cherkewski Description of proposed change: Removal of 2 mandatory courses from degree requirements and editorial changes Rationale for change: The department found that they couldn’t teach the mandatory courses as originally described due to undergraduate teaching obligations. Type of modification: Minor Effective date: Term: Fall Year: 2016 Current Graduate Studies Academic Calendar webpage (include the link to the page where the change(s) is to be made): https://gradcalendar.uwaterloo.ca/



Students specializing in Developmental Psychology must complete the following 12 courses: 2 mandatory statistics courses from this list: • PSYCH 630 Advanced Analysis of Variance • PSYCH 632 Multiple Regression • PSYCH 800 Psychometric Theory & Structural Equation Modeling • PSYCH 801 Advanced Structural Equation Modeling • PSYCH 804 Multi-Level Modeling Applications in Psychology 6 Developmental courses which must include: • 2 Foundations courses, preferably taken in the first and second year of study, but which can be completed at any time. 1 Foundation course must be in Language Development and the other can be in either

Students specializing in Developmental Psychology must complete a total of 12 courses.

• Two mandatory statistics courses from this list: Psychology (PSYCH) 630, 632, 800, 801, 804

• Six Developmental courses from this list: PSYCH 680, 701, 702, 705, 706, 708, 709, 713

• Four breadth courses from other research areas outside of Developmental.

• In addition, students must attend the weekly Developmental seminar each term (PSYCH 710).




Cognitive or Social Development. Students are not permitted to take more than 3 Foundations courses during their degree

• 4 breadth courses from other research areas outside of Developmental.

• In addition, students must attend the weekly Developmental seminar (PSYCH

710). Departmental approval date: _April 14, 2016_____________________________ Reviewed by GSO (for GSO use only): ☒ Faculty approval date: _______October 7, 2016_________________________ SGRC approval date: _______________________________________________ Senate approval date (if applicable): __________________________________








For course revisions, indicate the type(s) of changes: Suppressing special topics numbers

Course Subject code: PSYCH Course number: 650 Course Title (max. 100 characters incl. spaces): Special Topics in Cognition and Perception Course Short Title (max. 30 characters incl. spaces):


Course Credit Weight: Choose an item.


Course Description:

New course description (for revision only):

Meet Type(s): Choose an item. Choose an item. Choose an item. Choose an item. Primary Meet Type: Choose an item. Requisites:

Special topics course: Yes ☒ No ☐ Cross-listed: Yes ☐ No ☐ Course Subject(s) to be cross-listed with and approval status: Sections combined/heldwith:


Department would like to suppress the following special topic number from the graduate calendar

PSYCH 650 Special Topics in Cognition and Perception

2 Modelling Cognitive Processes

Prepared by: Rita Cherkewski Date: 15-Apr-16






Senate Graduate and Research Council – Course/Milestone – New/Revision/Inactivation form





For course revisions, indicate the type(s) of changes: Suppressing special topics numbers

Course Subject code: PSYCH Course number: 680 Course Title (max. 100 characters incl. spaces): Special Topics in Child Behaviour and Development Course Short Title (max. 30 characters incl. spaces):




Course Description:


Meet Type(s): Choose an item. Choose an item. Choose an item. Choose an item. Primary Meet Type: Choose an item. Requisites:

Special topics course: Yes ☒ No ☐ Cross-listed: Yes ☐ No ☐ Course Subject(s) to be cross-listed with and approval status: Sections combined/heldwith:


Department would like to suppress the following special topic numbers from the graduate calendar

PSYCH 680 Special Topics in Child Behaviour and Development 2 Family Conflict 4 Res Meth Communicative Develop 5 DCS Internship/Practicum I 7 DCS Internship/Practicum II 9 DCS Internship/Practicum III 11 Child Clinical Practicum I






12 Child Clinical Practicum II 13 Child Clinical Practicum III 14 Adv. Assess/Intervent I 15 Imitation & the Social Mind 16 Adv. Assess/Intervent II 17 Adv. Assess/Intervent III 18 Reasoning about Ownership 19 Origins of Numbers 20 Observational Child Assessment 21 Observational Child Assessment II 22 Development of Abstraction 26 Language Dev in ADHD Children 28 Abstract Magnitude Estimation 32 Cognitive Development I 33 Cognitive Development II 34 Research Apprenticeship

Prepared by: Rita Cherkewski Date: 15-Apr-16


M E M O

TO: Mike Grivicic

Associate University Secretary

FROM: B. Hellinga, Associate Dean, Graduate Studies

Faculty of Engineering

RE: Senate Graduate and Research Council Meeting

DATE: November 9, 2016 (replaces October 31, 2016 memo)

Please place the following motions on the agenda for the next Senate Graduate and Research Council

meeting. These motions were approved by Engineering Faculty Council on October 18, 2016.

1. The Department of Civil and Environmental Engineering submits the following items for approval. Changes were approved by the Civil and Environmental Engineering Faculty in a departmental vote on July 14, 2016 for the Graduate Studies Academic Calendar revisions, and on August 30, 2016 in an online vote for the addition of CIVE 781. All changes are to become effective Spring 2017.

a. Revision to Graduate Studies Academic Calendar: Master of Applied Science (MASc) in Civil Engineering and Master of Applied Science (MASc) in Civil Engineering - Water

i. Remove “Master's Seminar” from the Degree requirements section.

ii. Add “Students must orally defend a thesis, embodying the results of original research.” under the Degree requirements section.

b. Revision to Graduate Studies Academic Calendar: Master of Engineering (MEng) in Civil

Engineering and Master of Engineering (MEng) in Civil Engineering Nuclear Engineering i. Remove “The MEng in Civil Engineering program is open to Canadian and

Permanent Residents only. The program is not available to Visa students.” from Program information section.

ii. Remove “Engineering Data Analysis Graduate Workshop” from Degree requirements section.

c. Addition of a new Civil course – CIVE 781: Principles of Hydrologic Modelling


2. The EGSO is presenting 2 changes to the Faculty of Engineering Calendar Requirements

a. ARCH has adjusted their course requirements to allow for 3.0 credit courses in one term. This exceeds the currently limit of 2.5 credits in a term included in the FOE calendar. We have added language to reflect the ARCH requirement.

b. PhD3 program – Comp Exam Deadline – Term 6.

Bruce Hellinga BH: jec


M E M O R A N D U M

Date: Friday, September 9, 2016

To: Bruce Hellinga, Associate Dean, Graduate Studies

From: Giovanni Cascante, Associate Chair Graduate Studies

Subject: Revision to Graduate Studies Academic Calendar and Addition of New Civil Course

(CIVE 781) for Civil and Environmental Engineering (CEE)

The Department of Civil and Environmental Engineering submits the following items for approval:

1. Revision to Graduate Studies Academic Calendar: Master of Applied Science (MASc) in Civil

Engineering and Master of Applied Science (MASc) in Civil Engineering - Water a. Remove “Master's Seminar” from the Degree requirements section.

b. Add “Students must orally defend a thesis, embodying the results of original research.”

under the Degree requirements section.

2. Revision to Graduate Studies Academic Calendar: Master of Engineering (MEng) in Civil

Engineering and Nuclear Engineering a. Remove “The MEng in Civil Engineering program is open to Canadian and Permanent

Residents only. The program is not available to Visa students.” from Program

information section.

b. Remove “Engineering Data Analysis Graduate Workshop” from Degree requirements

section.

3. Addition of a new Civil course – CIVE 781: Principles of Hydrologic Modelling

Changes were approved by the Civil and Environmental Engineering Faculty in a departmental vote

On July 14, 2016 for the Graduate Studies Academic Calendar revisions, and on August 30, 2016 in an

online vote for the addition of CIVE 781. All changes are to become effective Spring 2017.

Sincerely,

Giovanni Cascante PhD, P.Eng

Associate Chair Graduate Studies

Civil and Environmental Engineering

GC:jr


http://www.civil.uwaterloo.ca/

Page 1 of 2

GraduateStudiesProgramRevisionFormPrior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Engineering Program: Master of Applied Science (MASc) in Civil Engineering Program contact(s) (name): Giovanni Cascante, CEE Assoc. Chair Graduate studies Form completed by: Jessica Rossi Description of proposed changes: Updating Degree requirements for MASc Thesis Defense *changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone‐New/Revision/Inactivation form. Is this a Major Modification to the program? No

Rationale for changes: The current procedure does not reflect the importance of the Master’s thesis; therefore, the department would like to make the Master’s thesis more like a defense. Proposed effective date: Term: Spring Year: 2017 Current Graduate Studies Academic Calendar URL/webpage (include the link to the page where the changes are to be made): https://uwaterloo.ca/graduate‐studies‐academic‐calendar/engineering/department‐civil‐and‐environmental‐engineering/master‐applied‐science‐masc‐civil‐engineering



Degree requirements

Thesis option:

Graduate Academic Integrity Module (Graduate AIM)

Courses o Students must complete 4 one‐

term courses (0.50 unit weight)

Degree requirements

Thesis option:





Page 2 of 2

(500, 600 or 700 series) acceptable for graduate credit by the Department with an overall average of at least 70%.

o Only 1 500 level course may be counted for credit.

Link(s) to courses o Civil Engineering (CIVE) courses

Master's Seminar o Students must present a seminar

on a chosen thesis topic. Research Principles and Applications

o Seminar attendance: students are also required to attend 10 seminars (for example, Master’s Seminar, PhD Comprehensive Examination, Defense or External Seminar).

o Students are also required to attend and complete the Graduate Skills Workshop.

Master’s Thesis o Submission and acceptance of a

thesis embodying the results of the student’s research. The thesis is supervised by a faculty advisor, examined by a committee including two or more other members, and placed on display in the Faculty of Engineering Graduate Office.

(500, 600 or 700 series) acceptable for graduate credit by the Department with an overall average of at least 70%.



Research Principles and Applications o Seminar attendance: students are

also required to attend 10 seminars (for example, Master’s Seminar, PhD Comprehensive Examination, Defense or External Seminar).


Master’s Thesis o Students must orally defend a

thesis, embodying the results of original research.

o Submission and acceptance of a thesis embodying the results of the student’s research. The thesis is supervised by a faculty advisor, examined by a committee including two or more other members, and placed on display in the Faculty of Engineering Graduate Office.

How will students currently registered in the program be impacted by these changes? Students in the Master of Applied Science (MASc) in Civil Engineering program must now orally defend a thesis, embodying the results of original research. Departmental approval date: July 14, 2016 Reviewed by GSO (for GSO use only): ☐

Faculty approval date: Senate Graduate & Research Council (SGRC) approval date: Senate approval date (if applicable):


Page 1 of 3

GraduateStudiesProgramRevisionFormPrior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Engineering Program: Master of Applied Science (MASc) in Civil Engineering ‐ Water Program contact(s) (name): Giovanni Cascante, CEE Assoc. Chair Graduate studies Form completed by: Jessica Rossi Description of proposed changes: Updating Degree requirements for MASc Thesis Defense *changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone‐New/Revision/Inactivation form. Is this a Major Modification to the program? No

Rationale for changes: The current procedure does not reflect the importance of the Master’s thesis; therefore, the department would like to make the Master’s thesis more like a defense. Proposed effective date: Term: Spring Year: 2017 Current Graduate Studies Academic Calendar URL/webpage (include the link to the page where the changes are to be made): https://uwaterloo.ca/graduate‐studies‐academic‐calendar/engineering/department‐civil‐and‐environmental‐engineering/master‐applied‐science‐masc‐civil‐engineering‐water



Degree requirements

Thesis option:




Degree requirements

Thesis option:





Page 2 of 3

(500, 600 or 700 series) acceptable for graduate credit by the Department, with an overall average of at least 70%, 2 of which must be satisfied by taking WATER 601 and WATER 602. An overall average of 70% is required for WATER 601 and WATER 602.

o The Water core courses are designed to provide fundamental multidisciplinary knowledge and experience to complement the student’s specialist courses and water‐related research.


Link(s) to courses o Civil Engineering (CIVE) courses o Water (WATER) courses

Master's Seminar o Students must present a seminar

on a chosen thesis topic. Research Principles and Applications

o Seminar attendance: students are also required to attend 10 seminars (for example, Master’s Seminar, PhD Comprehensive Examination, Defense or External Seminar).


Master’s Thesis o Submission and acceptance of a

thesis embodying the results of the student’s research. The thesis is supervised by a faculty advisor, examined by a committee including two or more other members, and placed on display in the Faculty of Engineering Graduate Office.

(500, 600 or 700 series) acceptable for graduate credit by the Department, with an overall average of at least 70%, 2 of which must be satisfied by taking WATER 601 and WATER 602. An overall average of 70% is required for WATER 601 and WATER 602.

o The Water core courses are designed to provide fundamental multidisciplinary knowledge and experience to complement the student’s specialist courses and water‐related research.


Link(s) to courses o Civil Engineering (CIVE) courses o Water (WATER) courses

Research Principles and Applications o Seminar attendance: students are

also required to attend 10 seminars (for example, Master’s Seminar, PhD Comprehensive Examination, Defense or External Seminar).


Master’s Thesis o Students must orally defend a

thesis, embodying the results of original research.

o Submission and acceptance of a thesis embodying the results of the student’s research. The thesis is supervised by a faculty advisor, examined by a committee including two or more other members, and placed on display in the Faculty of Engineering Graduate Office.

How will students currently registered in the program be impacted by these changes?


Page 3 of 3

Students in the Master of Applied Science (MASc) – Water in Civil Engineering program must now orally defend a thesis, embodying the results of original research. Departmental approval date: July 14, 2016 Reviewed by GSO (for GSO use only): ☐



Senate Graduate and Research

Council – Course/Milestone –


Faculty: Engineering

Effective term: Term/Year Spring 2017

Course ☐ New ☐ Revision ☐ Inactivation ☐

Milestone ☒ New ☐ Revision ☐ Inactivation ☒



Course Subject code: Choose an item. Course number:

Course Title (max. 100 characters incl. spaces):

Course Short Title (max. 30 characters incl. spaces):



Course Consent Required: ☐

Course Description:


Meet Type(s): Choose an item. Choose an item. Choose an item.

Primary Meet Type:

Requisites:

Special topics course: Yes ☐ No ☐

Cross‐listed: Yes ☐ No ☐

Course Subject(s) to be cross‐listed with and approval status:

Sections combined/heldwith:

Rationale for request: Civil would like to inactive the “Master’s Seminar” milestone in both the Master of

Applied Science (MASc) in Civil Engineering and Master of Applied Science (MASc) in Civil Engineering – Water

programs.

Prepared by: Jessica Rossi Date: 31‐Aug‐16



Page 1 of 3

GraduateStudiesProgramRevisionFormPrior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Engineering Program: Master of Engineering (MEng) in Civil Engineering Program contact(s) (name): Giovanni Cascante, CEE Assoc. Chair Graduate studies Form completed by: Jessica Rossi Description of proposed changes:

1) Accepting International MEng students. 2) Removing inactive Engineering Data Analysis Graduate Workshop milestone.

*changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone‐New/Revision/Inactivation form. Is this a Major Modification to the program? No

Rationale for changes:

1) There is a strong pool of international MEng applicants and the previous reasons for not accepting international MEngs, is no longer valid.

2) The Engineering Data Analysis Graduate Workshop is no longer offered. Therefore, we do not require it as a milestone for MEng students

Proposed effective date: Term: Spring Year: 2017 Current Graduate Studies Academic Calendar URL/webpage (include the link to the page where the changes are to be made): https://uwaterloo.ca/graduate‐studies‐academic‐calendar/engineering/department‐civil‐and‐environmental‐engineering/master‐engineering‐meng‐civil‐engineering



Program information Admit term(s)

o Fall

N/A


Page 2 of 3

Delivery mode o On‐campus

Program type o Master's o Professional

Registration option(s) o Full‐time o Part‐time

Study option(s) o Coursework

Additional program information o The MEng in Civil Engineering

program is open to Canadian and Permanent Residents only. The program is not available to Visa students.

o The University of Waterloo does not provide funding for MEng in Civil Engineering students, and the candidates are expected to be self‐supporting.

Degree requirements

Coursework option:



term graduate level courses (0.50 unit weight) taken from the 500, 600 and 700 series courses (or courses acceptable for graduate credit) and 1 technical/professional writing course for engineers (EMLS 602R Scholarly Writing in English).

o A maximum of 2 500 level courses may be counted for credit.

o The candidate must obtain a pass in all courses credited to their program, with a minimum overall average of 70% (a grade of less than 65% in any course counts as a failure).


Page 3 of 3

o At least half of the courses used for credit must normally be Faculty of Engineering courses.


Engineering Data Analysis Graduate Workshop

How will students currently registered in the program be impacted by these changes? MEng students currently in the program will no longer be required to take the Engineering Data Analysis Graduate Workshop and will not be affected by the admission of International MEng students. Departmental approval date: July 14, 2016 Reviewed by GSO (for GSO use only): ☐



Page 1 of 3

GraduateStudiesProgramRevisionFormPrior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Engineering Program: Master of Engineering (MEng) in Civil Engineering ‐ Nuclear Engineering Program contact(s) (name): Giovanni Cascante, CEE Assoc. Chair Graduate studies Form completed by: Jessica Rossi Description of proposed changes:

1) Accepting International MEng students. 2) Removing inactive Engineering Data Analysis Graduate Workshop milestone.

*changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone‐New/Revision/Inactivation form. Is this a Major Modification to the program? No

Rationale for changes:

1) There is a strong pool of international MEng applicants and the previous reasons for not accepting international MEngs, is no longer valid.

2) The Engineering Data Analysis Graduate Workshop is no longer offered. Therefore, we do not require it as a milestone for MEng students

Proposed effective date: Term: Spring Year: 2017 Current Graduate Studies Academic Calendar URL/webpage (include the link to the page where the changes are to be made): https://uwaterloo.ca/graduate‐studies‐academic‐calendar/engineering/department‐civil‐and‐environmental‐engineering/master‐engineering‐meng‐civil‐engineering



Program information Admit term(s)

o Fall

N/A


Page 2 of 3

Delivery mode o On‐campus

Program type o Master's o Professional

Registration option(s) o Full‐time o Part‐time

Study option(s) o Coursework

Additional program information o The MEng in Civil Engineering

program is open to Canadian and Permanent Residents only. The program is not available to Visa students.

o The University of Waterloo does not provide funding for MEng in Civil Engineering students, and the candidates are expected to be self‐supporting.

Degree requirements

Coursework option:



term graduate level courses (0.50 unit weight) taken from the 500, 600 and 700 series courses (or courses acceptable for graduate credit) and 1 technical/professional writing course for engineers (EMLS 602R Scholarly Writing in English).

o A maximum of 2 500 level courses may be counted for credit.

o The candidate must obtain a pass in all courses credited to their program, with a minimum overall average of 70% (a grade of less than 65% in any course counts as a failure).


Page 3 of 3

o At least half of the courses used for credit must normally be Faculty of Engineering courses.


Engineering Data Analysis Graduate Workshop

How will students currently registered in the program be impacted by these changes? MEng students currently in the program will no longer be required to take the Engineering Data Analysis Graduate Workshop and will not be affected by the admission of International MEng students. Departmental approval date: July 14, 2016 Reviewed by GSO (for GSO use only): ☐








Course ☐ New ☐ Revision ☐ Inactivation ☐

Milestone ☒ New ☐ Revision ☐ Inactivation ☒



Course Subject code: Choose an item. Course number:

Course Title (max. 100 characters incl. spaces):

Course Short Title (max. 30 characters incl. spaces):



Course Consent Required: ☐

Course Description:


Meet Type(s): Choose an item. Choose an item. Choose an item.

Primary Meet Type:

Requisites:

Special topics course: Yes ☐ No ☐

Cross‐listed: Yes ☐ No ☐

Course Subject(s) to be cross‐listed with and approval status:


Rationale for request: Civil would like to inactive the “Engineering Data Analysis Graduate Workshop”

milestone from the Master of Engineering (MEng) in Civil Engineering program as it is no longer offered or a

requirement for degree completion.

Prepared by: Jessica Rossi Date: 31‐Aug‐16








Course ☒ New ☒ Revision ☐ Inactivation ☐



Course Subject code: CIVE Course number: 781

Course Title (max. 100 characters incl. spaces): Principles of Hydrologic Modelling

Course Short Title (max. 30 characters incl. spaces): Pr. of Hydrologic Modelling

Grading Basis: NUMERICAL


Course Consent Required: ☒ Department

Course Description:

This course addresses the development of computational models of watershed hydrology in support of water resources management and scientific investigation. The full model development and application cycle is considered: pre‐processing, understanding, and generating input forcing data; system discretization and algorithms for simulating hydrologic processes; parameter estimation; and interpreting model output in the context of often significant system uncertainty. The course will include practical applications of models to alpine, boreal forest, prairie, and agricultural settings in Canada.

Meet Type(s): Lecture Choose an item.

Primary Meet Type: Lecture

Requisites: none

Special topics course: Yes ☐ No ☒

Cross‐listed: Yes ☐ No ☒

Course Subject(s) to be cross‐listed with and approval status: none

Sections combined/heldwith: none


Civil would like to create a new graduate course

Prepared by: James Craig, Civil & Environmental Engineering Date: 5‐Jul‐16



Graduate Studies Program Revision Form Prior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office. Faculty: Engineering Program: FOE general requirements Program contact(s) (name): Jennifer Collins, Bruce Hellinga Form completed by: Jennifer Collins Description of proposed changes: *changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone-New/Revision/Inactivation form. Is this a Major Modification to the program? No Rationale for changes: Updates to include more information for students, staff and faculty. Proposed effective date: Term: Winter Year: 2017 Current Graduate Studies Academic Calendar URL/webpage (include the link to the page where the changes are to be made): http://gradcalendar.uwaterloo.ca/page/Faculty-of-Engineering-minimum-requirements



Maximum Number of Courses Taken per Term There is a maximum number of courses in which students registered in the Faculty of Engineering may enroll each term. This maximum applies to both course- and thesis-based students, in both the Master's and PhD programs. Full-time students may enroll in a maximum of 5 courses (total of 2.5 credits) per term. Part-time students may enroll in a maximum of 2 courses (total of 1 credit) per term.

Maximum Number of Courses Taken per Term There is a maximum number of courses in which students registered in the Faculty of Engineering may enroll each term. This maximum applies to both course- and thesis-based students, in both the Master's and PhD programs. Full-time students may enroll in a maximum of 5 courses (total of 2.5 credits) per term, except in the MArch program within the School of Architecture where a maximum of 6 courses (total of 3.0 credits) is permitted.




https://uwaterloo.ca/graduate-studies/faculty-and-staff/forms

https://uwaterloo.ca/graduate-studies/faculty-and-staff/forms


http://gradcalendar.uwaterloo.ca/page/Faculty-of-Engineering-minimum-requirements

http://gradcalendar.uwaterloo.ca/page/Faculty-of-Engineering-minimum-requirements

Part-time students may enroll in a maximum of 2 courses (total of 1 credit) per term.

Comprehensive Exam Timeline Students without a Master's degree (PhD3/PhD3-tr) The Faculty of Engineering requires that PhD3/PhD3-tr students complete the Comprehensive Exam by the earlier of either: - four terms from the first term the student was registered in the PhD program, or - eight terms from the beginning of the student’s Master’s program.

Comprehensive Exam Timeline Students without a Master's degree entering the doctoral program directly from a Bachelor’s program (PhD3) The Faculty of Engineering requires that PhD3 students complete the Comprehensive Exam by the end of term six of their PhD program. Students transferring into the doctoral program from a Master’s program (PhD3-tr/PhD2-tr) The Faculty of Engineering requires that PhD3-tr/PhD2-tr students complete the Comprehensive Exam by the earlier of either: - four terms from the first term the student was registered in the PhD program, or - eight terms from the beginning of the student’s Master’s program.

How will students currently registered in the program be impacted by these changes? There should be no impact on current students. Departmental approval date: n/a will go to EGSC in September Reviewed by GSO (for GSO use only): ☐ Faculty approval date: Senate Graduate & Research Council (SGRC) approval date: Senate approval date (if applicable):


There will be a special meeting of the Faculty of Mathematics Council Friday, November 4, 2016 from 3:30-4:30 in DC 1304

AGENDA 1. Approve the Data Science Specialization to the MMath (CS) Coursework Option2. Update the table of categories and areas in the following programs:

• Doctor of Philosophy (PhD) in Computer Science• Doctor of Philosophy (PhD) in Computer Science - Quantum Information• Master of Mathematics (MMath) in Computer Science• Master of Mathematics (MMath) in Computer Science - Co-operative Program• Master of Mathematics (MMath) in Computer Science - Quantum Information

3. Approve the Data Science Specialization to the MMath (Statistics) Coursework Option


Cover Sheet Data Science Specializations in SAS and SCS

October 27, 2016

SAS and SCS have each approved a coursework-only MMath program that offers a specialization in Data Science. These are not new programs, but a variant of existing thesis-based (SAS) or coursework (SCS) programs. This proposal was unanimously approved by MFGSC on October 19th 2016. This package contains 3 motions: Motion 1. To approve the Data Science Specialization to the MMath (Computer Science) Coursework Option as described in the attached proposal, program revision forms, and course revision forms. This requires the addition/modification of 4 courses: CS 600, 631, 651, and 680 Motion 2. To update the table of categories and areas in the following programs:

• Doctor of Philosophy (PhD) in Computer Science • Doctor of Philosophy (PhD) in Computer Science - Quantum Information • Master of Mathematics (MMath) in Computer Science • Master of Mathematics (MMath) in Computer Science - Co-operative Program • Master of Mathematics (MMath) in Computer Science - Quantum Information

Motion 3. To approve the Data Science Specialization to the MMath (Statistics) Coursework Option as described in the attached proposal, program revision forms, and course revision forms. This requires the addition/modification of 2 courses: STAT 845 and STAT 847 The documents in this package are:

1. A cover sheet with more details on the two motions from SCS 2. Rationale for the SCS coursework specialization, using the ‘Graduate Expedited Proposal’

format from the Ontario Universities Council on Quality Assurance. 3. Revised table of areas from SCS 4. 2 SGRC Program Change forms corresponding to the two motions from SCS 5. 4 SGRC Course Revision forms, for the new/modified courses in SCS 6. Rationale for the SAS coursework specialization, using the ‘Graduate Expedited Proposal’

format from the Ontario Universities Council on Quality Assurance. 7. 1 SGRC Program Change form corresponding to the motion from SAS 8. 2 SGRC Course Revision forms, for the new/modified course in SAS


The Data Science and CS Graduate Committees, the CS Council, and the Math Faculty Gradu-ate Studies Commitee have approved a new specialization in Data Science for our MMath (CS)Coursework option.

This specialization is not a new program, but rather just a “kind” of our existing MMath (CS)Coursework (8-course) option. In order to create the desired program, however, some exceptionsto our normal coursework rules were necessary. These exceptions are as follows:

• The minimum number of CS courses is 4 (normally 6)

• The minimum number of courses above the 600 level is 2 (normally 5)

• The minimum number of courses at the 800 level is 1 (normally 2)

This specialization also creates four new courses:

• CS 600 (Fundamentals of Computer Science for Data Science)

• CS 631 (Data-Intensive Distributed Analytics)

• CS 651 (Data-Intensive Distributed Computing)

• CS 680 (Introduction to Machine Learning)

The first two are “non-major” CS graduate courses, and the last two are CS major graduate courses.CS 631 will be “held with” CS 651, but will have separate assignments and exams.

Motion: Approve the Data Science Specialization to the MMath (CS) Coursework Option, con-sisting of:

• The attached proposal

• The attached new course forms for CS 600, CS 631, CS 651, and CS 680

Cover SheetSCS


In addition, the table of categories and areas in the grad calendar has not been updated in some time.This motion will bring it up to date (including the changes for the Data Science Specialization).

Motion: Update the table of categories and areas in the following programs (i.e. all programs inwhich the table appears):

• Doctor of Philosophy (PhD) in Computer Science

• Doctor of Philosophy (PhD) in Computer Science - Quantum Information

• Master of Mathematics (MMath) in Computer Science

• Master of Mathematics (MMath) in Computer Science - Co-operative Program

• Master of Mathematics (MMath) in Computer Science - Quantum Information

As follows (marked up version attached):

• Add CS 651 and CS 755 to the “Hardware and Software Systems” area

• Add CS 758 to the “Algorithms and Complexity” area

• Add a new “Computational Statistics” area in the “Mathematics of Computing” category,consisting of the courses CS 680, CS 685, CS 786, CS 885.

• Remove CS 685 and CS 786 from the “Artifical Intelligence” area.


Page 1 of 12

UNIVERSITY OF WATERLOO

GRADUATE EXPEDITED PROPOSAL OF THE

MASTER OF MATHEMATICS (COMPUTER

SCIENCE) SPECIALIZATION IN

DATA SCIENCE

Submitted to the Ontario Universities Council on Quality Assurance

[date]

VOLUME I – PROPOSED BRIEF


Page 2 of 12

TABLE OF CONTENTS

1. OBJECTIVES ...................................................................................................... 4

2. ADMISSION REQUIREMENTS .......................................................................... 5 3. STRUCTURE ....................................................................................................... 5

4. PROGRAM CONTENT ........................................................................................ 7 5. MODE OF DELIVERY ......................................................................................... 9 6. ASSESSMENT OF TEACHING AND LEARNING .............................................. 9 7. RESOURCES FOR ALL PROGRAMS .............................................................. 10 8. RESOURCES FOR GRADUATE PROGRAMS ................................................ 11 9. QUALITY AND OTHER INDICATORS .............................................................. 12


Page 3 of 12

Specialization Name: Graduate Specialization in Data Science Degree Designation: Master of Mathematics (Computer Science) Date of Review: October 2016

Large and ever increasing amounts of heterogeneous and dynamically changing data are now routinely generated by many business, scientific, and social endeavours. These will continue to grow in size, complexity, and velocity as new application areas such as personalized cancer treatment, continuous genetic tracking, real-time market-making, and triangulation across social networks find value in Canadian society, and as yet unheard of applications take advantage of the data resources that are or could be available in the future. Data science leverages the very large volumes of data generated from numerous and diverse sources such as human interaction with their environment, text corpora of documents, research results or observations, growing numbers of sensors, digital images and movies, streaming video from cameras, satellite and medical imagery, as well as any new kind of cloud interaction as it becomes available in our increasingly digital world. From such sources, data driven approaches to decision-making, inference, and exploration have become the hallmarks of data science and are now becoming widespread in many disciplines – e.g. biological science, medical and health informatics, environmental science, economics, finance, social science and humanities. Data Science is the study, application, and development of methods that facilitate insight from available data in order to understand, predict, and improve business strategy, products and services, marketing campaigns, medicine, public health and safety, as well as numerous other pursuits. The methods of Data Science involve elements of both Statistics and Computer Science. The need for integrated graduate training across both disciplines is acutely felt across all industries. That this training needs to be collaborative between the two disciplines is widely recognized. To quote the American Statistical Association statement on data science:

“[a] substantial collaborative effort is needed for it to realize its full potential for productivity and innovation. While there is not yet a consensus on what precisely constitutes data science, three professional communities, all within computer science and/or statistics, are emerging as foundational to data science: (i) Database Management enables transformation, conglomeration, and organization of data resources, (ii) Statistics and Machine Learning convert data into knowledge, and (iii) Distributed and Parallel Systems provide the computational infrastructure to carry out data analysis”.

To address these needs, we propose two new Data Science Specializations, one within the Master’s program in Computer Science and one with the Master’s program


Page 4 of 12

in Statistics. These will be integrated and mutually supportive programs, each requiring some depth in the foundational components: (i) Data sources, databases, and data management, (ii) Statistics and Machine Learning, and (iii) Distributed and Parallel Systems. 1) Objectives In its strategic plan the Faculty of Mathematics identified seven strategic priority areas and associated goals to be pursued to 2017. These priorities and goals were developed through broad consultation and aligned with and complemented the University of Waterloo’s Sixth Decade Plan (2007 - 2017), Pursuing Global Excellence: Seizing Opportunities for Canada. Research, graduate education and undergraduate education are central to the achievement of the Faculty’s mission and vision of success. Of particular relevance to the proposed graduate specialization in Data Sciences, the Faculty’s strategic priorities (and “where we want to be by 2017”) included

providing a vibrant research environment and enriched graduate student experience (includes attracting the highest quality graduate students and providing them with the highest quality graduate education

offering leading-edge, dynamic academic programs Moreover, of the four main thrusts which together formed the mission of the Faculty of Mathematics were “to provide learning opportunities of unmatched breadth and depth” and “to produce graduates that are in worldwide demand”. The proposed specializations in Data Science are an effort to support the fulfillment of this vision and align with the strategic priorities of the Faculty. The two programs are seamlessly integrated with one another and provide unprecedented breadth and depth in both areas as they pertain to the emerging and world-recognized discipline of data science. The gap between demand for and supply of data scientists has been well documented. For example, from a March 2016 article in Datanami:

“Back in 2012, the research firm Gartner said there would be a shortage of 100,000 data scientists in the United States by 2020. A year earlier, McKinsey put the national gap in data scientists and others with deep analytical expertise at 140,000 to 190,000 people by 2017, resulting in demand that’s 60 percent greater than supply. In 2014, the consulting firm Accenture found that more than 90 percent of its clients planned to hire people with data science expertise, but more than 40 percent cited a lack of talent as the number one problem.”

The University of Waterloo with its recognized national and international strengths in Computer Science and Statistics is in the enviable position of being able to offer a


Page 5 of 12

Data Sciences graduate program of unmatched breadth and depth whose graduates will be in high demand for years to come. It is anticipated that the proposed specializations are an initial step to the creation of a Master’s degree in Data Science within Faculty of Mathematics. The future Data Science program will be a single program with one degree designation, possibly including co-op and thesis options.

2) Admission Requirements Applicants to the Data Science specialization in Computer Science should satisfy the admission requirements of the Master of Mathematics in Computer Science degree programs. They will normally have an honours Bachelor’s degree in Computer Science, Engineering or related degree, with a minimum overall B+ (78%) average from a recognized university. They will normally have a formal background in the following areas of computer science: Programming languages, Data structures, Operating Systems, Algorithms, Computer Organization and Architecture. In addition, applicants will also have a background in Calculus, Linear algebra, Probability and Statistics. Experience in senior level Statistics courses is preferable, but not required. Applicants lacking in background may be required to take remedial courses, in addition to the regular program requirements. The Graduate Record Examination (GRE) General test is required of all applicants who have not completed a 4 year undergraduate degree at a North American University where English is the primary language of instruction. Applicants will also need to meet the English Language Proficiency requirements.

3) Structure

The Data Science specializations in Computer Science and in Statistics will have a common structure but a different emphasis depending upon whether the student’s academic home is in Computer Science or in Statistics. That is, students will graduate with a solid background in Data Science methods from both Computer Science and Statistics, but will have greater depth in one of the two areas depending on their skill sets and interests.

Each degree, M.Math. (CS) and M.Math (Stats), will offer a Data Science specialization. The two specializations will have a common structure with different emphasis based on the student’s background preparation. Students from either degree will graduate with advanced training in both Computer Science and Statistics, taking a combination of required and elective courses that together provide a solid foundation in this emerging area. The specialization consists of eight one-term graduate courses. If available, students may elect to take an optional internship position for one term. The expected duration of the Data Science specialization is three terms (four terms if internship is included).


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Foundation and core courses Two foundational courses will be offered: CS 600 Fundamentals of Computer Science for Data Science (designed for non-CS major background students) and STAT 845 Statistical Concepts for Data Science (designed for non-STAT major background students). These will both be available, and are expected to be completed, in the Fall (entry) term. Students are expected to take at most one of the two courses depending on their undergraduate major (CS or STAT). All Data Science students are required to take two common core courses: 1) STAT 847 Exploratory Data Analysis, 2) CS 651 Data-Intensive Distributed Computing (designed for CS major background students) or CS 631 Data-Intensive Distributed Analytics (designed for non-CS major background students). Moreover, CS students will take an additional required breadth course in computer science (see Section 4, “Required breadth course”) and STAT students an additional required breadth course in statistics. Elective courses Data Science students must take four additional elective courses from a list of selected graduate courses in the 600, 700 and 800-level series in Computer Science, and the 800 and 900-level series in Statistics. Course sequence In the Fall (entry) term, students are expected to take 3 courses. CS major students would be expected to take the foundations STAT 845 course and two other courses. Similarly, STAT major students would be expected to take the foundations course CS 600 and two other courses.

In the Winter (second) term, students are expected to take the two core courses: STAT 847 Exploratory Data Analysis, and CS 631 Data-Intensive Distributed Analytics or CS 651 Data-Intensive Distributed Computing. One other course will bring the total to three courses for that term. In the third term (typically Spring, unless students elect to take an internship position), students are expected to take the remaining two courses.

A typical course sequence (without internship) is shown below. Note that one of the “Elective courses” will actually be the breadth course.

Term CS STAT Fall STAT 845

Elective course Elective course

CS 600 Elective course Elective course

Winter STAT 847 CS 651

STAT 847 CS 631


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Elective course Elective course Spring Elective course

Elective course Elective course Elective course

4) Program Content The basic requirements for the Data Science coursework option are 8 one-term graduate courses, in addition to any remedial work. Remedial courses cannot be counted towards this number. All Computer Science Data Science students should take a minimum of 4 CS courses. At least two of the CS courses should be at the 700 or 800 level, at least one of which should be at the 800 level. A student may not have more than 4 courses from a single area to meet the degree requirements (see Areas Table below).

Area Courses Hardware and Software Systems CS 651, CS 654, CS 658, CS 856, CS

858 Algorithms and Complexity CO 602, CO 650, CO 663 Scientific and Symbolic Computing CS 870 Computational Statistics CS 680, CS 685, CS 786, STAT 840,

STAT 841, STAT 842, STAT 844, STAT 847, STAT 946

Artificial Intelligence CS 686, CS 798, CS 886 Databases CS 648, CS 740, CS 741, CS 743, CS

848 (Note: The Area Table is subject to change by the Graduate Committee.) In addition to the above restrictions, Computer Science Data Science students must satisfy the following course requirements. Foundation course:

STAT 845 Statistical Concepts for Data Science Students with a CS major degree are expected to take the foundation course STAT 845. However, CS major students will be exempted from taking STAT 845 if they have a sufficient background in Statistics; instead they will be required to take another STAT course from the elective course list. Required core courses:

CS 651 Data-Intensive Distributed Computing STAT 847 Exploratory data analysis


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CS major students will be exempted from taking CS 651 if they have taken a course equivalent to CS 651; instead they will be required to take another CS course from the elective course list. Required breadth course: One of

CS 648 Database Systems Implementation CS 680 Introduction to Machine Learning CS 685 Machine Learning Theory: Statistical and Computational Foundations

Substitutions of the required breadth courses are possible, subject to the approval of the Graduate Officer. Elective courses: Four courses from

CS 648 Database Systems Implementation CS 654 Distributed Systems CS 658 Computer Security and Privacy CS 680 Introduction to Machine Learning CS 685 Machine Learning Theory: Statistical and Computational Foundations CS 686 Introduction to Artificial Intelligence CS 740 Database Engineering CS 741 Parallel and Distributed Database Systems CS 743 Principles of Database Management and Use CS 786 Probabilistic Inference and Machine Learning CS 798 Advanced Research Topics CS 848 Advanced Topics in Databases CS 856 Advanced Topics in Distributed Computing CS 858 Advanced Topics in Cryptography, Security and Privacy CS 870 Advanced Topics in Scientific Computing CS 886 Advanced Topics in Artificial Intelligence STAT 840 Computational Inference STAT 841 Statistical Learning: Classification STAT 842 Data Visualization STAT 844 Statistical Learning: Function estimation STAT 946 Topics in Probability and Statistics CO 602 Fundamentals of Optimization CO 650 Combinatorial Optimization CO 663 Convex Optimization and Analysis

(Note: CS 798, CS courses at the 800 level, and STAT courses at the 900 level should be on a topic in Data Science; they are subject to the approval of the Graduate Officer.)


Page 9 of 12

Other advanced courses are offered within the Faculty of Mathematics on topics of Data Science on a more irregular basis. These courses may be taken with approval of the Graduate Officer and course instructor. Similarly, courses offered outside the Faculty, in Data Science or in some area of its application may be approved by the Graduate Officer and the course instructor. 5) Mode of Delivery CS 600 Fundamentals of Computer Science for Data Science will be delivered online. Both it and its complement STAT 845 Statistical Concepts for Data Science will be offered in the entry term (Fall). It is expected that all students will be taking at least one of these courses and that no students will be taking both. All other courses for the Data Science specialization will use a wide variety of teaching and learning methodologies (e.g. lectures, case studies, student presentations, programming projects, etc.). Programming assignments and/or projects are expected to form a critical part of most courses in the program. These will be designed to provide students with deep quantitative skills and technical expertise to analyze big data and to improve the performance of organizations using evidence based decision-making. Training on and use of the cloud computing technology required for modern big data applications will be a significant part of the core course Data-Intensive Distributed Computing to be taken by all CS students.

6) Assessment of Teaching and Learning Assessment of Teaching At the end of each term, students evaluate both the course material and the instructor through an online student evaluations system called “evaluate” developed by the university. The online survey system allows students to complete surveys with any internet-enabled device both in and out of class. Typically, course instructors leave the classroom and give the class 10 minutes to complete the surveys with their devices. However, students will also be able to complete them on their own time. On each survey, there are a series of questions about each course and instructor that can be answered by selecting one of several “buttons”. There are also spaces at the end of each survey to add comments and suggestions about the instructor and the course. All student feedback remains anonymous. The evaluations provide constructive feedback to instructors about their teaching and courses. University administrators use the ratings as one data source when evaluating instructor performance. Instructors routinely consider the student feedback and use their course evaluations to improve their teaching. Assessment of Learning A variety of assessment methods are used to evaluate the performance of students in the Data Science specialization.


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a) Written assignments: Students are asked to provide written solutions to questions in order to reinforce the knowledge learned in class. Typically, the solution process requires understanding of basic concepts, mathematical analysis of the underlying problem, exploration of ideas, and application of technical skills.

b) Course projects: Students are asked to work on a project related to the course topics, either individually or as a team. It involves independent study of the background materials, reading of book chapters and research papers, computer implementation of the model and/or methods, and write-up of the final results.

c) Class presentations: Students are asked to study and present research papers. It is often done in front of a class, followed by critiques and questions from the class and instructor.

d) Examinations: This is a formal evaluation of the student performance. Examinations can be in class, take home, written or oral. Students are required to demonstrate their knowledge of the class materials, apply techniques learned in a course to solve problems, and provide clear and logical solutions.

7) Resources for All Programs Admissions and general administration of the Data Science specialization will be handled by the existing staff in the CS Grad Office. It is anticipated that a 0.5 staff position will supplement the existing administrative resources. Three new courses, CS 600, CS 631, and CS 680, will be created to support this program. Initially, they will be developed by the current faculty members. Other required and elective courses are existing courses currently being offered to graduate students. To manage the increase in graduate course enrolment, it is anticipated that additional faculty members in the area of Data Science (1.5 additional Computer Science faculty members for each 20 students in the specialization in steady state) will be hired to support the required course offerings. The specialization will be supported by faculty members who work in the broad areas of Data Science. They will actively participate in graduate course development, teaching and student advising. The faculty members include, but not limited to: CS Faculty – Shai Ben-David - statistical and computational machine learning, clustering, domain adaptation, use of unlabeled data in classification tasks Charles Clarke - information retrieval, Web search, Web data mining, text data mining and software tools Gordon Cormack - high-stakes information retrieval, technology-assisted review for electronic discovery in legal matters


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Ihab Ilyas - query processing and optimization, ranking and top-k queries, probabilistic and uncertain databases, data quality, information extraction Yuying Li – data mining, fraud detection, computational finance, computational methods for optimization, large scale optimization Jimmy Lin - information retrieval, natural language processing, and databases, with a focus on large-scale distributed algorithms and infrastructure for data analytics Tamer Ozsu - application of database technology to non-traditional data types, distributed & parallel data management Pascal Poupart – machine learning, reasoning under uncertainty, health informatics, natural language understanding Yaoliang Yu – machine learning, optimization Stats Faculty -

Ryan Browne - clustering, missing data problems, measurement system assessment, design of experiments

Ali Ghodsi - machine learning, unsupervised learning, dimensionality reduction, probabilistic inference and graphical models

Marius Hofert - statistical software, development in R, parallel computing, data visualization, computational/quantitative risk management.

Martin Lysy - Monte Carlo methods, missing data problems, approximate Bayesian computations.

Wayne Oldford - data visualization, exploratory data analysis, interactive methods, cluster analysis, high-dimensional data, statistical machine learning, design and development of statistical programming environments, development in R.

Matthias Schonlau - text mining, machine learning, web surveys Stefan Steiner – process improvement and optimization, decision making support

Mu Zhu - recommender systems, machine learning classification, ensemble learning, sparse kernel machines

Yeying Zhu - machine learning, nonparametric regression, dimension reduction, variable selection, kernel methods 8) Resources for Graduate Programs Only Financial support is not offered to students in the Data Science specialization. Data Science students are expected to be financially self-supporting. No additional


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resources are needed for financial assistance. This is the same as our current course-based Master's program. Many students enroll in the program despite the lack of funding. If necessary, the CS Grad Committee will put a cap on the number of Data Science students when there are too many applicants. This has been done for the course-based Master’s student in the past. There is no research supervision for Data Science students in the Coursework option. There is no impact on the supervisory load.

9) Quality and Other Indicators David R. Cheriton School of Computer Science in the University of Waterloo has a long standing of excellent research record in the broad areas of Data Science. In addition to the faculty members in AI, Machine Learning and Data Systems, last year we hired a Cheriton Chair Professor, Jimmy Lin, in the area of Big Data Analytics. This year, a new faculty member, Yaoliang Yu, has joined us in the Machine Learning group. As evident in the CVs, the faculty members in the Data Science area have a proven track record of teaching, research, and training of highly qualified personnel.


Category Area Computer Science (CS) Courses

ComputingTechnology

Software EngineeringCS 645, CS 646, CS 647, CS 745, CS746, CS 846

ProgrammingLanguages

CS 642, CS 644, CS 744, CS 842

Hardware andSoftware Systems

CS 650, CS 651, CS 652, CS 654, CS655, CS 656, CS 657, CS 658, CS755, CS 758, CS 854, CS 856, CS858**,CS 869

Mathematics ofComputing

Algorithms andComplexity

CS 662, CS 664, CS 666, CS 758, CS761, CS 762, CS 763, CS 764, CS 765,CS 767, CS 840, CS 858**, CS 860

Scientific andSymbolic Computing

CS 670, CS 672, CS 673, CS 675, CS676, CS 687, CS 770, CS 774, CS 775,CS 778, CS 779, CS 780, CS 870, CS887

ComputationalStatistics

CS 680, CS 685, CS 786, CS 885

Quantum Informationand Computation

CS 766, CS 768, CS 867

Applications

Artificial IntelligenceCS 684, CS 685, CS 686, CS 784, CS785, CS 786, CS 787, CS 886

DatabasesCS 640, CS 648, CS 740, CS 741, CS742, CS 848, CS 856*

Graphics and UserInterfaces

CS 649, CS 688, CS 781, CS 783, CS788, CS 789, CS 791, CS 888, CS 889

Bioinformatics CS 682, CS 683, CS 782, CS 882

Health Informatics CS 792, CS 793

Note: * The versions of CS 856 entitled "Internet-Scale Distributed DataManagement" and "Web Data Management" can be used as a Databasescourse.Note: ** CS 858 can be used as a Hardware and Software Systems courseor as an Algorithms and Complexity course, depending on the courseoffering.

1 of 1 16-10-13 07:51 AM


Page 1 of 5

Graduate Studies Program Revision Template

Prior to form submission, review the content revision instructions and information regarding major/minor modifications. For questions about the form submission, contact Trevor Clews, Graduate Studies Office.

Faculty: Mathematics

Program: Master of Mathematics (MMath) in Computer Science

Program contact name(s): Srinivasan Keshav

Form completed by: Justin Wan

Description of proposed changes: Note: changes to courses and milestones also require the completion/submission of the SGRC Course/Milestone-New/Revision/Inactivation form (PC docx version or MAC docx version).

To add a new Data Science specialization for the MMath (CS) Coursework option in the grad calendar.

Is this a major modification to the program? Yes

Rationale for change(s):

A strong industry demand for students with training in data science. These students should have strong training in both Statistics and Computer Science. This is a specialization of the existing MMath (CS) Coursework option.

Proposed effective date: Term: Fall Year: 2017

Current Graduate Studies Academic Calendar (GSAC) page (include the link to the web page where the changes are to be made):

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/master-mathematics-mmath-computer-science

Current Graduate Studies Academic Calendar content:

Proposed Graduate Studies Academic Calendar content:

Degree requirements

Coursework option:

• Graduate Academic Integrity Module (Graduate AIM)

• Courses • Students must complete 8 one-term (0.50 unit

weight) graduate courses: o At least 2 courses must be at the 800 level o At most 3 courses can be at the 600 level. o No more than 4 courses can be taken for

degree credit in one area.

Degree requirements

Coursework option:

The coursework option includes a specialization in Data Science option. Degree requirements for the specialization in Data Science are outlined below the “Categories and Areas” table.


• Courses


Page 2 of 5



• Normally, courses need to be selected from the Categories and Areas table but exceptions can be granted by the School of Computer Science.


Computing Technology

Software Engineering

CS 645, CS 646, CS 647, CS 745, CS 746, CS 846

Programming Languages CS 642, CS 644, CS 744, CS 842

Hardware and Software Systems

CS 650, CS 652, CS 654, CS 655, CS 656, CS 657, CS 658, CS 758, CS 854, CS 856, CS 858**,CS 869

Mathematics of Computing

Algorithms and Complexity

CS 662, CS 664, CS 666, CS 761, CS 762, CS 763, CS 764, CS 765, CS 767, CS 840, CS 858**, CS 860

Scientific and Symbolic Computing

CS 670, CS 672, CS 673, CS 675, CS 676, CS 687, CS 770, CS 774, CS 775, CS 778, CS 779, CS 780, CS 870, CS 887

Quantum Information and Computation

CS 766, CS 768, CS 867

Applications

Artificial Intelligence

CS 684, CS 685, CS 686, CS 784, CS 785, CS 786, CS 787, CS 886

Databases CS 640, CS 648, CS 740, CS 741, CS 742, CS 848, CS 856*

Graphics and User Interfaces

CS 649, CS 688, CS 781, CS 783, CS 788, CS 789, CS 791, CS 888, CS 889



• Note: * The versions of CS 856 entitled "Internet-Scale Distributed Data Management" and "Web Data Management" can be used as a Databases course.

• Note: ** CS 858 can be used as a Hardware and Software Systems course or as an Algorithms and Complexity course, depending on the course offering.

• Students must complete 8 one-term (0.50 unit weight) graduate courses:

o At least 2 courses must be at the 800 level

o At most 3 courses can be at the 600 level.

o No more than 4 courses can be taken for degree credit in one area.

• Normally, courses need to be selected from the Categories and Areas table but exceptions can be granted by the School of Computer Science.




CS 645, CS 646, CS 647, CS 745, CS 746, CS 846

Programming Languages CS 642, CS 644, CS 744, CS 842









CS 766, CS 768, CS 867

Applications











Page 3 of 5



• Data Science Specialization option

• The requirements for the Data Science specialization option are 8 one-term graduate courses, in addition to any remedial work. Remedial courses cannot be counted towards this number.

• Students should take a minimum of 4 CS courses. At least 2 of the CS courses should be at the 700 or 800 level, at least 1 of which should be at the 800 level. A student may not have more than 4 courses from a single area to meet the degree requirements (see “Areas” table below).

Area Courses

Hardware and Software Systems CS 651, CS 654, CS 658, CS 856, CS 858

Algorithms and Complexity CO 602, CO 650, CO 663

Scientific and Symbolic Computing CS 870

Computational Statistics

CS 680, CS 685, CS 786, STAT 840, STAT 841, STAT 842, STAT 844, STAT 847, STAT 946

Artificial Intelligence CS 686, CS 798, CS 886

Databases CS 648, CS 740, CS 741, CS 743, CS 848

• In addition to the above restrictions, students must satisfy the following course requirements:

• Foundation course: o STAT 845 Statistical Concepts for

Data Science • Students with a CS major degree are

expected to take the foundation course STAT 845. However, CS major students will be exempted from taking STAT 845 if they have a sufficient background in Statistics; instead they will be required to take another STAT course from the elective course list.

• Required core courses: o CS 651 Data-Intensive Distributed

Computing o STAT 847 Exploratory data analysis

• CS major students will be exempted from taking CS 651 if they have taken a course equivalent to CS 651; instead they will be required to take another CS course from the elective course list.

• 1 of the following required breadth courses:


Page 4 of 5



o CS 648 Database Systems Implementation

o CS 680 Introduction to Machine Learning

o CS 685 Machine Learning Theory: Statistical and Computational Foundations

• Substitutions of the required breadth courses are possible, subject to the approval of the Graduate Officer.

• 4 elective courses from the following list: • CS 648 Database Systems

Implementation • CS 654 Distributed Systems • CS 658 Computer Security and Privacy • CS 680 Introduction to Machine Learning • CS 685 Machine Learning Theory:

Statistical and Computational Foundations

• CS 686 Introduction to Artificial Intelligence

• CS 740 Database Engineering • CS 741 Parallel and Distributed Database

Systems • CS 743 Principles of Database

Management and Use • CS 786 Probabilistic Inference and

Machine Learning • CS 798 Advanced Research Topics • CS 848 Advanced Topics in Databases • CS 856 Advanced Topics in Distributed

Computing • CS 858 Advanced Topics in

Cryptography, Security and Privacy • CS 870 Advanced Topics in Scientific

Computing • CS 886 Advanced Topics in Artificial

Intelligence • STAT 840 Computational Inference • STAT 841 Statistical Learning:

Classification • STAT 842 Data Visualization • STAT 844 Statistical Learning: Function

estimation • STAT 946 Topics in Probability and

Statistics • CO 602 Fundamentals of Optimization • CO 650 Combinatorial Optimization • CO 663 Convex Optimization and

Analysis • Note: CS 798: CS courses at the 800 level,

and STAT courses at the 900 level should be on a topic in Data Science; they are subject to the approval of the Graduate Officer.


Page 5 of 5



• Other advanced courses are offered within the Faculty of Mathematics on topics of Data Science on a more irregular basis. These courses may be taken with approval of the Graduate Officer and course instructor. Similarly, courses offered outside the Faculty, in Data Science or in some area of its application may be approved by the Graduate Officer and the course instructor.


Since this is a new specialization for students starting in Fall 2017, current students will not be affected.

Departmental approval date (mm/dd/yy): 10/12/16 Reviewed by GSO (for GSO use only) ☒ date (mm/dd/yy): 10/27/2016 Faculty approval date (mm/dd/yy): Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):


Page 1 of 3




Program: 1. Doctor of Philosophy (PhD) in Computer Science 2. Doctor of Philosophy (PhD) in Computer Science - Quantum Information 3. Master of Mathematics (MMath) in Computer Science 4. Master of Mathematics (MMath) in Computer Science - Co-operative Program 5. Master of Mathematics (MMath) in Computer Science - Quantum Information

Program contact name(s): Srinivasan Keshav

Form completed by: Justin Wan


To update the table of categories and areas in the grad calendar.

Is this a major modification to the program? No


The table of categories and areas of courses has not been updated in some time. Also, new courses have been proposed for the Data Science specialization. The table needs to be modified so that the mathematical computational statistics courses will be listed in the computational statistics area (in the mathematics of computation category), and not in the artificial intelligence area (in the applications category).



https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/doctor-philosophy-phd-computer-science

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/doctor-philosophy-phd-computer-science-quantum-information

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/master-mathematics-mmath-computer-science

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/master-mathematics-mmath-computer-science-co-operative-program

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/david-r-cheriton-school-computer-science/master-mathematics-mmath-computer-science-quantum-information


Page 2 of 3



Category Area Computer Science (CS) courses



CS 645, CS 646, CS 647, CS 745, CS 746, CS 846

Programming Languages

CS 642, CS 644, CS 744, CS 842









CS 766, CS 768, CS 867

Applications








• Note: * The versions of CS 856 entitled"Internet-Scale Distributed Data Management"and "Web Data Management" can be used as aDatabases course.

Category Area Computer Science (CS) courses



CS 645, CS 646, CS 647, CS 745, CS 746, CS 846

Programming Languages

CS 642, CS 644, CS 744, CS 842


CS 650, CS 651, CS 652, CS 654, CS 655, CS 656, CS 657, CS 658, CS 755, CS 758, CS 854, CS 856, CS 858**,CS 869



CS 662, CS 664, CS 666, CS 758, CS 761, CS 762, CS 763, CS 764, CS 765, CS 767, CS 840, CS 858**, CS 860



Computational Statistics

CS 680, CS 685, CS 786, CS 885


CS 766, CS 768, CS 867

Applications


CS 684, CS 686, CS 784, CS 785, CS 787, CS 886






Page 3 of 3








The changes reflect the current practice. The current students will not be affected by the changes.



UNIVERSITY OF

WATERLOO Faculty: Mathematics

Effective term: Fall 2017

Course I Milestone

New I New

New milestone title:

Revision

Revision

Inactivation

Inactivation


Course Subject code: CS Course number: 600


Council - Course/Milestone -


Course Title (max. 100 characters incl. spaces): Fundamentals of Computer Science for Data Science

Course Short Title (max. 30 characters incl. spaces): Fundamentals of CS for OS

Grading Basis: Num

Course Credit Weight: O.S

Course Consent Required: Yes I Instructor Consent No

Course Description:

General description

This course is designed for Data Science MMath students who do not have an undergraduate degree in

Computer Science. It provides these students with the background needed to take Data Science graduate

courses with a strong computational flavour.

Calendar description

The design and operation of processors. Memory hierarchies. Basic concepts of operating systems,

concurrency, parallelism, and networks. Elementary data structures and their use in algorithm design and

analysis.

Logistics

The course will be offered online only, once a year in Fall term.

Typical syllabus (handbook description):

1. Processor internals

• CPU

• Registers

• Memory

• Fetch-execute cycle

• Instruction sets SGRC 14 November 2016, page 65 of 190

2. Memory hierarchies

• Caches

• Virtual memory and paging 3. Operating systems

• Processes

• scheduling 4. Concurrency and parallelism

• threads

• shared memory vs message passing

• synchronization

• critical sections and locking

• multiple cores

• SIMD vs MIMD s. Networks

• packets and routing

• latency and throughput

6. Algorithm design and analysis

• lists and arrays

• 0-notation

• sorting

• trees

• graphs

• collections libraries


Meet Type(s): LEC

Primary Meet Type: LEC

Requisites: Not open to Computer Science students

Special topics course:

Cross-listed:

Yes

Yes

No I No I

Course Subject(s) to be cross-listed with and approval status:



Some ofthe proposed new graduate courses for Data Science require computer science background that

some students will lack (for example, those whose undergraduate major was Statistics). This course is

intended to provide that background. The intent is to focus on issues and tradeoffs, and to make students

aware of what resources they can consult as necessary.

CS 600 has considerable content overlap with CS 230 and CS 234, which are aimed at non-major

undergraduates. However, those courses largely mirror parts of the major courses CS 251, CS 350, and CS 240,

while this course has a different emphasis. The goal of this course is to prepare non-CS students to

understand, at least at a high-level, the underpinnings of architecture and algorithms for cluster-based data SGRC 14 November 2016, page 66 of 190

processing platforms such as MapReduce and Spark. Emphasis will be placed on aspects of architecture that

have a specific bearing on these data processing platforms, for example, sequential vs. random access on large

distributed datasets and the impact of network latencies on cross-datacenter data consistency.

Correspondingly, issues such as instruction set architectures, which have less relevance to these data

processing platforms, will not be covered in detail.

Margaret Towell et al October 3, 2016

Prepared by: Date:


UNIVERSITY OF

WATERLOO Faculty: MATH

Effective term: Fall/2017

Course I Milestone

New I New


Revision

Revision

Inactivation

Inactivation



Course Title (max. 100 characters incl. spaces): Data-Intensive Distributed Analytics

Course Short Title (max. 30 characters incl. spaces): Data-Intensive Dist. Analytics

Grading Basis: Numeric


Course Consent Required: Yes I Instructor Consent No

Course Description:




Introduces non-CS major students to infrastructure for data-intensive analytics, with a focus on abstractions,

frameworks, and algorithms that allow developers to distribute computations across many machines. Topics

include core concepts (partitioning, replication, locality, consistency), computational models (MapReduce,

dataflows, stream processing, bulk-synchronous parallel), and applications.


Meet Type(s): LEC

Primary Meet Type: LEC

Requisites: Prerequisite: CS 600; Not open to Computer Science students


Cross-listed:

Yes

Yes

No I No I


Sections combined/held with: CS 451/651


Over the past few years, we have seen the emergence of "big data": disruptive technologies that have

transformed commerce, science, and many aspects of society. These developments are enabled by SGRC 14 November 2016, page 68 of 190

infrastructure that allows us to distribute computations across hundreds or even thousands of commodity

servers in a datacenter. One key breakthrough that makes this all possible is the development of abstractions

and frameworks for data-intensive computing that allow programmers to reason about computations at a

massive scale, hiding low-level details such as synchronization, data movement, and fault tolerance.

This course provides an introduction to infrastructure that makes data-intensive computing possible, covering

abstractions, frameworks, and algorithms. The course discusses processing of many types of data (textual,

relational, graph, etc.) as well as different styles of computation (batch, on line, etc.). This course will be taught

using MapReduce, Spark, and other emerging open-source frameworks for distributed processing.

This new course is intended for students who are non-CS majors with limited background in computer science.

However, this course shares a lot of common topics with CS 451/651, Data-Intensive Distributed Computing.

In fact, most of the course content from CS 651 is deemed suitable for and approachable by students who are

not CS majors. The plan is that the initial offering of the course will be held with CS 451/6Sl, but there will be

two separate sets of assignments and exams for the two courses.

It is expected that CS 631 will eventually be a stand alone course if new materials and changes of lectures

become necessary for the intended students. A separate course number and title will allow for divergence of

the two course when "held with" is no longer appropriate.

Margaret Towell October 3, 2.016

Prepared by: Date:


UNIVERSITY OF

WATERLOO

Faculty: Math

Effective term/year: Fall 2017

Course [ZJ New [ZJ Revision

Milestone D New D Revision

New milestone title: Choose an Item

D Inactivation

D Inactivation

D D




For course revisions, indicate the type(s) of changes (e.g. consent, description, title, requisites):

Course Subject code: cs

Course number: 651

Choose Subj ENGL- PMATH Choose Subj PSCI - WS

Course Title (max. 100 characters incl. spaces): Data-Intensive Distributed Computing

Course Short Title (max. 30 characters incl. spaces): Data-Intensive Distrib Comput


Course Credit Weight: a.so

Course Consent Required: N [ZJ Y D lfY Choose Type

Course Description:

Introduces students to infrastructure for data-intensive computing, with a focus on abstractions, frameworks,

and algorithms that allow developers to distribute computations across many machines. Topics include core

concepts (partitioning, replication, locality, consistency), computational models (MapReduce, dataflows,

stream processing, bulk-synchronous parallel), and applications.


Meet Type(s): Lecture


Requisites:


Cross-listed:

Choose Meet Type

Yes D Yes D

No [ZJ No [ZJ

Choose Meet Type


Sections combined/heldwith: CS 451/631

Choose Meet Type



Over the past few years, we have seen the emergence of "big data": disruptive technologies that have

transformed commerce, science, and many aspects of society. These developments are enabled by

infrastructure that allows us to distribute computations across hundreds or even thousands of commodity

servers in a datacenter. One key breakthrough that makes this all possible is the development of abstractions

and frameworks fqr data-intensive computing that allow programmers to reason about computations at a

massive scale, hiding low-level details such as synchronization, data movement, and fault tolerance.

This course provides an introduction to infrastructure that makes data-intensive computing possible, covering

abstractions, frameworks, and algorithms. The course discusses processing of many types of data (textual,

relational, graph, etc.) as well as different styles of computation (batch, online, etc.). This course will be taught

using MapReduce, Spark, and other emerging open-source frameworks for distributed processing

Prepared by: Margaret Towell Date: October 3, 2016


UNIVERSITY OF

WATERLOO Faculty: MATH

Effective term: Fall/2017

Course I Milestone

New I New


Revision

Revision

Inactivation

Inactivation



Course Title (max. 100 characters incl. spaces): Introduction to Machine Learning

Course Short Title (max. 30 characters incl. spaces): Intro to Machine Learning

Grading Basis: NUM


Course Consent Required: Yes No I

Course Description:




Calendar description: Introduction to modeling and algorithmic techniques for machines to learn concepts from data. Generalization: underfitting, overfitting, cross-validation. Tasks: classification, regression, clustering. Optimization-based learning: loss minimization, regularization. Statistical learning: maximum likelihood, Bayesian learning. Algorithms: nearest neighbour, (generalized) linear regression, mixtures of Gaussians, Gaussian processes, kernel methods, support vector machines, deep learning, sequence learning, ensemble techniques. Large scale learning: distributed learning and stream learning. Applications: Natural language processing, computer vision, data mining, human computer interaction, information retrieval.


Meet Type(s):

Primary Meet Type:

• Requisites: Prerequisite: A course in probabilities and statistics


Cross-listed:

Yes

Yes

No I No I


Sections combined/heldwith: CS480


Motivation: The current machine learning course (CS685) is a theoretical course. There is a need for a more introductory and applied machine learning course for the new Data Science programs, both at the


undergraduate and graduate levels. Hence, the following proposal answers a request from both the undergrad and grad committees for a new machine learning course that fills in this gap. Once the two Data Science programs have reached steady state, the new course is expected to be offered every term.

Current reality: Although we officially have only one machine learning course (CS685), the reality is that two different machine learning courses are currently offered under CS685 depending on who teaches it. Shai Ben David teaches a theoretical course that does not involve any programming and Pascal Poupart's version of the course has evolved into an applied course that does not include any proofs. Hence the creation of a new applied machine learning course is simply acknowledging the fact that we already have two machine learning courses and that there is demand for both applied and theoretical machine learning.

Sequencing: There will not be any prerequisite structure between the new machine learning course CS680 and the existing machine learning course CS685 in order to make the courses easily accessible. Hence, students may take both courses in any order or simultaneously.

Content overlap: Since neither CS685 nor CS680 will be a prerequisite for the other course, there will necessarily be some overlap between the two courses since both courses need to introduce machine learning. We expect at most 20% overlap since CS680 will focus on data modeling and algorithms with programming

assignments while CS685 focuses on the theoretical aspects of machine learning such as complexity theory and generalization bounds. Note that CS686 (Artificial Intelligence) also includes an introduction to machine learning. Again there will be at most 20% overlap. In CS686, the machine learning content focuses on classification with discrete (categorical) data, reinforcement learning, genetic algorithms, shallow neural networks, graphical models and ensemble learning, while CS680 focuses on classification with continuous data, regression, clustering, deep learning, kernel methods, ensemble learning, distributed learning and stream learning. The overlap between CS686 and CS680 consists of roughly 3 lectures (intro to machine learning, shallow neural networks and ensemble learning)

Calendar and course descriptions: The proposed calendar description and typical syllabus (to be posted on the school's website) for CS680 is included above. Revised calendar descriptions and typical syllabus for CS685 and CS686 can be found at https://docs.google.com/documentld/1tzHHL60jBEGjbaF4uHA5xU4Ch2jKdpT7u7QsJhlJhjA/edit?usp=sharing.

Piloting: CS680 has already been piloted 3 times by Pascal Poupart under CS685 with the most recent offering in Winter 2016. Hence, there is no need to pilot CS680 as a special topics course (CS689).

Instructors for CS680: At steady state, when the course is offered every term, there will be a need for at least 3 instructors. Pascal Poupart, Yuying Li, Edith Law, Peter van Beek, Jesse Hoey and Yaoliang Yu are interested in teaching CS680.

Impact on offerings of CS686 and CS685: No impact is expected for CS685 in the sense that it will continue to be offered once a year. The impact on CS686 is unclear. It will continue to be offered every semester, but the number of sections will be determined based on pre-enrollment demand.

General description: The course introduces students to the design of algorithms that enable machines to "learn". In contrast to the classic paradigm where machines are programmed by specifying a set of instructions that dictate what exactly a machine should do, a new paradigm is developed whereby machines are presented with examples from which they learn what to do. This is especially useful in complex tasks such as natural language processing, information retrieval, data mining, computer vision and robotics where it is not practical for a programmer to enumerate all possible situations in order to specify suitable instructions. Instead, a machine is fed with large datasets of examples from which it automatically learns suitable rules to follow. The course will introduce the basics of machine learning and data analysis.


Logistics:

Audience

• CS graduate students .

Normally offered

• Fall, Winter, and Spring

Prerequisites

A course in probabilities and statistics

Typical references Hal Daume III, A course in Machine Learning (under writing) Ian Goodfellow, Yoshua Bengio and Aaron Courville, Deep Learning (under writing) Christopher Bishop, Pattern Recognition and Machine Learning (2006) Kevin Murphy, Machine Learning, A Probabilistic Perspective (2012)

Learning objectives

At the end of the course, students should be able to

• Formalize a task as a machine learning problem Identify suitable algorithms to tackle different machine learning problems Apply machine learning algorithms to datasets

Typical Syllabus:

Introduction • Generalization • Underfitting, overfitting • Cross-validation

Linear models • Linear regression

Classification with linear separators (mixtures of Gaussians, logistic regression, perceptron, support vector machines)

Non-linear models • Non-linear basis functions • Kernel methods

Deep neural networks Unsupervised learning

Clustering Sequence learning

• Hidden markov models • Recurrent and recursive neural networks

Ensemble learning • Bagging • Boosting

Large scale learning • Distributed learning • Stream learning

End user issues of Machine Learning Real-world applications of Machine Learning Topics in Machine Learning

Prepared by: Pascal Poupart Date: October 3, 2016 SGRC 14 November 2016, page 74 of 190

Page 1 of 12

UNIVERSITY OF WATERLOO

GRADUATE EXPEDITED PROPOSAL OF THE

MASTER OF MATHEMATICS (STATISTICS) SPECIALIZATION

IN DATA SCIENCE

Submitted to the Ontario Universities Council on Quality Assurance

[date]

VOLUME I – PROPOSED BRIEF


Page 2 of 12

TABLE OF CONTENTS

1. OBJECTIVES ...................................................................................................... 2

2. ADMISSION REQUIREMENTS .......................................................................... 2 3. STRUCTURE ....................................................................................................... 2

4. PROGRAM CONTENT ........................................................................................ 3 5. MODE OF DELIVERY ......................................................................................... 3 6. ASSESSMENT OF TEACHING AND LEARNING .............................................. 3 7. RESOURCES FOR ALL PROGRAMS ................................................................ 3 8. RESOURCES FOR GRADUATE PROGRAMS .................................................. 3 9. QUALITY AND OTHER INDICATORS ................................................................ 4


Page 3 of 12

Specialization Name: Graduate Specialization in Data Science Degree Designation: Master of Mathematics (Statistics) Date of Review: October 2016

Large and ever increasing amounts of heterogeneous and dynamically changing data are now routinely generated by many business, scientific, and social endeavours. These will continue to grow in size, complexity, and speed demands as new application areas such as personalized cancer treatment, continuous genetic tracking, real-time market-making, and triangulation across social networks find value in Canadian society, and as yet unheard of applications take advantage of the data resources that are or could be available in the future. Data science leverages the very large volumes of data generated from numerous and diverse sources such as human interaction with their environment, text corpora of documents, research results or observations, growing numbers of sensors, digital images and movies, streaming video from cameras, satellite and medical imagery, as well as any new kind of cloud interaction as it becomes available in our increasingly digital world. From such sources, data driven approaches to decision-making, inference, and exploration have become the hallmarks of data science and are now becoming widespread in many disciplines – e.g. biological science, medical and health informatics, environmental science, economics, finance, social science and humanities. Data Science is the study, application, and development of methods that facilitate insight from available data in order to understand, predict, and improve business strategy, products and services, marketing campaigns, medicine, public health and safety, as well as numerous other pursuits. The methods of Data Science involve elements of both Statistics and Computer Science. The need for integrated graduate training across both disciplines is acutely felt across all industries. That this training needs to be collaborative between the two disciplines is widely recognized. To quote the American Statistical Association statement on data science:

“[a] substantial collaborative effort is needed for it to realize its full potential for productivity and innovation. While there is not yet a consensus on what precisely constitutes data science, three professional communities, all within computer science and/or statistics, are emerging as foundational to data science: (i) Database Management enables transformation, conglomeration, and organization of data resources, (ii) Statistics and Machine Learning convert data into knowledge, and (iii) Distributed and Parallel Systems provide the computational infrastructure to carry out data analysis”.

To address these needs, we propose two new Data Science Specialization, one within the Master’s program in Statistics and one with the Master’s program in


Page 4 of 12

Computer Science. These will be integrated and mutually supportive programs, each requiring some depth in the foundational components: (i) Data sources, databases, and data management, (ii) Statistics and Machine Learning, and (iii) Distributed and Parallel Systems. 1) Objectives In its strategic plan the Faculty of Mathematics identified seven strategic priority areas and associated goals to be pursued to 2017. These priorities and goals were developed through broad consultation and align with and complement the University of Waterloo’s Sixth Decade Plan (2007 - 2017), Pursuing Global Excellence: Seizing Opportunities for Canada. Research, graduate education and undergraduate education are central to the achievement of the Faculty’s mission and vision of success. Of particular relevance to the proposed graduate specialization in Data Sciences, the Faculty’s strategic priorities (and “where we want to be by 2017”) included

providing a vibrant research environment and enriched graduate student experience (includes attracting the highest quality graduate students and providing them with the highest quality graduate education)

offering leading-edge, dynamic academic programs Moreover, of the four main thrusts which together formed the mission of the Faculty of Mathematics were “to provide learning opportunities of unmatched breadth and depth” and “to produce graduates that are in worldwide demand”. The proposed specializations in Data Science are a fulfillment of this vision and align with the strategic priorities of the Faculty. The two programs are seamlessly integrated with one another and provide unprecedented breadth and depth in both areas as they pertain to the emerging and world-recognized discipline of data science. The gap between demand for and supply of data scientists has been well documented. For example, from a March 2016 article in Datanami:

“Back in 2012, the research firm Gartner said there would be a shortage of 100,000 data scientists in the United States by 2020. A year earlier, McKinsey put the national gap in data scientists and others with deep analytical expertise at 140,000 to 190,000 people by 2017, resulting in demand that’s 60 percent greater than supply. In 2014, the consulting firm Accenture found that more than 90 percent of its clients planned to hire people with data science expertise, but more than 40 percent cited a lack of talent as the number one problem.”

The University of Waterloo with its recognized national and international strengths in Computer Science and Statistics is in the enviable position of being able to offer a


Page 5 of 12

Data Sciences graduate program of unmatched breadth and depth whose graduates will be in high demand for years to come. It is anticipated that the proposed specializations are an initial step to the creation of a Master’s degree in Data Science within Faculty of Mathematics. The future Data Science program will be a single program with one degree designation, possibly including co-op and thesis options.

2) Admission Requirements Applicants to the Data Science specialization in Statistics should satisfy the admission requirements of the Master of Mathematics in Statistics degree programs. They will normally have an honours Bachelor’s degree in Statistics, Mathematics or related degree, with a minimum overall B+ (78%) average from a recognized university. In addition, applicants will also have a background in Calculus, Linear Algebra, and Computer Science. Experience in senior level Computer Science courses is preferred, but not required. Applicants lacking in background may be required to take remedial courses, in addition to the regular program requirements. Applicants will also need to meet the University of Waterloo's English Language Proficiency requirements (as detailed in the Graduate Calendar).

3) Structure

The Data Science specializations in Statistics and in Computer Science will have a common structure but a different emphasis depending upon whether the student’s academic home is in Computer Science or in Statistics. That is students will graduate with a solid background in Data Science methods from both Computer Science and Statistics, but will have greater depth in one of the two areas depending on their skill sets and interests.

Each degree, M.Math. (CS) and M.Math (Stats), will offer a Data Science specialization. The two programs will have a common structure with different emphasis based on the student’s background preparation. Students from either degree will graduate with advanced training in both Computer Science and Statistics, taking a combination of required and elective courses that together provide a solid foundation in this emerging area. The program consists of eight one-term graduate courses. If available, students may elect to take an optional internship position for one term, by registering as inactive for example. The expected duration of the Data Science program is three terms (four terms if internship is included). The current proposal does not include a Master’s thesis option. If a Data Science student wants to do research, we recommend the student pursue a research essay topic in an area of potential PhD research. After that, the student can start a PhD where he/she will be fully devoted to research.


Page 6 of 12

Foundation and core courses Two foundational courses will be offered: CS 600 Fundamentals of Computer Science for Data Science (designed for non-CS major background students) and STAT 845 Statistical Concepts for Data Science (designed for non-STAT major background students). These will both be available, and are expected to be completed, in the Fall (entry) term. Students are expected to take at most one of the two courses depending on their undergraduate major (CS or STAT). All Data Science students are required to take two common core courses: 1) STAT 847 Exploratory Data Analysis, 2) CS 651 Data-Intensive Distributed Computing (designed for CS major background students) or CS 631 Data-Intensive Distributed Analytics (designed for non-CS major background students). Elective courses Students must take additional elective courses from a list of selected graduate courses in the 600, 700 and 800-level series in Computer Science, and the 800 and 900-level series in Statistics. Course sequence In the Fall (entry) term, students are expected to take 3 courses. CS major students would be expected to take the foundations STAT 845 course and two other courses. Similarly, STAT major students would be expected to take the foundations course CS 600 and two other courses.

In the Winter (second) term, students are expected to take the two core courses: STAT 847 Exploratory Data Analysis, and CS 631 Data-Intensive Distributed Analytics or CS 651 Data-Intensive Distributed Computing. One other course will bring the total to three courses for that term. In the third term (typically Spring, unless students elect to take an internship position), students are expected to take the last two courses in their degree.

A typical course sequence (without internship):

Term CS STAT Fall STAT 845


CS 600 Elective course Elective course

Winter STAT 847 CS 651 Elective course

STAT 847 CS 631 Elective course

Spring Elective course Elective course



Page 7 of 12

The two new STAT courses for this program are STAT 845 Statistical Concepts For Data Science This is a foundational survey course designed for data science M.Math. Students who do not have an undergraduate degree in statistics. It provides these students an understanding and appreciation of the essential statistical concepts needed for data science. It will provide these students with the background needed to take data science graduate courses having strong statistical and data analytic components. Module 1: Probability For Statistics Module 2: Statistical Inference Module 3: Simulation And Monte Carlo Methods Module 4: Regression Methods Module 5: Planning Empirical Studies STAT 847 Exploratory Data Analysis This course introduces data science students to exploratory data analysis with a focus on the concepts and tools necessary for understanding and successfully undertaking an end to end exploratory analysis of large and complex data. All stages of data collection, preparation and cleaning, importation into a statistical programming environment, data manipulation (i.e. selection, reduction, and transformation), as well as analysis and visualization will be treated. Material will be presented via case studies which will involve hands on programming and analysis. Methods and models (both statistical and computational) will be introduced as needed according to the nature of the data encountered in each case. Cases will be chosen to give a breadth of experience to the student. A modern statistical programming language will be used throughout. 4) Program Content Students require 8 one-term courses from the Data Science lists of courses. All Statistics Data Science students should take a minimum of 4 STAT courses, and no courses which are neither CS nor STAT. In addition to above, Statistics Data Science students must satisfy the following course requirements. Foundation courses:

CS 600 Fundamentals of Computer Science for Data Science Students with a STAT major degree are expected to take the foundation course CS 600. However, STAT major students will be exempted from taking CS 600 if they


Page 8 of 12

have a sufficient background in Computer Science; instead they will be required to take another CS course from the elective course list. Required core courses:

CS 631 Data-Intensive Distributed Analytics STAT 847 Exploratory data analysis

Required breadth course: One of

STAT 841 Statistical Learning: Classification STAT 842 Data Visualization STAT 844 Statistical Learning: Function estimation

Elective courses: Four courses from

STAT 840 Computational Inference STAT 841 Statistical Learning: Classification STAT 842 Data Visualization STAT 844 Statistical Learning: Function estimation STAT 946 Topics in Probability and Statistics CS 638 Principles of Data Management and Use CS 648 Database Systems Implementation CS 654 Distributed Systems CS 658 Computer Security and Privacy CS 680 Introduction to Machine Learning CS 685 Machine Learning Theory: Statistical and Computational Foundations CS 686 Introduction to Artificial Intelligence CS 740 Database Engineering CS 741 Parallel and Distributed Database Systems CS 743 Principles of Database Management and Use CS 786 Probabilistic Inference and Machine Learning CS 798 Advanced Research Topics CS 848 Advanced Topics in Databases CS 856 Advanced Topics in Distributed Computing CS 858 Advanced Topics in Cryptography, Security and Privacy CS 870 Advanced Topics in Scientific Computing CS 886 Advanced Topics in Artificial Intelligence

(Note: CS 798, CS courses at the 800 level, and STAT courses at the 900 level should be on a topic in Data Science; they are subject to the approval of the Graduate Officer.) 5) Mode of Delivery


Page 9 of 12

CS 600 Fundamentals of Computer Science for Data Science will be delivered online. Both it and its complement STAT 845 Statistical Concepts for Data Science will be offered in the entry term (Fall). It is expected that all students will be taking at least one of these courses and that no students will be taking both. All other courses for the Data Science specialization will use a wide variety of teaching and learning methodologies (e.g. lectures, case studies, student presentations, programming projects, etc.). Programming assignments and/or projects are expected to form a critical part of most courses in the program. These will be designed to provide students with deep quantitative skills and technical expertise to analyze big data and to improve the performance of organizations using evidence based decision-making. Training on and use of the cloud computing technology required for modern big data applications will be a significant part of the core course Data-Intensive Distributed Analytics to be taken by all students.

6) Assessment of Teaching and Learning Assessment of Teaching At the end of each term, students evaluate both the course material and the instructor through an online student evaluations system called “evaluate” developed by the university. The online survey system allows students to complete surveys with any internet-enabled device both in and out of class. Typically, course instructors leave the classroom and give the class 10 minutes to complete the surveys with their devices. However, students will also be able to complete them on their own time. On each survey, there are a series of questions about each course and instructor that can be answered by selecting one of several “buttons”. There are also spaces at the end of each survey to add comments and suggestions about the instructor and the course. All student feedback remains anonymous. The evaluations provide constructive feedback to instructors about their teaching and courses. University administrators use the ratings as one data source when evaluating instructor performance. Instructors routinely consider the student feedback and use their course evaluations to improve their teaching. Assessment of Learning A variety of assessment methods are used to evaluate the performance of students in the Data Science program. a) Written assignments: Students are asked to provide written solutions to questions

in order to reinforce the knowledge learned in class. Typically, the solution process requires understanding of basic concepts, mathematical analysis of the underlying problem, exploration of ideas, and application of technical skills.

b) Course projects: Students are asked to work on a project related to the course topics, either individually or as a team. It involves independent study of the


Page 10 of 12

background materials, reading of book chapters and research papers, computer implementation of the model and/or methods, and write-up of the final results.

c) Class presentations: Students are asked to study and present research papers. It is often done in front of a class, followed by critiques and questions from the class and instructor.

d) Examinations: This is a formal evaluation of the student performance. Examinations can be in class, take home, written or oral. Students are required to demonstrate their knowledge of the class materials, apply techniques learned in a course to solve problems, and provide clear and logical solutions.

7) Resources for All Programs Admissions and general administration of the Data Science program will be handled by the existing staff in the Statistics and Actuarial Science Grad Office. It is anticipated that a 0.5 staff position will supplement the existing administrative resources. Two new STAT courses will be created to support this program. Initially, they will be developed by current faculty members. Other required and elective courses are existing courses currently being offered to graduate students. To manage the increase in graduate course enrolment, it is anticipated that there will be XX new positions in each of STAT and CS into which faculty members in the area of Data Science will be hired to support the required course offerings. The program will be supported by faculty members who work in the broad areas of Data Science. They will actively participate in graduate course offerings and student advising in the program. The faculty members include: CS Faculty – Shai Ben-David - statistical and computational machine learning, clustering, domain adaptation, use of unlabeled data in classification tasks Charles Clarke - information retrieval, Web search, Web data mining, text data mining and software tools Gordon Cormack - high-stakes information retrieval, technology-assisted review for electronic discovery in legal matters Ihab Ilyas - query processing and optimization, ranking and top-k queries, probabilistic and uncertain databases, data quality, information extraction


Page 11 of 12

Yuying Li – data mining, fraud detection, computational finance, computational methods for optimization, large scale optimization Jimmy Lin - information retrieval, natural language processing, and databases, with a focus on large-scale distributed algorithms and infrastructure for data analytics Tamer Ozsu - application of database technology to non-traditional data types, distributed & parallel data management Pascal Poupart – machine learning, reasoning under uncertainty, health informatics, natural language understanding Yaoliang Yu – machine learning, optimization Stats Faculty -

Ryan Browne - clustering, missing data problems, measurement system assessment, design of experiments

Ali Ghodsi - machine learning, unsupervised learning, dimensionality reduction, probabilistic inference and graphical models

Shoja'-eddin Chenouri - statistical neuroscience; network data; high-dimensional data. Marius Hofert - statistical software, development in R, parallel computing, data visualization, computational/quantitative risk management.

Martin Lysy - Monte Carlo methods, missing data problems, approximate Bayesian computations.

Wayne Oldford - data visualization, exploratory data analysis, interactive methods, cluster analysis, high-dimensional data, statistical machine learning, design and development of statistical programming environments, development in R.

Matthias Schonlau - text mining, machine learning, web surveys Stefan Steiner – process improvement and optimization, decision making support Mu Zhu - recommender systems, machine learning classification, ensemble learning, sparse kernel machines

Yeying Zhu - machine learning, nonparametric regression, dimension reduction, variable selection, kernel methods 8) Resources for Graduate Programs Only


Page 12 of 12

It is not expected that financial support will be offered to students in the Data Science program but, if there is departmental need, teaching assistantships could be offered to suitable students. Students in the program are expected to be financially self-supporting. No additional resources are needed for financial assistance. This is the same as current course-based Master's program in CS as well as other Master’s programs offered by Statistics & Actuarial Science. Many students enroll in these programs despite the lack of funding. If necessary, the departmental Grad Committee will put a cap on the number of Data Science students when there are too many applicants. This has been done in the past for other Master’s programs offered by both the Department of Statistics and Actuarial Science and by the David R. Cheriton School of Computer Science.

9) Quality and Other Indicators The Department of Statistics and Actuarial Science of the University of Waterloo has a long standing record of excellent research in the broad areas of Data Science. In addition to the faculty members in Statistical Learning and Data Analysis, there are numerous other departmental faculty having interest in Data Science as it applies in their areas of Statistics, Biostatistics, Finance, and Actuarial Science. In Computer Science a significant recent hire for this program has been Cheriton Chair Professor, Jimmy Lin, in the area of Big Data Analytics. As evident in the CVs, the faculty members in the Data Science area have a proven track record of teaching, research, and training of highly qualified personnel.


Page 1 of 3




Program: Master of Mathematics (MMath) in Statistics

Program contact name(s): Paul Marriott

Form completed by:


1. Introduce to the MMath Statistics program a specialization in Data Science 2. Introduce new courses, Stat 845 Statistical Concepts for Data Science and Stat 847 Exploratory Data

Analysis

Is this a major modification to the program? Yes


A strong industry demand for students with training in data science. These students should have strong training in both Statistics and Computer Science.



https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/department-statistics-and-actuarial-science/master-mathematics-mmath-statistics



Program information

• Admit term(s) o Fall

• Delivery mode o On-campus

• Program type o Master's o Research

• Registration option(s) o Full-time o Part-time

• Study option(s) o Thesis

Program information

• Admit term(s) o Fall

• Delivery mode o On-campus

• Program type o Master's o Research

• Registration option(s) o Full-time o Part-time

• Study option(s) o Thesis o Master's Research Paper


Page 2 of 3



o Master's Research Paper

o Coursework

Degree requirements

Coursework option:

The coursework option includes a specialization in Data Science.


• Courses o Students must complete 8 one-term (0.50

unit weight) graduate courses [with an overall average of at least 70%] from the Data Science lists of courses.

o Students should take a minimum of 4 STAT courses, and no courses which are neither STAT nor Computer Science (CS).

o Students must satisfy the following course requirements:

o Foundation course: § CS 600 Fundamentals of Computer

Science for Data Science o Students with a STAT major degree are

expected to take the foundation course CS 600. However, STAT major students will be exempted from taking CS 600 if they have a sufficient background in Computer Science; instead they will be required to take another CS course from the elective course list.

o Required core courses: § STAT 847 Exploratory data

analysis § CS 631 Data-Intensive Distributed

Analytics o 1 of the following required breadth

courses: § STAT 841 Statistical Learning:

Classification § STAT 842 Data Visualization § STAT 844 Statistical Learning:

Function estimation o 4 elective courses from the following

list: § STAT 840 Computational Inference § STAT 841 Statistical Learning:

Classification § STAT 842 Data Visualization § STAT 844 Statistical Learning:

Function estimation § STAT 946 Topics in Probability and

Statistics § CS 638 Principles of Data

Management and Use § CS 648 Database Systems

Implementation


Page 3 of 3



§ CS 654 Distributed Systems § CS 658 Computer Security and

Privacy § CS 680 Introduction to Machine

Learning § CS 685 Machine Learning Theory:

Statistical and Computational Foundations

§ CS 686 Introduction to Artificial Intelligence

§ CS 740 Database Engineering § CS 741 Parallel and Distributed

Database Systems § CS 743 Principles of Database

Management and Use § CS 786 Probabilistic Inference and

Machine Learning § CS 798 Advanced Research

Topics § CS 848 Advanced Topics in

Databases § CS 856 Advanced Topics in

Distributed Computing § CS 858 Advanced Topics in

Cryptography, Security and Privacy § CS 870 Advanced Topics in

Scientific Computing § CS 886 Advanced Topics in

Artificial Intelligence o Note: CS 798: CS courses at the 800 level,

and STAT courses at the 900 level should be on a topic in Data Science; they are subject to the approval of the Graduate Officer.

• Link(s) to courses o Statistics (STAT) courses o Computer Science (CS) courses


We expect minimal impact on currently registered students. The current cohort should be degree complete by end of the Spring term 2017.






Faculty: Math

Effective term: Term/Year Fall 2017





Course Subject code: STAT Course number: 845

Course Title (max. 100 characters incl. spaces): Statistical Concepts for Data Science

Course Short Title (max. 30 characters incl. spaces): Stat Concepts for Data Science




Course Description:

This is a foundational survey course designed for Data Science students who do not have an

undergraduate degree in statistics. It provides an understanding and appreciation of the essential

statistical concepts needed for Data Science. It has modular design with the following modules:

probability for statistics, concepts of statistical inference, simulation and Monte Carlo methods,

regression modelling, planning empirical studies, and drawing conclusions from data. Emphasis will

be on exposing students to the core concepts and illustrating them largely through examples.


Meet Type(s): Lecture Choose an item. Choose an item. Choose an item.


Requisites:


Cross-listed: Yes ☐ No ☒




New foundation course for the MMath with a Specialization in Data Science degree for non-STAT major

background students

GRADUATE STUDIES OFFICE

Waterloo, Ontario, Canada N2L 3G1 uwaterloo.ca/graduate-studies | [email protected] Fax 519-746-3051





Prepared by: Mary Lou Dufton Date: 14-Oct-16





Faculty: Math

Effective term: Term/Year Winter 2018





Course Subject code: STAT Course number: 847

Course Title (max. 100 characters incl. spaces): Exploratory Data Analysis

Course Short Title (max. 30 characters incl. spaces): Exploratory Data Analysis




Course Description:

This course introduces Data Science students to exploratory data analysis with a focus on the concepts and

tools necessary for understanding and successfully undertaking an end to end exploratory analysis of large and

complex data. All stages of data collection, preparation and cleaning, importation into a statistical

programming environment, data manipulation, as well as analysis and visualization will be treated. Material

will be presented via case studies which will involve hands on programming and analysis. Methods and models

(both statistical and computational) will be introduced as needed according to the nature of the data

encountered in each case. The case studies will be chosen to give a breadth of experience to the student. A

modern statistical programming language will be used throughout.


Meet Type(s): Lecture Choose an item. Choose an item. Choose an item.


Requisites: Prerequisite Stat 845


Cross-listed: Yes ☐ No ☒




GRADUATE STUDIES OFFICE

Waterloo, Ontario, Canada N2L 3G1 uwaterloo.ca/graduate-studies | [email protected] Fax 519-746-3051





New core course for the MMath Statistics with a Specialization in Data Science degree

Prepared by: Mary Lou Dufton Date: 2-Nov-16


Memorandum

To: Members Senate Graduate and Research Council From: Jannet Ann Leggett

Chief Ethics Officer Office of Research Ethics

Date: October 26, 2016 Subject: Revisions to Human Research Ethics Committee (HREC) Terms of Reference

The following information is a proposed revision to the Human Research Ethics Committee terms of reference for approval by the Senate Graduate and Research Council at its November 2016 meeting:

Human Research Ethics Committee

On behalf of the Committee, we propose to make two changes to the terms of reference:

1. Minor editorial changes: To more accurately reflect the title of the Office of Research Ethics department head we would like to revise “Director, Office of Research Ethics” to “Chief Ethics Officer” throughout the terms of reference.

2. Add Research Ethics Advisor positions as delegated reviewers: The Office of Research Ethics has revised the position descriptions for our coordinator/officer roles to Research Ethics Advisors. These Advisor positions will assist the committees with the ethics reviews of research conducted by uWaterloo students, faculty, or staff by fulfilling the role as delegated reviewers. The delegated reviews conduct the ethics review of research on behalf of the Committee but only for research that has been identified as minimal risk according to the Tri-Council Policy Statement-2. Minimal risk research studies typically involve surveys, questionnaires, and student projects. The Office of Research has established Standard Operating Procedures that clearly outline research that can be reviewed by a delegated reviewer and research that must be reviewed by the Committee. We have added the Advisor positions to the terms of reference to reflect this change. Please refer to the attached document1.

3. Revision of Appointment process of HREC Chair and Vice Chair: In order to be consistent with best practices as well as with the Clinical Research Ethics Committee process, the appointment process for HREC’s Chair and Vice Chair position has been revised to clarify that these roles are appointed by the Vice President University Research rather than the Chief Ethics Officer. The document is also revised to clarify that the Vice Chair may discharge the responsibilities of the Chair when the Chair is unavailable or when assigned by the Chair. This is consistent with existing practice, but has not been clearly reflected in the Terms of

1 Attached – Revised HREC Terms of Reference October 2016


Reference until this revision. Finally the revision allows for an additional member to be appointed from the same faculty/expertise area as the chair in order to ensure that the Chair position is not overburdened by occupying multiple roles (e.g. Chair and research subject specialist). Please refer to the attached document.


UNIVERSITY OF WATERLOO HUMAN RESEARCH ETHICS COMMITTEE

TERMS OF REFERENCE

__________________________________________________________________________

A. Statement of Institutional Authority for Research Ethics Boards The University of Waterloo has two Research Ethics Boards (REBs): the Human Research Ethics Committee and the Clinical Research Ethics Committee. As constituted sub-committees of the University of Waterloo’s Senate Graduate and Research Council, both of the University of Waterloo’s REBs are established and empowered under the authority of the University of Waterloo Senate. B. Mandate and Accountability of the Research Ethics Boards The REBs’ mandate, on behalf of the University, is to protect the rights and welfare of human participants who take part in research conducted under the auspices of the University. The University of Waterloo’s REBs review such research to ensure that it meets ethical principles and that it complies with all applicable regulations, guidelines and standards pertaining to human participant protection. These include but are not limited to the University of Waterloo’s Statement on Human Research; its Guidelines for Research with Human Participants (Guidelines) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2). For clinical trials, the REBs follow Health Canada’s Food and Drugs Act, the International Conference on Harmonization (ICH) Good Clinical Practice: Consolidated Guideline, and where applicable, U.S. federal regulations. The University of Waterloo’s REBs also operate under applicable laws and regulations of the Province of Ontario and of Canada. The University of Waterloo requires that all research involving humans or human biological materials conducted in its jurisdiction or under its auspices, undergo ethics review and clearance by one of its two REBs prior to initiation of any research related activities, including recruitment and screening activities. The Human Research Ethics Committee (HREC) has jurisdiction over research involving humans conducted under the auspices of the University of Waterloo with the exception of clinical trials research (i.e., involving a drug or natural health product or medical device testing) or research involving a “controlled act” as defined under the Regulated Health Professionals Act of Ontario, 1991, which are reviewed by the Clinical Research Ethics Committee (CREC). C. Membership of the HREC

Membership shall be consistent with the requirements for REB composition specified in Article 6.4. of the TCPS 2 and ICH Good Clinical Practice: Consolidated Guideline. All Committee members shall be competent to judge the ethical acceptability of research ethics applications they review. In accordance with Article 6.3 and Chapter 8 of the TCPS 2, in the interest of fostering a collaborative spirit and appropriate levels of information sharing between both committees, and to facilitate timely and effective reviews for researchers, members of HREC may be required to serve as reviewers, in either a delegated or ad-hoc sub-committee capacity, for applications made to CREC if, in the judgment of the Chair of CREC and Chief Ethics


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Officer, ORE, the application requires expertise which the HREC member has been judged to possess. The HREC shall consist of a minimum of 12 voting members including both men and women:

seven faculty members with broad expertise in qualitative and quantitative methodologies selected from across the faculties (i.e., Arts, Applied Health Sciences, Engineering and Mathematics) including

o two members from Psychology, one of whom may be from Clinical Psychology o one member from Kinesiology o one member with expertise in statistical methodologies o one member who is knowledgeable in the relevant law

two graduate students with experience in the conduct of research with humans two members of the community who have no affiliation with the institution Director, Health Services (ex-officio) DERC Administrative officer (ex-officio)

The following additional members are ex-officio, non-voting:

Chief Ethics Officer ORE Senior Manager/Manager, Office of Research Ethics Research Ethics Advisor, Office of Research Ethics

D. Terms of Office of the HREC 1. Members of the HREC shall be nominated by the Chief Ethics Officer, Office of

Research Ethics (hereafter, the Chief Ethics Officer) following consultation with the respective Faculty Deans and Department Chairs/School Directors and Chair, HREC.

2. Members of the HREC shall be appointed by Senate Graduate and Research Council.

3. The Chief Ethics Officer, in consultation with other members of the HREC, shall select one faculty member to serve as ChairThe Chair and Vice Chair will be selected from among the membership of HREC by the Vice-President University Research.. The Chair will have a minimum of one year prior experience as a member of the HREC. An additional member may be appointed from the same area as the chair. The Vice Chair may discharge the responsibilities of the Chair when the Chair is unable to do so, discharge responsibilities assigned by the Chair and assist in the overall operation of the REC, as requested.

4. Members of the HREC, except ex-officio members, will serve for a three-year term, normally renewable once. Terms will be overlapping to preserve experience and continuity of function.

E. Meetings of the HREC 1. The HREC normally will meet face to face eleven times per year. In the absence of any

business, meetings may be cancelled by the Chief Ethics Officer (or delegate) in consultation with the Chair.

2. Additional meetings of the HREC, or of a sub-committee of its members, may be called

by the Chief Ethics Officer (or delegate) and/or Chair, as necessary.


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3. Each meeting will require the involvement of a quorum defined as half the total voting

membership plus one. Quorum must also meet membership criteria specified by relevant research ethics guidelines and regulations. Every effort will be made to ensure that each meeting includes at least one community member.

4. Members shall normally attend HREC meetings with at least 70% attendance per year. When unexpected circumstances arise that prevent a regular member from attending an HREC meeting in person, arrangements will be made where feasible with the member to participate through use of technology (e.g., telephone or video link). In cases where a regular member cannot attend HREC meetings for a protracted period (e.g., during a 6 month’s sabbatical), a substitute member from the same discipline may be appointed to serve during the regular member’s absence.

5. Members shall notify the ORE of an anticipated absence at least one day prior to a

meeting. Members who cannot attend a meeting are expected to provide written comments to the ORE for each of the protocols under review at the respective meeting. This information is provided to other members of the HREC and becomes part of the discussion and meeting minutes.

6. Any real, perceived or potential conflict(s) of interest related to the applications under

review at a specific meeting shall be declared by the member(s) at the outset of the meeting. Examples of conflicts of interest include but are not limited to applications on which they are listed as principal investigator or co-investigator; current or past research collaborations with investigators listed on the application; applications on which students they supervise are listed. Other members of the HREC will decided whether the member with the conflict of interest should recuse him/herself from related discussions.

7. The HREC will reach its decisions concerning the ethical acceptability of research that is undergoing ethics review through a process of open discussion and consensus. Where consensus cannot be reached, a vote of the quorum present may be taken and recorded.

8. The HREC’s deliberations and decisions will be documented in comprehensive, confidential minutes that are securely maintained in the ORE. The Research Ethics OfficerAdvisor, ORE, shall serve as Secretary to the HREC.

9. Detailed written feedback from the HREC including its decision on the ethical acceptability of the research shall be communicated to the researcher(s) by the Chief Ethics Officer/Senior Manager/Manager or Research Ethics Advisor, ORE, following consultation with the Chair, HREC, on behalf of the HREC, in an efficient and timely manner according to ORE standard operating procedures. Feedback is based on minutes of discussion of the research project.

10. The HREC may, where appropriate, request that the Principal Investigator (PI) or his/her designate attend a meeting to provide further information about and/or to discuss his/her research. The HREC will also accommodate reasonable requests from a PI to attend a meeting to participate in discussions about his/her research.

11. The HREC may seek the confidential opinion or advice of an ad hoc advisor/reviewer

from among UW faculty or from a confidential external consultant on a particular


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application to ensure it has the necessary background information and knowledge to review the ethical acceptability of the application.

F. Responsibilities and Mandates of the HREC 1. To ensure that all research under HREC jurisdiction or teaching projects involving

human participants and conducted by students, staff and faculty affiliated with the University of Waterloo, and all research conducted at Waterloo by unaffiliated students, staff and faculty researchers, undergo ethics review and clearance prior to being conducted. These activities may be conducted on- or off-campus and may be funded or unfunded.

2. To review the ethical acceptability of all research projects, under HREC jurisdiction,

involving human participants on behalf of the institution including, but not limited to, those that

may pose greater than minimal risk to participants (i.e., physiological, psychological, economic, social, or other);

involve recruitment of persons who may be vulnerable as research participants in the context of a specific study, and/or cannot legally give free and informed consent

include ethically sensitive issues, topics and/or procedures; and represent applications to certain granting agencies that stipulate full REB review.

In so doing, the HREC may:

Grant ethics clearance to Propose modifications to Disapprove Terminate

proposed or ongoing research conducted within the jurisdiction of the University or under its auspices to ensure that a proportionate review of risks and benefits has occurred in accordance with the ethical framework proposed under the TCPS 2 (Chapter 1).

Delegation of HREC Authority Related to Ethics Review and Clearance The HREC delegates to the Chief Ethics Officer and Senior Manager/Manager, and Research Ethics Advisor(s)s, ORE, by virtue of their membership on the HREC, and according to ORE Standard Operating Procedures, authority to conduct: 3. Initial ethics review and clearance of research under its jurisdiction that poses minimal

risk to research participants, and includes provision of comprehensive and timely written feedback.

4. Ethics review and clearance of modifications to ongoing research under its jurisdiction

that poses minimal risk to research participants, and includes provision of comprehensive and timely written feedback.

5. Annual ethics review and clearance of research under its jurisdiction that continues

beyond one year.


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6. Ethics review and clearance of all revised materials and related documents associated with the ethics review feedback process involving minimal and greater than minimal risk research with the exception of applications given Category 3a or 3b status by the HREC (These must be reviewed by either a sub-committee of the HREC or the full HREC respectively).

Delegation of HREC Responsibility for Record Keeping and Research Ethics Education The HREC ensures through the ORE that: 7. HREC members are provided with opportunities for research ethics education during

their tenure on the HREC beginning with a new member orientation session.

8. Comprehensive, accurate records (i.e., paper and electronic) of the initial and continuing (i.e., modifications, annual) ethics review and clearance processes are securely maintained in the ORE for all research under its jurisdiction. This includes all revised materials associated with initial and continuing ethics review.

9. HREC meeting dates and submission deadlines are easily accessible by researchers

through information posted on the ORE website.

10. A monthly report is received on minimal risk research that has undergone ethics review and clearance through the delegated ethics review process by the Chief Ethics Officer and Senior Manager/Managers, and Research Ethics Advisor(s), ORE.

11. Timely information and regular reports are received on any unanticipated issues (events) that have occurred in association with research under its jurisdiction.

12. UW guidelines, procedures and sample materials related to the conduct of research with

humans are reviewed and updated on a regular basis (e.g., annually) to ensure that they remain current in an evolving research ethics environment.

13. Educational activities (e.g., in-class presentations, seminars and workshops) are

provided to UW students, faculty and staff involved in research with human participants. 14. Legal or other advice is sought by the Chief Ethics Officer, as required, on matters

related to the protection of human participants in research.

15. Timely information on guidelines, procedures, and other matters related to the conduct of research with human participants is provided to the HREC as well as student, staff and faculty researchers who conduct research with humans.

* In Section F, it is understood that the Chief Ethics Officer has overall responsibility for the mandates and operation of the ORE. G. Reconsideration and Appeal of HREC Decisions 1. Reconsideration Process

A Principal Investigator may make a written request for reconsideration of an HREC decision when ethics clearance is not granted, or when ethics clearance is conditional on


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revisions that the Principal Investigator (PI) believes may jeopardize the feasibility or integrity of the research. The Chief Ethics Officer, ORE, will refer such a request, including documentation and supporting materials received for reconsideration from the PI, to other members of the HREC for discussion at its next meeting. The HREC will review the written documents, and where appropriate, will request an informal meeting with the PI (or his/her designate). Following consideration of all additional information (verbal and written), the HREC will reach a final decision with respect to its position on the original decision. Every attempt will be made by the Chief Ethics Officer and HREC, in consultation with the PI to reach a resolution by this informal route.

2. Appeal Process

In the event the matter cannot be resolved through a reconsideration or informal process, the institution shall provide the PI with prompt access to an established appeal process through which the PI may appeal the HREC’s decision. An appeal can be requested for procedural or substantive reasons. An appeal committee shall be appointed through the same authority that established the REB, ensuring that members of the appeal committee will have expertise and knowledge to be able to competently judge the ethical acceptability of the research ethics application under review. Members of the HREC whose decision is under appeal shall not serve on the appeal committee. The appeal committee will act impartially in its review of documentation provided by the HREC and the PI (or designate), and will consult with others as required, including but not limited to, members of the HREC and the PI (or designate). The appeal committee will issue a written report with its decision on the matter with copies to the PI and HREC. It may approve, reject or request modifications to the research proposal. The appeal committee’s decision will be final.

Original Approval, Senate Research Council, September 14, 1989 Revised, HREC May 1999; 2000; approved Senate Research Council June 10, 1999; May 29, 2000 Revised HREC, Feb. 2005, Feb. 2006; Oct. 2011; approved Senate Graduate & Research Council, May 11, 2005; Feb. 27, 2006; Nov. 14, 2011; August, 2012; approved Senate Graduate & Research Council, September 10, 2012; January 2014; approved Senate Graduate & Research Council April 2014. Revised ORE October 2016; Approved Senate Graduate Research Council, pending decision at November, 2016 meeting


MEMORANDUM October 31, 2016 TO: Mike Grivicic, Assistant University Secretary, Senate Graduate and Research Council FROM: Heidi Mussar, Assistant Director, Graduate Financial Aid & Awards RE: Agenda items for Senate Graduate & Research Council – November 2016 Items for Approval a) Dr. Daldeep Singh Memorial Award – trust

An award, valued at $750, will be awarded annually to full-time graduate students enrolled in the Master’s program in the School of Architecture in the Faculty of Engineering based on the strength of the student’s research proposal and interest in the area of Architecture in Africa. Students interested in applying must submit an application by February 1st. Selection will be based on the strength of the student’s research proposal and interest in the area of architecture in Africa. The Graduate Studies Committee at the School of Architecture will also consider the student’s thesis abstract and their academic standing. The committee will collect applications and select recipients in the Winter term. This fund is made possible by a donation from Baldeep Duggal in memory of his father Dr. Daldeep Singh who retired as the Head of the Department of African Studies and Dean, Faculty of Social Sciences at the University of Delhi. The initial donation is an annual pledge of $750 for 5 years (total $3,750) with a strong possibility of renewal at the end of the pledge period as well as plans to leave a bequest to create an endowment.


MEMORANDUM November 7, 2016 TO: Mike Grivicic, Assistant University Secretary, Senate Graduate and Research Council FROM: Sarah Hildebrandt, Director, Graduate Academic Services RE: Graduate Studies Academic Calendar - Leave of Absence Background: Attached is a proposal to update the Graduate Studies Academic Calendar text regarding Leaves of Absence from Study (marked copy showing changes, followed by clean copy). The changes proposed are as follows:

1. Content has been added on Birth Leave and Partner Leave. This content previously resided only in the Graduate Studies Birth and Parental Leave Guidelines, which focus primarily on the Graduate Studies Parental Leave Bursary. This content does not actually pertain to the bursary and is a type of academic leave from study, and thus the proposal is to remove it from the bursary guidelines and add it to the Calendar, together with other existing forms of Leave of Absence (Parental leave, Inactive status).

2. Editorial changes to the text on Inactive status and Parental leave, revised for clarity and to better reflect current practices (e.g. re: accepted reasons for Inactive status).

Proposed effective date: Winter 2017.


Graduate Studies Academic Calendar – relevant sections Current content: http://gradcalendar.uwaterloo.ca/page/GSO-Enrolment-and-Time-Limits

Continuous Enrolment

A graduate student proceeding to a degree must maintain continuous enrolment, either Active or Inactive, in each successive term from the time of initial admission until the end of the term during which the requirements for the degree are completed. Students are responsible for ensuring that they enroll and arrange fees at the appropriate timeby the deadline each term (formal dates are available on the Finance website).

Graduate students must enroll as Active, and pay appropriate fees plus incidentals, in each term in which they are engaged in coursework, research, or thesis preparation including the term in which the completion of degree requirements is anticipated.

If a student plans to enroll in courses beyond the degree requirements, they must apply for non-degree admission for the term following the term of degree completion.

Leave of Absence from Study

In certain circumstances, students may wish to request a Leave of Absence from their studies. Types of leave are outlined below.

Leaves of absence must normally be requested and approved prior to the start of the term in which the leave will take place. When a student is funded by an external agency or sponsor, the guidelines for such agencies should be consulted prior to planning a leave.

Inactive Status

Students may request up to two consecutive terms of Inactive status by completing a Change of Enrolment Status Form, which must be approved by the Associate Dean (Graduate Studies) of their Faculty.

All graduate students must maintain continuous enrolment until the completion of their program. Valid reasons for Inactive status include In certain circumstances such as illness, maternity/parental leave, limited external research or work opportunity which is not related to their University of Waterloo program, personal or family obligations, lack of suitable courses (for students in coursework-only programs), or temporary financial difficulties for which the University cannot provide hardship funds. Students should not request Inactive status to work on their thesis or any other activity related to their graduate program.

, students may apply to the Associate Dean (Graduate Studies) of their Faculty for inactive status (leave of absence). Students who have been granted inactive status for a term are not entitled to use the services of the University, including graduate supervision, for the duration of that term. Normally, Iinactive status is approved for a maximum of two consecutive terms (maternity leave up to three consecutive terms). Students who request more than two consecutive terms of leave because they have other commitments such as a full-time job or travel plans, should voluntarily withdraw from their program and may reapply whenuntil they are prepared to resume their studies (see Withdrawal [LINK]. In advance of voluntary


https://uwaterloo.ca/finance/student-accounts/due-dates-late-fees

https://uwaterloo.ca/graduate-studies/forms#Enrolment/Supervision


withdrawal, students must discuss with their department any conditions which must be met upon their readmission to their program.

Normally, students who have incomplete courses on their record are not eligible for Iinactive status.

Students who have been granted Inactive status for a term are not expected to study or conduct research while on leave, and thus should not expect access to their supervisor. Students with Inactive status will have limited access to the services of the university. More information about access to services is available on the Graduate Studies Office website.

Students requesting inactive status, must complete a Change of Enrolment Status/Voluntary Withdrawal Form.

Birth Leave

Birth Leave for Mothers - Female students who are expecting to give birth may take take up to six weeks of leave from study, research and teaching duties starting no later than their due date. In the case of illness or other complications, leaves may start earlier or be extended.

Students are not expected to study, conduct research or teach while on birth leave. A student planning to take birth leave should inform her supervisor (if applicable) and department as soon as possible. The student’s registration status remains Active during birth leave. Students who are Teaching Assistants should refer to Policy 30 regarding absence from these duties.

In compliance with Human Resource Policy 14, when a student wishes to resume studies, research and/or teaching prior to the end of the 6-week period, medical documentation stating that she may do so must be provided to her graduate department.

Partner Leave

The partner of a birth mother Partners may take up to two weeks 10 business days of leave from study, research and teaching duties at around the time of their child’s birth. In the case of illness of the child or other complications, the duration of the leave may be extended.

A student planning to take partner leave should inform their supervisor (if applicable) and department as soon as possible. Students should contact their graduate department.

The student’s registration status remains Active during partner leave. Students who are Teaching Assistants should refer to Policy 30 regarding absence from these duties.

Parental Leave

Students who become parents of a newborn through birth or adoption may take up to 3 terms of uninterrupted leave during the first year of birth or adoption. If both parents are UW students, the couple can share the leave can be split between the two. For example, the mother can take two terms and the partner can take one term of leave. Both UW parents cannot be on parental leave at the same time; however, one partner can be on parental leave while the other partner is on birth leave. Parental leaves must coincide with the start and end dates of academic terms. While both parents (who are both UW students) cannot be on


parental leave at the same time, it is acceptable for the partner to be on parental leave while the mother is on birth leave. The leave cannot be split within a single term and each parent requesting a leave must complete separate documentation.

Students planning on going on parental leave must request a change of their enrolment status to iInactive by completing the Change of Enrolment Status Form .

Students on parental leave are not expected to study or conduct research while on leave, and thus should not expect access to their supervisor. Students on parental will have limited access to the services of the university. More information about access to services is available on the Graduate Studies Office website.

Students who wish to apply for a University of Waterloo parental leave bursary should complete the Graduate Studies Parental Leave Bursary application.

Inactive Status

All graduate students must maintain continuous enrolment until the completion of their program. In certain circumstances such as illness, maternity/parental leave, limited external research or work opportunity which is not related to their University of Waterloo program, or temporary financial difficulties for which the University cannot provide hardship funds, students may apply to the Associate Dean (Graduate Studies) of their Faculty for inactive status (leave of absence). Students who have been granted inactive status for a term are not entitled to use the services of the University, including graduate supervision, for the duration of that term. Normally, inactive status is approved for a maximum of two consecutive terms (maternity leave up to three consecutive terms). Students who request more than two consecutive terms of leave because they have other commitments such as a full-time job or travel plans, should voluntarily withdraw from their program until they are prepared to resume their studies. In advance of voluntary withdrawal, students must discuss with their department any conditions which must be met upon their readmission to their program. Normally, students who have incomplete courses on their record are not eligible for inactive status.

Students requesting inactive status, must complete a Change of Enrolment Status/Voluntary Withdrawal Form.

Birth and Parental Leave

Students wishing to take parental leave during their program of study may apply to change their status to inactive. Interested students should consult with their academic supervisor(s) and Department Graduate Coordinator prior to making such an application; where an external agency is involved as in the case of visa students or those holding external scholarships, such agencies should also be consulted.


https://uwaterloo.ca/forms/graduate-studies/%3Cfront%3E/change-enrolment-status

https://uwaterloo.ca/forms/graduate-studies/graduate-studies-parental-leave-bursary-application

Further information on Birth and Parental Leave can be found in the Graduate Studies Birth and Parental Leave Guidelines. Students who wish to apply for a Parental Leave Bursary should complete the application available on the Graduate Studies Office website.

Withdrawal

Students who are unable to participate in their program of study for more than two consecutive terms should voluntarily withdraw from the program by completing a Change of Enrolment Status/Voluntary Withdrawal Form. In advance of voluntary withdrawal, students must discuss with their department any conditions which must be met if they are approved for readmission. Students who reapply to a program and are approved for readmission, will be required to enroll for a minimum of one full term, without tuition refund, to complete their program.

The Change of Enrolment Status/Voluntary Withdrawal Form is also available in department Graduate Offices and the Graduate Studies Office.

The University reserves the right to require a student to withdraw from a program for academic reasons.

Enrolment vis-a-vis Completion of Degree Requirements

Graduate students must enrol active, and pay appropriate fees plus incidentals, in each term in which they are engaged in course work, research, or thesis preparation including the term in which the completion of degree requirements is anticipated.

If a student plans to enrol in courses beyond the degree requirements, he/she must apply for non-degree admission for the term following the term of degree completion.




Graduate Studies Academic Calendar – relevant sections Current content: http://gradcalendar.uwaterloo.ca/page/GSO-Maternity-Adoption-Parental-Leave

Graduate Student Birth and Parental Leave

Students wishing to take parental leave during their program of study may apply to change their status to inactive. Interested students should consult with their academic supervisor(s) and Department Graduate Coordinator prior to making such an application; where an external agency is involved as in the case of visa students or those holding external scholarships, such agencies should also be consulted.

Further information on Birth and Parental Leave can be found in the Graduate Studies Birth and Parental Leave Guidelines. Students who wish to apply for a Parental Leave Bursary should complete the application available on the Graduate Studies Office website.


http://gradcalendar.uwaterloo.ca/page/GSO-Maternity-Adoption-Parental-Leave

Graduate Studies Academic Calendar: proposed final text (relevant sections)

Continuous Enrolment

A graduate student proceeding to a degree must maintain continuous enrolment, either Active or Inactive, in each successive term from the time of initial admission until the end of the term during which the requirements for the degree are completed. Students are responsible for ensuring that they enroll and arrange fees by the deadline each term (formal dates are available on the Finance website).

Graduate students must enroll as Active, and pay appropriate fees plus incidentals, in each term in which they are engaged in coursework, research, or thesis preparation including the term in which the completion of degree requirements is anticipated.

If a student plans to enroll in courses beyond the degree requirements, they must apply for non-degree admission for the term following the term of degree completion.

Leave of Absence from Study

In certain circumstances, students may wish to request a Leave of Absence from their studies. Types of leave are outlined below.

Leaves of absence must normally be requested and approved prior to the start of the term in which the leave will take place. When a student is funded by an external agency or sponsor, the guidelines for such agencies should be consulted prior to planning a leave.

Inactive Status

Students may request up to two consecutive terms of Inactive status by completing a Change of Enrolment Status Form, which must be approved by the Associate Dean (Graduate Studies) of their Faculty.

Valid reasons for Inactive status include illness, limited external research or work opportunity which is not related to their University of Waterloo program, personal or family obligations, lack of suitable courses (for students in coursework-only programs), or temporary financial difficulties for which the University cannot provide funds. Students should not request Inactive status to work on their thesis or any other activity related to their graduate program.

Normally, Inactive status is approved for a maximum of two consecutive terms. Students who request more than two consecutive terms of leave because they have other commitments such as a full-time job or travel plans, should voluntarily withdraw from their program and may reapply when they are prepared to resume their studies (see Withdrawal [LINK].

Normally, students who have incomplete courses on their record are not eligible for Inactive status.

Students who have been granted Inactive status for a term are not expected to study or conduct research while on leave, and thus should not expect access to their supervisor.


https://uwaterloo.ca/finance/student-accounts/due-dates-late-fees



Students with Inactive status will have limited access to the services of the university. More information about access to services is available on the Graduate Studies Office website.

Birth Leave

Female students who are expecting to give birth may take up to six weeks of leave from study, research and teaching duties starting no later than their due date. In the case of illness or other complications, leaves may start earlier or be extended.

Students are not expected to study, conduct research or teach while on birth leave. A student planning to take birth leave should inform her supervisor (if applicable) and department as soon as possible. The student’s registration status remains Active during birth leave. Students who are Teaching Assistants should refer to Policy 30 regarding absence from these duties.

Partner Leave

The partner of a birth mother may take up to two weeks leave from study, research and teaching duties at the time of their child’s birth. In the case of illness or other complications, the duration of the leave may be extended.

A student planning to take partner leave should inform their supervisor (if applicable) and department as soon as possible. The student’s registration status remains Active during partner leave. Students who are Teaching Assistants should refer to Policy 30 regarding absence from these duties.

Parental Leave

Students who become parents through birth or adoption may take up to 3 terms of uninterrupted leave during the first year of birth or adoption. If both parents are UW students, the leave can be split between the two. Both UW parents cannot be on parental leave at the same time; however, one partner can be on parental leave while the other partner is on birth leave. Parental leaves must coincide with the start and end dates of academic terms.

Students planning on going on parental leave must request a change of their enrolment status to Inactive by completing the Change of Enrolment Status Form.

Students on parental leave are not expected to study or conduct research while on leave, and thus should not expect access to their supervisor. Students on parental will have limited access to the services of the university. More information about access to services is available on the Graduate Studies Office website.

Students who wish to apply for a University of Waterloo parental leave bursary should complete the Graduate Studies Parental Leave Bursary application.


https://uwaterloo.ca/forms/graduate-studies/%3Cfront%3E/change-enrolment-status

https://uwaterloo.ca/forms/graduate-studies/graduate-studies-parental-leave-bursary-application

Withdrawal

Students who are unable to participate in their program of study for more than two consecutive terms should voluntarily withdraw from the program by completing a Change of Enrolment Status/Voluntary Withdrawal Form. In advance of voluntary withdrawal, students must discuss with their department any conditions which must be met if they are approved for readmission. Students who reapply to a program and are approved for readmission will be required to enroll for a minimum of one full term, without tuition refund, to complete their program.

The University reserves the right to require a student to withdraw from a program for academic reasons.




Handling of Final Assessment Reports related to academic program reviews and

follow-up Two-Year Progress Reports.

Introduction

Waterloo’s Senate Undergraduate Council (SUC) and Senate Graduate and Research Council (SGRC) have

among other responsibilities, a fiduciary duty is to consider all aspects relating to the academic quality

of undergraduate studies and graduate studies, respectively, within the university. As described in

Waterloo’s Institutional Quality Assurance Process (IQAP), documentation emerging from the cyclical

program review process includes: (1) a Final Assessment Report, which summarizes the self-study,

external reviewers’ report, program response and implementation plan, and (2) a Two-Year Progress

Report, which reports on progress related to the implementation plan. This document outlines a process

for vetting these reports through SUC and SGRC.

Process

All undergraduate program reports are handled by SUC. Likewise, all graduate program reports are

handled by SGRC. For augmented reports (combined undergraduate and graduate), in any given year,

half will go through SUC and the other half through SGRC to share the workload.

For Final Assessment Reports two SUC or SGRC members will be asked to review the report. For Two-

Year Progress Reports, one SUC or SGRC member will be asked to review the report, although at the

SUC/SGRC Chair’s discretion, a second reviewer may be sought.

Reviewers of FAR and Two-year reports will consider a series of guiding questions (see below) in coming

to their recommendation to SUC or SGRC. Furthermore, before reporting to SUC or SGRC, reviewers are

encouraged to ask questions and share their observations as well as any concerns they have identified

with the program under review (usually through the chair of the program). Any revisions should be

completed by the chair of the program prior to bringing the report for approval at a SUC or SGRC

meeting.

Guiding questions for Final Assessment Reports

Does the Final Assessment Report:

1) Identify the significant strengths and weaknesses of the program as described by either the program

and/or the visiting team?

2) Include a credible implementation plan that not only addresses the substantive issues identified from

the program review process but also identifies clearly:

What actions will follow from specific recommendations?

Who will be responsible for acting on those recommendations?

Who will be responsible for providing resources?

Priorities for implementation and realistic timelines for initiating and monitoring actions?


Guiding questions for Two-Year Progress Reports Does the Two-Year Progress Report: 1) Clearly describe progress achieved on the various action items in the implementation plan?

2) Explain convincingly any circumstances that would have altered the original implementation plan?

3) For items that are behind schedule, propose an amended implementation schedule that is reasonable

and credible?

4) Does the report address significant developments or initiatives that have arisen since the program

review process, or that were not contemplated by the program review process?

Reviewers, should they request it, will be provided access to the confidential documents informing the

reports (e.g. self study, reviewers’ report, program response), but consulting these documents is not

expected unless there is a need to clarify some aspect of a Final Assessment Report or Two-Year

Progress Report. All members of SUC and SGRC will have the opportunity to review the Final Assessment

Report or Two-Year Progress Report ahead of the meeting in which the report will be considered and so

will have the necessary information to engage in discussion.

To promote transparency and foster integrity in the review process, whenever possible, reviewers

should not be members of the faculty/ Affiliated and Federated Institutions of Waterloo (AFIW) from

which the reports originate.

Normally, the associate dean (undergraduate studies or graduate studies) in the faculty (or equivalent in

an AFIW institution) where the program resides would be asked questions during an SUC or SGRC

meeting when then report is being discussed. However, responses from any member of SUC or SGRC

who can offer insight, are welcome. The department chair or school Director (or their chosen delegate)

of the program being considered could be invited to attend the SUC or SGRC meeting by the associate

dean to act as a resource person.

SUC’s and SGRC’s responsibility will be to focus on the overall credibility and feasibility of the report and

the proposed plan of action – seeking to uncover, for example, unexplained disjunctions between the

reviewers’ recommendations and the department’s response – as opposed to the minutiae of course

content and curriculum structure.


Meaning of Approval at SUC or SGRC

For both Final Assessment Reports and Two-Year Progress Reports, SUC or SGRC should ultimately be

able to assess whether the report is (a) satisfactory; (b) satisfactory but with minor concerns; or (c)

unsatisfactory due to major concerns.

In considering whether to approve a Final Assessment Report, SUC or SGRC will focus on the above

guiding questions for FARs or Two-Year Progress Reports.

For a Two-Year Progress Report, endorsement of the report by SUC or SGRC indicates that SUC/SGRC is

satisfied with the progress to date on the implementation plan based on the answers to the guiding

questions, and that SUC or SGRC has confidence that remaining action items will be appropriately

addressed on the established timelines.

A Final Assessment Report or Two-Year Progress Report that is deemed “satisfactory” by a majority vote

of SUC/SGRC will be submitted to Senate for information, normally without additional comment. Should

the discussion at SUC or SGRC reveal issues of minor or major concern (as indicated by vote), SUC/SGRC

shall forward the pertinent minutes of the meeting to the head of the program in question (and their

resource person if one acted as their delegate) to advise of the concerns identified at SUC or SGRC and

to invite a response which may include amendments to the original report, along with the appropriate

endorsement by the faculty dean or AFIW head. The report then comes back to SUC or SGRC for

reconsideration and a final vote. A report considered unsatisfactory is not forwarded to Senate, but is

instead returned to the head of the program with a request for further work. A program chair at this

stage may request an unsatisfactory report be provided to Senate, in which case Senate shall be

provided the report with a description of the areas of concern identified.


Two-Year Progress Report on Classical Studies Master of Arts Background

In September 2013, the department launched a new 16-month Master of Arts programme in Classical Studies. This followed a Master’s programme in Ancient Mediterranean Cultures that the department co-ran with the Department of Archaeology and Classical Studies at Wilfrid-Laurier University from 2008-2013. The new MA aims to prepare our graduate students to continue on to academic studies at the PhD level, to engage in further professional training (e.g., in teaching, information sciences, museum studies, restoration work, architecture, law), or to enter the workforce with improved communication and analytical skills.

Progress and Impact

Year Applications Admitted Accepted Canadian (Admitted)

Offers Accepted by students from UW Classical Studies B.A. Program

2013-2014 8 6 2 2 1

2014-2015 10 8 8 4 4 4 4 2 2

2015-2016 8 8 7 7 6 6 6 6 5 5

As indicated in the above table, our MA has seen a steady increase in students accepting our offers of admittance to the programme. This growth meets our expectations and we have consistently admitted 6-8 students in the past three years (in section 5 of the programme proposal we projected admitting 8-10 students). The low number of acceptances in the first year of the programme may be explained by the nascent reputation and advertising of our MA, which has, in line with the numbers in the above table, in the past two years quickly established itself as an emerging MA programme in Canada. We have advertised the programme extensively at Waterloo, in Ontario, and across the country. We have also gained international recognition of our programme, in part through the activities of the Waterloo Institute of Hellenistic Studies (an advantage signaled by the external referees in their report on the programme proposal), in which our graduate students have taken part, but also through our students’ involvement in international opportunities provided by the department. The strength of our department in Hellenistic Studies has been consistently advertised.

Our graduate students have attended both national and international conferences to present their research, spent time in countries such as Greece and Germany conducting study and research, and this year we have a graduate student undertaking an internship at the British Library in connection with his thesis research. Through these activities, our students have had a clear national and international impact. Our department has a strong record of success in attaining external funding in recent years


(e.g. SSHRC grants, ERA), which has allowed us to offer many additional opportunities for research and training to our graduate students. As indicated by the external reviewers in commenting upon the programme proposal, this impact fits well with UW’s Sixth Decade Plan. Our graduate programme has also attracted the attention of donors. One donor has provided a scholarship for graduate and undergraduate study abroad opportunities.

Response to Recommendations of External Reviewers The report of the external reviewers of the MA proposal was extremely positive and contained few recommendations for changes. Below are the recommendations made and our responses: Recommendation: In Section 1.5 a) Structure of the Program Brief (p. 5), the reviewers found the statement that the degree will “normally be completed in 12-‐16 months of full-‐time work” to be partially optimistic. To expect M.A. students to complete coursework, satisfy language requirements and complete a thesis or Major Research Paper within 12 months, while at the same time serving as a Teaching Assistant, appears to be unrealistic. As a result, the reviewers recommend that the Department seriously consider making 16 months (i.e., 4 terms) the normal length of the proposed M.A. program. Response: We have adopted this recommendation. In practice, some students undertaking the thesis option have proven to require 5 semesters to complete the programme. Thus far, one student has completed the new programme, having successfully defended his thesis in June 2015. He has been accepted into the Ph.D. programme in Classics at McMaster. Recommendation: The reviewers feel strongly that the courses to be offered under CLAS 651, CLAS 633 and CLAS 643 should be closely aligned to the research expertise of faculty members in the programme and that the topics of students’ Major Research Papers or Theses fall in the immediate area of the faculty supervisor’s documented area of research activity. Response: We have adopted this recommendation and consistently offered courses that draw upon faculty research expertise. Recommendation: The current level of full-‐time faculty resources in the Dept. of Classical Studies provides an adequate minimum base for the delivery of the proposed programme. The reviewers noted with interest the presence of adjunct faculty in support of the programme (Section 2.1.a), and they feel that the proposed M.A. programme might make greater use in particular of Prof. Maria Liston (Dept. of Anthropology, U. Waterloo). Response: we have involved adjunct and visiting faculty in the delivery of our programme as much as is possible. Prof. Maria Liston, Dept. of Anthropology, co-led our graduate study-abroad course in Greece in spring 2015; she is also a member of the WIHS steering committee.

Recommendation: The reviewers were concerned with the minimal space available for M.A. students in the Department’s current location in the Modern Languages Building. While it is helpful that there is a student social lounge, only two very small offices are currently available for graduate students, which is


woefully insufficient for a programme that aims to admit 8-‐10 M.A. students per annum. Plans need to be developed urgently to provide more office space for future M.A. students. Response: the lack of office Space in the Faculty of Arts is a perennial problem and no further space has been given for our graduate students at this point. If plans for new building come to fruition, we will request more appropriate space at that time. Thus far, our students have managed in the space they have, even if it is limited. Recommendation: Ideally the administration should seriously consider the addition of another full-‐time tenured or tenure-‐stream faculty member in the area of Classical Studies to allow the programme to develop into a major M.A. programme in Ontario with the ability to attract the very best potential applicants from Ontario, Canada and, in due course, internationally. Response: this remains a desideratum, but in a time of budget constraints it has not yet been possible to increase our faculty numbers. Growing our faculty would be extremely beneficial for the continued success and growth of our graduate offerings. Recommendation: From their own experiences and from discussions with U. Waterloo faculty about the success of visiting postdoctoral fellows in the recent past, the reviewers would like to recommend that the Department place considerable emphasis on continuing to attract promising postdoctoral fellows in Classical Studies to U. Waterloo. They can serve as an excellent link between graduate students and faculty and can provide an extra level of intellectual vitality to an emerging programme. Response: We have continued to attract visiting post-‐doctoral candidates. Since 2013 we have hosted 4 visiting post-‐docs and in this coming academic year we will host another 4. These post-‐docs have contributed to the teaching and mentoring of our graduate students and have brought diverse experience to the research atmosphere of our department.


Two-YearProgressReportforGermanicandSlavicStudies(AugmentedReview)October2015Thisreportfollowsonthe2012-13augmentedreviewforprogramsinGermanicandSlavicStudies.Afterthereview,severalmeetingsanddiscussionsaddressingtheimplementationplanhavetakenplace.Mostnotably,thedepartmentheldaretreatinApril2013aswellasseveraldepartmentalandworkinggroupmeetings,andhaddiscussionsandvisitswithourpartnersonprogramsattheUniversityofMannheim,Germany.Thecurrentreportsummarizestheoutcomes,andwaspreparedunderthedirectionofthechairwithinputfromfacultymembersinthedepartment.Thefirstpartofthisreportdirectlyaddressestheassessors’recommendationsasstatedintheirreportfromthe2012-13augmentedreview.Itisfollowedbyadditionalinformationregardingtheprogressachievedontheimplementationplanthatwasoutlinedinthedepartmentalresponsetotheassessors’reportfromMarch2013,inwhichthedepartmenttranslatedrecommendationsintoconcretegoals.Recommendation1:Afacultyhireofheritagelanguageresearchorimmigrantidentity,possiblyfocusedonSlaviclanguagesandcultures,possiblyaCanadaResearchChairtostrengthentheemergingfocusonmultilingualismandmultiliteracy.Status:Notdone.Details:TheDepartmentofGermanicandSlavicStudiesstronglysupportsthisrecommendationbecauseitwouldanchorthedepartment’sresearchandteachingdirection(multilingualism,transculturalityandinterculturalstudies).ApositioninSlavicStudieswouldalsostabilizeRussianandEastEuropeanStudiesatUW.Fundingforapositionistiedtoresourcesanddecisionsattheuniversitylevel.Recommendation2:SignagreementforundergraduatestudentexchangewithTomskPolytechnicUniversity.Status:Notdone.Details:Indiscussingthiswithseveralconstituencies(department,facultyDean),itwasdecidedtonottopursuethisanymore.Recommendation3:Instituteundergraduatescholarships($2,000/semester)forstudyabroad.Status:Inprogress.Details:ThisitemisnowpartofthefundraisingcampaigninArts.Recommendation4:Easeburdenonoverworkeddepartmentalstaff.Status:Partlydone.Details:Adjustmentsweremadetoshiftsomeworktofacultymembers(e.g.website,recruitment,marketing).Increasingthestaffpositionsfrom1.5FTEbackto2FTEhasnothappenedbuthasbeendiscussedwiththeDeanofArts.


Recommendation5:Increasethequalityofclassrooms,especiallymulti-mediaresources,andmakeprogresson‘languagecommons’initiative.Status:PendingDetails:Thedepartmentisworkingwithotherunitstodevelopaplanfora“languagecommons”(amulti-media“activelearning”classroom)tobeconsideredbytheFacultyaspartofitsdevelopmentplans.Recommendation6:Institutefilmbudget.Status:Doneandcontinuing.Details:Thedepartmentreceivedtherequestedyearly$500budgetfromtheDeanofArtsfortwoyearsandwillcontinuetorequestfundsasneeded.ApersonalfilmlibrarydonationbyoneofGSS’sprofessors(AliceKuzniar)wasmade.Recommendation7:Sessionalinstructorsneedbettercomputers.Status:Done.Details:Thepossibilityforasessional(online)instructortoborrowadepartmentallaptopforuseduringtheteachingtermshasbeenarranged,andsucharrangementswillcontinuetobemadewheneverpossible.Stand-aloneofficecomputerswereup-graded.ThefollowingprovidesanelaborationonthegoalsthedepartmentdevelopedinitsimplementationplanfromMarch2013aspartoftheresponsetotheassessors’report.Thesegoalswereencouragedbytheassessors’moregeneralrecommendationforthedepartmentto“takeamuchmoreprominentplaceinitsintellectualcontext,”especiallywithregardtothesolidificationofthemultilingualism/multiliteracy/multiculturalismtheme.1)Progressachievedonthevariousactionitemsintheoriginalimplementationplan(asoutlinedintheresponsetotheassessors’reportsubmittedinMarch2013):Withregardtothedirectiontowardsmultilingualismtheme,encouragedbytheassessors,thisperspectivehasbeenintegratedmorestronglyintocurrentundergraduatecourses(GER211,GER212)andthedepartmentcreatedanewcourse(GER200:TransculturalGermanStudies).Onthegraduatelevel,wehavedevelopedsomenewcoursesthataretailoredtothisfocus,especiallyfortheMAinInterculturalGermanStudies;e.g.GER623(TransnationalisminFilm&Literature)andGER612(MultilingualismandInterculturalCommunication).Multilingualism(andlikewisetransculturalismandinterculturalstudies)hasbecomeastrongerinterestoffacultyandstudentresearch(e.g.researchoninterculturalexperiencesinstudyabroadwiththehelpofLITEgrantsreceivedbyateamofcolleagues,andMA/PhDprojectsontransculturalliteratureandfilm),andafocusofguestspeakersintheGSSlectureseries.Aspartofourmultilingualism/internationalisationstrategy,wehaveincreasedourongoingvisitingprofessorexchangewiththeUniversityofMannheimto3exchangesoverthepast4years.


Intermsoflinkswithotherdepartments,GSShascontinuedtoteachcoursesforotherunits(e.g.AliceKuzniarforFineArts/VCULTandEnglish,BarbaraSchmenkforAPPLS).Theexplorationofteachingandresearchlinkswithotherdepartmentsisongoing(e.g.withWomen’sStudies,duetoourdepartment’steachingandresearchinterestingender;withFineArtsbecauseofourinvolvementintheVisualCultureMinor;withotherlanguageandculturedepartments’Chairs;withMedievalStudiesduetothehireofAnnMarieRasmussenwhoisamedievalist;andwithdepartmentsthathaveaninterestinlinguistics,exploringnewprogrampossibilities).Thedepartmenthasinvestedconsiderableeffortintomarketingandrecruitment.GraduaterecruitmentlettersweresenttodepartmentsacrossCanada(includingnewMAposters,andletterswithpersonalquotesbycurrentstudents).ThenewPhDCotutellewiththeUniversityofMannheim(Germany)acquireditsfirsttwostudents.Thedepartmenthasincreaseditsrecruitmenteffortsattheundergraduatelevelthroughvisitstolocalschools(e.g.ConcordiaGermanLanguageSchool),andthroughincreasingourvisibilityoncampus(e.g.byparticipatingintheStudyAbroadFair,andinanEngineeringeventforlocalhighschoolstudents).Thedepartmentalwebsitehasbeenimprovedasarecruitmentandcommunicationtool.ThedepartmenthasconverteditswebsitetoWCMSandaddedanumberoffeatures:profilesofallfacultymembersandstudents;newsandeventslistingsforallactivitiestakingplaceinthedepartment;ablogfeaturingreportsonguestlecturesandopinionpieces,writtenprimarilybygraduatestudents;andaTwitterfeedandFacebookaccounttokeepstudents,alumni,andfriendsinformedaboutwhatisgoingoninthedepartment.2)Proposedamendedimplementationscheduleduetocircumstancesthathavealteredtheoriginalimplementationplanand/ormakeactionsnolongerappropriate:TheMultilingualismConferencewaspostponedto2017duetoinputwantedbythenewDiefenbakerMemorialChairforGermanLiteraryStudies.ThepreviousDiefenbakerChair(JohnSmith)vacatedthepositionin2013;recruitmentforthepositiontookplacein2014,andnewhireProfessorAnnMarieRasmussen(previouslyatDukeUniversity)startedatUWinJanuary2015.TheREES(RussianandEastEuropeanStudies)Majorwasdiscontinued,sincethe2-yeardefinite-termpositionforRussianendedin2014,andnoreplacementwasmade.NoprogresswasmadeontheproposedCanadaResearchChairinMultilingualismStudies,oronlinkswithinternationalunits(e.g.2plus2withChina);thesearetiedtoresourcesanddecisionsattheuniversitylevel.3)Newinitiativesthatwerenotcontemplatedduringtheprogramreviewprogress:ThedepartmentstartedaGermanLanguageSummerSchoolforsecond-yearGermanthatwasheldsuccessfullyin2014and2015atMannheim(Germany).TheCroatianVisitingLecturerfundedbytheCroatiangovernmentwassecuredfor5yearsuntil2017/18throughaMemorandumofAgreement.SomeentrygraduatescholarshipstotopupgraduatefundingfortheGermanprogramcouldbesecuredthroughfundraising.ThedepartmentcompetedforandsuccessfullyreceivedtwoOUOgrantsin2014to


developathird-yearGermanonlinecourseincollaborationwithGuelph,andonlinemodulesforGermanStudies.Thedepartmenthasstartedtoimplementalt-ac/post-acmodulesforcareerawarenessinregularworkshopsforourgraduatestudents,andinUG/MA/PhDcoursesaspartofaFacultyofArtspilotproject.AlargenumberoffacultyandgraduatestudentsinthedepartmentareworkingtogetheronaresearchprojectonGermaninWaterlooregionlargelyfundedbytheWaterlooCentreforGermanStudies.Thisprojecthasprovidedimportantprofessionalization,research,andwritingactivityforourgraduatestudents(over100interviewsconductedandtranscribed,andabookpublicationinprogress).


Two-year Progress Report for Master of Climate Change (MCC) Program Daniel Scott – Director of MCC 12 September 2015 Applications and Enrollment by Cohort: • Applications have been in the 45-55 range for the first three cohorts. This has

been very encouraging considering we have no capacity to market / recruit for the MCC program.

• Enrollment: 2013-14 = 15 2014-15 = 13 (+1 deferral) 2015-16 = 21 (+1 deferral)

Disciplinary and Regional Diversity of Students: • The program was envisioned to be an interdisciplinary approach to the study of

global climate change and its national/local manifestations and governance challenges.

• In the first two cohorts, students have come to the program from academic backgrounds as diverse as: systems engineering, biology, geography, economics, political science, and communications.

• Students in the first two cohorts came from 14 different countries. Student Progress: • All students in cohort 1 graduated from the program in 12 months. • The second cohort of students is just finishing their Milestone term (Major

Research Paper or Professional Internship). All internship reports and major research papers have recently been evaluated and these students have completed their degree requirements. One student was required to withdraw from the program after the completion of the winter term, because his grades were not sufficient to remain in good standing. One additional student has been receiving counseling through AccessAbility and will need to complete the Milestone in a 4th term.

Implementation Plan: • The original implementation plan as set out in the new program submission to

the Ministry of Training, colleges and Universities (Jan 2013) has been followed.


• Prior to the launch of the program we held a curriculum planning event (June 2013) that was facilitated by Veronica Brown and Scott Anderson of the Centre for Teaching Excellence. The curriculum planning workshop examined program level outcomes mapping to the Provincial GDLEs, teaching activities and assessments, as well as the longer-term strategic evolution of the program.

• The program was able to launch all of its intended new core courses. Because of sabbaticals and other leaves, the MCC electives available to each cohort differs slightly, but students have had 14-15 ‘MCC electives’ to choose from in cohorts 2 and 3 (the program requirement is to complete 3 from this list).

• Other programs in the Faculty of Environment and at Wilfrid Laurier / BSIA have been very accommodating of MCC students looking to take ‘open electives’ within their graduate programs. Several courses launched by the MCC program have also been very popular with students from other programs (sometime doubling enrollment in courses). This reciprocity and rich exchange between programs has been extremely positive for the students involved.

• Slight adjustment to program Calendar wording have been made to improve clarity for students and improve program administration. The most notable change was the removal of an assigned program ‘advisor’ to each student. Students did not self-identify with a strong thematic concentration (i.e., climate science, impacts and adaptation, emissions reduction) in a way that was anticipated. Therefore the need for advice was more related to program matters, which is the responsibility of the program Director and Administrator, and research advice, which is the responsibility of the Major Research Paper Supervisor.

• We are also in the process of working with GSO to revise wording in the Calendar related to Part-Time studies and the use of academic and professional references for program applications.

o An increased number of working professionals have inquired about taking the program part-time. To better facilitate this, we have specified the prerequisites for each MCC course, so that a student could take 1 or 2 of the core courses and ‘unlock’ advanced electives to take in subsequent terms, before taking the final core course. This reduces the number of days a working professional would need to be on campus from 3 to 1 or 2 in the Fall term.

o We are adjusting our acceptance of application references to allow for some professional references. This was particularly important for professionals that had been out of university for over a decade.

• A ‘Handbook for MCC Students’ has also been developed to answer FAQ of students and provide them guidance on program Milestone options as well as support services on campus. This ‘living document’ is updated annually based on feedback from each cohort of students.


External Reviewer’s Comments: MCC specific comments from the reviewers of the Geography and Environmental Management Department (Jan-March 2015) focused on three key points:

o “The new Masters in Climate Change (MCC) seems to be an excellent program and highly unique in Canada at this time. It works well and the students we interviewed were highly positive about their experience.

o Plans for growth appear particularly timely given the recent announcement of major climate-policy initiatives in central Canada.

o The only issue the students raised revolves around finding internships. The students are international and many likely have difficulties identifying and securing internship opportunities in Canada. … Given that the co-op program stream is a distinctive Waterloo brand we feel that the MCC program should explore two streams – one that has co-op placements to serve the needs of those who see their Masters as a terminal degree and therefore would benefit greatly from this experience, and those who view the Masters as a potential stepping stone to more advanced studies in climate change.”

The reviewers concluded: “The new Masters of Climate Change program has already built a strong international attraction and positive feedback from students. Maintaining the “lead” of this program in a rapidly developing sector in Ontario and globally will require continuing to innovate attract high quality students. We recommend considering the development of co-op and research program streams to better meet student career goals and to make sure that student expectations are being matched effectively.” Our response to these review comments is outlined in the next section.

Milestone Option (Major Research Paper or Professional Internship): • Approximately 75% of students in the first two cohorts have selected the

professional internship milestone. • Of those that have selected this option, all have secured a professional

placement. • Employers have come from government, industry, NGO and academia, including,

for example: Clean Nova Scotia, Waterloo Region Residential Energy Efficiency Project, Ontario Ministry of Agriculture, Toronto Region Conservation Authority, Natural Resources Canada, Ontario Ministry of Environment).

• Student exist surveys (conducted with cohort 1) and the external review of the Department of Geography and Environmental Management (which included feedback from members of cohort 2) revealed some students sought additional support in finding internship opportunities. Although Centre for Career Action resources were being underutilized by these students (in some cases not at all), the MCC program has consulted with the Executive Director of Co-operative Education on approaches to improve support for student internships and the


possibility of a formal Co-op Option for the MCC program. The MCC program will be provided with some time of a Interdisciplinary Centre on Climate Change Co-op student in Winter 2016 to build relationships with potential employers, particularly those that may be responding to emerging ‘Cap and Trade’ emission accounting and reporting requirements in Ontario.

External Interest: • External interest in partnering with the MCC program has been expressed by

Canadian and international institutions. • The Dean of Environment is in discussions with partner institutions in China

about potential strategic partnerships to provide access to the MCC program. • Alumni have also suggested that the MCC program consider the development of

an online Diploma to serve working professionals.


Master of Development Practice (MDP): 2-Year Report

Report prepared by Simron Singh, Director, MDP School of Environment Enterprise and Development (SEED)

Faculty of Environment

March 2016 The Masters of Development Practice (MDP) is a 16-months professional course-based program that was launched in Fall 2012. It is part of the Global Association of MDP Programs, that currently number 29 programs in 19 countries. MDP Waterloo positions graduates as global development professionals. The program prepares students to identify and address the challenges of extreme poverty and sustainable development by offering courses from four intersecting areas: health, natural, social, and management sciences. Field Placements are a critical component of the Waterloo MDP program with an ever-growing network of partners available at grass-roots organizations to international institutions.

Context:

In the Fall 2009, the University of Waterloo, through the Faculty of Environment, was awarded a grant of USD 200,000 to help facilitate the development of a Master of Development Practice (MDP). This award was made based on (i) an initial submission made in February 2008 in response to the call for proposals for partnerships in the MDP global network; (ii) a discussion with MacArthur Foundation and MDP Secretariat in July 2008 regarding particular aspects of the submission and suggested revisions; (iii) submission of a revised MDP partnership proposal in August 2008; and (iv) a formal visit from the MDP secretariat later that same year. In April 2011, a review (commissioned by OCGS) made some recommendations for the MDP program, to which a response was submitted in May 2011 by University of Waterloo.

Following approval by the University of Waterloo and the Province, program delivery of MDP at UW began in Fall 2012 (as per recommendation) with an initial cohort of 18 students. A total of 73 applications were received for the program, out of which 42 offers were made. This group graduated in 2014 June. The number of admissions for the 2013, 2014 and 2015 cohorts are 15, 17, and 17 respectively. Below are updates to recommendations in the OCGS report:

• Applicants with a slightly lower GPA of 75% but with strong work experience are duly considered for probationary admission.


• Two new tenure-track faculty were hired in 2012 primarily for INDEV and MDP programs. One of them received tenure in 2014 and is currently the MDP program director.

• The program director receives a course release up until now, and also received a non-teaching term for research.

Program description:

Year 1

▪ Fall/Winter: Students complete 9 required courses ▪ Spring/Summer: Students depart for field training abroad (since 2014, but under special

circumstances, we have permitted our international students to do their internships in Canada as long as the mandate satisfies training in international development practice).

Year 2

▪ Fall: Students complete 3 electives that may or may not be in one area. Some of the electives are offered in an online environment and may be completed off campus. Previously, for the first two cohorts, it was expected that the electives were in one area of specialization. Meanwhile, based on student demand to be able to choose from a range of topics led to program change and allow students more flexibility in picking their courses that may or may not be a specialization.

As per consultants’ report, INDEV 609 and 607 (Year 1) are dedicated to MDP students, and teaches fundamental research and management skills relevant to international development. The emphasis is on sustainable development concepts, debates and key applications using systems thinking. The science of indicators (relevant for development practice) and decision making in a complex world is taught in INDEV 607.

In addition, as a milestone, MDP students must take at least 2 one-day skill development workshops from the offered three. Up until the first two cohorts, it was mandatory to take all 3 workshops. However, given the course load and under the understanding that all topics may not be of interest to the student, it was decided to drop the requirement to 2. Topics offered so far are: market research, project management, results based management, GIS, communication, team building and leadership. Credible experts in the field offer these workshops.


Experiential learning is recognized as an important approach to enhance learning, build capacity and skills. Our students are exposed to a wide range of off-campus experiences during their studies, such as field trips, networking and panel discussions and conferences. The last two reading weeks (2015 and 2016), the entire class travelled to Trinidad and Tobago as part of their Water and Security course (INDEV 608). The costs were paid from the Dean’s office. This is planned to continue. Each year in September, the MDP Global Association organises a high level conference, the International Conference for Sustainable Development (ICSD) at Columbia University, New York. MDP students are encouraged to attend and present papers, while having opportunities to network with other MDP faculty and students, as well as development professionals. Nearly all of our students have attended this conference, and three of them also received the best paper award. The last two conferences attendees were funded up to $600 per student jointly from the Dean’s budget, and the GSO. Through the fall and winter terms, the program organises a number of professional events related to career in development practice by inviting experts and practitioners. Field Placement Design In collaboration with our field placement program delivery partner at the undergraduate level, WUSC, our initial field placement was designed as a series of 90-day ‘consultancies’ with students organized into 4 teams. These teams responded to Terms of Reference received from country partners in Ghana, Botswana, Malawi and Vietnam with a focus on assessment of program delivery. These reports were well received, and presented at the Annual Meeting of WUSC in Ottawa. Since that time, students have been encouraged to determine their own placements, but WUSC (and now also CUSO) still remain partners to support those students who wish to take advantage of their network and projects. This is done in consultation with our Field Placement Coordinator. Currently, we offer field placements also in Canada to international students who already have been exposed to international development and have a desire to understand development practice from a Canadian perspective. Financial support to MDP students: The program has made every effort to support MDP students obtain some financial support during their studies. Table 1 below outlines the financial support granted and/or received by MDP students from 2012 - 2015. The MacArthur Foundation funds provided scholarships to 15 students for $2,680 each in 2013. The Dean’s office has earmarked $4,000 for each student, from which $2,500 is the spring scholarship (contingent of a GPA of 78%) directly paid into the student accounts prior to their field placements. The remaining $1,500 is used for student enrichment (field trips to Trinidad & Tobago, as well as conference travel). Master of Development Practice: Financial Aid

2012 2013 2014 2015

Gender: Males 6 4 7 7 Gender: Females 12 11 10 11 Full-time Attendance 18 15 17 18 Domestic 13 12 13 14


Permanent Residence 2 2 3 0 Study Permits 3 1 1 4 Environmental Studies Graduate Experience Award $1,000.00

12 6 0 0

Environmental Studies Graduate Experience Award $2,000.00

3 0 0 0

Environment Graduate Student Award $2,500.00

0 15 17 18 expected to be paid

Environment Senate Graduate Scholarship $500.00

18 0 0 Unknown at this date

David Johnston International Experience Awards $2,500.00


University of Waterloo International Experience Award $2,500.00






David Johnston International Experience Awards – McCall MacBain $4,500.00


University of Waterloo Warrior Excellence Award $4,000.00

1 0 0 0

University of Waterloo Women’s Volleyball Alumni Award $3,000.00

1 0 0 0

University of Waterloo Graduate Studies Fund Scholarship $1,000.00


SEED McArthur Foundation Graduate Scholarship $2,680.00

0 15 0 0

Table 1: Financial support and awards to MDP students 2012 - 2015


Master of Digital Experience Innovation (MDEI) Two-Year Report Prepared by Christine McWebb, Academic Director August 18, 2015 Preamble This report is a response to the request from the Graduate Studies Office (GSO) to submit a two-year progress report for the Master of Digital Experience Innovation Program (MDEI) at the University of Waterloo Stratford Campus. The Program has been in existence since 2011 and will admit its fifth cohort in fall 2015. Since the request for this report was made to our office only on June 9, 2015, I will comment on the program since its inception in September 2011 and not only on the first two years. The report describes all aspects of the Master of Digital Experience Innovation program:

1. Introduction 2. Curriculum 3. Faculty and Research 4. Enrolment and Alumni 5. Facilities

As requested by the GSO and inasmuch as this is possible, the report takes into consideration the comments made by the program reviewers Dr. Wendy Cukier and Dr. Lizbeth Goodman in the “Consultants Report on the Proposed Master in Digital Innovation at the University of Waterloo,” dated May 5, 2011. However, while the reviewers’ remarks were extremely helpful at the time of the program approval and launch, they are less relevant after four years of running the program.


1. Introduction Strategic Mandate The Master of Digital Experience Innovation (MDEI) program is a professional degree geared to graduating university students as well as working professionals planning to expand their skill sets and to position themselves for meaningful employment in the digital age. The MDEI program is housed within the Faculty of Arts at the University of Waterloo and located at the University of Waterloo Stratford Campus. It was launched in September 2011 and will admit its fifth cohort of students in September 2015. In this cross-disciplinary program, students deepen their knowledge in critical thinking, communication, visual analysis, and human-centric computing. Students gain competence in the technological skills demanded by the Digital Age, making them fully conversant in web-based social media and visual literacy and comfortable with all forms of multi-media communications and applications. Further, students acquire business skills including teamwork, project management, marketing, innovation, and entrepreneurship. MDEI students are immersed in a rich, technology-driven environment where theory and practice, science and commerce, creativity and innovation merge to create knowledge workers for Canada’s future.

2. Curriculum The MDEI program is a 12 month intensive program. Students normally take eight courses and complete a major milestone project with our industry partners during the spring term. The required courses are delivered by qualified tenure-track faculty and lecturers as well as by senior corporate personnel from our partner companies. Typical course sequence for full-time students:

Fall

DEI 612 Working in Teams

DEI 613 Digital Media Solutions: Design Principles and Practice

DEI 614 Principles of Marketing in a Globalized World

DEI 615 New Perspectives: Media History and Analysis

Winter

DEI 623 Digital Media Solutions: Project Management

DEI 624 Understanding the Consumer Universe: Market Research in Digital Media

DEI 625 Media Innovation and Impact

DEI 626 User Experience (UX) Fundamentals and User Research (UER)

Spring DEI 631 Projects

A part-time option, where students spend 24 instead of 12 months to complete the program, was introduced in 2012 in order to accommodate mid-career professionals and mature learners. With the part-time option, we also added an alternate admission path for mid-career professionals: to be


considered, an applicant who does not meet the regular academic requirements must have a least eight years of professional experience in a field related to the program, such as digital media, journalism, digital entertainment, digital gaming, software development, design, etc., and a minimum Graduate Management Admission Test (GMAT) score of 550, or an equivalent score on the Graduate Record Exam (GRE) (referencing Educational Testing Service's (ETS) GRE Comparison Table for Business Schools). Minor curricular changes were introduced in the first year of the program’s existence. Effective fall 2012, the second Working in Teams course, which was part of the original curriculum, was replaced by a seminar in User Experience Fundamentals and User Research (DEI 626) in order to complement the existing curriculum and to fill a disciplinary gap that was perceived by students and instructors alike. Through the remaining DEI 612 Working in Teams course, the intensive workshop that precedes the beginning of the program, and project-based learning our students gain significant exposure to real-life simulations of teamwork and competence in collaborative work. The name of the program was changed from Master in Digital Innovation to Master in Digital Experience Innovation in 2012 in order to reflect the curricular change and to more accurately reflect the experiential nature of the program. The program begins with a 2-week workshop that covers a range of topics including personal learning styles, working in teams, and digital media applications. The workshop generally takes place during the last week of August and the first week of September. Participation is required. In addition to teaching the students collaborative working skills, the workshop’s aim is to introduce students to the various software applications they will be required to use in their courses. Students in need of remedial or additional instruction can follow regular workshops that are provided outside of the classroom by lab instructors during the academic year. The “Bootcamp” workshop was formalized into a milestone requirement for graduation in 2012. Major Milestone Project and Industry Partners The major milestone project is at the heart of the program and serves as the culminating graduation requirement. During the last term of the program, student teams work intensively on their projects, applying lessons learned during other courses, and working closely with industry consultants and coaches, to bring their project to the stages of delivery and implementation. Students then have the opportunity to publicly showcase their work at the end of the term. Companies who have mentored our students as part of the major milestone projects are: Big Brothers and Sisters, Canadian Tire, Christie Digital Systems, CIBC, Desire2Learn, Globe and Mail, Google, Blitzen, McMichael Gallery, Destination North, PineLake Communications, the Stratford Festival, Sun Life Financial, UW Dana Porter Library, and Coreworx. Quality Assurance In addition to the traditional measurements for academic success that include competitive rankings, National Survey of Student Engagement (NSSE) and Common University Data Ontario (CUDO) data indicators, success for MDEI is measured by the competency levels of our graduates and their success rate of finding employment in industry. We track program success, job placements and career paths of our graduating students through feedback from our industry partners, graduate exit surveys and ongoing alumni relations. Please see Appendix A for a full alumni employment list. Feedback is also collected from corporations for whom projects are undertaken and from our


Advisory Board members who meet on a biannual basis at the Stratford Campus. Please see Appendix B for a full list of their names and corporate affiliations. Curriculum Enrichment MDEI students have many opportunities during the academic year to engage in extracurricular activities. Since 2011, students have participated in research trips to Israel, Boston, and New York, where they visited start-up firms, venture capitalist firms and established corporations in the digital media industry such as Google or Ideo. During these trips, students listened to guest lectures at Technion – Israel Institute of Technology, Haifa, at Columbia University, and MIT. They also had the opportunity to visit cultural and historic sites in these locations. We frequently invite industry leaders to come into the classroom for guest lectures on topics such as social media marketing, innovation and branding, and start-up cultures. We host competitive user experience maker camps and workshops and facilitate conference participation for our students. In an effort to integrate the graduate students with the undergraduate students in the Bachelor of Global Business and Digital Arts program (GBDA), MDEI students have the opportunity to work as Project Assistants on a part-time basis by assisting faculty members with teaching and course assessment. MDEI students have the option of attending additional classes, at no extra charge, to cover the education hours required for the Project Management Professional (PMP) designation. The workshops are taught by certified project managers and have been offered since 2012. In total, 40 students have successfully completed these workshops.

Effective March 24, 2014, the Stratford Accelerator Centre (SAC) moved into the Industry Interaction Area of the Stratford Campus. In the three years of its existence, the Stratford Campus has succeeded in the creation of an ecosystem where entrepreneurial practices are encouraged and furthered within the curriculum and on an extracurricular level. An integral part of this ecosystem, has been our participation with the local Stratford Accelerator Centre, a branch of the University of Waterloo’s main campus Accelerator Centre. The SAC provides support for our students and the broader community who wish to explore starting their own businesses.

3. Faculty and Research Faculty Hires In the first two years of the program, our faculty complement was drawn from existing Faculty of Arts departments and from industry partners. The only full-time seconded faculty to the Stratford Campus were Paul Doherty, Anthropology, Lecturer (teaching DEI623 and DEI631) and Christine McWebb, French Studies, Professor (teaching DEI615 and holding the position of Academic Director). The Stratford Campus currently does not have the administrative status of a hiring unit. Therefore, all full-time hires are appointed into an existing department in the Faculty of Arts with teaching, research and service responsibilities to the Stratford Campus. Teaching duties are 50% of the department’s regular teaching load. Service responsibilities are assigned in consultation with the faculty member’s department chair, the director of the Stratford Campus and the faculty member. Annual Performance Reviews and Tenure and Promotion considerations are carried out in the


https://uwaterloo.ca/stratford-campus/future-graduate-students/project-management-professional-certification

faculty member’s department by the chair and the relevant department committees. The director of the Stratford Campus provides input into these evaluations. Since 2013, we have made the following full-time tenure-track and definite term lecturer appointments:

Faculty position Faculty Rank Area of Expertise Start date 1. Gerald Voorhees, Drama and Speech Communication

Assistant Digital Cultures, Gamification

Fall 2013

2. Jane Tingley, Fine Arts Assistant Digital Art/Production Fall 2013 3. Jessica Thompson, Fine Arts

Assistant Digital Art/Production Fall 2013

4. Philip Boyle, Sociology and Legal Studies

Assistant Law, Security and Society

Fall 2014

5. Olivia Mesta, Economics*

Definite Term Lecturer

Marketing Fall 2014

6. Kathleen Rodenburg, Economics*


Marketing Fall 2014

7. Jennifer Whitson, Sociology and Legal Studies

Assistant Gaming, Ethnography of Gaming Communities

Winter 2015

8. Lennart Nacke, Drama and Speech Communication

Associate User Experience, Gamification

Fall 2015

9. Vivian Yang, Economics


Global Development, Microeconomics, Organizational Behaviour

Fall 2015

10. Fine Arts, tbd Definite Term Lecturer

Graphics, Digital Design Fall 2016

* teaches 2-3 courses/year at Stratford

Publications, Grants, Involvement of Students in Research Our faculty members’ current research activities are in the areas of digital archiving and software development for humanities scholars, gamification, user experience design and research, security and privacy in the digital age, ethnography in gaming communities, video gaming and digital cultures, experimental sound and digital artistic expression. In 2013, we opened the Engage Lab for User Experience and Gamification Research. This space has become a centre for interdisciplinary research, accessible to faculty, students and industry partners. The Academic Director and recent hires will be developing a research plan that will provide added opportunities and exposure for MDEI students For a full list of recent research output of MDEI faculty, please see Appendix C.

4. Enrolment and Alumni


Our graduates are experiencing an extremely high placement rate (>90%) in jobs that position them for impact in digital marketing, social strategy and user experience. Their current employers are firms such as Amazon, Canadian Tire, CBC, Christie Digital Systems, Deloitte, Google, IBM, Samsung and the Stratford Festival. Please see Appendix A for a full job placement list of our alumni. The program was initially capped at 20 students with 15 domestic and 5 international students. In 2011, we launched MDEI with 16 full-time students (no part-time option was available at that time) with 14 domestic and 2 international students. Due to demand, we have since increased the cap to 30 students with 20 domestic and 10 international and are anticipating an intake for 2015/16 of 34 students (30 FT and 4 PT) with 13 domestic and 21 international students. Though the number of international students has increased from 8 in 2014/15 (and 9 in 2013/14) to 21 for 2015/16, there is no indication that this jump represents a new trend. Please see Appendix D for a complete breakdown of numbers.

5. Facilities

The campus building was uniquely designed to encourage natural collaboration, the easy flow and exchange of ideas, and offers a range of project rooms and collaboration to our students. In addition to the Engage lab mentioned above, the purpose-built campus, which opened in October 2012, also houses a state-of-the-art audio recording and post-production lab, three video suites for post-production, one teaching lab equipped with 24 computer stations, one research lab equipped with 16 computer stations, a green room for photography, as well as an equipment rental library with extensive inventory in portable devices for photography, videography, software and app development. Our 3-storey Christie Microtile Wall provides our students with a 58 million pixel digital canvas on which to display their creative work to the campus community and the public. Creating static, dynamic, and interactive content for the Microtile wall is a significant component of the curriculum and gives students access not only to cutting edge projection technology, but also to the skills required to render visual content on such a large scale. Stratford Campus students have access to the complete Tri-University Group of Libraries (TUG) book delivery system and to all paper and digital holdings. TUG print materials can be ordered through Primo and picked up at the Stratford Campus Reception Desk. Conclusion

In sum, the Master of Digital Experience Innovation has matured into a graduate program with solid enrolment and a growing number of faculty members dedicated to maintaining its excellence and relevance in a fast-moving discipline. Given its professional nature and the demographic characteristics of the target student population, the program would likely benefit from a part-time online version. The location of the campus in Stratford represents a significant challenge to many students, in particular professionals and international students. We will be exploring opportunities to launch an online version of the program, or perhaps a hybrid version including some time spent on campus.


Appendix B: University of Waterloo Stratford Campus Advisory Board We have brought together leaders and thinkers in the field of digital media from all across Canada to form the University of Waterloo Stratford Advisory Board. They represent academia, industry and government and they are ready to lead Canada into the digital media age.

John Baker President, Desire2Learn John Baker founded the eLearning or Learning Management Systems (LMS) company Desire2Learn in 1999 after identifying his own unfulfilled need for learning online while studying Systems design engineering at the University of Waterloo.

Gary Bartholomew Managing Partner Galt Global Capital Gary Bartholomew has created over 15 startup companies, involved from concept to public offering or acquisition. He now applies this knowledge to building unique investment products for GALT's global investor base. With an inherent understanding of the culture and DNA of a startup, he has first-hand experience in defining the winning formula for creating a performance driven culture that can be scaled to commercialization profitability.

Doug Beynon Chair, CEO and President, Unisearch Associates Doug Beynon is Chair, CEO and President of Unisearch Associates Inc., a manufacturer of spectroscopic instruments for environmental monitoring and process control. He has over twenty years of senior management and technology sector experience. Prior to his current position, he was Regional Vice-President at the Ontario Centre for Environmental Technology Advancement (OCETA) and President and Chief Operating Officer at Mindflight Corporation & Mindflight Technology Inc. and Waterloo Engineering Software.

Tony Chapman CEO, Capital C Tony Chapman is a passionate Canadian, entrepreneur, and the Founder and chief executive officer (CEO) of Capital C, Marketing Magazine's Agency of the Year 2006 and one of Canada's most respected branding and advertising agencies.

Sylvia Chrominska Retired Group Head Global Human Resources, Scotiabank Sylvia Chrominska has long been a leader in the human resources, communications and corporate social responsibilities areas. Her work in advancing careers of women has earned her many awards.

Antoni Cimolino Artistic Director, Stratford Festival Antoni Cimolino is the Artistic Director of the Stratford Festival - a man who is passionate about enriching the lives of others through education and practice of the arts.


https://uwaterloo.ca/stratford-campus/people-profiles/john-baker

https://uwaterloo.ca/stratford-campus/people-profiles/gary-bartholomew

https://uwaterloo.ca/stratford-campus/people-profiles/doug-beynon

https://uwaterloo.ca/stratford-campus/people-profiles/tony-chapman

http://www.capitalc.ca/

https://uwaterloo.ca/stratford-campus/people-profiles/sylvia-chrominska

https://uwaterloo.ca/stratford-campus/people-profiles/antoni-cimolino

Jim de Wilde Venture Capitalist, Management Educator, Ivey McGill Rotman Throughout his career as an educator and venture capitalist, Dr. Jim de Wilde has focused on the issues of global competitiveness and the commercialization of knowledge through activities in both the private sector and the public sector.

Arlene Dickinson CEO, Venture Communications Arlene Dickinson is a 20-year veteran of Canada's marketing industry, and is chief executive officer (CEO) and sole owner of Venture Communications Ltd.

Ginny Dybenko Executive Director - Waterloo Stratford Campus Ginny Dybenko comes to the role of Executive Director of the new Centre for Digital Media at the Stratford Campus of the University of Waterloo following five years as the Dean of the Wilfrid Laurier School of Business & Economics and over 30 years of corporate experience.

Craig Haney Manager, CT Innovations, Canadian Tire Craig Haney has the task of bridging technical capabilities with opportunities to inspire retail experiences.

Tracey Jennings Corporate Tax partner, PricewaterhouseCoopers Tracey Jennings is Canadian Leader of PwC's Technology, Information, Communications and Entertainment and Media Practice and also the Entertainment & Media (E&M) Sector Leader for Canada.

Carol Leaman CEO, Axonify Carol brings more than 20 years of leadership and technology executive experience to our board along with Gamification industry insight.

Gordon Lownds Canadian Entrepreneur, Co-Founder Sleep Country Canada and Listen Up Canada Gordon Lownds, co-founder of Sleep Country Canada and Listen Up! Canada, is a successful Canadian entrepreneur.

Martin Lundie Partner, Ernst & Young Martin Lundie is GTA Market Leader for Knowledge Based Industries, which includes media, entertainment, technology, telecommunications, cleantech and life sciences.

Mayor Dan Mathieson


https://uwaterloo.ca/stratford-campus/people-profiles/jim-wilde

http://www.jimdewilde.net/

https://uwaterloo.ca/stratford-campus/people-profiles/arlene-dickinson

http://www.openminds.ca/

https://uwaterloo.ca/stratford-campus/advisory-board/ginny-dybenko

https://uwaterloo.ca/stratford-campus/people-profiles/craig-haney

https://uwaterloo.ca/stratford-campus/people-profiles/tracey-jennings

http://www.pwc.com/ca/en/index.jhtml

https://uwaterloo.ca/stratford-campus/people-profiles/carol-leaman

https://uwaterloo.ca/stratford-campus/people-profiles/gordon-lownds

https://uwaterloo.ca/stratford-campus/people-profiles/martin-lundie

https://uwaterloo.ca/stratford-campus/people-profiles/mayor-dan-mathieson

Mayor of the City of Stratford Dan Mathieson has been the Mayor of Stratford since 2003 and has served on Council since 1995 as a Councillor and Deputy Mayor.

Don McDougall President and CEO, Rambri Management Inc. & eJust Systems Don is President & CEO of Rambri Management, a real estate development company and eJust Systems, a software firm focused on the justice sector, both located in Stratford, Ontario.

Douglas Peers Dean of Arts, University of Waterloo Douglas Peers joined the University of Waterloo on 1 July 2011 as Dean of Arts and Professor of History.

Alan Quarry Chairman, CEO, Quarry Integrated Communications Mentor. Entrepreneur. Writer. Enthusiastic Twitterer.

Dr. Paul Salvini CEO, Accelerator Centre Dr. Paul Salvini is Chief Executive Officer of the Accelerator Centre, a world-renowned not-for-profit facility dedicated to developing and strengthening technology-based businesses. He also holds appointments as Associate Vice President of Research Commercialization at the University of Waterloo and as Adjunct Professor of Computer Science in the Graduate School of Computer Science at the University of Toronto.

Alfredo Tan Group Director, Global Marketing Solutions, Facebook Inc. Alfredo Tan leads a team responsible for strategic marketing relationships with agencies and Fortune 500 companies across Canada.

Kevin Tuer Managing Director, Open Data Institute Kevin Tuer is Managing Director of the Open Data Institute and Vice-President, Digital Media for Communitech.

Chip Vallis Retired President and CEO, Covington Capital Chip Vallis has been an active and respected member of the private equity and venture capital investment world, and is now serving as Chair of the Board of Governors for the Stratford Festival.

Kent Wakely Managing Partner, Fruition Interactive


https://uwaterloo.ca/stratford-campus/people-profiles/don-mcdougall

http://rambri.com/

https://uwaterloo.ca/stratford-campus/people-profiles/douglas-peers

https://uwaterloo.ca/stratford-campus/people-profiles/alan-quarry

https://uwaterloo.ca/stratford-campus/people-profiles/dr-paul-salvini

https://uwaterloo.ca/stratford-campus/people-profiles/alfredo-tan

https://uwaterloo.ca/stratford-campus/people-profiles/kevin-tuer

http://www.communitech.ca/

https://uwaterloo.ca/stratford-campus/people-profiles/chip-vallis

https://uwaterloo.ca/stratford-campus/people-profiles/kent-wakely

Kent Wakely is managing partner of Fruition Interactive. He has been dedicated to helping businesses get found, get leads, grow sales and find true love since 1993.

John Wilkinson President & CEO, Wilkinson Insight Incorporated Former Ontario Cabinet Minister John Wilkinson was first elected in 2003 as the member of Provincial Parliament (MPP) for Perth- Middlesex.

Gary Wreford Vice President - Central Processing Technology, Scotiabank Since 1990, Gary Wreford has worked in the banking industry in Canada originally with National Trust and subsequently with Scotiabank. His current role is Vice President, Central Processing Technology.


https://uwaterloo.ca/stratford-campus/people-profiles/john-wilkinson

https://uwaterloo.ca/stratford-campus/people-profiles/gary-wreford

http://scotiabank.com/cda/index/0,,LIDen_SID19,00.html

Appendix C: Faculty Research (all data is for the previous five years only; sample publications) Philip Boyle Articles

1. Boyle, P., D. Clement & K. Haggerty. 2014. “Iterations of Olympic Security: Montreal and Vancouver.” Security Dialogue 46(2): 109-125

2. Boyle, P. 2012. “Risk, Resiliency and Urban Governance: The 2010 Vancouver Winter Games.” Canadian Review of Sociology 49(4): 350-369

3. Boyle, P. & K.D. 2012. “Planning for the Worst: Risk, Uncertainty and the Olympic Games.” British Journal of Sociology 63(2): 241-259

4. Boyle. P. 2012. “Security.” The Palgrave Handbook of Olympic Studies, pgs. 394-409. Palgrave

5. Vonn, M. & P. Boyle. 2012. “Surveillance in Vancouver: Legacies of the Games.” In A. Doyle, R. Lippert & D. Lyon (eds.), Eyes Everywhere: The Global Growth of Camera Surveillance, pgs. 174-184. Routledge

6. Boyle, P. & K.D. Haggerty. 2011. “Civil Cities and Urban Governance: Regulating Disorder in Vancouver.” Urban Studies 48(15): 3185-3201.

7. Boyle, P. 2011. “Knowledge Networks: Mega-Events and Security Expertise.” In C. Bennett and K.D. Haggerty (eds.), Security Games: Surveillance and Control at Mega-Events, pgs. 184-199. Taylor and Francis.

Research grants “From Protection to Resilience: The Socio-Political Dimensions of Critical Infrastructure Security.” Social Sciences and Humanities Research Council. 2014-2017. $52,287. Lennart Nacke: Articles

1. Nacke, L. E., Bateman, C., & Mandryk, R. L. (2014). “BrainHex: A Neurobiological Gamer Typology Survey.” Entertainment Computing, 5(1), 55–62.

2. Rojas, D., Kapralos, B., Hogue, A., Collins, K., Nacke, L. E., Cristancho, S., … Dubrowski, (2013). “The Effect of Sound on Visual Fidelity Perception in Stereoscopic 3-D.” IEEE Transactions on Cybernetics, 43(6), 1572–83.

3. Engl, S., & Nacke, L. E. (2013). “Contextual Influences on Mobile Player Experience–A Game User Experience Model.” Entertainment Computing, 4(1), 83–91.

4. Kivikangas, J. M., Nacke, L. E., & Ravaja, N. (2011). “Developing a Triangulation System for Digital Game Events, Observational Video, and Psychophysiological Data to Study Emotional Responses to a Virtual Character.” Entertainment Computing, 2(1), 11–16.

5. Nacke, L. E., Stellmach, S., Sasse, D., Niesenhaus, J., & Dachselt, R. (2011). “Logging and Interaction Framework for Gaze-Based Interfaces in Virtual Entertainment Environments.” Entertainment Computing, 2(4), 265–73.

6. Nacke, L. E., Stellmach, S., & Lindley, C. A. (2010). “Electroencephalographic Assessment of Player Experience: A Pilot Study in Affective Ludology”. Simulation & Gaming, 42(5), 632–55.

7. Nacke, L. E., Drachen, A., & Göbel, S. (2010). “Methods for Evaluating Gameplay


Experience in a Serious Gaming Context.” International Journal of Computer Science in Sport , 9 (2). Retrieved from http://hci.usask.ca/uploads/174-Methods-for-Evaluating-Gameplay-Experience-in-a-Serious-Gaming-Context.pdf

Book chapters

1. Nacke, L. E. (2013). An Introduction to Physiological Player Metrics for Evaluating Games. In M. Seif El-Nasr, A. Drachen, & A. Canossa (Eds.), Game Analytics - Maximizing the Value of Player Data (585–619). Berlin, Germany: Springer London.

2. Nacke, L. E., & Grimshaw, M. (2011). Player-Game Interaction Through Affective Sound. In M. N. Grimshaw (Ed.), Game Sound Technology and Player Interaction: Concepts and Developments (264–85). Hershey, PA, United States: IGI.

Books, Journals, Conference Proceedings edited:

1. Nacke, L. E., Deterding, S., & Randall, N. (Eds.). (2015). Special Issue of Computers in Human Behavior: Gamification: Gameful Design, Research, and Applications.

2. Christou, G., Zaphiris, P., Lai-Chong Law, E., Nacke, L. E., Geerts, D. (2015). Designing and Evaluating Sociability in Online Video Games. In Special Issue of Computers in Human Behavior.

3. Nacke, L.E., Harrigan, K., Randall, N. (Eds.). (2013). Conference Proceedings of Gamification 2013: Gameful Design, Research, and Applications. Stratford, ON, Canada: ACM.

Jessica Thompson: Publications:

1. Jessica Thompson. (2015). “Mobile Sound and (Re)Making Place.” Wi: Journal of Mobile Media, Vol. 9 NO. 2. Audio Mobility. 9(2)

2. Jessica Thompson. (2014). “Swinging Suitcase (Precarious Performance).” KAPSULA Special Issue: Acting Out (This Could Be the Place). 3(3)

3. Jessica Thompson. (2013). “Mobile Sound and Locative Practice.” Leonardo Music Journal. 23(Sound Art): 14-15.

Presentations

1. 2014 ISEA 2014: Location, Zayed University, Dubai 2. 2014 This Could be the Place (Curated by Ivan Jurakic and Bojana Videkanic, with Lisa

Birke, Adrian Blackwell, Terrance Houle, and Johannes Zits) UWAG for the 2014 CAFKA Biennial

3. 2013 Art & the Viewser (Curated by George Roland and Darren Lee Miller) with Pippin Barr, Jeremy Boyle, Molleindustria (Paolo Pedercini), George Roland, & Erik Sanner. Allegheny College Art Galleries, Meadville, PA

4. 2013 The Persistence of Peripateticism: Artists’ Walks (Curated by Earl Miller, with works by Marina Abramović, Janet Cardiff & Georges Bures Miller, Hamish Fulton, Neil Goldberg, General Idea, Lucy Gunning, Richard Long, Gwen MacGregor, Sandra Rechico, Danica Phelps, and Samuel Rowlett) Dorsky Gallery Curatorial Programs, New York

5. 2013 Audible Edifices (with Fransico Lopez, Peter Cusack, Pauline Oliveros and Yutaka Makino, Curated by Samson Young) School of Creative Media, City University of Hong Kong


http://hci.usask.ca/uploads/174-Methods-for-Evaluating-Gameplay-Experience-in-a-Serious-Gaming-Context.pdf

http://hci.usask.ca/uploads/174-Methods-for-Evaluating-Gameplay-Experience-in-a-Serious-Gaming-Context.pdf

6. 2012 Genius Loci (Curated by Stuart Keeler, with Yael Brotman, Susan Collacott, Kara Hamilton, Micah Lexier, Immony Men, Don Maynard, Jon Sasaki, Aman Sandhu, Swapnaa Temhane, and Gu Xiong) Art Gallery of Mississauga

7. 2011 SID Exhibition (Curated by Trond Lossius and Frauke Behrendt) New Interfaces for Musical Expression (NIME) & Bergen Center for Electronic Arts (BEK), Norsk Teknisk Museum, Oslo

8. 2010 Beyond/In Western New York Biennial, Buffalo, NY 9. 2010 3-Sided Square (Curated by Darren Copeland) Toronto (new music) Marathon,

Toronto 10. 2010 Beyond the Multitude (Curated by Jordan Dalton) Buffalo, New York

Research Grants 1. 2015/7 Co-investigator Canadian Foundation for Innovation, Grant Funding Sources:

Canada Foundation for Innovation (CFI) 2015 Innovation Fund Total Funding - 616,306 Co-investigator : Lank, Edward; Terry, Michael; Tingley, Jane; Principal Investigator : Vogel, Daniel

2. 2014/5 - 2016/4 Principal Applicant Lois Claxton Humanities and Social Sciences Award, Grant Funding Sources: University of Waterloo Bob Harding and Lois Claxton Humanities and Social Sciences Endowment Fund Total Funding - 5,400

3. 2014/7 - 2014/12 Principal Applicant UW/SSHRC Travel Grant, Grant Funding Sources: University of Waterloo UW/SSHRC Travel Grant Total Funding - 1,400

4. 2012/1 - 2013/1 Principal Applicant Mid-Career Visual Arts Grant (Short-listed for the K.M. Hunter Prize in Visual Art), Grant Funding Sources: Ontario Arts Council (Agency of the Ministry of Culture of Ontario) Grants to Visual Artists Total Funding - 7,500

Jane Tingley: Solo Exhibitions

1. Plant(iPod)Installation (selected) Curator: Jennifer Gibson 2012 IC03 Gallery at the University of Winnipeg, MB. CA

2. Plant(iPod)Installation (selected) Curator: Griffith Aaron Baker 2011 Estevan Art Gallery, Estevan, Saskatchewan, Canada

3. Solar Branch Prosthetic - Installation and opening exhibition 2010 Marnay-Sur-Seine, Aube, France

Group Exhibitions and Festivals 1. ISEA 2014 - Installation: Re-Collect (selected) 2014 Cuadro Gallery. Dubai, United Arab

Emirates. 2. Currents International New Media Festival - Installation: Re-Collect (selected) 2014

Curators : Frank Ragano and Marriannah Amster. Produced by Parallel Studios El Museo Cultural de Santa Fe, New Mexico, USA.

3. Despertar/Éveil/Alive – Installation Peripheral Response (invited) 2014 Curator: Sylvie Parent. Produced by Groupe Molior and Automatica SESC SANTANA. São Paulo, Brazil. Catalogue produced

4. Culture Hub Art + Tech Festival – Installation: Re-Collect (selected) 2013 LaMaMa – 46th Great Jones St NYC, NY. USA.


5. Indie Cade (International Festival for Independent Games) – Propinquity (selected) 2013 IndieCade Village in Culver City, L.A. CA. USA

6. BostonFIGS (Festival for Indie Games) – Propinquity (selected) 2013 MIT Stratton Student Center - 84 Massachusetts Ave, Cambridge, MA. USA

7. Quebec Numérique – Propinquity (invited) 2013 BXL at Bozar, Brussels during BEAF 2013 (Bozar Electronic Arts Festival), Belgium

8. Come Out and Play San Francisco – Propinquity (selected) 2012 SOMarts, San Francisco, CA. USA.

9. MIGS – The Montréal International Games Summit – Propinquity (selected) 2012 The Hilton, Montréal, QC. CA.

10. Joue le Jeu – Propinquity (invited) 2012 Curator: Cindy Poremba, Heather Kelley and Lynn Hughes. Gaîté lyrique Paris, France

11. TechnoSensual – DareDroid 2.0 and 1.0 (Invited) 2012 Curator: Anouk Wipprecht. MuseumsQuartier, Vienna, Austria. Catalogue produced

12. Dutch Film Festival – DareDroid (invited) 2012 Curator: Ninke Bloemberg, Centraal Museum Utrecht, NL

13. Night of the Nerd – DareDroid (invited) 2011 Event Director: Patrick Praaning, NEMO, Amsterdam NL

14. Next Move/ Prochain mouvement – DareDroid (invited) 2011 Curator: Kokoromi and Lynn Hughes. Gaîté lyrique Paris, France

15. TransLife – Triennial of Media Art China 2011 – Plant(iPod)Installation (selected) 2011 Curator: Zhang Ga. National Art Museum of China, Beijing. China Organized by Group Molior Catalogue produced

16. Elektra Festival 2011 – DareDroid (invited) Director: Alain Thibault 2011 Montréal, Québec, Canada

17. Roboexotica – DareDroid (invited) Curator: Monochrom. Vienna, Austria 2010 18. Paraflows.10 exhibition - Mind and Matters 2010 (invited) Curator: Monochrom.

Künstlerhaus Vienna, Austria Presented : Body;trichobothria – Catalogue produced 19. Around the Frayed Edges - Agnes Jamieson Gallery Minden, Ontario 2010 Curated by

Laurie Carmount Presented: Body; trichobothria. – Catalogue produced

Research Grants 1. iNTERFACES - Interactive Art Competition – First Prize awarded to Re-Collect 2015

Research Center for Science and Technology of the Arts (CITAR) School of the Arts of the Portuguese Catholic University, Porto, Portugal

2. Canada Council for the Arts– Research/Creation Grant – New Media Section 2014 3. SSHRC – Research/Creation Grant 2014 4. Conversation Award for Best Interaction at Roboexotia 2010 5. Canada Council for the Arts – Travel Grant – Media Arts Section and Visual Arts Section 2007-

12 6. Conseil des Arts et letters de Québec – Travel Grant – Media Arts Section 2009-12

MDEI Research Assistants: Sam Qorbani (2015), Jenna Vikse (2015) Gerald Voorhees


Books 1. G. Voorhees, J. Call and K. Whitlock, (Eds.) 2012. Dungeons, Dragons and Digital

Denizens: Digital Role-playing Games. NYC: Continuum International Publishing. 2. G. Voorhees, J. Call and K. Whitlock, (Eds.) 2012. Guns, Grenades and Grunts: First

PersonShooter Games. NYC: Continuum International Publishing. Articles

1. G. Voorhees. 2014. “Play and Possibility in the Rhetoric of the War on Terror: The Structure of Agency in Halo 2.” Game Studies: The International Journal of Computer Game Research 9 (2). http://gamestudies.org/1401

2. G. Voorhees. 2012. “Rhetorical Games and Gamic Rhetorics.” Communication +1 1(1). http://scholarworks.umass.edu/cpo/vol1/iss1/

3. G. Voorhees. 2009. “I Play therefore I Am: Sid Meir’s Civilization, Turn Based Strategy Games and the Cogito.” Games and Culture 4 (3): 254-275.

4. G. Voorhees. 2009. “The Character of Difference: Procedurality, Rhetoric and Roleplaying Games.” Game Studies: The International Journal of Computer Game Research 9 (2). http://gamestudies.org/090

Book Chapters

1. G. Voorhees. 2012. “Neoliberal Multiculturalism in Mass Effect: The Government of Difference in Digital Role-Playing Games.” In Dungeons, Dragons and Digital Denizens: Digital Roleplaying Games, edited by Gerald Voorhees, Josh Call and Katie Whitlock, 259-277. NYC: Continuum International Publishing

2. G. Voorhees. 2012. “Monsters, Nazis and Tangos: The Normalization of the First-Person Shooter.” In Guns, Grenades and Grunts: First Person-Shooter Games, edited by G. Voorhees, J. Call and K. Whitlock, 89-111. NYC: Continuum International Publishing.

3. G. Voorhees. 2012. “Criticism and Control: Procedure, Process and Possibility Space.” In M. Wysocki, Ed., 9-20. Ctrl-Alt-Play: Essays on Control in Video Gaming. Jefferson, NC: McFarland.

Research Grants 1. Gerald Voorhees. “Mapping Gender Identity in Digital Games.” Insight Development

Grant; 4A Status. $8000 from University of Waterloo. 2015 Jennifer Whitson Journal Articles and Published Proceedings

1. Whitson, Jennifer R., and Simon, Bart. (2014) "Game Studies meets Surveillance Studies at the Edge of Digital Culture: An Introduction to a special issue on Surveillance, Games and Play.” Surveillance & Society. 12(3): 309-19.

2. Whitson, Jennifer R. (2013). "The Console Ship is Sinking and What this Means for Indies". Loading. 7(11) 123-30.

3. Whitson, Jennifer R. (2013). "Gaming the Quantified Self". Surveillance & Society. Special Issue on Surveillance Futures 11(1/2). http://library.queensu.ca/ojs/index.php/surveillance-andsociety/article/view/gaming


http://gamestudies.org/1401

http://scholarworks.umass.edu/cpo/vol1/iss1/

http://gamestudies.org/090

https://connect.uwaterloo.ca/owa/redir.aspx?C=srsvDKOqTkG80dwN6qRX13bIgJeJltIIg3cu81VT0dzBMqE_m2U-PCi2xZAglY2SDBvfr1kh0HM.&URL=http%3a%2f%2flibrary.queensu.ca%2fojs%2findex.php%2fsurveillance-andsociety%2farticle%2fview%2fgaming

https://connect.uwaterloo.ca/owa/redir.aspx?C=srsvDKOqTkG80dwN6qRX13bIgJeJltIIg3cu81VT0dzBMqE_m2U-PCi2xZAglY2SDBvfr1kh0HM.&URL=http%3a%2f%2flibrary.queensu.ca%2fojs%2findex.php%2fsurveillance-andsociety%2farticle%2fview%2fgaming

4. (second author) Dormann, Claire, Whitson, Jennifer R., and Neuvian, Max. (2013). "Once More with Feeling: Design patterns for affective play". Games & Culture 8(4): 215-37. http://gac.sagepub.com/content/8/4/215

5. (co-author) Greenspan, Brian and Whitson, Jennifer R. (2013). "Whether to Play or Preserve the Past?: Creating The Forgotten Worker Quest". In Foundations of Digital Games. (Chania, Crete, May 14-17, 2013). New York, NY: ACM.

6. (first author) Whitson, Jennifer R., and Dormann, Claire. (2011). "Social Gaming for Change: Facebook Unleashed". First Monday 16 (10). http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3578/3058

7. Whitson, Jennifer R. (2010). "Rule Making and Rule Breaking: Game Development and the Governance of Emergent Behaviour". Fibreculture, 16. http://sixteen.fibreculturejournal.org/rule-making-and-rule-breaking-gamedevelopment-and-the-governance-of-emergent-behaviour/

Book Chapters 1. Whitson, Jennifer R. (2015). "Foucault's Fitbit: Governance and Gamifcation." In S.

Walz and S. Deterding (Eds.), The Gameful World. Boston MA: MIT Press. 340-58. 2. Whitson, Jennifer R. (2011). "La Révolution des Jeux Sociaux". In C. Perraton, M.

Fusaro and M. Bonenfant (Eds.), N. Roy (Trans.), Socialisation et Communication dans les Jeux Vidéo. Montréal QC: Presses de L'Université de Montréal. 41-64.

3. (second author) Dormann, Claire, Whitson, Jennifer R., and Biddle, Robert. (2011) "Computer Games for Affective Learning". In P. Felicia (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. Hershey PA: IGI Global. 261-82.

4. Whitson, Jennifer R. (2010). "Surveillance and Democracy in the Digital Enclosure". In K. D. Haggerty and M. Samatas (Eds.), Surveillance and Democracy. Oxford: Routledge. 231-46.

Research Grants 1. (2015) UW SSHRC Seed Research Grant ($5,000) "Players Profit and Privacy:

Understanding how the Digital Game Industry uses Big Data and Analytics" 2. (2015) UW SSHRC Travel Grant ($800) - to present at International Association of

Communications and Media Researchers Conference " Re-Appropriating Big Data: Independent Game Developers' Strategic Use of Analytics."

3. (2015) Joined IMMERSe Research Network, grant of $4000 for pilot project with Industry Partner, the IndieMEGABOOTH (www.indiemegabooth.com) "Indie Interfaces: Examining Independent Game Developer Support Networks"

4. (2014) UW Faculty of Arts Start-up Grant ($8000) 5. (2014) GRAND NCE Young Investigator's Award ($5000) 6. (2012) Concordia University Faculty of Arts and Science Postdoctoral Fellowship

Top-Up Award ($5,000) 7. (2012-2014) - SSHRC Postdoctoral Fellowship ($81,000) for "Surveillance Games:

Conflicts between privacy, security and the video game Industry's information economy".


https://connect.uwaterloo.ca/owa/redir.aspx?C=srsvDKOqTkG80dwN6qRX13bIgJeJltIIg3cu81VT0dzBMqE_m2U-PCi2xZAglY2SDBvfr1kh0HM.&URL=http%3a%2f%2fgac.sagepub.com%2fcontent%2f8%2f4%2f215

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APPENDIX D: MDEI STUDENT ENROLMENT

Incoming (new) studentsFT PT TOTAL

2011/12 16 N/A 162012/13 16 3 192013/14 18 10 282014/15 21 5 262015/16 30 4 34 PROJECTEDTOTAL 101 22 123


Total Enrollment (including upper year PT)

2011/12 162012/13 192013/14 312014/15 362015/16 39 Projected

141


Breakdown Incoming Domestic/Visa studentsDomestic Visa TOTAL

2011/12 14 2 162012/13 14 5 192013/14 19 9 282014/15 18 8 262015/16 13 21 34 ProjectedTOTAL 78 45 123


Countries of OriginBangladesh China Cyprus Finland Ghana India Iran

2011/12 12012/13 2 1 12013/14 8 12014/15 4 12015/16 Projected 1 6 1 1 1 1 1TOTAL 1 21 1 1 2 4 1


Nigeria Pakistan Saudi ArabZimbabwe11

33 4 1 13 9 1 1


Number admitted through alternate entry point2011/12 N/A2012/13 N/A2013/14 02014/15 12015/16 1TOTAL 2


Graduates2011/12 162012/13 162013/14 212014/15 31 Projected (students convocate in October)TOTAL 84


Master of Peace and Conflict Studies

Two Year Progress Report

Prepared for:

Jim Frank, Associate Provost, Graduate Studies

&

Doug Peers, Dean, Faculty of Arts

Submitted by:

Lowell Ewert, Director of Peace and Conflict Studies

Conrad Grebel University College

September 8, 2015


Table of Contents Executive Summary ....................................................................................................................................... 4

MPACS Admission Statistics .......................................................................................................................... 6

International Presence in Applicant Pool ..................................................................................................... 6

Domestic and International MPACS Students .............................................................................................. 7

Gender .......................................................................................................................................................... 9

Conflict Management Certificate Program ................................................................................................... 9

New Faculty Member Hired in June 2015 ..................................................................................................... 9

Graduates of the MPACS program ................................................................................................................ 9

Alumni ......................................................................................................................................................... 10

Anticipated Major Future Initiatives ........................................................................................................... 10

Rotary Scholarships........................................................................................................................... 10

Other Scholarships ............................................................................................................................ 11

Rotary International Peace Centre ................................................................................................... 11

Courses Taken Outside of MPACS ............................................................................................................... 11

Skills Training Workshop Course ................................................................................................................. 12

Internships .................................................................................................................................................. 12

Spring 2013 ....................................................................................................................................... 13

Spring 2014 ....................................................................................................................................... 13

Fall 2014 ........................................................................................................................................... 14

Winter 2015 ...................................................................................................................................... 14

Spring 2015 ....................................................................................................................................... 15

Fall 2015 ........................................................................................................................................... 15

Peace Scholars ............................................................................................................................................ 15

Winter 2013 Peace Scholars ............................................................................................................. 15

Fall 2013 Peace Scholars ................................................................................................................... 15


Fall 2014 Peace Scholars ................................................................................................................... 16


MPACS Scholarships .................................................................................................................................... 16

2012-2013 Awards ............................................................................................................................ 17

2013-2014 Awards ............................................................................................................................ 17

2014-2015 Awards ............................................................................................................................ 18


Research Colloquiums ................................................................................................................................. 19

MPACS Events and Conferences ................................................................................................................. 19

Thursday Peace Talks ........................................................................................................................ 19

Peace and Justice Studies Association Conference ........................................................................... 20

MPACS Student Society ..................................................................................................................... 20

World War I and Contemporary Policy on War and Peace (September 24-26, 2014) ...................... 20

Program Challenges and Adjustments ........................................................................................................ 21

Entrance average .............................................................................................................................. 21

Directed Readings Course ................................................................................................................. 21

Scholarship Funding .......................................................................................................................... 21

International Students ...................................................................................................................... 22

Mental Health Issues ........................................................................................................................ 22

MPACS Required Core Courses ......................................................................................................... 22

Conclusion ................................................................................................................................................... 23


Executive Summary Since the Master of PACS (MPACS) program began in September 2012, the program has enrolled three academically solid, culturally diverse, and cohesive cohorts cumulatively totaling 50 graduate students. In total, 39 students over these first three entering classes enrolled full-time, of which 6 were international students. An additional 11 part-time students, all of who were Canadian or Permanent Residents, have enrolled.

The MPACS program is a four term, ten course professional program, which means that two cohorts of full-time students have completed their studies as of the preparation of this report. Of the 27 full-time students who enrolled in the first two cohorts, 24 have graduated, and 3 students withdrew from the program for various reasons.

We have received approximately 40 applications for admission each year, which in the last two years (2013-14 and 2014-15) has been almost evenly split between Canadian or Permanent Resident and international applicants. We have extended an average of 23 full-time offers per year, enrolling an average of 13 full-time students. The program has attracted a diverse group of applicants in terms of nationality, religion, age, and experience. The average age of an entering MPACS student is 36.

The optional internship has been a significant reason why students are attracted to MPACS. Internships typically are held during the Spring term, and by the end of the first three Spring terms of the MPACS program, some 27 students have interned with 23 different organizations in 10 countries. Of these, 14 internships were in Canada and 13 were internationally based.

Four different departments of the University of Waterloo provide cross-listed course for MPACS and this partnership has been very beneficial. Students have additionally taken an occasional course at the University of Guelph, University of Toronto and Eastern Mennonite University in the US. PACS sponsored 47 noon hour brown bag Thursday Peace Talks for MPACS students during the first three full years of operation, an average of eight per Fall and Winter terms. These talks expose students to interesting peace workers, working on unique projects, in multiple regions of the community and world. Graduates of the program have gone on to find work with organizations as diverse as Carizon Family and Community Services, Nobel Women’s Initiative, Mennonite Economic Development Agency (MEDA), Service Canada, and The Food Bank of Waterloo Region.

The program as conceptualized and envisioned has fulfilled its anticipated mission with minimal hiccups. A few challenges we have encountered are as follows. First, we realized that the MPACS admissions requirement of an entrance average of 78% in the last 20 undergraduate courses, higher than University of Waterloo mandate, served little purpose. As a result we received the approval of the Graduate Affairs Group to make incoming averages consistent with the University of Waterloo guidelines of 75%. Second, we are in process of proposing the addition of a Directed Readings course to assist students who want to enroll in an alternative to an internship during the Spring term as they have few other options. Third, we have become


increasingly aware that MPACS is unable to be as competitive as we would like in recruiting top students as we are only providing scholarships of roughly half tuition for full-time students. The best students are frequently able to secure better funding from other programs.

Fourth, we highly value international students and have become more cognisant over the past few years that most international students need more support from MPACS staff and faculty than we had anticipated. Fifth, we have become responsive to the importance of mental health issues and have taken steps to educate our staff and faculty to be more alert to these challenges. Lastly, as a small program, we are aware that we cannot always offer the number of required and elective courses students prefer and have explored some possible scenarios increasing the flexibility of the program, but there is no internal consensus yet if we should make any changes to reflect these concerns.

The bottom line is that we are aware of no significant issues about the viability, mission or integrity of the MPACS program and have no plan to make any major change. The program is accomplishing what we had hoped it would do when it was proposed. We have received much positive feedback from students about the program, course offerings, curriculum, and the overall MPACS experience, and are committed to continue to improve the program as we are able.

More specific details that document the above conclusion follow.


MPACS Admission Statistics Since the beginning of the Master of Peace and Conflict Studies program we have received a stable and adequate number of applications. The average number of full and part-time applications over the first four years of recruitment (2012 to the entering class of 2015) has been 40 applicants. The chart below illustrates the total number of applicants, broken down between full and part-time.

International Presence in Applicant Pool There has also been a strong international interest in our program. The Fall 2014 and 2015 admission cycles show almost half of the applicants were international students.

22

4439

34

7

25

5

0

5

10

15

20

25

30

35

40

45

50

2012 2013 2014 2015

APPLICATIONS: FULL-TIME/PART-TIME

# of Full-Time # of Part-Time

21

27

2320

8

1921

19

0

5

10

15

20

25

30

Fall 2012 Fall 2013 Fall 2014 Fall 2015

Applications: Canadian/International

Canadian International


MPACS has extended an average of 23 full-time offers to applicants each year. In 2014, a significant number of applicants who were given offers either declined or chose to accept a competing offer instead. Many of those who declined offers indicated that they were the recipients of larger scholarships from competing programs.

Domestic and International MPACS Students One of the cornerstones of the MPACS program is its diverse student population. While we have a strong domestic student demographic, MPACS also desires to recruit a strong group of international students and Permanent Residents who are part of our cohorts each year that add to the culture of MPACS. We find that the international experience of Permanent Residents is often similar to that of international students, and hence Permanent Residents, or students who were born outside of Canada but have become Canadian by choice, often enhance the global flavour of MPACS as much as international students do. The following chart illustrates the comparison of Canadian, Permanent Resident, and international students who have enrolled in the program. Using this analysis, almost one-third of MPACS students are international, Permanent Resident, or were born outside of Canada.

17 17 11 14

68

188

0

5

10

15

20

25

30

35

2012 2013 2014 2015

Full-Time Offers Extended

Accepted Offer Declined Offer

MPACS Cohort Fall 2013 MPACS Cohort Fall 2013


Along with the ethnic diversity within our classrooms we also have a wide range of age groups. We look to create an interesting learning environment by having students enter directly from undergraduate degrees, those with a degrees and a few years of work/ international opportunities, and those with many years of experience returning to school. The average age of an MPACS student is 36.

1314

10

14

12

34

1

3

1 1

0123456789

101112131415


MPACS Student Demographics

Canadian International Permanent Resident

31.5

39

28.5 27

4143.5

3739

0

5

10

15

20

25

30

35

40

45

50


Age of MPACS Students

Full-Time Average Part-Time Average


Gender The gender make up of each cohort varies from year to year. Typically we have 10 female students and 7 male students in the MPACS program. This year we will have a strong contingent of female students.

Conflict Management Certificate Program The Conflict Management Certificate Program also continues to be a valuable source of referrals for the Master of Peace and Conflict Studies program. It has also been a great feeder program to MPACS and brings students with experience in conflict management and those wanting to return to school. We have received 9 MPACS students since the program began that have taken workshops with the Certificate Program and decided to pursue an MPACS degree.

New Faculty Member Hired in June 2015 With the expansion of the undergraduate and Master’s program in PACS, the Conrad Grebel University College Board of Governors approved the hiring of Dr. Jennifer Ball as Assistant Professor in Peace and Conflict Studies (PACS). Ball comes with significant experience in the field with research in Africa and has worked in rural Ontario dealing with conflict related natural resource management, such as land use, water quality and wind turbine installations.

Graduates of the MPACS program In June of 2014 we had our first graduates from the Master of Peace and Conflict Studies program. This included 9 full-time students and 1 part-time, and as of October 2014, 1 more part-time MPACS student graduated. In June 2015, MPACS saw 14 more full-time students and 1 part-time student graduate from the program and in October of 2015 we will have 1 more MPACS student graduate. Including the part-time graduate, and student who will graduate next month in October 2015, this brings the total to 26 MPACS alumni at the time of this report.

7

11

6

14

6

8 8

4

0

2

4

6

8

10

12

14

16


Gender Ratio in MPACS

Female Male


Alumni Graduates from the first two cohorts of students who have already graduated have gone on to work with civil society organizations such as Mennonite Coalition for Refugees Support (MCRS), Global Peace Centre Canada, Carizon Family and Community Services, Nobel Women’s Initiative, Mennonite Economic Development Agency (MEDA), Service Canada, The Food Bank of Waterloo Region, the University of Waterloo, and Meal Exchange. Three others have been admitted into PhD programs; Global Governance at the Balsillie School of International Affairs, Peace and Conflict Studies at the University of Manitoba, and University of Leiden, Netherlands. Of our graduates, several have gone on to pursue further education in a related field and 15 have been successful in finding employment within the field of peacebuilding and civil society.

Anticipated Major Future Initiatives There are three major initiatives that have been discussed within Conrad Grebel University College and the PACS program.

Rotary Scholarships There is a critical need for MPACS to be able to provide greater financial assistance to MPACS applicants. Five local Rotary Clubs in the Kitchener Waterloo region have agreed to collaboratively fund what is known as a Rotary Scholarship for students attending the Balsillie School of International Affairs, MPACS, and skills workshops for graduate students offered by the Certificate Program in Conflict Management managed by the PACS program. The amount of money available each year varies, but is anticipated that approximately $7,000 will be available to an MPACS student over each of the next several years. Local Rotary clubs agreed to

11

16

9

15

21

0

2

4

6

8

10

12

14

16

18

Fall 2012 Fall 2013

Completion Rates of Full-Time Students

# of enrolled in September # of Graduates # of Drop outs


fund these scholarships in order to begin making the case that the Waterloo region is the right place for Rotary International to name a seventh international peace centre.

Other Scholarships Conversations are ongoing about the development of several additional possible scholarships to support MPACS students. First, we have been in contact with the Organization of American States (OAS) which may provide scholarships to citizens of OAS member states to enroll in MPACS. MPACS is prepared to commit to offering two admissible OAS approved applicants per year up to half tuition scholarships, with the OAS providing the balance of funding needed. Second, the Daughters for Life Foundation, based in Toronto, has expressed interest in exploring collaboratively funding scholarships for admissible Middle Eastern women into MPACS. Third, PACS has been in regular communication with Ziauddin Yousafzai, the father of Nobel Peace Prize winner Malala Yousafzai, about the establishment of a scholarship for women who come to MPACS from a region of conflict. The first award per these conversations is set to be given out during the 2015-16 academic year. Our hope is that this scholarship will continue long-term.

Rotary International Peace Centre Rotary International, an association comprising over 30,000 Rotary Clubs, and over 1.2 million members from more than 200 countries and geographic regions around the world, has named six Rotary Peace Centres (located in Japan, U.S., England, Australian, Sweden, and Thailand) as places where admissible Rotary scholars can enroll, and receive full Rotary funding. The 50 Rotary scholarships awarded annually are very highly competitive, and the schools named as Peace Centres are among the best known global programs. There appears to be very strong local interest on the part of Rotary clubs in the Waterloo region to support an initiative of PACS and BSIA to develop a cooperative proposal to be named as a new seventh Rotary Peace Centre. Rotary has not yet committed that they are open to expanding the number of centres they support, or that they would support a new centre in the Northern Hemisphere, but we believe that there is merit to fully exploring this possibility. The 2018 annual Rotary International Conference, that is expected to bring together over 25,000 Rotarians from around the world, will be held in Toronto, and the local feeling is that 2018 is a reasonable target for proposing the establishment of a new centre. If PACS and BSIA would be fortunate enough to be named as a new centre, it would propel MPACS into immediately recognized global status.

Courses Taken Outside of MPACS Master of PACS students have completed courses offered in four collaborating departments that have cross-listed courses with MPACS (Global Governance, Political Science, Development Practice and Theological Studies). Students additionally have complete courses at three other universities not formally connected to MPACS including University of Toronto, University of Guelph, as taken through OVGS, and Eastern Mennonite University as a course transfer.


Skills Training Workshop Course As a professional program, MPACS stresses the development of practical skills. As such, the MPACS program was developed to enable students to enroll in PACS 626: Conflict Resolution Skills Training, which is a quarter credit course (0.25) offered each term. Students are able to enroll in this course, participate in workshops and complete additional course work pertaining to the subject matter of the workshop. This course is marked on a credit/no credit basis, and supervised by a professional mediator who is also a skills trainer and a PACS sessional. Since the program began, 17 MPACS students have enrolled in PACS 626: Conflict Resolution Skills Training and have taken a total of 33 workshops. Such workshops include Transformative Mediation, Narrative Mediation, Mediating Groups in Dispute, Developing a Restorative Justice Worldview, and Circle Process Mediation.

Internships According to our informal survey of entering MPACS students, one of the most appealing aspects of the program is the optional internship that allows students to pursue a specific work experience of interest to them. The MPACS Internship Coordinator works with students to help them identify a particular internship experience that best enables a student to accomplish their learning and career objectives. Each internship is unique. There are no cookie cutter placements where students are expected to follow on the heels of another MPACS intern. Once a suitable internship has been identified, the PACS Administrative Group that is tasked with providing oversight to the program, vets the students proposal, and assigns a faculty supervisor to provide regular oversight to the student. Internships typically represent an additional cost to students, and subject to available budget, MPACS provides additional support for interns per the following guidelines:

International Internships $3,000 Local Internship - International Student $1,500 Local Internship - Domestic Student (if requested) $300 Local Internship (with commute) -- Domestic Student $750 Domestic Internship - International Student $2,000 Domestic Internship - Domestic Student $1,500 The internship course is worth one full credit (the equivalent of two courses). In Fall 2012, Internship guidelines were developed for students and mentors in host organizations and the program was promoted among students. Students were asked to submit their Internship proposals by January 15 and proposals were considered by the PACS Administrative Group at the January and February PACS AG meetings. Since Spring 2013 when the first group of interns began their work to present term MPACS has had a total of 27 internships in 23 different places from 3 cohorts of students. In order for students to successfully complete an internship, they


must submit a comprehensive reflective journal tracing their learning and write an academic paper surrounding a topic pertaining to their internship. These past internships include: Spring 2013

• Rod Friesen o Mennonite Coalition for Refugee Support (MCRS) – Kitchener, Canada o Faculty Supervisor: Reina Neufeldt

• Patricia Dorsey o Mennonite Central Committee (MCC) Circle of Friends – Kitchener, Canada o Faculty Supervisor: Marlene Epp

• Babina Kharel o Residential Energy Efficiency – Kitchener, Canada o Faculty Supervisor: Reina Neufeldt

• Ellen Sikorski o Free the Children – Toronto, Canada o Faculty Supervisor: Marlene Epp

• Rachel Reist o School of the Americas Watch – Washington, D.C., United States o Faculty Supervisor: Marlene Epp

• Noe Gonzalia o SembrandoPaz – Bogota, Colombia o Faculty Supervisor: Reina Neufeldt

• Jahan Zeb o Ghandi Peace Festival – Hamilton, Canada o Faculty Supervisor: Nathan Funk

• Melody Chen o Ethnos Asia Ministries – Bangkok, Thailand o Faculty Supervisor: Nathan Funk

Spring 2014 • David Eagle

o Mennonite Economic Development Associates (MEDA) – Kitchener, Canada and Tanzania

o Faculty Supervisor: Reina Neufeldt • Shinjita Alam

o Mennonite Coalition for Refugee Support (MCRS) – Kitchener, Canada o Faculty Supervisor: Reina Neufeldt

• Alexandra Bly o Polaris Institute – Ottawa, Canada o Faculty Supervisor: Marlene Epp

• Martha Ferguson o Centre for Peace and Conflict Studies – Siem Reap, Cambodia o Faculty Supervisor: Reina Neufeldt

• Yelena Gyulkhandanyan


o Search for Common Ground – Washington, DC, United States o Faculty Supervisor: Marlene Epp

• Darren Kropf o Border Peace School – Cheorwon, South Korea o Faculty Supervisor: Lowell Ewert

• Wali Muhammad o Peace and Education Foundation/ICDR – Islamabad, Pakistan o Faculty Supervisor: Lowell Ewert

• Kaylee Perez o Walk with Me Canada – Hamilton, Canada o Faculty Supervisor: Marlene Epp

• Lorena Rodriguez o United Nations Support to the Khmer Rouge Trials – Phnom Penh, Cambodia o Faculty Supervisor: Reina Neufeldt

• Janelle Saldanha o Community Justice Initiatives – Kitchener, Canada o Faculty Supervisor: Lowell Ewert

• Marijana Tomic o FCJ Refugee Centre – Toronto, Canada o Faculty Supervisor: Marlene Epp

• Soroosh Vafapoor o St. Stephen’s Community House –

Toronto, Canada o Faculty Supervisor: Lowell Ewert

Fall 2014 • James Janzen

o Centre for Peace and Conflict Studies – Siem Reap, Cambodia

o Faculty Supervisor: Reina Neufeldt

Winter 2015 • Cris Fox

o Community Justice Initiatives – Kitchener, Canada

o Faculty Supervisor: Lowell Ewert

James Janzen in Cambodia


Spring 2015 • Chinenye Chukwuma-Nwuba

o Community Justice Initiatives—Kitchener-Waterloo o Faculty Supervisor: Lowell Ewert

• Issa Ebombolo o Refugee Alliance – Meheba, Zambia o Faculty Supervisor: Nathan Funk

• Mike Southcott o United Nations Population Fund -- Geneva, Switzerland o Faculty Supervisor: Reina Neufeldt

• Menke Meijer o UN Women Initiative – Beijing, China o Faculty Supervisor: Reina Neufeldt

Fall 2015 • Vik Suagh

o United Nations International Strategy for Disaster Reduction (UNISDR)—Bangkok, Thailand

o Faculty Supervisor: Nathan Funk

Peace Scholars The Master of PACS Peace Scholar program was established to give MPACS students the opportunity to gain research experience and earn a modest sum for their work ($1,000 for 30 hours of work). Faculty members are invited to submit proposals for research projects requiring an assistant. MPACS students are then invited to submit applications and are paired with supervising faculty members by the PACS Administrative Group. We have had 18 students working directly with faculty members on research projects since Winter 2013. These projects include: Winter 2013 Peace Scholars

• Babina Kharel, worked with Lowell Ewert on Evaluation Instruments and Disability research.

• Rachel Reist, worked with Reina Neufeldt on Collaborative Learning research (MCC Nigeria and Conrad Grebel).

• Jahan Zeb, worked with Nathan Funk on the Centre for the Study of Religion and Peace research.

Fall 2013 Peace Scholars • Darren Kropf, worked with Marlene Epp on her project, “Canadian Mennonites and the

First World War.” • Jessica Dyck, worked with Reina Neufeldt on her project, “Collaborative Project:

Nurturing Reflective and Effective Practice” (MCC Nigeria and Conrad Grebel).

“I love being here, I feel like I'm accomplishing such amazing things. I used to be very insecure about myself and my work, didn't know if I could ever be competent in our field and now since this internship I feel like I can take on anything.” – Menke Meijer, UN Women, Spring 2015


• Wali Muhammad, worked with Nathan Funk on his project “Restorative Justice: Middle Eastern Voices.”

Winter 2014 Peace Scholars • Jessica Dyck, worked with Reina Neufeldt on her project, “Collaborative Project:

Nurturing Reflective and Effective Practice.” • Yelena Gyulkhandanyan, worked with Nathan Funk on his project, “Negotiating the

Sacred: Religious Peacebuilding and Contested Sacred Space.” • Alexandra Bly, worked with Lowell Ewert on his project, “The Connection Between

Peace Studies and Human rights and Humanitarian law.” • Wali Muhammad, worked with Reina Neufeldt, Nathan Funk and Lowell Ewert on their

joint project, “Religiously Based Employment by Relief, Development and Peacebuilding Agencies.”

Fall 2014 Peace Scholars • Jessica Dyck, worked with Reina Neufeldt on analyzing the moral claims embedded in

policy documents, with a focus on peacebuilding funders. • Martha Ferguson, worked with Susan Schultz Huxman with editorial assistance

(indexing, permissions, chapter edits) in the final stage of her book Landmark Speeches in U. S. Pacifism.

• Sandrine Uwimana, worked with Nathan Funk with research on Environmental Peacebuilding and Social Resilience in the MENA Region.

• Darren Kropf, worked with Lowell Ewert, identifying recent trends with how business and peace is viewed, in relation to a social or peace bottom line.

Winter 2015 Peace Scholars • Menke Meijer, worked with Laureen Harder-Gissing on digitization and indexing M.J.

Heisey interviews with 17 Brethren in Christ (BIC) men and women in Ontario about BIC nonresistant practice during the First and Second World Wars.

• James Janzen, worked with Nathan Funk researching issues of local ownership, empowerment, sustainability, and policy discussions about peacebuilding.

• Crista Renner, worked with Lowell Ewert researching the collective impact of civil society and analyzing the roles civil society organizations in the Kitchener-Waterloo region play.

• Tim O’Connor, worked with Paul Heidebrecht on the development and distribution of a compilation of relevant Canadian peace organizations.

MPACS Scholarships MPACS has offered full-time students a modest amount of funding in each term of their study as well as providing addition funding for students pursing an internship or skills training workshops. MPACS is looking to increase funding opportunities to be more appealing to incoming students. The amount of funding provided to students has increased since the inception of the program, with the current goal being to provide all full-time students (Canadian, Permanent Residents and international students) a scholarship equivalent to half


tuition. Part-time students are not given a scholarship. There are some unique circumstances where a full-time student will not be offered a scholarship such as where the student is already eligible for funding from another source (former employer, international government program, etc.). MPACS is responsible for providing all MPACS scholarships – none are provided by the University of Waterloo Graduate Studies Office. The Director of Development at Conrad Grebel University College is regularly soliciting donations for MPACS student awards. The following awards have been given to these MPACS students: 2012-2013 Awards Global Conflict Management and Transformation Award

• Babina Kharel Master of PACS Student Support Fund

• Ben Bauman • Kelly Brown • Melody Chen • Patricia Dorsey • Rodney Friesen • Noe Gonzalia • Muhammad Khalid • Babina Kharel • Rachel Reist • Ellen Sikorski • Jahan Zeb

Lina Wohlgemut Award • Babina Kharel

2013-2014 Awards Global Conflict Management and Transformation Award

• Babina Kharel Vic and Rita Krueger Family PACS Award

• Hari KC Bahadur • Wali Muhammad

MPACS Internship • Melody Chen • Noe Gonzalia • Babina Kharel • Rachel Reist

Master of PACS Student Support Fund • Hari KC Bahadur • Ben Bauman • Alexandra Bly

• Kelly Brown • Melody Chen • Patricia Dorsey


• Jessica Dyck • David Eagle • Martha Ferguson • Cris Fox • Rodney Friesen • Noe Gonzalia • Yelena Gyulkhandanyan • James Janzen • Babina Kharel • Darren Kropf

• Wali Muhammad • Kaylee Perez • Rachel Reist • Khan Salahuddin • Janelle Saldanha • Ellen Sikorski • Marijana Tomic • Soroosh Vafapoor • Jahan Zeb

Rotary Peace Scholarship Award • Shinjita Alam

Lina Wohlgemut Award • Babina Kharel

2014-2015 Awards Global Conflict Management and Transformation Award

• Issa Ebombolo Vic and Rita Krueger Family PACS Award

• None MPACS Internship

• Shinjita Alam • Alexandra Bly • David Eagle • Martha Ferguson • Yelena Gyulkhandanyan • James Janzen

• Darren Kropf • Wali Muhammad • Kaylee Perez • Lorena Rodriguez • Marijana Tomic • Soroosh Vafapoor

Master of PACS Student Support Fund • Cristian Fox • James Janzen • Nolan Kraszkiewicz • Menke Meijer • Adam Moreash • Alexandra Ostrowski • Nirupama Sharma • Michael Southcott • Vikramveer Suagh • Katherine Weaver-Rutten • Chinenye Chukwuma-Nwuba

• Ifeanyi Ogwuru • Shinjita Alam • Hari KC Bahadur • Alexanadra Bly • Barry Bussey • Jessica Dyck • Martha Ferguson • Yelena Gyulkhandyan • Darren Kropf • Wali Muhammad • Kaylee Perez


• Crista Renner • Janelle Saldanha

• Marijana Tomic • Soroosh Vafapoor

Rotary Peace Scholarship Award • Chinenye Chukwuma-Nwuba

Lina Wohlgemut Award • None

Research Colloquiums The MPACS Research Colloquium milestone requires students to present a major paper they have written, to receive peer review, and to respond to questions and critique. This requirement has challenged students to prepare a credible and persuasive presentation on a paper that could form the basis of civil society action or advocacy on an issue. Past research colloquium have included a wide range of topics including,

• Engaging Youth in Civil Society • Civil Society and the Participation of Children in Discussions about Custody • Under Nutrition and Obesity in Developing Countries: Why is Vanessa eating Cheetos for

Breakfast • Canadian Settler-Indigenous Relations • Parent-Child Relationships among South Asian Immigrants in the Waterloo Region

MPACS Events and Conferences Some of the events MPACS students have been involved in include:

Thursday Peace Talks The Thursday Peace Talks series was initiated as the recommendation of the MPACS program reviewers to provide MPACS students with a time of enrichment and connection building with practitioners in the field and a chance to foster new ideas. The Graduate Studies Coordinator is tasked with periodically scheduling interesting guests who are doing work in their area of peace-building who may be good networking contacts for our students. Experts and practitioners in a broad range of fields such as conflict management, mediation, restorative justice, women´s rights, international development, human rights, law, research, policy analysis, and community development were invited to speak and engage in conversation during this lunch session. In addition to providing enrichment, networking and idea-generating opportunities for MPACS students, the Thursday Peace Talks series also provided a forum for

Hari KC's Research Colloquium


social time and community building among MPACS students. The series was initiated specifically for MPACS students, but the invitation was extended to Grebel faculty and staff, Master of Theological Studies (MTS) students, PACS Undergraduate students and on occasion, to members of the community. There were, on average, 15-20 people in attendance for each talk. The department has hosted 47 Thursday Peace Talks since Fall 2012, or almost eight Fall and Winter terms, in the first three years of operation. Peace and Justice Studies Association Conference Introducing MPACS students to the field of peace studies is an important goal of the program. In the first year of the program six MPACS students attended the annual Peace and Justice Studies Association (PJSA) conference held at Tufts University in Boston, USA, on the theme of “Sustaining Justice, Greening Peace,” from October 4 -6th, 2012. The following year PACS and the Global Studies program at Wilfrid Laurier University undertook planning and co-hosting the Peace and Justice Studies Association Conference held on October 17-19th, 2013. This was the largest external initiative undertaken in the 2013-2014 academic year. PJSA activities reached and were supported by all levels of the PACS program, both by administrative staff and faculty. The conference keynote speakers included Nobel Peace Prize recipients Jodie Williams and James Orbinski, as well as former child soldier, hip hop artist and peace activist Emmanuel Jal, and co-founder of Idle No More Sylvia McAdams. Eight MPACS students presented papers at this conference and many others volunteered with logistics and support. Two MPACS students played an integral role in the planning of the Graduate section of the conference which included hosting the Graduate Student Networking Event. Our students have gone on to present papers at other academic conferences including, Barry Bussey, presented a paper titled “Adventist Camp Boys in World War II"at an Internment conference in Winnipeg in June 2015. In addition, James Janzen, Jessica Dyck, and Babina Kharel, have all presented papers at various conferences during their time in the MPACS program. MPACS Student Society In Fall 2013, a number of MPACS students collaborated to develop a new Master of PACS Student Society. They drafted a constitution which was approved by the Graduate Student Association in February, 2014. Five MPACS students serve as officers of the MPACS Society and hold the positions of President, VP Administration, VP Events, VP Finance and VP Communication. The student society works to build a community of students, represent student interests to program administration and sponsor a series of events for members. The MPACS society has also completed an evaluation of MPACS student experiences in Winter 2015.

World War I and Contemporary Policy on War and Peace (September 24-26, 2014) One of the first collaborative projects undertaken between Project Ploughshares, the MSCU Centre for Peace Advancement and the MPACS program in the fall of 2014 was involvement in a conference in Ottawa, which involved four MPACS students acting as rapporteurs for the


various sessions. The Group of 78 and Project Ploughshares organized the conference “WWI and Contemporary Policy on War and Peace.” The conference was held at the Canadian War Museum and reflected on how we can reduce the incidence of armed conflict and reinforce the foundations of a more stable, just and peaceful world. MPACS students who participated not only gained more knowledge about how to understand the meaning of World War I, but additionally were given hands-on experience in serving as rapporteurs.

Program Challenges and Adjustments While the MPACS program has generally run well since its launch, there are a number of matters that have required adjustment or additional consideration.

Entrance average First, the original proposal detailing the admissions criteria indicated that applicants were required to have earned an average of 78% in their last 20 undergraduate courses, rather than the 75% minimum that is standard University of Waterloo policy. Our experience over the past several years has been that there was no significant programmatic reason why this higher average was essential to the success of students enrolled in MPACS. Each year, we have received a number of applications from students who MPACS would like to admit but whose average was above 75% but below 78%. While we were able to admit some of these students per non-standard admission criteria, the fact that the 78% minimum was posted on our website as a minimum may have deterred some applicants with very relevant experience from applying, and hence, MPACS proposed, and the Graduate Affairs Group has approved, equalizing the MPACS admission average starting in 2016-17 with the University of Waterloo minimum of 75%.

Directed Readings Course We have encountered a number of students who either desire to engage in more specialized focused reading and study a key peace issue of interest that may not be covered in a course, or who would like to enroll in a course during the Spring term when most students pursue an internship. In response to this issue, the PACS Administrative Group is in the process of developing a Directed Readings course that will fill this gap. We anticipate that this course will be submitted to the Graduate Affairs Group in Fall 2015 for action to hopefully be activated in 2016.

Scholarship Funding As reported above, MPACS currently is able to offer a maximum of approximately half tuition support funding for full-time students. Many other competing graduate programs offer far more financial support and we have found that we have regularly lost the best applicants to other programs which can provide a higher level of funding. For MPACS to be able to attract the best applicants will require additional financial resources.


International Students While international students greatly enrich our program, they sometimes come with different expectations, understandings of academic attribution rules, and need for greater cultural or social support. We have experienced some cases of plagiarism that have been traced back to different cultural expectations. We have also invested more staff time to support international students, and assist them in integrating into the program, and helping them experience Canada. A ski day at Chicopee Ski for our African students seems to have been a highlight for some. The increased allocation of staff resources to international students is essential and valuable to both the students and the program.

Mental Health Issues We have observed more mental health issues within the graduate cohort than we had anticipated. This is probably understandable due to the higher stress precipitated by an intensive graduate program. We have worked to improve staff training around mental health, made faculty members more available to talk with students who are experiencing mental health concerns, and created more community building events for students to attend in order to broaden their network of support. We continue to make supporting students a priority and will emphasize this more beginning in orientation sessions with incoming students.

MPACS Required Core Courses There has been discussion by the MPACS faculty, but no consensus has emerged, about whether students would be better served by only being required to complete a lower number of core courses. Currently, students are required to take five of five core courses, including: PACS 601 Systems of Peace, Order and Good Governance; PACS 602 The Practice of Peace; PACS 603 Building Civil Society; PACS 604 Conflict Analysis; and PACS 605 Conflict Transformation and Peacebuilding. Discussions have taken place around changing this requirement to reduce the requirements to four out of four courses without flexibility, or alternatively any four out of the current five, rather than be required to complete all five. The difficulty that is posed for some students under the current requirement is that the required core courses are only offered at set times that may interfere with an internship or with elective courses that are only periodically offered at the university, and hence students may be locked into an academic schedule that does not best meet their academic interests. The opposing argument is that the required five core courses represent the essence of MPACS and therefore all should always be required. Although PACS continues to talk about the possibility of making these core course requirements more flexible, it is not clear whether any change will be proposed.

Ifeanyi Ogwuru Skiing


Conclusion MPACS is a professional graduate program. Its mission is to “foster the capability of civil society to contribute to sustainable/holistic peace by empowering students with the knowledge, research and practical skills needed to contribute to nonviolent peacebuilding. Combining rigorous interdisciplinary scholarship with concrete application, the program will provide scholars and practitioners alike with the tools needed to understand conflict and contribute to its peaceful resolution.”

While pursuing this ambitious mission has not been without its challenges, we believe that that the program is on the right track, and will over time become known internationally as a very strong program. With the addition of a fifth permanent PACS faculty member in Fall 2015, the increasing resources provided by Conrad Grebel University College to provide modest scholarship and internship support, the very strong support we feel from the University of Waterloo, and the growing community support we feel, the raw materials needed to build a world class program are in place.

Any advice and counsel the University of Waterloo may have to help strengthen the MPACS program would be much appreciated. Thank you for your consideration and strong support.


The Master of Social Work program offered through the School of Social Work at Renison

University College has not changed a great deal from the proposed program. The MSW provides

students with knowledge and skills in advanced social work practice within a focus on health,

research/scholarship, professional leadership, and social work supervision. It is delivered primarily

online, with required on-campus summer institutes, to students who already hold a BSW degree.

The MSW program began in 2012 soon after it was approved. Because of the short time, it was

decided to take only one part-time cohort. There were 57 applications and a class of 33 part-time

students was admitted. In 2013, we admitted two more cohorts: one part-time and one full-time. There

were 158 applications for the 50 spots. Applications in 2014 were at 144 and we admitted another 50

students into the FT and PT programs. Applications rose to 200 in 2015 and we admitted 52. The first

graduations occurred in October 2014 with 22 full-time and 30 part-time students convocating.

There have been a small number of changes since the program was implemented. The original

proposal suggested that a ten page study plan would be requested from applicants. This has been

reduced to answering three questions to a maximum of 500 words each for a total of 1500 words. This

has helped streamline the application process.

The original program design had the field component broken into two parts; each was considered

a separate course. The field component and the accompanying online Integration Seminar are now

milestone degree components. The Capstone or final integrative assignment was originally within a field

course. It is now called the Masters Seminar Presentation and is a separate milestone degree component

as well.

Within the original MSW program proposal, there were two elective courses; SWREN 608:

Health issues & Ethics and SWREN 609: Social Work Practice in Mental Health. However, these were

the only elective choices for the first cohort so that did not really qualify as an elective as they had no

choice. We have since then added a number of electives:


SWK 672R International Experience

This course provides a framework for understanding a developing country through a comparative study

with Canada. The collective responses of citizens in meeting community needs in the context of colonial

legacies and contemporary global influences are highlighted in both settings. The international learning

experience usually takes place during Reading Week and is complemented by two days of pre-trip

learning focusing on Canadian realities and on post-trip day to reflect upon the comparative analysis.

(Note: this is international experience with an on campus component)

SWK 650R Interprofessional Pscyhosocial Oncology: Introduction to Theory and Practice

This ELECTIVE course provides graduate students with an introduction to the field of psychosocial

oncology. Emphasis will be placed on understanding and interpreting the experience of cancer informed

by theory, evidence and illness narratives. Case based learning in small interprofessional groups will

allow students to explore a variety of key learning themes relevant to psychosocial oncology including

distress assessment, depression, anxiety, adjustment and coping, sexuality, loss and grief. Small group

work will allow students to develop a rich understanding of the cancer experience and competency in

psychosocial oncology assessment, interprofessional collaboration, and cultural safety. Attention to

diversity will be integrated throughout the course. [Note: This is an online course]

SWK 651R Relational Practice with Families

Using case based learning in small interprofessional groups, students will explore a variety of key

learning themes relevant to the interprofessional care of families. Themes that will be addressed include:

family theory, models of family & couple counseling (particularly from a systemic and strengths based

perspective), family assessment, therapeutic conversations and interventions. Case examples will be

drawn from the experience of families across the cancer illness trajectory, from diagnosis through to

death and dying, bereavement and long term survivorship. Small group work will allow student to

develop a rich understanding of the cancer experience from the perspective of families, as well as

competency in family assessment, intervention, interprofessional collaboration, and cultural safety.

Attention to diversity will be integrated throughout the course. [Note: This is an online course]

SWK 652R Sexual Health and Counseling in Cancer ELECTIVE course. Cancer causes wide-ranging

impacts on sexual health and well-being and numerous studies have identified that people affected by

cancer want support, education and counseling in this area. While health professionals consistently

acknowledge that sexuality is within their scope of practice, few health professionals consistently assess

or intervene in sexual health problems in cancer settings. This course is designed to provide graduate


https://uwaterloo.ca/school-of-social-work/master-social-work-msw/curriculum-and-course-outlines#swk672R

https://uwaterloo.ca/school-of-social-work/master-social-work-msw/curriculum-and-course-outlines#swk650R

https://uwaterloo.ca/school-of-social-work/master-social-work-msw/curriculum-and-course-outlines#swk651r


students in the health professions with the knowledge and skills to intervene with the sexual problems

that arise in cancer. [Note: This is an online course]

SWK 690R Special Topics in Social Work ELECTIVE course.

All Social Work programs must be accredited by the Canadian Association of Social Work

Education. We obtained pre-accreditation status in our first year of program delivery. Programs are

required to wait until at least one cohort of students has graduated in order to apply for full accreditation.

We submitted our self-study for full accreditation in April 2015 and have received positive feedback

from the readers. We are scheduled to have the readers visiting in October 2015 which is standard

practice for an accreditation process. We are confident that the process will be successful.

All in all the changes that have been made to the MSW program have either streamlined the

administrative aspects or they have enhanced the desirability of the program to current and prospective

students.



1

Two‐YearProgressreportPharmacy(PhD)January2016Prepared by the School of Pharmacy Graduate Studies and Research Committee:

Dr. Shawn Wettig Associate Director, GSRC School of Pharmacy University of Waterloo

Dr. Colleen Maxwell Professor School of Pharmacy University of Waterloo

Dr. Andrea Edginton Associate Professor School of Pharmacy University of Waterloo

Dr. Praveen Nekkar Associate Professor School of Pharmacy University of Waterloo

Dr. Wasem Alsabbagh Assistant Professor School of Pharmacy University of Waterloo

Ms. Shannon Callender President PhGA University of Waterloo

Ms. Sarah Robertson Admin. Coordinator, GSRC School of Pharmacy University of Waterloo

1. Background and Overview

The School of Pharmacy submitted its self-study document for the PhD program in Pharmacy in May of 2012, and the External Reviewers’ visit took place on September 19th. The program was approved on February 20th, 2013, with the requirement that a two-year progress report address the Implementation of the faculty hiring plans.

Our first students (n=3) enrolled in the PhD program in the Fall of 2013; this included 2 students who transferred from programs in other departments, and have since successfully graduated from the program. Our current PhD student complement is 17, with a number of faculty also supervising PhD students in other University of Waterloo programs (i.e Chemistry and Applied Health Sciences) as well as at other Universities (i.e. University of Calgary, University of Bordeaux, Ain Shams University)


2

This report will detail the progress made in addressing the specific recommendations made by the External Reviewers, and in particular will report on the School’s faculty hiring plans and other successes relevant to the PhD program.

2. Recommendations from External Reviewers

a. Budget and hires: additional faculty recruitment is anticipated and we recommend some mid-career hires and development of a critical mass in the area of the applied sciences/clinicalpractice (e.g. in fields such as health outcomes, population health, pharmacoepidemiology, pharmacoeconomics). Approval of a sustainable operating budget is essential.

At the time that the original proposal was submitted, the School of Pharmacy had 15 tenured or tenure-track faculty members. Over the past 3 years, an additional 7 faculty have been hired within a broad range of training and expertise. In addition, we are in the final stages of hiring an additional faculty member. We have had one resignation over this time frame for a net increase of 47% in the faculty complement. The faculty hires since the approval of the PhD program are summarized in Table 1 below, and CVs are provided in the appendices:

Table1.FacultyHires,SchoolofPharmacy,2012–2016

FacultyMember Rank HireDate AreaofExpertiseJonathanBlay,PhD Professor November2012 Cancerdrugdiscovery,

pharmacologyofanti‐cancerdrugs

CynthiaRichard,PhD ClinicalLecturer(Mid‐career)

September2013 Nutrition,PharmacyEducation

TejalPatel,PharmD AssistantProfessor March2014 Neurology,Epilepsy,PainManagement

SherilynHoule,PhD AssistantProfessor April2014 Clinicalandeconomicoutcomesrelatedtonewmodelsof

pharmacypracticeWasemAlsabbagh,PhD AssistantProfessor October2014 Pharmacoepidemiology

andpharmacoeconomics,

DrugsafetyTomMcFarlane,PharmD ClinicalLecturer

(Mid‐career)September2015 Cancertherapeutics

JeffNagge,PharmD AssociateProfessor January2016 Cardiovasculartherapeutics,

anticoagulation,newpracticemodels

AssistantProfessor,Pharmacoepidemiology,Pharmacoeconomics

AssistantProfessor February2016 Interviewscompleted,Offerwillbemadein

January2016


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The faculty at the School of Pharmacy collectively possess expertise in a diverse range of pharmaceutical, clinical and population health sciences. Areas of research focus that have developed over the past few years include cancer (5-6 researchers), geriatrics (5-6 researchers) and pharmacy practice/health care delivery (6-7 researchers). A complete list of faculty members and their research area is provided as Table 2.

Table 2: Full-time School of Pharmacy Faculty

FacultyMember RANK FieldAlsabbagh,Wasem AssistantProfessor Pharmacoepidemiologyand

pharmacoeconomics,Drugsafety

Beazely,Michael AssociateProfessor Pharmacology‐ Alzheimers

Blay,Jonathan Professor Cancerdrugdiscovery,pharmacologyofanti‐cancerdrugs

Chang,Feng AssistantProfessor RuralPrimaryCare

Edginton,Andrea AssociateProfessor Pharmacokinetics

Edwards,David Professor Pharmacokinetics

Foldvari,Marianna Professor PharmaceuticalNanotechnology

Grindrod,Kelly AssistantProfessor CommunityPharmacy,HealthOutcomes

Houle,Sherilyn AssistantClinicalProfessor PharmacyPractice

Joseph,Jamie AssociateProfessor Pathophysiology‐ Diabetes

Maxwell,Colleen Professor Pharmacoepidemiology,Aging,HealthOutcomes

McFarlane,Thomas ClinicalLecturer Impactofpharmacistinterventionsonpatientsafetyandadherenceinoncology

Nagge,Jeff AssociateClinicalProfessor CardiovascularRiskReduction

Patel,Tejal AssistantProfessor Pharmacotherapeuticmanagementofneurologicalconditions

RaoPerampalliNekkar,Praveen

AssociateProfessor Drugdiscovery/rationaldesign

Richard,Cynthia ClinicalLecturer Nutrition,PharmacyEducation

Rojas‐Fernandez,Carlos

AssistantProfessor Geriatric Pharmacotherapy

Slavcev,Roderick AssociateProfessor Microbiology,Vaccines,Business


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Spagnuolo,PaulAnthony

AssistantProfessor Nutraceuticals

Waite,NancyN.M. Professor PharmacyEducation,PracticeResearch

Wettig,Shawn AssociateProfessor Surfactant/Polymerbaseddrugdelivery

With the full implementation of the undergraduate pharmacy program, a permanent budget for Pharmacy was established for FY 2013-14. The base budget for the School was set at $5.8 million with additional carry-over associated with unspent funds from the previous fiscal year. The total pharmacy budget for FY 2013-14 was $6.4 million. It should be noted that the university has implemented a 2% hold-back on budgets for the past few years as a financial security measure. Operating budgets for all ten pharmacy programs in Canada (2012-13 data) are presented in Figure 1. Waterloo is represented by a red square and is slightly below the trend line. The closest comparator to the University of Waterloo in terms of student numbers is the University of Alberta which has 508 undergraduate pharmacy students and a budget of $6.6 million.

Figure 1: Comparison of pharmacy school operating budgets in Canada.

The University of Waterloo has begun the process of switching to a model of activity-based budgeting. With this method, budgets are primarily based on outputs, and the activities required to achieve programmatic goals. Ideally there is close alignment between the budget and the strategic plan for the unit. The School of Pharmacy is well-positioned for this transition since there was no historical budget for the School, and the current budget is largely activity-based. In this model, it is expected that revenues generated by the School will remain with the School which will in turn be charged for overhead and services that are centrally provided by the


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university. There is little information at this time to be able to determine the net effect of this approach to budgeting on the resources available to the School of Pharmacy. b. Strategic plan: the School should maintain a top priority to develop a strategic plan to guide

program development, faculty recruitment and promote excellence in research. The School of Pharmacy Strategic plan for 2014 – 2018 can be found at: https://uwaterloo.ca/pharmacy/about-school-pharmacy/school-pharmacy-strategic-plan-2014-2018 Undergraduate and graduate education, basic and applied research, professional and community service, and infrastructure and support have been identified as 4 areas of strategic priority for the School of Pharmacy for the 2014 – 2018 timeframe. With respect to graduate education, our goals include:

The offering of a graduate program that will attract outstanding domestic and international students and produce scientists with the skills to be successful in the real world.

The establishment of additional opportunities for graduate training in clinical and applied medication and health-related research.

Goals in the area of basic and applied research include:

Create a robust infrastructure for support of all research activities. Support areas of strength in research to further enhance the reputation of the School of Pharmacy and attract high-quality researchers.

Increase strength in practice-based research. Provide evidence for the high quality and impact of research and scholarship at the

School of Pharmacy. Maximize awareness of pharmacy research within the School, throughout the University

and with external stakeholders.

A summary of the strategic plan is provided as Appendix A.

c. Graduate coursework and seminar program: develop additional graduate courses and implement a weekly seminar program in the Pharmaceutical Sciences disciplines, the latter focused on expert speakers.

New courses that have been implemented since the PhD in Pharmacy program was approved include: PHARM 601/616 – MSc and PhD Thesis proposals (respectively) PHARM 613 – Principles and Practices in Systemic Treatments for Cancer PHARM 614 – Systematic Review and Meta-Analysis


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PHARM 615 – Strategic Management of Biopharmaceutical Technology PHARM 617 – Formulations In addition, 12 different special topics courses have been offered under the course PHARM 608

– Special Topics in Pharmaceutical Sciences. These include: 1. Phage Biology 2. Neuroscience 3. Clinical Treatment- Hematology 4. Biopharmaceutical Management 5. Advanced Pharmacokinetics 6. Gene Therapy 7. Systemic Cancer Therapeutics 8. Drug Discovery 9. Soft Gel Development 10. Malignancies 11. Hematological Malignancies 12. Diabetes A research seminar program has been implemented in the School of Pharmacy, and is coordinated by Drs. Paul Spagnuolo and Colleen Maxwell. Expert speakers from a broad scope of Pharmacy or Pharmaceutical Sciences related disciplines currently present on a bi-weekly basis. As an example, Table 3 presents a summary of speakers, their home institution, and the title of their research seminar. Graduate students are required to attend the research seminars, and attendance is tracked as a milestone in the Pharm 601/616 thesis proposal courses (MSc and PhD, respectively)

Table 3: 2015 Research Seminar Speakers

Date Speaker Institution Title14Jan15

RossTsuyuki University ofAlberta,FacultyofMedicineandDentistry

PharmacistprescribinginAlberta

28Jan15 SabinePaglialunga

UniversityofWaterloo,SchoolofPharmacy

N/A

25Feb15 HonLeong

UniversityofWesternOntario,DepartmentofUrology

AccomplicesinTumorCellinvasion:InvadopodiaandExtracellularVesicles

11Mar15 BenThompson SchoolofOptometry,UniversityofWaterloo,VisionScience

Learningtoseewitha'lazyeye';harnessingvisualcortexplasticitytotreatamblyopia

25Mar15 PraveenNekkar SchoolofPharmacy,UniversityofWaterloo

Alzheimer's‐AMedChemapproach

8Apr15 AhmedEl‐Sohemy NutritionalSciences,UniversityofToronto

Doourgenesdeterminewhatweshouldeat?


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22Apr15 DavidHampson PharmaceuticalScience,UniversityofToronto

GenetherapyforfragileXsyndrome‐usingviralvectorsfortransgeneexpressioninthemousebrain

6May15 JenniferStinson UniversityofTorontoCentrefortheStudyofPain,andHospitalforSickChildren

ImprovingHealthOutcomesinChildrenusinge‐healthandm‐healthtechnologies

20May15 AlexCrizzle SchoolofPublicHealthandHealthSystems,UniversityofWaterloo

Keepyoureyesontheroad:preparingforthebabyboomers

15Sep15 DavidMa HumanHealthandNutritionalSciences,UniversityofGuelph

Omegathreefattyacidsandbreastcancerprevention

29Sep15 CherylSeguin DepartmentofPhysiologyandPharmacology,WesternUniversity

Insightsintointervertebraldiscdevelopment,healthanddisease

13Oct15 JohnEbos DepartmentofCancerGenetics,RoswellParkCancerInstitute

Targetingthetumormicroenvironment:resistance,metastasis,andthesearchfortreatmentbiomarkers

27Oct15 RachelleOlson St.JudeChildren’sResearchHospital(MemphisTN)

TransformationofPrimaryNeuralCrestCellstoModelPediatricCancers

10Nov15 SusanFagan SchoolofPharmacy,UniversityofGeorgia

AngiotensinIITypeIIreceptorstimulationandrecoveryafterstroke

24Nov15 TrevorShepherd SchulichSchoolofMedicine&Dentistry,UniversityofWesternOntario

Investigatingthetherapeuticpotentialoftargettingovariantumourdormancyusing3Dsphredoidsasamodelsystem.

8Dec15 JohnMielke AppliedHealthSciences,UniversityofWaterloo

What'spastisprologue.Earlylifeadversityandtheprogrammingofbraindevelopment.

Additionally, the Pharmacy Graduate Students Association (PhGA) has implemented a “PharmClub” in which they invite topic specific experts to meet with graduate students, discussing not only research, but also professionalism topics. PharmClub also provides an avenue for students to practice their thesis defenses and polish presentation skills for both local and national competitions. Finally, a research skills program has been implemented, where graduate students participate in workshops on a particular research skill. To date workshops on cell culture, literature searching, and scientific writing have been offered. d. Infrastructure: seek resources to expand analytical capabilities in the School and develop

an animal holding facility as a priority. The External reviewers noted that the routine requirement for students to take samples from the Pharmacy building to the main University of Waterloo campus for analytical measurements (in


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particular Mass Spec and NMR) was a disadvantage to the program. In 2013, Drs. Nekkar and Wettig were successful in obtaining funding for an LC-MS system, allowing for some analytic work to now be carried out in-house. A CFI submission was recently successful (again by Dr. Nekkar) for a small (bench-top) NMR instrument capable of providing routine NMR analysis. A staff position (Research Technician, Scientific & Technical Services) has also been created to oversee the operation of the School’s core equipment facility; this position was initially staffed in October of 2014. The School of Pharmacy’s animal holding facility was completed in 2014, and allows for the housing of 2 species (mouse and rats) for short term experimentation (48-72h). Other species, and longer term animal studies are carried out at the newly renovated Central Animal Facility located on the main University of Waterloo Campus. Dr. Jamie Joseph (School of Pharmacy) sits on the University of Waterloo Animal Care committee and provides oversight for the School’s in-house facility. e. Graduate recruitment and enrollment targets: develop a graduate student recruitment

strategy to attract top students and review enrollment targets as well as focus on increasing operating grant funding for student support.

At the time of the external review of the PhD in Pharmacy program, the steady state enrollment for 2018/19 was anticipated to be 55 students. At present there are currently 45 students in the combined MSc (28) and PhD (17) programs. Given this, combined with the hiring of 3 new faculty members (2 in 2015 and 1 in 2016), it is anticipated that our enrollment will increase beyond the previous target of 55 students. It should be noted that the anticipated enrollment was, to a certain degree, based upon the available student and laboratory research space within the building. With respect to traditional “wet-lab” research, our lab space is operating at near capacity; this remains a concern that will need to be addressed in the future. Operating Grant funding has increased from $1.6 million in 2012/13 to $3.2 million (estimated) for 2015/16, doubling in a three year period. Operating funding has been obtained from tri-council sources (NSERC and CIHR), public sector funding (Province of Ontario), MITACS, private sector funding, and internal University awards. As a number of new faculty hires are in the process of submitting proposals in areas of research not previously explored, it is anticipated that the upward trajectory of research funding will continue.

3. Other Progress and Impact The School of Pharmacy’s 4 year Doctor of Pharmacy (PharmD, entry to practice) program received full accreditation in June of 2015.


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In 2013 a multi-institutional interdisciplinary team of researchers co-led by Professor Nancy Waite of the School of Pharmacy was awarded $5.77 million by the Ontario Ministry of Health and Long-term Care. The Ontario Pharmacy Research Collaboration (OPEN) studies how to make the use of drugs more effective for patients and health-care professionals. This program has supported over 35 University of Waterloo undergraduate students and currently supports 8 University of Waterloo graduate students. Researchers in the School of Pharmacy now also have access to human clinical materials through a memorandum of understanding between the University and Grand River Hospital, in particular through collaborative links between Drs. Blay and Spagnuolo and the Grand River Regional Cancer Centre (GRRCC) and its medical oncologists. This collaborative research is greatly facilitated by staff within the GRRCC clinical trials group and facilitated by a recent (December 2015) agreement that allows ethical approval to be issued jointly by the Tri-Hospitals Research Ethics Board (THREB) and the University of Waterloos’ Human Research Ethics Committee (HREC) and Clinical Research Ethics Committee (CREC). Additionally, a separate collaboration has been established between the Grand River Cancer Center Medical Physics department, the Ontario Veterinary College, and Dr. Wettig in the School of Pharmacy. This collaboration is funded by the Ride for Dad Foundation, for the development of a gold nanoparticle based therapy for the treatment of prostate cancer.

4. Summary In summary, all of the recommendations made by the external reviewers during the 2012 site visit have either been, or are in the process of being, implemented. The hiring plan that was implemented has resulted in the recruitment of a diverse group of excellent faculty members, providing critical expertise in the clinical and practice fields of pharmacy research. Faculty members within the School continue to have high success in Tri-council grant competitions, as well as in other public sector and not-for-profit foundation grant competitions. Collaborations with private sector partners are also increasing, enhancing the reputation of the School within the larger pharmaceutical industry. Overall, the School is well positioned to maintain the excellence currently instilled in our graduate programs and to capitalize on future opportunities over the next five years.


March 30, 2016

Dear Colleagues,

The following is a progress report in response to the External Committee Site Visit Recommendations that emerged from GWPI’s seven year review. I have attached a copy of the reviewer’s recommendations and the response given by me at the time of the review. Also attached is a strategic planning document completed in May, 2015. Progress on each point is presented in turn.

1) The administration of GWPI is admirably lean... Assistant to the Director, Linda Stadig, retired in October 2014 and was replaced in December 2016 by Kiley Rider. Kiley is a Guelph employee shared between the two offices, as previously arranged for Stadig. Kiley spends three days per week in Waterloo and two at Guelph. Among her many skills, Kiley came up to speed quickly, has managed the office efficiently, and has made effective use of internet technology and web design. Staffing has otherwise remained at the same level no action to increase our staffing level has been approved.

2) GWPI should produce a budget The suggested move to provide GWPI a separate budget was rejected by UW’s dean at the time, Terry McMahon. The Graduate Program will continue operating under the budgets of the two departments for the foreseeable future.

3) Evaluate whether the admission process has been adequately resourced...Admissions have been streamlined to some degree, with more efficient transmission of applications for director’s approval. We intend to streamline the process by moving from Sharepoint to On-Base in order to circulate application material to faculty. No additional resources have been allocated.

4) Link room The link rooms remain as they were with no significant upgrades since the External’s report was received. New technology is urgently needed and will hopefully be accommodated in the new budget process.

5) Strategic plan Though not required, a brief strategic plan including several goals was drawn up by the Director in May 2015 despite no new resources allocated to the program. The plan is attached.

6) Building issues Despite urgent need, no new facilities are planned for Physics & Astronomy

7) International students Beyond the IDSA and IMSA top-ups at Waterloo, the Universities have done little to address the need for international students as a vital part of the graduate community. Concern has been expressed that the atmosphere will worsen under Waterloo’s new budget model, potentially at great expense to Physics & Astronomy’s growing international research reputation.

8) Graduate living expenses The Marie Curie Awards enabled by a $500K grant per annum from the Provost’s office temporarily fixed this problem. However, as expenses rise, the Curie’s will be unable to keep pace without funding increases.

Brian R. McNamaraDirector, Guelph-Waterloo Physics Institute

Department of Physics and Astronomy

Faculty of Science

University of Waterloo200 University Avenue WestWaterloo, Ontario, CanadaN2L 3G1

519-888-4567, ext. 32215Fax [email protected]/index.html




Two-year Progress Report for MES in Sustainability Management

The MES in Sustainability Management (SUSM) started in fall 2013. In its first two years SUSM has

attracted 39 students and the first student graduated in fall 2014. SUSM continues to attract both

domestic and international students who are interested in learning about and conducting research in

sustainability management and contributes to research conducted in the School for Environment,

Enterprise and Development (SEED). The following table presents SUSM’s key figures with regard to

student applications and the number of students in the programme. In 2015, the number of applications

increased significantly to 75. Consequently, we also expect a significantly higher number of students in

fall 2015. These figures demonstrate that SUSM continues to attract students and that marketing

activities that particularly focus on domestic students have been successful.

2013 2014 2015 (Process not yet complete)

Applications total 48 66 75

Applications: Domestic 30 29 25

Applications: International 18 37 48

Intend to Matriculate 20 22 33

Matriculated 20 19 26

Matriculated domestic 13 7 16

Matriculated: International 7 12 10

Responses to the programme reviewers’ recommendations

The reviewers who evaluated the programme evaluation have been very positive with regard to SUSM.

However, they made four recommendations with regard to SUSM’s electives, the connection to

developments in sustainability management, specific research. The following section describes how we

reacted to the recommendations.

With regard to measures to identify appropriate electives, we have created a list of electives in

the Faculty of Environment that are recommended by the programme and by the supervisors. The list is

updated annually and is sent to the students as a part of their ‘Welcome Package’. Furthermore, the


SUSM Handbook recommends that supervisors discuss electives with their students in order to make

sure that students select course that support their research.

SUSM has already started to consider areas of more specific research focus. It is connected with

the Integrated Water Management programme and offers the opportunity for students to focus their

sustsinsbaility management research on water related issues. Furthermore, SUSM addresses areas of

research conducted in SEED. These areas are corporate sustainability, industrial ecology and the

development and use of different forms of sustainability assessment, and development activities at

international and local scales. Faculty, representing these research field present their research in the

core courses SUSM 602 and SUSM 605 to give the students the opportunity to get to know different

research opportunities.

The programme director continuously discusses new fields of research in sustainability

management with faculty inside and outside of SEED. New research projects that offer opportunities for

students are announced on the programme’s website. Furthermore, the programme director as well as

course instructors are active in sustainability management research. They discuss new research fields on

conferences and with colleagues. In addition course updates are discussed on an annual basis between

the programme director and the course instructors to guarantee the integration of new research into

the course syllabi.

To ensure that appropriate governance structures are in place, we developed a Guide for

Graduate Research and Supervision at the University of Waterloo. The guide has been introduced to all

faculty in a department meeting. Currently, the committee that has developed the guide is integrating

feedback from faculty into the document. Furthermore, Katherine McLean has been hired to

administrate the programme. She is responsible for all administrative issues including administering

students’ files, supporting the applications process, scheduling defenses, and allocating TA positions and

funding. Katherine McLean dedicates 50 percent of her full time position to SUSM. In addition Marion

Brown, SEED’s administrative manager supports the SUSM in course scheduling and budgeting and

Joanne Adair, supports the SUSM with regard to marketing.

Generally, we feel that SUSM will continue to attract strong students who are interesting in

academic research with an applied focus. In-line with the University of Waterloo’s strategy, it

contributes to the training of young researchers and, through its management approach, supports

entrepreneurial thinking.


Documents

UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH … · DATE: Monday 14 November 2016 TIME: 10:30 a.m. – 12:00 noon PLACE: Needles Hall, Room 3318 Chair – G. Dixon AGENDA Item