· Web view2018/12/06 · Appendix I. 4.1. The . Registrar’s. Office. On behalf of the Student Success Centre: Motion 1: Revision to Academic Recovery Course. To revise the subject

Council Committee on Undergraduate Admissions and Studies

Meeting Date: Thursday, December 6, 2018

Location: CW 113

Time: 9:00 a.m.

AGENDA

1. Approval of the Agenda2. Approval of the Minutes for October 11, 2018, meeting – circulated with the agenda

3. Business Arising from the Minutes4. Reports from Faculites and other Academic Units

4.1 The Registrar’s Office, Appendix I, pages 2 – 3

4.2 Faculty of Arts, Appendix II, pages 4 – 8

4.3 Faculty of Education, Appendix III, pages 9 – 23

4.4 Faculty of Engineering and Applied Science, Appendix IV, page 24

4.5. La Cite universitaire francophone, Appendix V, page 25

4.6 Faculty of Nursing, Appendix VI, pages 26 – 28

4.7 Faculty of Science, Appendix VII, pages 29– 37

4.8 Faculty of Social Work, Appendix VIII, pages 38 – 41

4.9 Centre for Continuing Education, Appendix IX, pages 42 – 47

5. Adjournment

4. Reports from Faculites and other Academic UnitsAppendix I

4.1 The Registrar’s Office

On behalf of the Student Success Centre:

Motion 1: Revision to Academic Recovery Course

To revise the subject and course name of Academic Recovery (SSW AACRE) to Academic Transition (SSW ACT), effective 201920.

Current: SSW AACRE – Academic RecoveryProposal: Rename to SSW ACT – Academic TransitionSSW: Student Success WorkshopAC: AcademicT: TransitionRationale: The Academic Recovery course was created for the Academic Recovery Program. Currently, students from other programs, such as Academic Transition Program (ATP) and Pathway Program (PP), also take this course. The name “Academic Transition” was chosen because all programs that require this course are academic transition programs.

(end of Motion 1)

Motion 2: Revision to content of SSW ACT

To increase the contact hours for Academic Transition (SSW ACT) from 7 hours per week to 9 hours per week by combining the content with SSW 010, effective 201920.

Current: Students enrolled in the Academic Recovery Program, Pathway Program, or Arts Transition Program, must enroll in the Student Success Workshops (SSW) in both their first and second semesters. They must also SSW 010 in their first semester.Proposal: Combine SSW ACT and SSW 010 into SSW ACT. Students will be required to take SSW ACT in both semesters of the programs (term 1 and term 2).Rationale: Students academically at-risk (ARP, ATP, and PP students) usually have poor strategies for assignment comprehension and completion and struggle with academic writing. Also, 60-70% of the Academic Transition Programs students are international students and English is their second or third language.To address the Academic Transition Programs students’ needs and strengthen their reading and writing skills, we would like to increase the weekly hours of the student success workshops (SSW ACT). By committing to 9 hours per week, instead of 7 hours per week, students will have more opportunities to practice hands-on activities focused on active reading, academic writing, and critical thinking. The new sessions will be developed in conjunction with the Writing Coordinator of the Student Success Centre, and will give students the opportunity to read different kinds of text, construct and evaluate arguments, write summaries and personal responses, and practice oral presentations.If the SSW ACT course and its 9 weekly hours are approved, SSW 010 will no longer be required.

(end of Motion 2)

CCUAS Agenda 06-Dec-18 Page 2 of 49

Motion 3: Academic Recovery Program Revision

To require a minimum of 3 credit hours in each term of the Academic Recovery Program, effective 201920.

Current: ARP student are currently permitted to take zero to two credit courses (0-6 credit hours) each semester as part of the ARP program.Proposal: minimum of 3 credit hours per semester is requiredRationale: Taking a credit course gives the student an opportunity to increase their UGPA while they are enroled in the non-credit portion of the program (SSW ACT).

ARP – 2-term programTerm 1 Term 2SSW 010 (0 credit hours) SSW AACRE SSW ACTSSW AACRE SSW ACT ACAD 100Credit course (3 credit hours) Credit course (3 credit hours) - optionalCredit course(3 credit hours) - optional

Credit course (3 credit hours) - optional

*A minimum of 3 credit hours per semester is required.*If a student has already passed ACAD 100, another credit course may be substituted.

**Please note these changes also impact the ATP program, and those changes are being brought forward by the Faculty of Arts.

(end of Motion 3)

On behalf of UR International:

Motion 4: Council Committee on Undergraduate Admissions and Studies – Membership

UR International recommends for approval, an amendment to the CCUAS Terms of Reference which would replace the Associate Director, International Enrolment of UR International with the Director, Global Outreach of UR International as a full member, effective immediately.

Rationale: Given the substantial growth in the number of international students enrolling at the University of Regina and the role of the UR International office in processing these enrolments, it is vitally important that the Office of UR International have a full member, with voting power in the absence of the Associate Director, International Enrolment Services. UR International will continue to participate actively in the decisions that are considered and recommended by CCUAS. CCUAS is responsible for recommending proposals for new and revised academic policies and standards as well as new and revised standards for undergraduate admission. For both of these topics, UR International has a role in shaping and providing input in the recommendations being considered by CCUAS for recommendation to Executive of Council. It is recommended that the Director of Global Outreach be admitted as the designated member with full voting power.

(end of Motion 4)


End of Report from the Registrar’s Office


Appendix II4.2 Faculty of Arts

Items for Approval

The Faculty of Arts recommends approval of the following motions:

Motion 1: Arts Transition Program Revisions

That changes be made to the Arts Transition Program as indicated in the template below, effective 201920.

Academic Transition Program (ATP)

Current: ATP students must take both ACAD 100 and ENGL 100 (plus the writing lab) on their second semester of the program.Proposal: Move the ACAD 100 requirement from semester 2 to semester 1.Rationale: Students will be better prepared to take ENGL 100 (Critical Reading and Writing 1) if they take ACAD 100 (Academic Discourse: Writing, Research, and Learning Strategies) in the previous semester. ENGL 100 is well known for its complexity, and it is heavy with assignments that require good writing skills; ACAD 100 can provide students with the necessary fundamental skills.Another reason to make this change is because ATP students only get the ACAD 100 credits if they take it before ENGL 100. This template also refects the course change from SSW AACRE to SSW ACT.

Arts Transition Program (ATP) – 2-term programTerm 1 Term 2SSW 010 (0 credit hours) SSW AACRE SSW ACTSSW AACRE SSW ACT ENGL 100 and Writing LabACAD 100 ACAD 100 Faculty of Arts course (3

credit hours) - optionalFaculty of Arts course (3 credit hours) - optional

Faculty of Arts course (3 credit hours) - optional

ARTS 099*A minimum of 3 credit hours per semester is required.*If a student has already passed ACAD 100 and/or ENGL 100, another Faculty of Arts course may be substituted.

(end of Motion 1)

Items for Information

The Academic Program Development Committee approved the creation, revision and deletion of the following courses and offers them for information. These will become effective in 201920.

A. Departments of Religious Studies and Women’s and Gender Studies

To unite the two departments to form a new unit within the Faculty of Arts to be called the Department of Gender, Religion, and Critical Studies; and that the new unit will operate according to the attached Memorandum of Agreement, effective 201920.


Memorandum of Agreement on the Administrative Union of the Department of Religious Studies and the Department of Women’s and Gender Studies

The new department will have a governance structure similar to those of other departments in the Faculty of Arts and will operate with the Department Meeting (chaired by the Department Head) as the key decision-making body for the new unit.o All tenured and tenure-track members of each unit, including members from the federated

Colleges, have full voting rights. Representatives for 1) sessional lecturers, 2) undergraduate students, and 3) graduate students will also have voice at the Departmental Meeting.

o All tenured and tenure-track members of each unit, including members from the federated Colleges, may serve as Head of the new unit.

o Departmental committees can be constituted by and report to the Department Meeting as the Meeting deems appropriate.

The department will administer and oversee the BA, BA (Honours), and the MA in Religious Studies; and the BA, BA (Honours), and special-case MA in Women’s and Gender Studies;o Courses and programs in RLST and WGST will retain their discipline-specific

designations. Decisions about the content and curriculum of all RLST and WGST courses and programs will

remain the purview of the Department Meeting;o In matters of the distinct curriculum of RLST and WGST programs, greater weight will be

given to input from faculty members appointed to the program in question, as it is recognized that they are the disciplinary experts in their respective field;

o However, questions of curriculum will be discussed in meetings of the full unit, with a view toward integrating and sharing departmental teaching resources.

Hiring and performance review of faculty members in the federated colleges will be conducted, as usual, by the college in question, according to its procedures.

Performance review of faculty members in Arts will be conducted by the new unit’s Head.o At the request of any Arts faculty member in the unit, a sub-committee may be struck

consisting entirely of members appointed, respectively, as WGST faculty, or as RLST faculty, to advise the Head regarding performance review of members whose area is unfamiliar to the Head. For example, if the Head of the unit is only appointed in WGST, faculty members from RLST may request to be assessed by a sub-committee of RLST-appointed faculty which will then, from its disciplinary perspective, advise the head.

Current faculty members of the new department may be styled as Instructor/Assistant/Associate/Professor of Religious Studies and/or of Women’s and Gender Studies.

Current trust accounts, funds, and scholarships specific to each program will remain exclusively directed to students in the program in question. WGST scholarships and other funds will be reserved for WGST students, and RLST scholarships and other funds will be reserved for RLST. Any decision to redirect these funds will require approval by a vote of the faculty members of the affected program. For example, a vote by RLST faculty would be required to open any current RLST scholarships to WGST students. Likewise, a vote of exclusively WGST faculty would be required to re-orient any accounts, funds or scholarships currently held by WGST.

The allotment of teaching assistants for faculty in Arts will be drawn from a joint TA budget of the two units, administered by the Head with a view to ensuring that high enrollment classes with either the RLST or the WGST designation are provided with proper support.

The new unit will remain open to contributions and additional interest in administrative unions from other departments and programs that have a similarly multi-disciplinary orientation.

Amendment of any elements of the governance structure of the new unit as described in this memorandum may occur with the concurrence of a 2/3 majority of the unit’s voting members.

Background and RationaleThe Department of Religious Studies (RLST) and the Department of Women’s and Gender Studies (WGST) propose to adopt an administrative union to create a new unit within the


Faculty of Arts, provisionally to be called the Department of Gender, Religion, and Critical Studies.

This unit will administer, oversee, and retain the existing BA and BA Honours degrees in both Religious Studies and in Women’s and Gender Studies. Regular classes in Religious Studies will retain the course code, RLST; and regular classes in Women’s and Gender Studies will retain the course code WGST. All current faculty in both departments will retain their titles as instructors/professors of Religious Studies, and/or of Women’s and Gender Studies. Background

1) The Religious Studies department was created in 2001 out of an existing program shared equally among Arts, Campion College, and Luther College, and to which each unit was committed to provide three full-time faculty lines. This would provide the department with 9 full-time faculty members. The Departmental model was originally oriented to a “world religions” type of approach, with faculty covering a broad range of major religious traditions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Chinese and Japanese religions. The creation of the department also emphasized the equality of the three units comprising it, with members from the colleges having full departmental voting rights, and being able to serve as head. In addition, the deans of the three contributing units are to consult with one another regarding hiring decisions and the appointment of the head.

2) For at least the last eight years, this model has become harder to sustain, especially in light of faculty losses. We are also dealing with declining majors in RLST, and less-than-ideal numbers in upper-level classes.

3) The Women’s and Gender Studies Department was created in 2014 out of an existing multi-disciplinary program. The program currently has the equivalent of just over three full-time faculty lines, two and two-thirds in Arts (Miller-Schroeder, Carter, Juschka), and one half from Luther College (Anderson). This faculty complement has been maintained through the life of the original program and its transformation into a department. All WGST faculty members, including appointments from the Federated Colleges, have equal voting rights in the Departmental Meeting. There are no formal barriers to faculty from the Federated Colleges serving as Head of the Department.

4) While WGST has not experienced the same degree of faculty attrition as RLST, the Department remains small, and is unlikely to expand. It is currently able to offer its program in part via sessional hires.

5) Both Religious Studies and Women’s and Gender Studies have been multi-disciplinary in terms of their approaches to their (rather loosely-defined) subject-matters. Both departments have tended to an approach that emphasizes the gap between general or popular perceptions of their subject-matter (whether religion, gender, or sexuality) and those that can be sustained on the basis of evidence and analysis. Because of this methodological overlap and affinity, the two departments often cross-list each other’s courses. They also share faculty: two members of WGST (half of the continuing faculty complement) are jointly appointed to RLST (Juschka, Anderson). At least two additional RLST faculty (Arnal, Greifenhagen) have taught classes that were cross-listed with WGST. We have had two completed joint MA students in RLST/WGST (Jill Arnott, Carmen Webb), and this past year have hosted a foreign PhD student (Ric Chen) working in both areas under the supervision of Dr. Juschka. For many years the units have shared the same departmental office and have had the same administrator. Since 2017, both departments have also had the same person as head (Arnal).

6) Other universities have taken the step of amalgamating smaller departments into multi-disciplinary administrative units while preserving the integrity of the constituent programs. For example, the University of Alberta has a Department of Interdisciplinary Studies that includes programs in Religious Studies, Environmental Studies, Peace and Conflict Studies, International Studies, and Science, Technology, and Society.

7) At an August 8, 2017 meeting of the WGST Department, a vote was taken on union with RLST, along the lines of the principles noted above, and passed unanimously. After a September 22, 2017 meeting of the Department of RLST, an electronic vote on union with WGST, along the lines noted above, was conducted (since not all members were


present at the meeting; the vote was finalized October 4, 2017), and the motion passed 8-1.

8) This motion and the attached MOA have been shown to the Deans of Arts, of Luther College, and of Campion College, and have the support of the Federated Colleges.

RationaleThe proposed administrative union will formalize the close cooperation between the Departments of Religious Studies and Women’s and Gender Studies, but without compromising the integrity of their respective programs. It is intended that in the process, each of the original two units can enhance and contribute to the offerings of the other via cross-listing of courses, sharing of faculty where appropriate, and gradually re-orienting each unit’s offerings and requirements toward greater collaboration. Bringing the two units together also has the potential to enhance the inter- and multi-disciplinarity of both. We may be in a position then to streamline our offerings, and less wedded to offering the entire slate of classes that each unit requires for its program. This would not only help to address the problem of faculty losses in RLST, but could actually allow us to expand both programs in ways that would be good for the Faculty of Arts as a whole. Given that so many other departments in the Faculty of Arts offer classes related to both religion and/or gender, the new unit could rely more on our colleagues, and manage our diminishing resources in a co-operative way (and one beneficial for students). At a minimum, this administrative union will therefore: Lead to administrative efficiencies; Formalize administrative overlaps as currently practiced by both Departments; Recognize and work with the significant (and probably permanent) losses in the faculty

complement of RLST, while strengthening the small (but undiminished) faculty complement in WGST;

And preserve the current program roster of both WGST and RLST.

At best, it is hoped that the union should also, in future: Streamline the course offerings of both units (and eventually set the stage for much-

needed changes in the major requirements and curriculum of RLST); Keep open the door to additional administrative unions with any other interested multi-

disciplinary units; Position the unit as an entity more strongly within the Faculty of Arts to apply for new full-

time and tenure-track positions, by targeting any requests for new positions from Arts to the needs of both units;

Make better use of the broad resources of the Faculty of Arts to deliver both units’ programs. This last will also assist in making the major requirements of both programs more “student-friendly,” i.e., pragmatically easier to meet.

B. Revised courses

1. Department of Psychology

To revise the title, description, and prerequisite for PSYC 420, effective 201920.

PSYC 420 3:3-0Advanced Selected Topic in Social Psychology The study of psychological processes as they relate to social context and to interpersonal and group behaviour. A seminar on a selected topic in social psychology. *** Prerequisite: PSYC 320 or permission of the instructor ***

2. Non-profit Sector Leadership and Innovation

To amend the prerequisite for NSLI 200, effective 201920.


NSLI 200 Foundations of the Nonprofit SectorAn introduction to the nonprofit and voluntary sector in Canada and the organizations that comprise it. The course examines the history, size, scope, and roles of the sector in society, relationships with government and other sectors and accountability in the context of governing and managing a private not-for-profit corporation. ***Pre-requisite: Completion of 15 credit hours or permission of the Department.***

Rationale: The prerequisite is a barrier to first year and part time students wanting to explore the nonprofit and voluntary sector. This course is a prerequisite to all other NSLI courses, and will give students enough of background to be a sufficient introduction to the sector.

End of Report from Faculty of Arts


Appendix III

4.3 Faculty of Education

Items for Approval

The Faculty of Education has approved and recommends approval of the following motions.

Motion 1: Revisions to the Four-Year Elementary BEd SUNTEP Program

That EMCH 150 replace EMCH 100 the Michif language requirement and that the Approved Arts/Science elective (3 credit hours) be removed from the Four-year Elementary BEd SUNTEP Program as indicated in the template below, effective 201920.

FOUR-YEAR ELEMENTARY BEd SUNTEP PROGRAM(120credit hours)

Semester Term 1 (Fall)EPS 116 (3)*INDG 100 (3)*KHS 139 (3)*MATH 101 (3)*Elective (Media, Art, and Performance) (3)

Semester Term 2 (Winter) ECCU 200 (3)*ENGL 100 (3)*Approved Arts/Science elective (3)*ESST 100 (3)

Semester Term 3 (Spring/Summer)*EMCH 100 (3) *EMCH 150 (6)Semester Term 4*BIOL 140 (3) EFDN____ (3)*INDG 221 (3)*Elective (Social Science) (3)*Approved elective (3)

Semester Term 5ECE 205 (3)ELIB 216 (3)ELNG 205 (3)EPS 100 (3)EPSY 205 (3)

Semester 6EAES 215 (3)EFLD 050 (OCRE) (0)EMTH 215 (3)EPE 215 (3)EPS 215 (3)ESST 215 (3)

Semester Term 7EFLD 051 (OCRE) (0)EHE 215 (3)EPS 225 (3)EPSY 225 (3)ERDG 215 (3)ESCI 215 (3)

Semester Term 8EFLD 405 (internship) (15)

Semester Term 9ECCU 300 (3)ELNG 325 (3)EPSY 322 (3)Approved senior education elective (3)*Elective (Indigenous Studies) (3)

*Academic coursework

NOTES:1. Required Hours - 1202. Non-Education Hours - 393. Senior Non-Ed Hours - 94. One (1)) Aboriginal Language5. One (1)) Aboriginal Language

Rationale: Michif 150 will be offered as an intensive cultural camp, land-based learning experience during the spring-summer term. Students will be engaged in Métis ways of


knowing in theory and practice. The model of delivery is consistent with other immersive language courses. SUNTEP Regina has been a program with the Faculty of Education, at the University of Regina for nearly 40 years, committed to (revitalization) culture, history, and community.

The approved arts and science elective is removed to accommodate the addition of the 6 credit hour Michif course in term three.

(end of Motion 1)

Motion 2: Four-Year Elementary BEd SUNTEP Program Revisions

That the Media, Art, and Performance elective in term one is moved to term two in the Four-year Elementary BEd SUNTEP Program as indicated in the template below, effective 201920.

FOUR-YEAR ELEMENTARY BEd SUNTEP PROGRAM(120credit hours)

Semester Term 1 (Fall)EPS 116 (3)*INDG 100 (3)*KHS 139 (3)*MATH 101 (3)*Elective (Media, Art, and Performance) (3)

Semester Term 2 (Winter) ECCU 200 (3)*ENGL 100 (3)*Approved Arts/Science elective (3)*ESST 100 (3)*Elective (Media, Art, and Performance) (3)

Semester Term 3 (Spring/Summer)*EMCH 100 (3) *EMCH 150 (6)Semester Term 4*BIOL 140 (3) EFDN____ (3)*INDG 221 (3)*Elective (Social Science) (3)*Approved elective (3)

Semester Term 5ECE 205 (3)ELIB 216 (3)ELNG 205 (3)EPS 100 (3)EPSY 205 (3)

Semester Term 6EAES 215 (3)EFLD 050 (OCRE) (0)EMTH 215 (3)EPE 215 (3)EPS 215 (3)ESST 215 (3)

Semester Term 7EFLD 051 (OCRE) (0)EHE 215 (3)EPS 225 (3)EPSY 225 (3)ERDG 215 (3)ESCI 215 (3)

Semester Term 8EFLD 405 (internship) (15)

Semester Term 9ECCU 300 (3)ELNG 325 (3)EPSY 322 (3)Approved senior education elective (3)*Elective (Indigenous Studies) (3)

*Academic coursework

NOTES:6. Required Hours - 1207. Non-Education Hours - 398. Senior Non-Ed Hours - 99. One (1)) Aboriginal Language

Rationale: The Media, Art, and Performance elective in term one is moved to term two to fulfil the 15 credit hour program requirement. Term one is 12 credit hours to provide transition time for new students into the program.

(end of Motion 2)


Motion 3: Secondary BEd After Degree (BEAD) Program English Major Revisions

That ELNG 450 Issues in Secondary English Education be replaced by ELNG 200 in the Secondary BEd After Degree (BEAD) Program (English Major EENG) template below, effective 201920.

Secondary BEd After Degree (BEAD) Program English Major (EENG)

(60 credit hours)

Term 1 (Fall)One of ECS 100, 110, 200, 210 (3)ECS 300 (3)ELNG 300 (3)E (minor curriculum course) (3) Elective (3)

Term 2 (Winter)ECS 310 (3)ECS 350 (3)ECS 410 (3)ELNG 350 (major) (3)ELNG 351 (major) (3)

Term 3EFLD 400 (internship) (15)

Term 4EPSY 400 (3)ELNG 450 (major post-internship course) ELNG 200 (3)Elective (3)Elective (3)Elective (3)

Rationale: To support Continuous Evaluation of Applications to the Faculty of Education, this change will permit students admitted to Secondary English Education to complete the program in four years by eliminating the post-internship requirement. The equivalent motion was previously passed for the 4 year program; this housekeeping motion is to correct the Undergraduate Calendar.

(end of Motion 3)

Motion 4: Secondary BEd After Degree (BEAD) Program Social Studies Major Revisions

That ESST 369 be replaced by an approved Education elective in the Secondary BEd After Degree (BEAD) Program (Social Studies ESST Major) template below, effective 201920.

Secondary BEd After Degree (BEAD) Program Social Studies Major (ESST)

(60 credit hours)Term 1 (Fall)One of ECS 100, 110, 200, 210 (3)ECS 300 (3)ESST 300 (major curriculum course) (3)E (minor curriculum course) (3) Elective (3)

Term 2 (Winter)ECS 310 (3)ECS 350 (3)ECS 410 (3)ESST 350 (3)ESST 360 (3)


Term 4EPSY 400 (3)ESST 369 (major post-internship course) Approved Education Elective (3)Elective (3)


Elective (3)Elective (3)

NOTE:1. Major approved electives include 200-level or higher courses in Anthropology, Economics, Geography, History, Indigenous Studies, Political Science or Sociology.

Rationale: The proposed change provides more flexibility in the template, particularly for after-degree students, and allows for students in the four-year program to accelerate program completion. The equivalent motion was previously passed for the 4 year program; this housekeeping motion is to correct the Undergraduate Calendar.

(end of Motion 4)

Motion 5: Bachelor of Dance Admissions

That admissions to the Bachelor of Dance be suspended. The deadline for program completion and graduation from the Bachelor of Dance program is April 30, 2021, effective 201910.

Bachelor of DanceThis program is only open to those students enrolled in the BEd Arts Education Dance Major Program Arts Education Program section). Admission to the Bachelor of Dance has been suspended effective Winter 2019. The deadline for program completion and graduation from the Bachelor of Dance program is April 30, 2021.

The degree is granted only concurrently with or after the awarding of the BEd in Arts Education (refer the Graduation section).To qualify for the three-year Bachelor of Dance, students must complete at least 90 credit hours as follows:

Rationale: Since the renewal of the Arts Education Program, the major for all students is Arts Education. Therefore, the original argument for the Bachelor of Dance degree, to provide parity for majors existing at that time (Visual Art, Drama, Music, Literature) no longer applies. The deadline for program completion for students currently enrolled in this program is April 30, 2021.

(end of Motion 5)

Motion 6: Secondary BEd Program Physics Major Program Revision

That ESCI 401; Participatory Research in Science Education be replaced with EPSY 400; Working with Difference and Diversity in the four-year Secondary BEd Programs (Biology Major (EBIO), Chemistry Major (ECHEM), and Physics Major (EPHY)), effective 201920.

SECONDARY B.Ed. PROGRAMPHYSICS MAJOR (EPHY)

(120 credit hours)Term 1 (Fall) ECS 100 (3)ENGL 100 (3)MATH 110 (3)PHYS 111 (3)Minor* (3)

Term 2 (Winter) ECS 110 (3)MATH 111 (3)MATH 122 (3)PHYS 112 (3)Minor* (3)

Term 3ECS 200 (3)MATH 213 (3)PHYS 201 (3)PHYS 261 (3)Minor* (3)

Term 4ECS 300 (3)MATH 217 (3)PHYS 202 (3)PHYS 242 (3)PHYS 292 (3)

Term 5 Term 6


ECS 210 (3)ESCI 300 (3) ESCI 302 (3)E (minor curr. course)* (3)Minor (3)

ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (3) ESCI 351 (3)


Term 8ESCI 401 (major post-internship course) EPSY 400 (3) INDG 100 (3)PHYS 300-level (3) Minor* (3)Elective (3)

*For Secondary Science majors, a science minor is recommended but any secondary minor may be selected.

SECONDARY B.Ed. PROGRAM BIOLOGY MAJOR (EBIO)

(120 credit hours)Term 1 (Fall) BIOL 100 (3)CHEM 104 (3)ECS 100 (3)ENGL 100 (3)Minor* (3)

Term 2 (Winter) BIOL 101 (3)CHEM 140 (3)ECS 110 (3)INDG 100 (3)Minor* (3)

Term 3ECS 200 (3)BIOL 275 (3)BIOL 276 (3)BIOL 223 (3)Minor* (3)

Term 4BIOL 205 (3)BIOL 288 (3)BIOL 266 (3)ECS 300 (3)Elective (3)

Term 5ECS 210 (3)ESCI 300 (3) ESCI 302 (3)E (minor curr. course)* (3)Minor* (3)

Term 6ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (3) ESCI 351 (3)


Term 8ESCI 401 (major post-internship course) EPSY 400 (3) Minor* (3)Elective (3)Elective (3)Elective (3)


SECONDARY BEd PROGRAMCHEMISTRY MAJOR (ECHM)

(120 credit hours)Term 1 (Fall) CHEM 104 (3)ECS 100 (3)ENGL 100 (3)MATH 110 (3)Minor* (3)

Term 2 (Winter) CHEM 105 (3)CHEM 140 (3)ECS 110 (3)INDG 100 (3)Minor* (3)

Term 3CHEM 200-level (3)CHEM 210 (3)ECS 200 (3)Minor* (3)Minor* (3)

Term 4CHEM 230 (3)CHEM 200/300-level (3)ECS 300 (3)Minor* (3)Elective (3)

Term 5 CHEM 300-level (3)ECS 210 (3)ESCI 300 (3) ESCI 302 (3)

Term 6ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)


E (minor curr. course)* (3)

ESCI 350 (3) ESCI 351 (3)


Term 8ESCI 401 (major post-internship course) EPSY 400 (3) Elective (3)Elective (3) Elective (3) Elective (3)


Rationale: : The proposed revision to the four-year Secondary B.Ed. Programs (Biology Major (EBIO), Chemistry Major (ECHEM), and Physics Major (EPHY)) meets the psychology requirement for certification by the Saskatchewan Professional Teachers Regulatory Board.

(end of Motion 6)

Motion 7: Secondary BEd General Science Major Revisions

That changes be made to the four year Secondary BEd General Science program as indicated in the template below, effective 201920.

SECONDARY BEd PROGRAM GENERAL SCIENCE MAJOR (ESCI) (120 credit hours)

Term 1 (Fall) ECS 100 (3)ENGL 100 (3)Approved science major (3)Approved science major (3)Minor* (3)

Term 2 (Winter) ECS 110 (3)INDG 100 (3)Approved science major (3)Approved science major (3)Minor* (3)

Term 3 ECS 200 (3)Approved science major (3)Approved science major (3)Minor* (3)Approved elective (3)

Term 4 ECS 300 (3)Approved science major (3)Approved science major (3)Minor* (3)Approved elective (3)

Term 5 ECS 210 (3)ESCI 300 (major curr. course) (3)ESCI 302 (3)E (minor curr. course)* (3)Minor* (3)

Term 6 ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (3)ESCI 351 (3)

Term 7 EFLD 400 (internship) (15)

Term 8 EPSY 400 or Approved education elective (3)ESCI 401 (major post-internship course) Elective (3) Approved elective (3)Approved elective (3)Approved elective (3)

* For General Science Majors the minor must be a non-science minor. General Science majors must have 8 (24.0 credit hours) science courses with at least 6.0 credit hours in Biology (normally BIOL 100 and 101), Chemistry (normally CHEM 104 and 140 or 105) and Physics (normally PHYS 109 and 119). Most BIOL 200 level courses require CHEM 104 as prerequisite; check calendar for course prerequisites.

Rationale: In order to achieve provincial certification EPSY 400 is now required in the Secondary BEd General Science program. Additionally ESCI 401 has been replaced by an elective in term 8 to provide flexibility for students.(end of Motion 7)Motion 8: Secondary BEd After Degree (BEAD) Program Revisions


That changes be made to the two year Secondary BEd After degree (BEAD) Programs (Biology, Chemistry, Physics, and General Science Majors) as indicated in the templates below, effective 201920.

SECONDARY BEd AFTER DEGREE (BEAD) PROGRAM BIOLOGY MAJOR (EBIO)

(60 credit hours)

Term 1 (Fall)One of ECS 100, 110, 200, 210 (3)ECS 300 (3)ESCI 300 (3)ESCI 302 (3)E(minor curr. course) (3)

Term 2 (Winter) ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (major) (3)ESCI 351(major) (3)


Term 4EPSY 400 or approved education elective (3)ESCI 401 (major post-internship course) Education Elective (3)INDG 100 or approved elective (3)Elective (3)Elective (3)

BEAD Planning

Major (minimum 24 credit hour of academic course work in major)1. BIOL 100 (Intro Biology I) (3)2. BIOL 101 (Intro Biology II) (3)3. BIOL 288 (Cell Biology) (3)4. BIOL 275 or 276 (3)5. BIOL 266 (Plant Physiology) (3)6, 7, & 8. Three of the following (9): BIOL 205 (Genetics) BIOL 223 (Microbes and Society) BIOL 275 (Ecology) BIOL 276 (Environmental Biology) BIOL 378 (Animal Physiology) BIOL 402 (Evolution)

Minor 1. Minor ____________ (3)2. Minor ____________ (3)3. Minor ____________ (3)4. Minor ____________ (3)5. Minor ____________ (3)6. E(minor curr. course) (3)

SECONDARY B.Ed. AFTER DEGREE (BEAD) PROGRAM CHEMISTRY MAJOR (ECHM)

(60 credit hours)

Term 1 (Fall)One of ECS 100, 110 , 200, 210 (3)ECS 300 (3)ESCI 300 (3)ESCI 302 (3)E (minor curr. Course) (3)

Term 2 (Winter) ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (major) (3)ESCI 351(major) (3)




BEAD PlanningMajor (minimum 24 credit hour of academic course work in major)1. CHEM 104 (General Chemistry I) (3)2. CHEM 105 (General Chemistry II) (3)3. CHEM 140 (Organic Chem I) (3)4. CHEM 210 (Analytical Chemistry) (3)5. CHEM 230 (Inorganic Chem I) (3)6. CHEM 250 (Physical Chemistry I) (3)7. CHEM 200/300-level (3)8. CHEM 200/300-level (3)

Minor 1. Minor __________ (3)2. Minor __________ (3)3. Minor __________ (3)4. Minor __________ (3)5. Minor __________ (3)6. E(minor curr. course) (3)

SECONDARY B.Ed. AFTER DEGREE (BEAD) PROGRAMGENERAL SCIENCE MAJOR (ESCI)

(60 credit hours)

Term 1 (Fall)ECS 200 (3)ECS 300 (3)ESCI 300 (major curr. course) (3)ESCI 302 (3)E (minor curr. course)* (3)

Term 2 (Winter)ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (3)ESCI 351 (3)


Term 4EPSY 400 or approved education elective (3)ESCI 401 (major post-internship course) Education Elective (3)Elective* (3) INDG 100 or approved elective (3) Elective* (3)Elective* (3)


SECONDARY B.Ed. AFTER DEGREE (BEAD) PROGRAMPHYSICS MAJOR (EPHY)

(60 credit hours)

Term 1 (Fall)One of ECS 100, 110, 200, 210 (3)ECS 300 (3)ESCI 300 (3)ESCI 302 (3)E(minor curr. course) (3)

Term 2 (Winter) ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)ESCI 350 (3)ESCI 351 (3)



BEAD PlanningMajor (minimum 24 credit hour of academic course work in major)1. PHYS 111 (Mechanics) (3)2. PHYS 112 (Waves & Optics) (3)3. PHYS 201 (Electricity & Magnetism)(3)4. PHYS 202 (Classical Mechanics I) (3)5. PHYS 242 (Modern Physics) (3)6. PHYS 200/300-level (3)7. PHYS 200/300-level (3)8. PHYS 200/300-level (3)

Minor 1. Minor ____________ (3)2. Minor ____________ (3)3. Minor ____________ (3)4. Minor ____________ (3)5. Minor ____________ (3)6. E(minor curr. course) (3)

Rationale: In order to achieve provincial certification EPSY 400 is required. ESCI 401 has been replaced by an Education Elective to provide flexibility for students.

(end of Motion 8)

Motion 9: ECS 200 Removal

That ECS 200 be removed from all undergraduate templates (excluding Le Bac Programs) and replaced by an Education elective, effective 201920.

Rationale: As ECS offerings have evolved, the course materials in ECS 200 is now covered in other Education courses. The proposed change will: streamline ECS Subject-area offerings; reduce duplication of content among ECS courses; and make space in program templates for other courses whose content has become more relevant to teacher preparation in recent years.

(end of Motion 9)

Motion 10: ECS 350 Removal

That ECS 350 be removed from the Secondary Education templates and replaced by ECCU 400 effective 201920.

Rationale: With the realignment of content in ECS courses, and the anticipated revision of courses, ECS 350 is now redundant and its removal allows for the addition of ECCU 400 in the Secondary Education template effective 201920.


(end of Motion 10)


Motion 11: Elementary BEd After Degree (BEAD) Early Elementary Revisions

That the aesthetic education requirement be removed from Term 2 to Term 4 replacing the Approved Education Elective (3) and that ECCU 400 be added to Term 2 as indicated in the templates below, effective 201920.

Two-Year Elementary BEd After Degree (BEAD) ProgramEarly Elementary (Pre-K To Grade 5)

(60 Credit Hours)Term 1 (Fall) (notes 1, 2)ELNG 310 (3)ECS 311 (3)EFLD 310 (0)EHE 310 (3) EMTH 310 (3)EPE 310 (3)

Term 2 (Winter) (notes 1, 2)EAE 201 or one of EDRA 101/202, EMUS 101/202, EVIS 101/202, EDAN 101/202 (3) ECCU 400 (3)ESCI 310 (3)ECS 410 (3)EFLD 311 (0)ERDG 310 (3)ESST 310 (3)


Term 4One of ECE 325, 425,435 or 445 (3) Approved Education Elective (3) EAE 201 or one of EDRA 101/202, EMUS 101/202, EVIS 101/202, EDAN 101/202 (3)EPSY 400 (3)ELNG/ELIB/ELIT/ERDG (3) INDG 100 or Approved Education (3)

Notes:1.Terms one and two are the pre-internship terms. Students are expected to have full-time status; courses, seminars, field experiences and other activities may be scheduled during normal class time throughout the term.2.Students' progress from one term to the next is dependent upon achieving positive assessments and evaluations in student review meetings which focus on academic and professional development.

Two-Year Elementary BEd After Degree (BEAD) ProgramMiddle Years (Grades 6 To 9)

(60 Credit Hours)Term 1 (Fall) (notes 1, 2)ELNG 310 (3)ECS 311 (3)EFLD 317 (0)EHE 317 (3)EMTH 317 (3)EPE 317 (3)

Term 2 (Winter) (notes 1, 2)EAE 201 or one of EDRA 101/202, EMUS 101/202, EVIS 101/202, EDAN 101/202 (3) ECCU 400 (3)ESCI 317 (3)ECS 410 (3)EFLD 318 (0)ERDG 317 (3)ESST 317 (3)

Term 3 EFLD 407 (internship) (15)

Term 4 EPSY 217 (3)EPSY 400 (3)ELNG/ELIB/ELIT/ERDG (3)INDG 100 or Education elective (3)Approved Education Elective (3)


EAE 201 or one of EDRA 101/202, EMUS 101/202, EVIS 101/202, EDAN 101/202 (3)

Notes:1 Terms one and two are the pre-internship terms. Students are expected to have full-time status; courses, modules, seminars, workshops, field experiences and other activities may be scheduled during normal class time throughout the term.2 Students' progress from one term to the next is dependent upon achieving positive assessments and evaluations in student review meetings which focus on academic and professional development

Rationale: These changes have been made to align with Saskatchewan Curriculum requirements.(end of Motion 11)

Motion 12: Bac en Éducation Après Diplôme (BEAD) élémentaire, secondaire ou français de base admission requirements

That Bac en Éducation Après Diplôme (BEAD) élémentaire, secondaire ou français de base admission requirements section of the Undergraduate Calendar be updated as follows, effective 201920.

Bac en Éducation Après Diplôme (BEAD) élémentaire, secondaire ou français de base

Pour être admise en 1re année du Bac après diplôme (BEAD), il faut: 1. avoir maintenu une moyenne d’au moins 65 % dans le premier diplôme 2. avoir réussi le cours ECSF 100 ou ECSF 110 3. 2. avoir les concentrations suivantes dans le premier diplôme:

Rationale: The change will create parity among the Two-Year Undergraduate Faculty of Education BEd After Degree (BEAD) Teacher Programs.

(end of Motion 12)

Motion 13: Secondary BEd Program Physcial Education Major Revisions

That the Secondary BEd Program Physical Education Major Program be revised as indicated in the template below, effective 201920.

SECONDARY BEd PROGRAMPHYSICAL EDUCATION MAJOR (EPE)

(120 credit hours)Semester 1 (Fall) ECS 100 (3)ENGL 100 (3)EPE 100 (fall only) (3)KHS 135 (3)Minor (3)

Semester 2 (Winter) ECS 110 (3)EHE 258 (3)KIN 120 (3)KIN 180 (KHS 151) (3)KHS 139 (3)

Semester 3ECS 200 (3)EOE 224 (3)Minor (3)KIN 260 (3)KHS 231 (3)

Semester 4EOE 338 (3)KHS 232 (3)KHS 233 (3)KIN 280 (3)Minor (3)

Semester 5 Semester 6


ECS 210 (3)ECS 300 (3)EHE 300 (3)EPE 300 (major curr. course) (3)E (minor curr. course) (3)

ECS 310 (3)ECS 350 (3)ECS 410 (3)EFLD 060 (PLACE) (0)EHE 350 (major educ. course) (3)EPE 350 (major instr. course) (3)

Semester 7EFLD 400 (internship) (15)

Semester 8EOE 414 (3)EPE 489 (major post-internship

course) (3)EPSY 400 or approved elective (3)Minor (3)Minor (3)

NOTE: Subject area approval is required for course selection.

Rationale: The proposed revision is necessary in order for the program to meet certification requirements of the Saskatchewan Professional Teachers Regulatory Board.

(end of motion 13)


The Faculty of Education submits the following items for information to CCUAS. Each becomes effective 201910.

A. New Course

EMCH 150 6:6-0 *Michif ImmersionIntroduction to Michif; designed to develop oral expression, grammar, and vocabulary with opportunities to practice, that include conversation, community involvement, and land based learning activities. This course will explore the unique Métis language, culture, and history of the people in a community setting. *Note: Students may ONLY receive credit for either EMCH 100 or EMCH 150 *

Is this replacing another course: n/a Equivalent Course(s): EMCH 100 Corequisite: n/aMutually Exclusive Course (s): n/a Restriction(s): n/a Course Attribute(s): n/a Grade Mode(s): N Schedule Type(s): ACredit Hours: 6Lecture Hours: 6 Lab Hours: 0 Other Contact Hours: 0

EFLD 350 0:15-0 Teaching Experience in the Secondary Pre-internship TermRequired of all secondary students in the BEd or BEAD programs, 15 days of teaching experience in a Secondary School, normally in the Winter term. ***Co-requisite: one of ELNG 350, EHE 350, EMUS 350, EMTH 350, EPE 350, ESCI 350, or ESST 350***

**Note: Pass/Fail grade. Must pass in order to proceed to EFLD 400 Secondary Internship.

Is this replacing another course: n/a Equivalent Course(s): n/a Corequisite: ELNG 350, EHE 350, EMUS 350, EMTH 350, EPE 350, ESCI 350, or ESST 350


Mutually Exclusive Course (s): n/a Restriction(s): n/a Course Attribute(s): n/a Grade Mode(s): P Schedule Type(s): FCredit Hours: 0Lecture Hours: 0Lab Hours: 0 Other Contact Hours: 15

B. Course Changes

ECE 200 3:3-0 1Teaching and Learning in Pre-K to 5 This course will explore children's development within and across the complexities of social and cultural life through ideas related to experiential learning in the early years of schooling and some of the historical/theoretical discourses that have (in)formed practice and schooling and the main approaches of early childhood education through western and cross—cultural perspectives. Students will be introduced to the principles of anti-bias education in early childhood settings. There is a 10 hour maximum field observation component.*** Prerequisite: Acceptance into the Elementary Program Faculty of Education or Early Childhood Certificate(s). ***

ECE 325 3:3-0Experiential Learning for Young ChildrenPlanning, organizing, and evaluating learner-centered curriculum and environments for young children. Multiple modes of learning and forms of representing learning. Applying principles of developmentally and culturally appropriate practice to classroom environments.*** Prerequisite: Second-year standing in the Elementary Program **** Note: Normally offered in winter only. **** Prerequisite: Acceptance into the Faculty of Education or Early Childhood Certificate(s). ***

ECE 400 3:3-0Contemporary Perspectives and Challenges in Early Childhood EducationAn exploration of current theories and practices in Early Childhood Education through critical examination of the beliefs, values and assumptions behind notions of best practice, developmentally appropriate practice and other discourses that influence ECE. Students will draw upon their own internship experiences to critically (in)form their reflective explorations. *** ***Prerequisite: ECE 200 or ECE 325 Successful completion of EFLD 409 or 411. ***

ECE 425 3:3-0Contemporary Perspectives in Early Childhood EducationAn examination of current perspectives and challenges in early childhood education. Participants will investigate program assumptions and beliefs and develop practical action plans which support positive teaching/learning environments for young children.*** Prerequisite: ECE 200 or ECE 325 Pre-internship ***

ECE 435 3:3-0Curricular Implications of PlayPlay and its contribution to development and learning; practical application of play theory in experiential learning situations.*** Prerequisite: ECE 200 or ECE 325 Preinternship or permission from the Elementary Program Chair ***

ECE 445 3:3-0Introduction to Preschool SettingsThis course considers the child, the adult, the preschool environment, and the broader socio-


cultural contexts of preschool programs. There will be an emphasis on knowledge and experience of the complex interactions of the components which comprise developmentally appropriate preschool settings.*** Prerequisite: ECE 200 or ECE 325 Preinternship or permission from the Elementary Program Chair **

ECS 311 3:3-0Pedagogy, Theory and Practices (Elementary, Pre-K to Grade 8)This course introduces students to education for social and ecological justice. Students will critique existing assumptions and practices in schooling that contribute to the marginalization of some, and work with units of study and assessment methods that are more equitable for all students. ***Prerequisite: EFLD 310 or EFLD 317 *** *Note: In order to pass ECS 311 a student must also pass EFLD 310 or 311 for Pre K-5 students and EFLD 317 or EFLD 318 for Middle Years students*

EFLD 310 0:10-0Teaching Experiences in the Pre-K to Grade 5 Classroom: Part lThis course provides students with guided practice in planning and preparing for teaching in an elementary (Pre-K to Grade 5) classroom; with experiences in teaching children in a Pre-K to Grade 5 classroom; with structured debriefing of those experiences; with relevant workshops; and support in reflecting upon their development as teachers. ***Prerequisite: Admission to pre-internship*** *Note: Passing EFLD 310 is required to pass ECS 301 311* *Note: Restricted to Bachelor of Education students*

EFLD 311 0:8 -0Teaching Experiences in the Pre-K to Grade 8 5 Classroom: Part 2This course provides students with continued guided practice in planning, preparing, implementing and reflecting upon units of study in Pre-K to Grade 5 classrooms; with teaching time in Elementary classrooms; and with workshops related to anti-oppressive education and equitable practices in Elementary curriculum, instruction, and assessment, as well as the ethical and legal roles and responsibilities of teachers. ***Prerequisite: Permission of the Program Chair and Successful completion of EFLD 310*** *Note: Passing EFLD 311 is required to pass ECS 311**Note: Restricted to Bachelor of Education students*

EFLD 317 0:10-0Teaching Experiences in the Middle Years Classroom: Part 1This course provides students with guided practice in planning and preparing for teaching in a middle grade classroom; with experiences in teaching children in a middle grade classroom; with structured debriefing of those experiences; and with support in reflecting upon their development as teachers. ***Prerequisite: Admission to pre-internship*** *Note: Passing EFLD 317 is required to pass ECS 301 311 for Middle Years students* *Note: Restricted to Bachelor of Education students*

EFLD 318 0:10-0Teaching Experiences in the Middle Years Classroom: Part 2This course provides students with continued guided practice in planning, preparing, implementing and reflecting upon units of study for middle years classrooms. Particular attention will be paid to the inclusion of aboriginal content and perspectives and equitable practices in curriculum, instruction and evaluation. ***Prerequisite: Permission of the Program Chair and Successful completion of EFLD 317*** *Note: Passing EFLD 318 is required to pass ECS 311 for Middle Years students* *Note: Restricted to Bachelor of Education students*


ELNG 200 3:3-0 Linguistic Diversity and Teaching Language Arts Multilingualism and the classroom This course prepares future teachers to support children in learning to speak, read and write the English of the school. It covers the rule systems of language, contrasts among dialects, both first and second language acquisition, and the effects of poverty, transience and cultural diversity on literacy learning to develop critical multilingual language awareness. It helps students to develop an understanding of language development across social contexts as well as how classroom instruction can constitute and maintain social categories. Students will become familiar with literacy instruction that works to foster equity and justice in the classroom and beyond. There is a 8 hour maximum field observation component. ***Prerequisite: ECS 110 or permission of the subject area***

ESCI 310 3:3-1.5 0Science Education (Pre-K to Grade 5)Curriculum, instruction and evaluation in elementary school science. Pedagogical application of prerequisite course material presented in Environmental Education (ESCI 302). *** Prerequisite: ESCI 302 and one approved science elective and acceptance into pre-internship. ***

ESCI 317 3:3-1.5 0Introduction to Teaching and Learning Science in Middle Years ClassroomsExamination of curricular concepts using strategies appropriate to middle years learners. Topics include assessment and instructional strategies for student-centred instruction. Students through direct experience will develop strategies and knowledge that enables them to gain confidence in the delivery of a highly interactive science program. *** Prerequisite: For elementary (middle years concentration) pre-internship students only. ***

End of Report from the Faculty of Education


Appendix IV4.4 Faculty of Engineering and Applied Science

Items for Approval

The Faculty of Engineering and Applied Science has approved and recommends approval of the following motions.

Motion 1: Industrial Systems Engineering Program Revisions

To replace CHEM 140 with CHEM 105 in Term 5 of the Industrial Systems Engineering program template as outlined below, effective 201920.

(page 182 of print calendar, page 188 in online calendar)

Term 5 (Fall)

3.0 CHEM 140 CHEM105

3.0 ENEV 261

3.0 ENIN 331

3.0 ENIN 343

3.0 ENGG 330

Rationale: To address the need for physical chemistry course rather than organic chemistry course that will benefit both the processing and manufacturing streams. Discussions and acceptance with course provider have occurred. There is no effect on current pre-requisite listings.

(end of Motion 1)

Motion 2: Software Systems Engineering (SSE) Technical Electives

To change the SSE technical electives in the program template as outlined below, effective 201920.

(page 184 in print calendar and page 190 in online calendar)

Technical Electives (four electives in total are required that include a minimum of two ENSE courses): ENSE 473, ENSE 479, ENSE 480, ENSE 481, ENSE 482, ENSE 483, CS 325 CS 205, CS 327 CS 315, CS 330, CS 350, CS 375, CS 405, CS 425, CS 427 ENEL 487, ENEL 489 or any other approved technical elective.

Rationale: Both CS 325 and CS 327 have been discontinued.

(end of Motion 2)

End of Report from the Faculty of Engineering and Applied Science


Appendix V4.5. La Cité universitaire francophone

Item for Information

A. Course Revision

FFIS Program faculty members recommend that the course description for FRN 352 be changed as follows:

FRN 352 - Lecture et écriture critique I/Critical Reading and Writing I Ce cours développe les compétences de l’étudiant pour la lecture et l’écriture critique au moyen d’un large éventail de textes non-littéraires et littéraires, ainsi que de l’étude de la composition, en mettant l’accent sur les liens entre les modes de lecture et d’écriture. //This course develops students’ proficiency in critical reading and writing through the study of a wide range of non-literary and literary texts, and the study of composition, with emphasis on connections between modes of reading and writing.*Note: Ce cours remplace ENGL 100 seulement pour les étudiants de l’option bilingue du baccalauréat en sciences infirmières. Ces étudiants ne peuvent pas demander de crédits pour FRN 352 et ENGL 100 This course replaces ENGL 100 only for students registered in the bilingual option of the Bachelor of Science in Nursing. These students cannot claim credits for both FRN 352 and ENGL 100.*

Effective date: 201920

Rationale : The change to the course description for FRN 352 is in keeping with the change to the FFIS BA program: at La Cité Council on September 17, 2018, members approved a motion to allow students registered in the BA of the FFIS Program to choose between either ENGL 100 or FRN 352. Program change approval has been granted by both CCUAS and Executive of Council. The note indicating that students cannot receive credit for both classes will now be included in the program requirements table in the program Catalogue and must be removed from the course description itself, as this restriction may not necessarily apply to students from other programs who choose to register for FRN 352.

End of Report from La Cité universitaire francophone


Appendix VI4.6 Faculty of Nursing

The Faculty of Nursing Faculty Council has approved the following CNUR course changes effective 201920 and provides them for information:


CNUR 100 Practice Education: Community Partnerships 3:3-32-4This course will begin the focus on communication and collaboration professionalism in a community service learning environment. Learners will integrate theory on caring, communication, collaboration, leadership, and safety. Learners will have the opportunity to begin integration of values of social justice and socioenvironmental perspectives, particularly the influence of social determinants of health reflect critically upon their own values, diversity, the social determinants of health, and social justice. Mandatory 40 hours a semester of Community Service Learning (CSL)

Rationale: This is primarily housekeeping to ensure that the hours accorded to theory and clinical are correct and the course description matches the new macro curriculum framework. "Professionalism" encompasses collaboration, communication, caring, safety, leadership, accountability & responsibility – as articulated in the new macro curriculum framework. Critical reflection was added to the course description (previously missing). Removing reference to hours makes this course description consistent with other courses that does not include any reference to clinical hours in the actual course description.

CNUR 102 Foundations of Care I: A Developing Professional 3:32-3This course introduces the concepts of safety, health, primary health care, population health and health care systems as the basis for understanding the profession of nursing. Learners will focus on understanding of self, interpersonal relationships, foundations for therapeutic relationships and communication in the context of caring environments and according to professional standards. Learners will have the opportunity to developing beginning fundamental nursing skills including safety, self-care and mobility according to professional standards.

Rationale: This is primarily housekeeping to ensure the hours accorded to theory and lab are correct. In addition, there has been a long standing disconnect between the course description and the course critical learning elements/outcomes. The proposed wording reflects what is being taught currently.

CNUR 103 Foundations of Care II: Professional Nursing 3:3-33.5This course introduces the concept of primary health care, and continues the focus on health and the health care system as the basis for understanding the profession of nursing. This course continues the fundamentals of professional nursing practice. Learners will have the opportunity to develop nursing skills acquire knowledge, skills, attitudes and judgment necessary to practice in an interprofessional direct care environment.

Rationale: An imbalance between the time allocated to CNUR 103 and CNUR 107 labs was identified in 2016. The solution was to do a pilot to ensure that a solution was viable prior to permanent implementation. The change in lab hours reflects the positive solution that evolved and was validated. Changes to the course description corrects existing disconnect between the current description and the course outcomes.

CNUR 107 Introduction to Health Assessment 3:1.5-2.5This course will focus on basic health assessment of healthy individuals. Learners will have the opportunity to develop skills required to perform and document holistic and systematic assessments required for nursing practice.

Rationale: An imbalance between the time allocated to CNUR 103 and CNUR 107 labs was identified in 2016. The solution was to do a pilot to ensure that a solutions was viable prior to permanent implementation. The change in lab hours reflects the positive solution that evolved and


was validated. It was also identified that 1 hour of class was insufficient time for the content so an additional .5 hr was added.

CNUR 209 Nursing Research Methods 3:3-0This course will focus on foundational substantive knowledge about research, knowledge uptake and utilization of both quantitative and qualitative research in the practice of nursing. A variety of research methodologies will be discussed. The emphasis will be on research literacy: reading and understanding research based literature and the implications for nursing practice. Delivered in lecture and televised formats.

Rationale: A variety of research methodologies will be discussed at the introductory/foundational level; the changed wording makes this more explicit. Deleting the delivery method from the course description provides flexibility should a delivery method change.

CNUR 300 Family Health 3:3-0This course will focus on nursing care of families within the context of culture, community and society, utilizing a patient-and family-centered care approach. Learners will have opportunities to explore family diversity, to holistically assess holistic assessment of diverse families, and to integrate health promotion and beginning interventions in caring for families in practice settings. Consists of mixed delivery format, including online.

Rationale: These proposed changes include case management and "patient" as well as family-centered care, terms which align with the revised macro curriculum. The term “patient-and-family-centred care” is in alignment with the Government of Saskatchewan and Saskatchewan Health Authority’s philosophy of care. Deleting the delivery method from the course description provides flexibility should a delivery method change.

CNUR 304 Theory & Practice Education: Mental Health and Addictions Partnerships 6:4-21This course will focus on complex alterations in the mental health and addictions of adults across the lifespan. Learners will have the opportunity to explore and apply primary health care principles, advanced assessment skills, and provide holistic care to adults across the lifespan in the varying levels of intervention (health promotion, restoration, rehabilitation and support) while integrating nursing knowledge and critical thinking, pathophysiology, pharmacology, microbiology, nutrition, counselling and health education. This course is taken in a six week block.

Rationale: The term “Mental Health and Addictions Populations” acknowledges and is inclusive of the clinical integration of mental health and addictions services. The new Saskatchewan Health Authority and Government of Saskatchewan have changed their language to purposefully include “mental health and addictions” such as in the document “Mental Health and Addictions Action Plan”.

CNUR 400 Social, Political & Economic Perspectives in Nursing 3:3-0This course will focus on the roles, and competencies and issues within the nursing profession of the nurse within the context of the health care system and the larger society as they relate to community, provincial, national and global health. Learners will have the opportunity to further explore the social determinants of health and the legal, ethical and political issues and policies that impact population health.

Rationale: The use of the term “of the nurse” is limiting and does not follow the current emphasis on interdisciplinary collaboration. The term “population health” refers to a specific focus; the use of “health” instead is more encompassing of the nature of both the focus of this course and nursing.


CNUR 401 Theory & Practice Education: Population Health & Community Partnerships 6:2-014This course will focus on community and population health. Learners will have the opportunity to explore nursing roles, and integrate primary health care and nursing theory and develop competencies required for practice related to community health nursing practice and development in a variety of community settings.

Rationale: The change to the lab/practica hours is a housekeeping task as the hours for this clinical practica were somehow changed from 14 to 0 beginning in the 2016-2017 calendar. Inserting “develop competencies required for community health nursing practice” is broader and more inclusive of the broad context in which the focus of practice occurs for this course rather than the identification of primary health care alone.

CNUR 402 Health Promotion with Senior Older Adults and Rural & Remote Populations 3:3-0

This course will continue to focus on alterations in health of senior older adults, and examine health promotion and nursing roles in rural and remote communities. Learners will have the opportunity to develop a deeper understanding of gerontology, and the key issues related to applying the principles of primary health care and interprofessional practice in rural and remote populations. Mixed delivery format, including online.

Rationale: The change in the term “senior” to “older” is currently accepted practice terminology. Deleting the delivery method from the course description provides flexibility should a delivery method change.

CNUR 403 Focused Practice 6:0-36This course will provide learners the opportunity to consolidate theory and prepare for assuming the role of registered nursing in a focused practice area. opportunities for the learners to integrate theory and practice in a focused practice setting with an emphasis on evidence-informed practice and leadership, in preparation for assuming the role of a registered nurse. This course is taken in a six week block.

Rationale: Reworded for clarity and better comprehension

End of Report from Faculty of Nursing


Appendix VII4.7 Faculty of Science

Items for Approval

The Faculty of Science has approved the following motions and offers them to CCUAS for approval.

Motion 1: Bachelor of Environmental Health and Science Program and the Bachleor of Environmental Health and Science After Degree Program Admissions

The Department of Biology, in conjunction with First Nations University of Canada, moves to cease admissions to both the Bachelor of Science in Environmental Health and Science Program and the Bachelor of Science in Environmental Health and Science After Degree Program, effective date, 201920.

FACULTY OR PROGRAM

REQUIREMENTS BY FACULTY ADDITIONAL REQUIREMENTS

SCIENCE (U of R, Campion, FNUniv, or Luther)

Applicants to the Environmental Health & Science After Degree must have an approved science related degree and a minimum UGPA of 65%.

Applicants who have failed more than 15 credit hours of university courses require permission of the Faculty of Science in order to be admitted.

Applicants who have failed a core requirement of the Faculty of Science (CS 110, Math 110, English 100 or 110) after the maximum number of repeat attempts require permission of the Faculty of Science in order to be admitted.

Rationale: The Bachelor of Science in Environmental Health and Science Program and the Bachelor of Science in Environmental Health and Science After Degree Program have always had a small number of students since they were first established and have never been financially sustainable programs. The First Nations University of Canada is no longer able to provide the necessary human resources and financial support to continue to offer these programs. Registered students will have five years to complete their degrees.

(end of Motion 1)

Motion 2: Bachelor of Science in Environmental Health and Science and the Bachelor of Science in Environmental Health and Science After Degree Deletion

The Department of Biology, in conjuction with the First Nations University of Canada move to delete the Bachelor of Science in Environmental Health and Science Program and the Bachelor of Science in Environmental Health and Science After Degree Program as indicated in the templates below, effective 201920.


BSc in Environmental Health and Science

Credit hours BSc in Environmental Health and Science Required Courses

Term 13.0 BIOL 1003.0 PHIL 1503.0 ENGL 1003.0 INHS 1003.0 ENHS 110Term 23.0 CHEM 1043.0 INHS 1013.0 STAT 1003.0 MATH 103 or 1103.0 BIOL 101Term 3 3.0 CHEM 1403.0 BIOL 223

3.0 KIN 2603.0 ENHS 2503.0 CS 110Term 4 3.0 ENGL 1103.0 PHYS 1093.0 INHS 2103.0 ENHS 1013.0 Elective from Arts, or Media, Art, and Performance, or

Indigenous Fine Arts #1Term 53.0 ENHS 3103.0 ENHS 3403.0 ENHS 3503.0 ENHS 4223.0 Elective from Arts, or Media, Art, and Performance, or

Indigenous Fine Arts #2Term 63.0 ENHS 3113.0 ENHS 3603.0 ENHS 4003.0 ENHS 4013.0 Elective from Arts, or Media, Art, and Performance, or

Indigenous Fine Arts #3Term 73.0 ENHS 4203.0 ENHS 4303.0 ENHS 4683.0 Open Elective #13.0 Open Elective #2Term 83.0 ENHS 3203.0 ENHS 3803.0 ENHS 4703.0 ENHS 4403.0 Open Elective #3Term 99.0 ENHS 490120.0 Total

BSc in Environmental Health and Science After Degree Credit hours BSc in Environment Health and Science After Degree

Required CoursesTerm 13.0 ENHS 310


3.0 ENHS 3403.0 ENHS 3503.0 ENHS 4223.0 ENHS 110 or ENHS 250Term 23.0 ENHS 3113.0 ENHS 3603.0 ENHS 400 (ENEV 321)3.0 ENHS 4013.0 ENHS 101Term 33.0 ENHS 4203.0 ENHS 4303.0 ENHS 4683.0 ENHS 250 or ENHS 1103.0 INHS 100Term 43.0 ENHS 3203.0 ENHS 3803.0 ENHS 4703.0 ENHS 4403.0 INHS 101Term 59.0 ENHS 49069.0 Total

Rationale: The Bachelor of Science in Environmental Health and Science Program and the Bachelor of Science in Environmental Health and Science After Degree Program have always had a small number of students since they were first established and have never been financially sustainable programs. The First Nations University of Canada is no longer able to provide the necessary human resources and financial support to continue to offer these programs. Registered students will have until June 30, 2023 to complete their degree.

(end of Motion 2)

Motion 3: BSc in Economics, BSc Honours in Economics and BSc Combined Major in Economics and Statistics Program Revisions

The Faculty of Science, in conjunction with the Department of Economics and the Department of Mathematics and Statistics move to replace the requirement “Two of Econ 308, 309, 401, or 402” with ECON 307 and ECON 310 in the B.Sc. Economics and the B.Sc. Combined Major in Economics and Statistics; and to replace ECON 308 (Economic Growth) with ECON 310 (Intermediate Macroeconomics II) and ECON 309 (Intermediate Microeconomics II: Game theory) with ECON 307 (Intermediate Microeconomics II) in the B.Sc. Honours in Economics,effective 201920.

BSc in EconomicsCredit hours BSc in Economics Required Courses

3.0 ECON 2013.0 ECON 2023.0 STAT 160 or STAT 2003.0 ECON 3013.0 ECON 3023.0 ECON 3073.0 ECON 3103.0 ECON 3213.0 ECON 3223.0 Two STAT courses above 200


or two MATH courses above 1103.03.0 ECON any level3.0 ECON any level3.0 Two of: ECON 308, 309, 307, 310,

401, 4023.0

3.0 ECON 300- or 400-level3.0 CS 1103.0 MATH 103 or 110

48.0 Subtotal: Major Requirements 65.00% Major GPA required

BSc Combined Major in Statistics and EconomicsFor the purposes of this combined degree only, economics courses cannot be used to fulfill the BSc requirement of 18 credit hours in Arts, or Media, Art, and Performance.

Credit hours BSc Combined Major in Statistics and Economics Required Courses

3.0 MATH 1103.0 MATH 1113.0 MATH 1223.0 MATH 2133.0 STAT 160, 200, or 2893.0 STAT 2513.0 STAT 2523.0 STAT 3513.0 STAT 3543.0 STAT above 354 STAT 300- or 400- level3.0 STAT above 354 STAT 300- or 400- level3.0 STAT above 354 STAT 300- or 400- level3.0 MATH 200-, 300- or 400-level; STAT 200-, 300-, or

400-level; or ACSC any level3.0 ECON 2013.0 ECON 2023.0 ECON 3013.0 ECON 3023.0 ECON 3073.0 ECON 3103.0 ECON 3213.0 ECON 3223.0 ECON any level3.0 ECON any level3.0

Two of: ECON 308, 309 307, 310, 401, 4023.0 3.0 CS 11072.0 Subtotal: 65.00% major GPA required

BSc Honours in Economics

Credit hours BSc Honours in Economics Required Courses3.0 ECON 2013.0 ECON 2023.0 ECON 2243.0 ECON 2803.0 ECON 3013.0 ECON 3023.0 ECON 308 3073.0 ECON 309 3103.0 ECON 3213.0 ECON 322


3.0 One of ECON 311, 341, 353, 354, 361, 363, 364, 372, 396, 496

3.0 ECON 4013.0 ECON 4023.0 ECON 480 (with a grade of at least 75.00%)3.0 ECON 4993.0 Two STAT courses above 200

or two MATH courses above 1103.03.0 STAT 160 or STAT 2003.0 CS 1103.0 MATH 103 or 110

60.0 Subtotal: Major Requirements 75.00% Major GPA required

Rationale: The new requirements for both intermediate Micro II and Macro II (307 and 310) will provide students with a broader coverage of relevant topics. This coverage is consistent with other Canadian university programs.

(end of Motion 3)

Motion 4: BSc Combined Major in Statistics and Economics Revisions

To revise the BSc Combined Major in Statistics and Economics to allow students to include any three STAT courses at the 300- or 400- level, rather than limiting the selection to those numbered 354 or greater as indicated in the template below, effective 201920.

BSc Combined Major in Statistics and EconomicsFor the purposes of this combined degree only, economics courses cannot be used to fulfill the BSc requirement of 18 credit hours in Arts, or Media, Art, and Performance.

Credit hours BSc Combined Major in Statistics and Economics Required Courses

3.0 MATH 1103.0 MATH 1113.0 MATH 1223.0 MATH 2133.0 STAT 160, 200, or 2893.0 STAT 2513.0 STAT 2523.0 STAT 3513.0 STAT 3543.0 STAT above 354 STAT 300- or 400- level3.0 STAT above 354 STAT 300- or 400- level3.0 STAT above 354 STAT 300- or 400- level3.0 MATH 200-, 300- or 400-level; STAT 200-, 300-, or

400- level; or ACSC any level3.0 ECON 2013.0 ECON 2023.0 ECON 3013.0 ECON 3023.0 ECON 3073.0 ECON 3103.0 ECON 3213.0 ECON 3223.0 ECON any level3.0 ECON any level3.0

Two of: ECON 308, 309 307, 310, 401, 4023.0 3.0 CS 110


72.0 Subtotal: 65.00% major GPA required

Rationale: At the time of the program’s creation, STAT 354 was the first 300-level stat class. Since then, other courses that would be relevant to students have been introduced, including STAT 300. This change is simply to reflect the options available to students.

(end of Motion 4)

Motion 5 : BSc Honours in Economics Revision

The Faculty of Science, in conjunction with the Department of Economics and Department of Mathematics and Statistics move to remove ECON 396 and 496 from the list of “One of ECON 311, 341, 353, 354, 361, 363, 364, 372, 396, 496”, in the B.Sc. Honours in Economics as indicated in the template below, effective 201920.

BSc Honours in Economics

Credit hours BSc Honours in Economics Required Courses3.0 ECON 2013.0 ECON 2023.0 ECON 2243.0 ECON 2803.0 ECON 3013.0 ECON 3023.0 ECON 308 3073.0 ECON 309 3103.0 ECON 3213.0 ECON 322

3.0 One of ECON 311, 341, 353, 354, 361, 363, 364, 372, 396, 496

3.0 ECON 4013.0 ECON 4023.0 ECON 480 (with a grade of at least 75.00%)3.0 ECON 4993.0 Two STAT courses above 200

or two MATH courses above 1103.03.0 STAT 160 or STAT 2003.0 CS 1103.0 MATH 103 or 11060.0 Subtotal: Major Requirements 75.00% Major GPA

required

Rationale: This change is needed to bring consistency with Econ 480 prerequisites that were altered last year. It also ensures that students are adequately prepared as they complete their courses within the writing stream. More specifically, in the past we have observed that students that completed these courses for Econ 480 prerequisites, were not adequately prepared for Econ 480, as these courses did not require a major econ essay. Failing this expectation was primarily due to the fact that 396/496 are occasional offerings, mostly taught by sessional instructors that are less likely to be fully aware of the intent of the writing sequence design in the program.

(end of Motion 5)


Motion 6: Required to Discontinue or Forced to Withdrawal Policy in Faculty of Science

To update Science section “Following a First Required To Discontinue (RTD) or Forced to Withdraw (MW)” of the Undergraduate Calendar as indicated below, effective 201920.

Following a First Required To Discontinue (RTD) or Forced to Withdraw (MW)University of Regina students seeking readmission or transfer to the Faculty of Science after a first RTD or MW must write a letter of petition to the Associate Dean (Academic). Students registered through one of the federated colleges write to the Academic Dean of their College. The Associate Dean and Academic Deans will normally admit students whose average is above 50.00%, but can deny the petitions of students whose average is 50.00% or below if they think that those students are not sufficiently prepared to continue. Students may appeal a denial to the Faculty’s Student Appeals Committee (see the Faculty Appeal Procedures section).

The following conditions will be placed on readmission:

• Students must seek academic advising before registration until they have raised their average to 60.00%;

• Students may take a maximum of 12 credit hours per term until they have raised their average to 60.00%;

• Students should repeat failed courses in order to quickly raise their averages. If students have failed courses that are required for their program they must repeat at least one of these courses each term until they are cleared; and

• Students should complete core requirements as early as possible.

Rationale: The removal of this text is to reflect current practices.Although it is true that we typically do admit students who petition with a 50% or higher average, we exercise discretion dependent on previous academic history and unique circumstances regardless of average. When students are admitted on petition, it is current practice to admit them as Science Qualifying students, and, if their average is less than 60%, they are immediately placed on Academic Probation with 24.0 credit hours to raise their average to 60% as per university regulations, which differs significantly from the process outlined here. Although students are advised to repeat failed courses required for their major as soon as possible (both for sequencing and average improvement purposes), it is not possible to enforce this recommendation.

(end of Motion 6)


The Faculty of Science has approved the following course creations, and changes, and offers them for approval.

New Courses

1. Department of Biology

Effective Date: 201930

BIOL 224 3:3-0 Introductory Medical MicrobiologyThe intent of this course is to provide a basic introduction to pathogens and the


concept of diseases. This course covers bacteria, viruses and eukaryotes, with emphasis on emergent diseases and urgent challenges for public health. ***Prerequisite: BIOL 100 and 101****Note: Credit cannot be received for both BIOL 224 and BIOL 310.*

2. Department of Mathematics and StatisticsEffective 201920

STAT 470 3:3-0 Bootstrap MethodsA first course in Bootstrap techniques. Topics include bootstrap and jackknife procedures, confidence intervals, hypotheses testing, standard errors, regression models. Additional topics may vary. ***Prerequisite: STAT 351 and STAT 354****Note: Credit cannot be received for both STAT 470 and STAT 870*

Course Revisions


BIOL 303 - Medical MicrobiologyAetiology, pathogenesis, diagnosis, treatment and epidemiology of infectious diseases of humans, caused by bacterial, viral, fungal and parasitic organisms. ***Prerequisite: BIOL 205, and 220, 288***

2. Department of Mathematics and Statistics

ACSC 418 3:3-0Time Series Analysis and ForecastingThis course aims to introduce various statistical models for time series and cover the main methods for analysis and forecasting. Topics include: Deterministic time series: Trends and Seasonality; Random walk models; Stationary time series: White noise processes, Autoregressive (AR), Moving Average (MA), Autoregressive Moving Average (ARMA) models; Estimation, Diagnosis and Forecasting with various time series models; R computer programming for Time Series Analysis. ***Prerequisite: STAT 354*** *Note: Students may receive credit for only one of ACSC 418 or STAT 418*

STAT 418 3:3-0Time Series Analysis and Forecasting This course aims to introduce various statistical models for time series and cover the main methods for analysis and forecasting. Topics include: Deterministic time series: Trends and Seasonality; Random walk models; Stationary time series: White noise processes, Autoregressive (AR), Moving Average (MA), Autoregressive Moving Average (ARMA) models; Estimation, Diagnosis and Forecasting with various time series models; R computer programming for Time Series Analysis. ***Prerequisite: STAT 354*** *Note: Students may receive credit for only one of ACSC 418 or STAT 418*

3. Department of Geology

GEOL 496 3:3-3Field Camp II Geological mapping and study in an area of crystalline rocks. Supervised study for several days during the Spring/Summer semester. An additional charge will be


assessed to cover accommodation and meals. ***Prerequisite: GEOL 313, 314, 315, 353, and 396 GEOL 396, 353, and GEOL 313, 314 or and GEOL 315.***. * Note: Students must advise the Geology Department of their intent to register prior to May 15.*.

4. Department of Physics

Effective date: 201920

PHYS 372Modern Experimental PhysicsAn intermediate laboratory course, normally taken by physic majors and honours students in their third year, from subject matter covered in third-year courses. *** Prerequisite: PHYS 201, 202, 242, and 261, and 292 ***

Archived Courses


Archive all ENHS (Environmental Health and Science) courses: June 30, 2023.


Appendix VIII4.8 Faculty of Social Work

Items for Approval

The Faculty of Social Work is submitting the following motions for approval to CCUAS. They were passed at the November 21, 2018 Social Work Faculty Council meeting.

Motion 1: Certificate and Bachleor of Indigenous Social Work Admissions

To change the deadline dates for application and admission to the CISW/BISW program, to March 1 and November 1, effective 201920.

Rationale: The decision of the School of Indigenous Social Work, which finds it more appropriate for students to apply twice per year. This statement will be included in the application package for Indigenous Social Work to take effect 201920.

(end of Motion 1)

Motion 2: Indigenous Social Work Programs Admission Averages

To increase the minimum UGPA required for admission to the Indigenous Social Work Qualifying Program to 70%, and the minimum PGPA required for admission to the CISW and BISW programs to 70%. The PGPA is based on courses contributing to the CISW or BISW programs, effective 201920

As outlined in the 2018-19 Undergraduate Calendar (online version), section “Admission from Universities and Colleges (Including Transfers from Other University of Regina Faculties”, page 15:

FACULTY OR PROGRAM

HIGH SCHOOL REQUIREMENTS BY FACULTY

MINIMUM AVERAGE

ADDITIONAL REQUIREMENTS

SOCIAL WORK(U of R or FN Univ)

English Language Arts A30 and B301

One math or science course chosen from Biology 30, Calculus 30, Chemistry 30, Computer Science 30, Earth Science 30, Foundations of Mathematics 30, Physics 30, Pre-Calculus 204, Pre-Calculus 30 or Workplace and Apprenticeship Mathematics 30

One language, social science, or fine/performing arts course chosen from Arts Education 30, Christian Ethics 30, Cree 30, Drama 30, Economics 30, French 30, Geography 30, German 30, History 30, Latin 30, Law 30, Mandarin 30, Music 30, Native Studies 30, Psychology 30, Saulteaux 30, Social Studies 30, Spanish 30, Ukrainian 30,

70% - U of R 6570% - FNUniv


Ukrainian Language Arts 30, Visual Art 30

One additional course from the lists above.

As outlined in the 2018-19 Undergraduate Calendar (online version), section “Admission from Universities and Colleges (Including Transfers from Other University of Regina Faculties”, page 21:

FACULTY OR PROGRAM REQUIREMENTS BY FACULTY ADDITIONAL REQUIREMENTSINDIGENOUS SOCIAL WORK(FN Univ)

Applicants to Indigenous Social Work Qualifying who have attempted 24 credit hours or more of approved post-secondary courses must have achieved a minimum UGPA of 70% meet either the high school admission requirements with a minimum average of 65% or mature admission requirements.

Criminal Record check and Vulnerable Sector check.

As outlined in the 2018-19 Undergraduate Calendar, section “Application and Admission to the BISW/CISW”, page 286:

Students must achieve a minimum 65.0070% PGPA on those courses contributing to the CISW or BISW program

These reflect approved changes to the Indigenous Social Work Qualifying: High School Requirements Post-Secondary Requirements

Certificate of Indigenous Social Work (CISW) and Bachelor of Indigenous Social Work (BISW): Post-Secondary Requirements (this is the only entrance option)

Rationale: The decision of the School of Indigenous Social Work was based on the objective of maintaining congruence with the University of Regina Social Work Admissions Policy and to ensure an equal opportunity for all students at FNUniv and the U and R. It is also for accreditation purposes.

(end of Motion 2)

Motion 3: Academic Probation in the Faculty of Social Work

To introduce a structured, faculty level academic probation policy by revising the Faculty Regulations section of “Faculty of Social Work Academic Action Regulations” (P. 274 of the 2018/19 Undergraduate Calendar), as indicated below, effective 201920

Faculty Regulations 1) If, at any point in the program, a student’s GPA in social work courses drops below 70%, a

conference may be held with the student to assess his or her academic situation. The academic program advisor and the student may develop a work plan to address the situation. The Faculty will either permit the student to continue in the program on a conditional basis, or require the student to discontinue. :


At the end of every semester, the Faculty of Social Work monitors student academic records. If a BSW student’s GPA in the Social Work Studies section of the BSW program falls below 70%, the student will be placed on faculty-level academic probation. An academic advising hold will be placed on the student’s account so that a conference may be held with the student to holistically assess his or her academic situation. The academic program advisor and the student may develop a plan to address the situation, including identifying barriers to success, and determining appropriate supports and resources. Students on Faculty-level academic probation are permitted to continue studies, and are not limited to taking SW courses only. However, during the probation period, students are limited to enrolling in a maximum of 12 credit hours per term. Academic probation does not appear on a student’s official transcript.

Process for Clearing Faculty-Level Academic Probation : To clear faculty-level academic probation, students must raise their GPA in the Social Work Studies section of their program to at least 70% by the time they complete 15 credit hours while on faculty-level academic probation. Extending Faculty-Level Academic Probation: The Faculty may extend a student’s faculty-level academic probation up to an additional 6 credit hours if the student achieves an average of at least 70% on social work courses taken while on faculty-level academic probation. The faculty may impose conditions such as mandatory attendance at study skills classes and restricted course loads on students granted an extension. If at the end of the extension the student’s GPA in the social work studies section is less than 70%, no further extension is available.

Failure to clear Faculty-level Academic Probation: Students who do not raise their GPA in the Social Work Studies section of their program to at least 70% according to the above regulations will be required to discontinue (RTD) from the Faculty of Social Work for a minimum of two consecutive terms.

Readmission after RTD PeriodTo return to the Faculty of Social Work after an RTD period, students are required to petition for re-admission in accordance with the ‘Academic Regulations’ in the Undergraduate Calendar (p. 51 of the 2018/19 Calendar). Re-admission is not guaranteed, and the Faculty may impose performance conditions on re-admitted students. When a student is readmitted after the RTD period on petition, the student must attain a 70% SW GPA within 15 credit hours.

Faculty-level probation will be permitted only once on a student’s record. If a student’s GPA in the social work studies section falls below 70% after already clearing faculty-level academic probation or remains below 70% after gaining re-admission following an RTD, that student will be required to discontinue from the Faculty of Social Work indefinitely.

Rationale: Recognize student achievement when probation is cleared. Increase consistency in how/when action such as RTD is applied. Better utilize technology to assist with process. Reduce administrative workload. Use terminology that aligns with practice ("GPA in the Social Work Studies section" instead of "GPA in SW Courses")

(end of Motion 3)

Item for Information

The Faculty of Social Work submits the following for information to CCUAS. They were passed at the November 21, 2018 Social Work Faculty Council meeting.


To revise the residency requirements (p. 273 of the 2018/19 Undergraduate Calendar) as follows:

Students must complete a minimum of 45 credit hours of the social work studies section of the BSW through the University of Regina. Forty-five credit hours of the entire CSW must be completed through the University of Regina. This means that a maximum of 15 credit hours of social work courses can be approved as transfer credit and/or granted credit through Prior Learning Assessment and Recognition (PLAR) toward the social work studies section of the student's program.

Rationale: The new BSW program, effective May 1, 2018, requires 63 credit hours in the Social Work Studies Section, instead of 60 as in previous programs. Therefore, according to the policy, students following the new program could transfer in 18 credit hours, not 15, to that section. The proposed deletion provides simplicity. Rather than specifically stating 18 credits for students following the current program and 15 credits for students on past program requirements, deleting this phrase allows for the policy to be adhered to, regardless of program admission date. This will reduce updating in the future, as well.

Note, PLAR maximums can remain as they are set currently: maximum 15 credits in the SW Studies section, and 15 credits in the General University Studies section.

Effective: Immediately


Appendix IX

4.9 Report from the Centre for Continuing Education

Items for Approval

The Centre for Continuing Education’s Career & Professional Development Division submits the following motions:

Motion 1: Certifcate in Local Government Authority

To add three credit hours to the Certificate in Local Government Authority as outlined below. Effective date, 201920

Certificate in Local Government AuthorityCredit Hours

Certificate in Local Government Authority

3.0 LG 2003.0 LG 2023.0 LG 2043.0 LG 2063.0 LG 208AA-ZZ15.0 Total

Background: Municipal administrators in Saskatchewan are required to have educational requirements for either the Class C or Class A Certificate for continued employment. Those requirements may be met through the Certificate in Local Government Authority and the Advanced Certificate in Local Government Authority respectively.

Rationale: As a response to needs of the sector, this addition will allow the program to address the changing and emerging educational needs for local government administrators. The focus will be on current gaps in training as identified by the LGA Certificate’s stakeholders (RMAA, UMAAS, SARM, SUMA, and Government Relations) and advisory committee. Topics may include: an examination of the yearly cycle of the administrator, Human Resources Management, Board Governance, Records Management, First Nations Band Administration, Leadership, Communications, Asset Management, and other topics as necessary.

We have met with representatives from all our stakeholders as well as having feedback from former and current students, many of whom are working as municipal administrators.

Any new or readmitted students for 201920 or later will be required to complete the fifth class to complete the program.

(end of Motion 1)

Motion 2: Advanced Certificate in Local Government AuthorityTo amend the requirements for the Advanced Certificate in Local Government Authority, effective 201930.

Advanced Certificate in Local Government AuthorityCredit Hours Certificate in Local Government Administration, Required

Courses


3.0 LG 2003.0 LG 2023.0 LG 2043.0 LG 2063.0 LG 208AA-ZZ series3.0

Two of*: PSCI 100, ECON 100, ECON 201, GEOG1003.0*Remaining courses may be taken as electives if not taken as core courses.

Elective Courses12 9 additional credit hours chosen from the list of subjects below, of which 2 courses must be at the 200-level or above. Electives must be selected from at least two different disciplines.3.0 Anthropology, Business, Economics, Geography, History,

Indigenous Studies, Public Relations, Psychology, Political Science, Religious Studies, Sociology, or Women’s and Gender Studies.

3.03.0

30.0 TotalCourses should include topics in areas of public or business administration, community development, prairie studies, climate change, etc. These electives must be approved by Career and Professional Development Division, CCE, in consultation with the LGA Advisory Committee.

Rationale:This change makes room to include the new LG course required in the LG Certificate as part of the requirement to complete the Advanced Certificate. Any new or readmitted students for

201930 or later will be required to take the fifth class.

(end of Motion 2)

Motion 3: Certifcate in Local Government Authority and Advanced Certificate in Local Government Authority Name Change

The following two items are presented in omnibus:

To change the name of the Certificate in Local Government Authority to the Certificate in Local Government Administration. Effective date: 201920

To change the name of the Advanced Certificate in Local Government Authority to the Advanced Certificate in Local Government Administration. Effective date: 201920

Rationale: As part of an effort to attract new urban and rural municipal administrators in Saskatchewan in the wake of a significant number of retirements, we are revising content and outreach strategies for the LGA Certificates. As part of many consultations with our advisory committee and other stakeholders, the name of the certificate has caused some concern. The proposed name is more descriptive of the learning outcomes required from the program for adequate education of potential administrators.

(end of Motion 3)

Motion 4: CCE 099 in Certifcate in Administration Level I and Level II, in omnibus

To add CCE 099 to the Certificate in Administration Level I and to the Certificate in Administration Level II as outlined below, effective 201920.

Certificate in Administration – Level I


Credit Hours Certificate in Administration – Level I, Required Courses0.0 CCE 0993.0 BUS 1003.0 BUS 2603.0 Three of: BUS 205, BUS 210, BUS 250, BUS 285,

BUS 288, BUS 307, BUS 453, BUS 361, ECON100*, ECON 201, ECON 202

3.03.015.0 Total*Students may only receive credit for one Economics one course in the Certificate in Administration Level I.

Certificate in Administration – Level II

Credit Hours Certificate in Administration – Level II, Required Courses0.0 CCE 0993.0 BUS 1003.0 BUS 2603.0 BUS 2853.0 ECON 100, ECON 201, or ECON 2023.0 ENGL 1003.0 BUS Elective3.0 BUS Elective3.0 Open Elective3.0 Open Elective3.0 Open Elective30.0 Total

Rationale: As we’ve seen substantial increases in enrolments in the past few years in the Certificate in Administration Level I and Level II, we’ve also seen a rise in the number of cases of academic misconduct. Based on ARTS 099, this online workshop is created with the intention of guiding students through learning about plagiarism, cheating, consequences for misconduct, how to cite sources properly, how to use style guides, etc.

(end of Motion 4)

Motion 5: Certificate in Administration Level I Electives

To amend the list of electives for the Certificate in Administration Level I, effective 201920.

Certificate in Administration – Level ICredit Hours

Certificate in Administration – Level I, Required Courses

0.0 CCE 0993.0 BUS 1003.0 BUS 2603.0 Three of: ACAD 100, BUS 201, BUS 205, , BUS 210, BUS

250, BUS 285, BUS 288, BUS 307, BUS 453, BUS 361, ECON 100*, ECON 201, ECON 202

3.03.015.0 Total

*Students may only receive credit for one Economics course in the Certificate in Administration Level I.

Rationale: In recent years we have seen exponential growth in admissions to this program. Most of the recent admissions and graduates have been international students. Building more flexibility into the program addresses the difficulty students have had finding seats in appropriate classes while maintaining full time study requirements for the study permit. The inclusion of ACAD 100 and


an additional elective allows students a broader introduction to writing, critical thinking, and academic expectations across the disciplines.

In addition, these changes represent some housekeeping, as prerequisites have changed for BUS 453 which makes this course no longer appropriate for certificate students.

(end of Motion 5)

Motion 6: Certificate in Admistration Level II Revision

To amend the requirements for the Certificate in Administration Level II as indicated in the template below, effective 201920.

Cerificate in Administration Level IICredit Hours

Certificate in Administration – Level II, Required Courses

0.0 CCE 099 3.0 BUS 1003.0 BUS 2603.0 BUS 2853.0 ECON 100, ECON 201, or ECON 2023.0 ENGL 100 or ACAD 100 3.0 BUS Elective3.0 BUS Elective3.0 Open Elective3.0 Open Elective3.0 Open Elective

30.0 Total

Rationale:The addition of ACAD 100 allows students more flexibility in the program, but it also gives students choice to take a writing course that is interdisciplinary and has a specific focus on university-level writing, research, and critical thinking skills.

(end of Motion 6)


A. New Courses

CCE is creating two new credit courses – LG 208AA and CCE 099.

LG 208AA – Special Topics in Local Government Administration – an AA-ZZ series. Studies of special topics in local government administration focusing on emerging training and educational needs of the local government administrator within the yearly administrative cycle.

CCE 099 – Academic Integrity and Strategies for Success The purpose of this course is to ensure students understand and can apply concepts relating to academic integrity. By the end of this course, students will know how to avoid academic misconduct in order to be successful in undergraduate-level study in any discipline. *Note: This course must be completed by the end of the first term of study in any CCE undergraduate certificate program. Students must pass the course to register in a subsequent term.

New Non-credit Certificates CCUAS Agenda 06-Dec-18 Page 47 of 49

1. Organizational Innovation Certificate RevisedIn this certificate program, participants will learn the theory of improvement science, structured methods for problem solving, and basic and advanced improvement tools. Through case studies, instruction, and simulation, students will have the opportunities to practice applying this approach so it can be immediately applied in the workplace. This course will prepare you to deliver exceptional results, tap into your team’s potential for innovation, and improve your own and your organization’s problem-solving capabilities. These skills will be invaluable to anyone wanting to advance their career by learning to lead improvement and innovation.

Developed in consultation with leading subject matter experts, this certificate program offers participants the opportunity to build invaluable knowledge and skills to drive improvement and innovation across public, non-profit, healthcare or private sectors. Programs can be customized to meet your organization’s unique context and needs.

Required Courses Elective Courses (Select 3)

Fundamentals of Innovation – pre-requisitePhilosophy and an overview of basic tools of improvement and innovation including understanding client value.

Data Analytics for Innovation

Navigating Change – Leading Through Uncertainty

Identifying InnovationsAdvanced techniques for analyzing problems, identifying opportunities for innovation, and creating an implementation plan to close gaps.

Inspiring Innovation – Creating a Culture for Change

Facilitating Improvement - Staff and Client Engagement

Operational and Strategic Problem SolvingCycle of Improvement, Root Cause Analyses Techniques, Error Proofing, and Strategic Problem Solving Tools.

Change ManagementImplementing and Sustaining Change – last courseSelecting appropriate tools and approaches for projects. Visual management approaches and standard work practices to help sustain change. Measuring the impact of change.

2. Advanced Leadership Certificate

The program is a cohort format targeting the Professional Leadership Certificate alumni. Completing the Professional Leadership Certificate is an admission requirement.

There will be scheduled coaching check-ins that allow for additional learning and updates on the application and practice of skills between courses. Students document how they applied their learning and build on the skills from course to course or week to week. They will be required to report on this during the coaching check-ins.

The program is a cohort format targeting the Professional Leadership Certificate alumni. Completing the Professional Leadership Certificate is an admission requirement.

There will be scheduled coaching check-ins that allow for additional learning and updates on the application and practice of skills between courses. Students document how they applied their learning


and build on the skills from course to course or week to week. They will be required to report on this during the coaching check-ins.

Course 1: Emotional Intelligence

The first course reinforces the new knowledge in the EQi 2.0 with a course on Emotional Intelligence and how to use the EQi assessment to choose elements of their results to focus their efforts on what the student would like to achieve over the course of the program. Students will define EI leadership objectives to aspire to through the ALC Program

Understand how Emotional Intelligence impacts Leadership Identify EI leadership goals Identify strategies to advance EI goals through the duration of the program Asses on the importance of emotional intelligence and its relationship to how you communicate as a leader

Course 2: Stress Management

Constant reactions to stress, without making physical, mental, and emotional adjustments to counter their effect, allows you to experience stress that impacts your emotional and physical health and well- being. It is essential that you understand both your external and internal stress-causing events and how they impact your emotional Define the problem/stressor (simple, moderate, complex) Understand what stressors are most relevant to your emotional Intelligence Identify Traumatic stress and when to seek additional resources

Course 3: Ethics and Core Values

Your core values impact the choices available to you when navigating through potentially challenging ethical decisions and conflict. Learn about the territory of ethics and the many choices available to you when navigating through potentially challenging ethical decisions.

Understand key ethical principles and their consideration in your professional conduct and personal relationships.

Identify 5 core values and how they apply to ethics Understand key ethical principles and their relevance in personal & professional relationships Learn to recognize moral dilemmas and apply an ethical decision-making model in resolving them Apply Emotional Intelligence Competencies to build acceptable ethical climates for self- leadership Integrity and its impact

Course 4: Self Awareness & Mindfulness Examine the importance of self-awareness and sensitivity to diverse settings, situations and people.

End of Report from CCE

5. Adjournment


Documents

· Web view2018/12/06 · Appendix I. 4.1. The . Registrar’s. Office. On behalf of the Student Success Centre: Motion 1: Revision to Academic Recovery Course. To revise the subject