Academic Program Development Committeeourspace.uregina.ca/bitstream/handle/10294/736/FC 19 November 2… · The Academic Program Development Committee met on 20 October and 5 November

Appendix VI

Academic Program Development Committee Report to Arts Faculty Council

19 November 2008 The Academic Program Development Committee met on 20 October and 5 November 2008 and recommends approval of the following motions. A. Department of Indian Languages, Literatures and Linguistics Proposed changes to Linguistics programsSince the extensive revisions made to the Linguistics programs (as proposed in 1999 and implemented by 2000), we have seen tremendous growth in Linguistics at First Nations University and the University of Regina. The minor changes proposed here are largely “house-keeping” matters meant to streamline the current program and begin preparations for potential growth areas within the program. Each change listed below will be accompanied by a specific explanation of the rationale for its proposal. MOTION to add FR 247 to the list of “Other Courses in Linguistics.”

FR 247 3:3-0 Language Wars: Topics in Language and Conflict, with Emphasis on the Canadian Context An in-depth study of official bilingualism in Canada. French as a social and political agent in Canadian nation building. The Office québécois de la langue française (OQLF) and French for general and specialized domains. Politics of official bilingualism, identity and integration. Other symbolic roles of language in Canadian society. *** Prerequisite: ENGL 100 and completion of 15 credit hours *** *Note: This course cannot be used to fulfill the Arts second language core requirement. Taught in English.* *Note: Cross-listed with SOC 247. Students may not receive credit for both SOC 247 and FR 247. Sociology majors should take SOC 100 before taking FR 247 or SOC 247.*

Rationale The recently created FR 247 makes a valuable contribution to the Linguistics programs of many of our students. By adding it to the list of Other Courses, we acknowledge that it can be included as an elective in all General Linguistics programs (Minor, Major, and Honours). MOTION to delete LING 390-395AA-ZZ.

LING 390-395 3:3-0

University of Regina / Faculty of Arts / Faculty Council meeting of 19 November 2008 / Part 2 of 2 - Page 1 of 104

Directed Studies in Linguistics - an AA-ZZ series. The topics may be chosen from a list of options or may be requested by the student. *** Prerequisite: Three 200-level LING courses and one 300-level LING course. *** ** Permission of the Coordinator of Linguistics or Head, Department of Indian Languages, Literatures, and Linguistics are required to register. **

Rationale This series of courses is a holdover of the old 3-year degree program, and the last instance of one of these numbers being in use was approximately 15 years ago (when it was a 4-credit course). Clearly they no longer serve a useful place in the current Linguistics programs and can be deleted. Enough 300-level Linguistics courses exist so that students do not require special topics at this level. MOTION to revise the description of LING 327.

LING 327 3:3-0 Evaluation of Language Learning Processes The cognitive and social aspects of second language mastery, and the processes of bilingual/bicultural development. Strategies for enhancing second language learning and acquisition with particular reference to First Nations languages. *** Prerequisite: LING 220 or an introductory course in the teaching of English or French as a second language. ***

Rationale The current calendar description fails to include specific mention of First Nations language which is and always has been an integral part of the course content of this course, and the revised wording makes this explicit. Rationale for Proposed Changes to Cree and Saulteaux Language Studies Since the revisions made to the Cree and Saulteaux Language Studies programs (as pro-posed in 1999 and implemented by 2000), it has become apparent that the programs continue to evolve and are in need of further revision. Many of these changes are evident in the involvement of the Department of Indian Languages, Literatures, and Linguistics with a variety of programs through Indian Education, but the current proposed changes will also make our B.A. programs more responsive to the evolving needs of the workforce and the integration of First Nations languages into the fabric of daily Saskatchewan life. MOTION to create BA Majors in Cree Language Oracy and in Cree Language Literacy. BA MAJOR IN CREE LANGUAGE ORACY

Credit hours

BA Cree Language Oracy major, required courses

Student’s record of courses completed

Major Requirements 3.0 CREE 100 or 104 3.0 CREE 101 or 105


3.0 CREE 202 3.0 CREE 203 3.0 CREE 206 3.0 CREE 215 3.0 CREE 303 3.0 CREE 315 3.0 CREE 340 3.0 CREE 404 3.0 3.0

Two CREE courses at the 300-level or higher.

3.0 LING 175 3.0 HUM 250 3.0 EINL 325 or LING 327 45.0 Subtotal: 65% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 One course in logic or math 3.0 One course from List B* 3.0 One course in fine arts* 3.0 One natural science course with a

lab*

The courses marked * must all be in different subjects. Remaining core requirements (List A, second language, courses in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 18.0 Subtotal Open Electives 63.0 21 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required

BA MAJOR IN CREE LANGUAGE LITERACY

Credit hours

BA Cree Language Literacy major, required courses


Major Requirements 3.0 CREE 100 or 104 3.0 CREE 101 or 105 3.0 CREE 202 3.0 CREE 203 3.0 CREE 206 3.0 CREE 225 3.0 CREE 305 3.0 CREE 325 3.0 CREE 330 3.0 CREE 405 3.0 3.0

Two additional CREE courses at the 300-level or higher



lab* The courses marked * must all be in different subjects. Remaining core requirements (List A, second language, courses in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 18.0 Subtotal Open Electives 63.0 21 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required

Rationale The Major programs in Cree are undergoing extensive revision to introduce separate specializations in oracy and literacy. These programs have considerably simplified checklists since course choice is somewhat more constrained within the respective specialization, though overall elective choice is now much higher due to the course changes proposed. MOTION to delete the BA Major in Cree Language Studies. 10.22.2 BA MAJOR IN CREE LANGUAGE STUDIES

Credit hours

BA Cree Language Studies major, required courses


Major Requirements3.0 CREE 202 3.0 CREE 205 3.0 CREE 209 3.0 CREE 330 3.0 CREE 340 3.0 300-level CREE or LING course 3.0 400-level CREE course 3.0 LING 175 3.0 One of CREE 206, LING 100, or

LING 200

3.0 CREE 310 or LING 210 3.0 CREE 311 or LING 211 3.0 HUM 250 3.0 One of EINL 325, LING 327 or

LING 360

39.0 Subtotal: 65% major GPA requiredArts Core Requirements3.0 ENGL 100 3.0 ENGL 110 3.0 One course in logic or math 3.0 One course from List B* 3.0 One course in fine arts* 3.0 One natural science course with a

lab*

The courses marked * must all be in different subjects. Remaining core requirements (List A, second language, courses in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements.18.0 Subtotal Open Electives63.0 21 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s).120.0 Total: 60% PGPA required


Rationale The programs in Cree Language Oracy and in Language Literacy replace this program. MOTION to create a BA Major in Saulteaux Language Oracy and in Language Literacy. 10.22.6 BA MAJOR IN SAULTEAUX LANGUAGE ORACY

Credit hours

BA Saulteaux Language Oracy major, required courses


Major Requirements 3.0 SAUL 100 or 104 3.0 SAUL 101 or 105 3.0 SAUL 202 3.0 SAUL 203 3.0 SAUL 206 3.0 SAUL 215 3.0 SAUL 303 3.0 SAUL 315 3.0 SAUL 340 3.0 SAUL 404 3.0 3.0

Two additional SAUL courses at the 300-level or higher


lab*


10.22.6 BA MAJOR IN SAULTEAUX LANGUAGE LITERACY

Credit hours

BA Saulteaux Language Literacy major, required courses


Major Requirements 3.0 SAUL 100 or 104 3.0 SAUL 101 or 105 3.0 SAUL 202 3.0 SAUL 203 3.0 SAUL 206 3.0 SAUL 225 3.0 SAUL 305 3.0 SAUL 325


3.0 SAUL 330 3.0 SAUL 405 3.0 3.0

Two additional SAUL courses at the 300-level or higher


lab*


Rationale The Major programs in Saulteaux are undergoing extensive revision to introduce separate specializations in oracy and literacy. These programs have considerably simplified checklists since course choice is somewhat more constrained within the respective specialization, though overall elective choice is now much higher due to the course changes proposed. MOTION to delete the BA Major in Saulteaux Language Studies. 10.22.6 BA MAJOR IN SAULTEAUX LANGUAGE STUDIES

Credit hours

BA Saulteaux Language Studies major, required courses


Major Requirements3.0 SAUL 202 3.0 SAUL 205 3.0 SAUL 209 3.0 SAUL 330 3.0 SAUL 340 3.0 300-level SAUL or LING course 3.0 400-level SAUL course 3.0 LING 175 3.0 One of SAUL 206, LING 100 or

LING 200

3.0 SAUL 310 or LING 210 3.0 SAUL 311 or LING 211 3.0 HUM 251 3.0 One of EINL 325, LING 327, or

LING 360

39.0 Subtotal: 65% major GPA requiredArts Core Requirements3.0 ENGL 100 3.0 ENGL 110


3.0 One course in logic or math 3.0 One course from List B* 3.0 One course in fine arts* 3.0 One natural science course with a

lab*

The courses marked * must all be in different subjects. Remaining core requirements (List A, second language, courses in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements.18.0 Subtotal Open Electives63.0 21 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s).120.0 Total: 60% PGPA required

Rationale The programs in Saulteaux Language Oracy and in Language Literacy replace this program. MOTION to revise the BA Honours major in Cree Language Studies and in Saulteaux Language Studies. 10.22.3 HONOURS MAJOR IN CREE LANGUAGE STUDIES

Credit hours

BA Cree Language Studies Honours major, required courses


Honours Major Requirements 3.0 CREE 100 or 104 3.0 CREE 101 or 105 3.0 CREE 202 3.0 CREE 2035 3.0 CREE 2069 3.0 CREE 215330 3.0 CREE 225340 3.0 CREE 303 or 305 3.0 CREE 315 or 325 3.0 CREE 330480 3.0 CREE 34010 or LING 210 3.0 CREE 404 or 405 3.0 CREE 480311 or LING 211 3.0 3.0

Two 300-level CREE or LING courses

3.0 3.0 3.0

TwoThree 400-level CREE or LING courses

3.0 One of CREE 206, LING 100, or

LING 200

3.0 LING 360 or 380 3.0 HUM 250 3.0 EINL 325 or LING 327 0.0 Honours paper 57.0 Subtotal: 75% major GPA required Arts Core Requirements 18.0 Same as stated above for the BA in Cree Language

Studies. Open Electives 51.0 17 elective courses A maximum of 14 introductory-level courses is permitted in the BA,


refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required

10.22.7 HONOURS MAJOR IN SAULTEAUX LANGUAGE STUDIES

Credit hours

BA Saulteaux Language Studies Honours major, required courses


Honours Major Requirements 3.0 SAUL 100 or 104 3.0 SAUL 101 or 105 3.0 SAUL 202 3.0 SAUL 2035 3.0 SAUL 2069 3.0 SAUL 215330 3.0 SAUL 225340 3.0 SAUL 303 or 305 3.0 SAUL 315 or 325 3.0 SAUL 330480 3.0 SAUL 340310 or LING 210 3.0 SAUL 404 or 405 3.0 SAUL 480311 or LING 211 3.0 3.0

Two 300-level SAUL or LING courses

3.0 3.0 3.0

TwoThree 400-level SAUL or LING courses

3.0 One of SAUL 206, LING 100, or

LING 200

3.0 LING 360 or 380 3.0 HUM 251 3.0 EINL 325 or LING 327 0.0 Honours paper 51.0 Subtotal: 75% major GPA required Arts Core Requirements 18.0 Same as stated above for the BA in Saulteaux

Language Studies. Open Electives 51.0 17 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required

Rationale The Honours programs in both Cree and Saulteaux are undergoing some revision, though as the Honours program combines elements of both the new oracy and literacy majors, the changes are not as extensive as with the major programs. MOTION to revise the Minor in Cree Language Studies and in Saulteaux Language Studies. 10.22.4 MINOR IN CREE LANGUAGE STUDIES

Credit hours

Cree Language Studies minor, required courses


3.0 CREE 202 3.0 CREE 2035 3.0 CREE 206 3.0 CREE 215 or CREE 22509


3.0 CREE 330 3.0 One 300-level CREE course340 3.0 LING 175 1821.0 CREE Minor – 65% GPA required

10.22.8 MINOR IN SAULTEAUX LANGUAGE STUDIES

Credit hours

Saulteaux Language Studies minor, required courses


3.0 SAUL 202 3.0 SAUL 2035 3.0 SAUL 206 3.0 SAUL 215 or SAUL 22509 3.0 SAUL 330 3.0 One 300-level SAUL course340 3.0 LING 175 1821.0 SAUL Minor – 65% GPA required

Rationale These revisions take into account the proposed changes to courses as detailed elsewhere, and provide increased choice to students from the wider range of courses now available. The deletion of LING 175 brings the minor to 18 credits in line with our Nakota and Linguistics minor programs, as well as many other minor programs campus-wide (particularly the language minors offered by the Department of International Languages). MOTION to delete CREE 102 and SAUL 102.

CREE 102 3:3-1 Structure of Cree I A review of basic Cree oral expression and grammar for students with standing in high school Cree or equivalent Cree language experience. A survey of major word and sentence structure of Cree with some attention to dialect variation. Composition and reading of stories. *** Prerequisite: Grade 12 Core Cree or a placement testCREE 101 ***

SAUL 102 3:3-1 Structure of Saulteaux I A review of basic Saulteaux oral expression and grammar for students with standing in high school Saulteaux. A survey of major word and sentence structures of Saulteaux, with some attention to dialect variation. Composition and reading of short stories and dialogues. *** Prerequisite: Grade 12 Core Saulteaux or a placement test SAUL 101 ***

MOTION to delete CREE 103 and SAUL 103.

CREE 103 3:3-3 Structure of Cree II


A continuation of CREE 102. Further study and analysis of grammatical structures, dialect variation, and more composition and reading of short stories. This course completes preparation for other Cree courses. *** Prerequisite: CREE 102 *** SAUL 103 3:3-1 Structure of Saulteaux II A continuation of SAUL 102. Further study and analysis of grammatical structures, dialect variation, and more composition and reading of short stories and dialogues. *** Prerequisite: SAUL 102 ***

Rationale These revisions are due to the movement of more advanced Cree and Saulteaux structure from the 100-level (i.e C/S 102 and 103) to the 200-level (i.e. C/S 202/203). This allows us to use the 102 course as a review for students entering University with the new Core Cree 30 (and anticipated Core Saulteaux 30), and to delete 103, with much of the original course content from 102 and 103 moving to 202 and 203. MOTION to revise the descriptions of CREE 104 and SAUL 104.

CREE 104 3:3-0 Cree Grammar and Orthography I This course is designed for students who seek grammatical and literary knowledge of already speak Cree. Emphasis is on writing in the standard Roman orthography and on grammatical structures. An introduction to short composition. *** Prerequisite: Fluency in Cree. *** ** Permission of department head is required to register. ** * Note: Students with standing in CREE 100 will not receive credit for CREE 104. * SAUL 104 3:3-0 Saulteaux Grammar and Orthography I This course is designed for students who seek grammatical and literary knowledge of already speak Saulteaux. Emphasis is on writing in standard Roman orthography and on grammatical structures. An introduction to short compositions and analysis of grammatical structures. *** Prerequisite: Fluency in Saulteaux. *** * Note: Students with standing in SAUL 100 will not receive credit for SAUL 104. *

Rationale The minor changes in description from the current course descriptions are due to the removal of fluency as a prerequisite. These courses will now be open to speakers and non-speakers alike seeking to concentrate on the written forms of these languages.


MOTION to revise the descriptions of CREE 105 and SAUL 105.

CREE 105 3:3-0 Cree Grammar and Orthography II A continuation of CREE 104. Further writing practice, grammar, and an introduction to short compositions. This course completes preparation for other Cree courses. *** Prerequisite: CREE 104 *** * Note: Students with standing in CREE 101 will not receive credit for CREE 105. * SAUL 105 3:3-0 Saulteaux Grammar and Orthography II A continuation of SAUL 104. Further writing practice, grammar, and an introduction to short compositions. Examination of materials produced in orthographies other than standard Roman orthography. *** Prerequisite: SAUL 104 *** * Note: Students with standing in SAUL 101 will not receive credit for SAUL 105. *

Rationale The revised versions of these courses will better prepare students for the new Cree and Saulteaux Literacy major degree programs. MOTION to create CREE 111 and SAUL 111. CREE 111 3:3-0 Review of Introductory Cree

A review of basic Cree oral expression and grammar for students with standing in high school Cree or equivalent Cree language experience.

*** Prerequisite: Grade 12 Core Cree or a placement test. *** SAUL 111 3:3-0 Review of Introductory Saulteaux

A review of basic Saulteaux oral expression and grammar for students with standing in high school Saulteaux.

*** Prerequisite: Grade 12 Core Saulteaux or a placement test. *** Rationale These courses are meant to be like FR 113, as a single review/intro course to ensure that students entering the program with Core Cree/Saulteaux 30 from high school can more quickly progress to the 200 level. MOTION to revise the titles, prerequisites and descriptions of CREE 202 and SAUL 202.

CREE 202 3:3-0 Intermediate Cree I Cree Literature and Grammar


This course is a continuation and integration of the Cree oracy and literacy skills introduced at the 100-level. Intermediate grammatical structures are introduced through oral practice and the study of oral and written literature. Analysis of complex grammatical structures, with an introduction to oral and written literature such as ordinary stories and traditional tales. *** Prerequisite: CREE 1013 or 105. *** SAUL 202 3:3-0 Intermediate Saulteaux I Saulteaux Literature and Grammar This course is a continuation and integration of the Saulteaux oracy and literacy skills introduced at the 100-level. Intermediate grammatical structures are introduced through oral practice and the study of oral and written literature. Analysis of complex grammatical structures, with an introduction to oral and written literature such as ordinary stories and traditional tales. *** Prerequisite: SAUL 1013 or 105. ***

Rationale These courses are part of a reconfiguration of our intro language courses in preparation for the division of degree programs into Oracy and Literacy. MOTION to create CREE 203 and SAUL 203 (pending Library approval). CREE 203 3:3-0 Intermediate Cree II

A continuation of CREE 202. Further oral and written practice in Cree. This course completes preparation for all senior CREE courses. *** Prerequisite: CREE 202. *** SAUL 203 3:3-0 Intermediate Saulteaux II A continuation of SAUL 202. Further oral and written practice in Saulteaux. This course completes preparation for all senior Saulteaux courses. *** Prerequisite: SAUL 202. ***

Rationale These courses complete the reconfiguration of our intro language courses in preparation for the division of degree programs in Oracy and Literacy. MOTION to revise the descriptions and prerequisites of CREE 206 and SAUL 206.

CREE 206 3:3-0 Cree Linguistics


Linguistic concepts for the scientific analysis of Cree, with comparison to the closely related Algonquian language Saulteaux. Application to language teaching. Development of linguistic terminology in Cree for language teachers. *** Prerequisite: CREE 1013 or 105 or permission of the department head. *** * Note: this course is cross-listed with SAUL 206. Students may receive credit for only one of CREE 206 or SAUL 206. * SAUL 206 3:3-0 Saulteaux Linguistics Linguistic concepts for the scientific analysis of Saulteaux, with comparison to the closely related Algonquian language Cree. Application to language teaching. Development of linguistic terminology in Saulteaux for language teachers. *** Prerequisite: SAUL 1013 or 105 or permission of the department head. *** * Note: this course is cross-listed with CREE 206. Students may receive credit for only one of SAUL 206 or CREE 206. *

Rationale This makes official the integration and cross-listing of these courses, already begun this past fall. It allows us to combine the introduction of the similar structures of these two closely related Algonquian languages, save on teaching resources, and cut down on the number of lower-enrolment courses we must offer for majors. MOTION to create CREE 215 and SAUL 215. (pending Library approval) CREE 215 3:3-0 Interpretation I: Cree-English

An introductory comparison of Cree and English stylistics with practical exercises in interpretation, primarily from Cree to English. *** Prerequisite: CREE 203. Fluency in Cree is recommended. *** SAUL 215 3:3-0 Interpretation I: Saulteaux-English An introductory comparison of Saulteaux and English stylistics with practical exercises in interpretation, primarily from Saulteaux to English. *** Prerequisite: SAUL 203. Fluency in Saulteaux is recommended. ***

Rationale These courses will serve as a first level of oral interpretation practicum, primarily focusing on the interpretation of Cree and Saulteaux to English, and form part of the Oracy major. MOTION to create CREE 225 and SAUL 225. (pending Library approval)


CREE 225 3:3-0 Cree Transcription

This course will reinforce the standard roman orthography for Cree and present ample opportunityt o increase one’s ability at transcribing spoken Cree from both oral and audio-taped sources.

*** Prerequisite: CREE 203. *** SAUL 225 3:3-0 Saulteaux Transcription

This course will reinforce the standard roman orthography for Saulteaux and present ample opportunity to increase one’s ability at transcribing spoken Saulteaux from both oral and audio-taped sources. *** Prerequisite: SAUL 203. ***

Rationale These courses will serve as the first level of writing practicum, forming an integral part of the Literacy major. MOTION to create CREE 303 and SAUL 303. (pending Library approval) CREE 303 3:3-0 Cree Public Speaking I

This course provides an opportunity for further listening and oral practice through group work, role play, debate and public address in Cree.

*** Prerequisite: CREE 203. *** SAUL 303 3:3-0 Saulteaux Public Speaking I

This course provides an opportunity for further listening and oral practice through group work, role play, debate and public address in Saulteaux. *** Prerequisite: SAUL 203. ***

Rationale These courses will serve as a first level of public speaking as part of an Oracy major. MOTION to delete CREE 205 and SAUL 205.

CREE 205 3:3-0 Expository Writing in Cree Study and analysis of non-fiction literature in Cree, such as biography, history, politics, news stories, narratives, and technical writing; practice in writing and revision. *** Prerequisite: CREE 103 or 105. *** SAUL 205 3:3-0 Expository Writing in Saulteaux


Study and analysis of non-fiction literature in Saulteaux, such as biography, history, politics, news stories, narratives, and technical writing. Practice in writing and revising such literature. *** Prerequisite: SAUL 103 or 105. ***

Rationale These courses are to be revised and renumbered as CREE 305 and SAUL 305. MOTION to create CREE 305 and SAUL 305. CREE 305 3:3-0 Expository Writing in Cree

Study and analysis of non-fiction literature in Cree, such as biography, history, politics, news stories, narratives, and technical writing; practice in writing and revision. *** Prerequisite: CREE 203. *** SAUL 305 3:3-0 Expository Writing in Saulteaux Study and analysis of non-fiction literature in Saulteaux, such as biography, history, politics, news stories, narratives, and technical writing; practice in writing and revision. *** Prerequisite: SAUL 203. ***

Rationale This moves the first of the two writing courses to the 300-level as part of the literacy major. MOTION to create CREE 315 and SAUL 315. (pending Library approval) CREE 315 3:3-0 Interpretation II: English-Cree

A continuation of CREE 215, with further practical exercises in interpretation, primarily from English to Cree.

*** Prerequisite: CREE 215. Fluency in Cree is recommended. *** SAUL 315 3:3-0 Interpretation II: English-Saulteaux

A continuation of SAUL 215, with further practical exercises in interpretation, primarily from English to Saulteaux. *** Prerequisite: SAUL 215. Fluency in Saulteaux is recommended. ***

Rationale These courses will serve as the next level of oral interpretation practicum, primarily focusing on the interpretation of English to Cree and Saulteaux, and form part of the Oracy major.


MOTION to create CREE 325 and SAUL 325. (pending Library approval) CREE 325 3:3-0 Translation I: Cree-English

A comparison of Cree and English stylistics with practical exercises in written translation, primarily from Cree to English.

*** Prerequisite: CREE 225. *** SAUL 325 3:3-0 Translation I: Saulteaux-English

A comparison of Saulteaux and English stylistics with practical exercises in written translation, primarily from Saulteaux to English.

*** Prerequisite: SAUL 225. *** Rationale These courses build on earlier experience with the written forms of the languages and serve as the first level of translation, forming an integral part of the Literacy major. MOTION to revise the prerequisites for CREE 330, 340 and SAUL 330, 340.

CREE 330 3:3-0 Cree Syllabics Introduction to the Cree syllabics writing system. Reading and writing in syllabics. *** Prerequisite: CREE 2032 or permission of the department head. *** CREE 340 3:3-0 Oral Tradition of Cree Stories and legends on audio and video cassettes will be analyzed and transcribed by students. Storytelling sessions by students and elders. Visiting lecturers will also be included in the course. *** Prerequisite: CREE 2032 or permission of the department head. *** SAUL 330 3:3-0 Saulteaux Syllabics Introduction to the Saulteaux syllabics writing system. Reading and writing in syllabics. *** Prerequisite: SAUL 2032 ***

SAUL 340 3:3-0 Oral Tradition of Saulteaux Stories and legends on audio and video cassettes will be analyzed and transcribed by students. Storytelling sessions with students and elders. Visiting lectures will also be included in the course. *** Prerequisite: SAUL 2032 ***

Rationale


These prerequisites are revised in light of the changes proposed to the prerequisite courses. MOTION to delete CREE 390-395AA-ZZ and SAUL 390-395AA-ZZ.

CREE 390 -395 1-3:1-3-0 Directed Studies in Cree - an AA-ZZ series. Topics may be chosen from a list open to students. *** Prerequisite: A 300-level Cree course *** SAUL 390 -395 1-3:3-0 Directed Studies in Saulteaux - an AA-ZZ series. Topics may be chosen from a list of options open to the students. *** Prerequisite: One 300-level Saulteaux course. ***

Rationale These courses have not been used for a considerable number of years and, with the course options now available at the 300-level, they are no longer needed. MOTION to create CREE 404 and SAUL 404. (pending Library approval). CREE 404 3:3-0 Cree Public Speaking II

A continuation of CREE 303, this course provides an opportunity for advanced listening and oral practice through group work, role play, debate and public address in Cree.

*** Prerequisite: CREE 303. *** SAUL 404 3:3-0 Saulteaux Public Speaking II

A continuation of SAUL 303, this course provides an opportunity for advanced listening and oral practice through group work, role play, debate and public address in Saulteaux.

*** Prerequisite: SAUL 303. *** Rationale These courses will serve as a second level of public speaking as part of the Oracy major. MOTION to delete CREE 209 and SAUL 309.

CREE 209 3:3-3 Creative Writing in Cree Standard Roman orthography will be used by students to compose original writing in Cree. Students will critique each other's work as well as published examples. *** Prerequisite: CREE 202 ***


SAUL 209 3:3-0 Creative Writing in Saulteaux Standard Roman orthography will be used by students to compose original writings in Saulteaux. Students will critique each other's work as well as published materials. *** Prerequisite: SAUL 202 ***

Rationale These courses are being revised and replaced with 400-level courses. MOTION to create CREE 405 and SAUL 405. CREE 405 3:3-0 Creative Writing in Cree

Students will continue to practice writing techniques, compose original material in Cree, and critique published materials as well as each other’s work.

*** Prerequisite: CREE 305. *** SAUL 405 3:3-0 Creative Writing in Saulteaux

Students will continue to practice writing techniques, compose original material in Saulteaux, and critique published materials as well as each other’s work. *** Prerequisite: SAUL 305. ***

Rationale This moves the second of the two writing courses to the 400-level as part of the literacy major. MOTION to delete CREE 410, 411 and SAUL 410, 411.

CREE 410 3:3-0 Seminar in Cree Phonology Advanced discussion of phonological theory and its applications to the Cree sound system. Investigation of complex phenomena in Cree phonology at the word, phrase and sentence levels. *** Prerequisite: One of LING 210 or CREE 310. *** CREE 411 3:3-0 Seminar in Cree Morphology Advanced discussion of morphological theory and its application to Cree word structure. Investigation of complex phenomena in Cree morphology. *** Prerequisite: One of LING 211 or CREE 311. *** SAUL 410 3:3-0 Seminar in Saulteaux Phonology


Advanced discussion of phonological theory and its application to the Saulteaux sound system. Investigation of complex phenomena in Saulteaux phonology at the word, phrase and sentence levels. *** Prerequisite: SAUL 310 or LING 210. *** SAUL 411 3:3-0 Seminar in Saulteaux Morphology Advanced discussion of morphological theory and its application to Saulteaux word structure. Investigation of complex phenomena in Saulteaux morphology. *** Prerequisite: SAUL 311 or LING 211. ***

Rationale Much of the advanced and practical content of these courses has been shifted to some of the newly added courses, such that these courses are no longer needed. MOTION to delete CREE 312, 313 and SAUL 312, 313.

CREE 312 3:3-0 Cree Semantics The study of meaning as applied to the Cree language. The investigation of meaning at the level of the morpheme, word, phrase and sentence. The exploration of Cree semantic components, domains and roles. Meaning variation, context and pragmatics. *** Prerequisite: CREE 206 or permission of the department head. ***

CREE 313 3:3-0 Cree Syntax The study of grammatical morphology and word order in Cree with reference to contemporary syntactic theory. The structure of Cree phrases, clauses and sentences. *** Prerequisite: CREE 206 or permission of the department head. ***

SAUL 312 3:3-0 Saulteaux Semantics The study of meaning as applied to the Saulteaux language. The investigation of meaning at the level of the morpheme, word, phrase and sentence. The exploration of Saulteaux semantic components, domains and roles. Meaning variation, context and pragmatics. *** Prerequisite: SAUL 206 or permission of department head. ***

SAUL 313 3:3-0 Saulteaux Syntax The study of grammatical morphology and word order in Saulteaux with reference to contemporary syntactic theory. The structure of Saulteaux phrases, clauses and sentences.


*** Prerequisite: SAUL 206 or permission of department head. *** Rationale These courses are being revised to 400-level courses. MOTION to create CREE 412, 413 and SAUL 412, 413. CREE 412 3:3-0 Cree Semantics

The study of meaning as applied to the Cree language. The investigation of meaning at the level of the morpheme, word, phrase and sentence. The exploration of Cree semantic components, domains and roles. Meaning variation, context and pragmatics.

*** Prerequisite: CREE 311 or permission of the department head. *** CREE 413 3:3-0 Cree Syntax

The study of grammatical morphology and word order in Cree with reference to contemporary syntactic theory. The structure of Cree phrases, clauses and sentences.

*** Prerequisite: CREE 311 or permission of the department head. SAUL 412 3:3-0 Saulteaux Semantics

The study of meaning as applied to the Cree language. The investigation of meaning at the level of the morpheme, word, phrase and sentence. The exploration of Cree semantic components, domains and roles. Meaning variation, context and pragmatics.

*** Prerequisite: SAUL 311 or permission of the department head. *** SAUL 413 3:3-0

Saulteaux Syntax The study of grammatical morphology and word order in Saulteaux with reference to contemporary syntactic theory. The structure of Saulteaux phrases, clauses and sentences.

*** Prerequisite: SAUL 311 or permission of the department head. *** Rationale These courses provide options for completing the Literacy major. MOTION to create CREE 425 and SAUL 425. (pending Library approval). CREE 425 3:3-0 Translation II: English-Cree

A comparison of Cree and English stylistics with practical exercises in written translation, primarily from Cree to English.


*** Prerequisite: CREE 325. *** SAUL 425 3:3-0 Translation II: English-Saulteaux A comparison of Saulteaux and English stylistics with practical exercises in written translation, primarily from Saulteaux to English. *** Prerequisite: SAUL 325. ***

Rationale These courses provide options for completing the Literacy major. MOTION to revise the prerequisites for CREE 480 and SAUL 480.

CREE 480 3:3-0 Cree Language Field Methods Advanced survey of field method techniques, including the conducting of interviews, the gathering of linguistic material, and the recording, transcription, and translation of Cree texts. *** Prerequisite: CREE 340 and at least two other CREE courses at the 300-level or higher and permission of the department head and LING 380. *** SAUL 480 3:3-0 Saulteaux Language Field Methods Advanced survey of field method techniques, including the conducting of interviews, the gathering of linguistic material, and the recording, transcription, and translation of Saulteaux texts. *** Prerequisite: SAUL 340 and at least two other SAUL courses at the 300-level or higher and permission of the department head and LING 380. ***

Rationale These courses remain unchanged as the completion of the Honours programs, while the prerequisite change acknowledges changes within the degree programs as a whole. MOTION to delete CREE 110 and 210.

CREE 110 9:16.5-5.5 Intensive Cree for Beginners This course will focus on listening and speaking skills by integrating linguistic functions with cultural knowledge. Students will acquire the level of competence needed to be functional within a relatively narrow range of familiar topic area. * Note: Students may not receive credit for CREE 110 and CREE 100, 101, or 102. *

CREE 210 9:16.5-5.5 Intensive Intermediate Cree


This course will bring participants to an intermediate level of proficiency. It will be complemented by examination and usage of grammatical structures, cultural elements, and the study of oral and written literature. *** Prerequisite: CREE 102 or 110 *** * Note: Students may not receive credit for CREE 210 and CREE 103, 202, or 205. *

Rationale These courses are to be deleted as part of a revamping of the department’s immersion course offerings. MOTION to create CREE 150, 250 and SAUL 150 and 250. CREE 150 6:9-3 Cree Immersion I

This course will focus on listening and speaking skills by integrating linguistic functions with cultural knowledge. Students will acquire the level of competence needed to be functional within a relatively narrow range of familiar topic areas. * Note: Students may not receive credit for CREE 150 and CREE 100 and/or CREE 101. *

CREE 250 6:9-3 Cree Immersion II

This course will bring participants to an intermediate level of proficiency. It will be complemented by examination and usage of grammatical structures, cultural elements, and the study of oral and written literature.

*** Prerequisites: CREE 150, or CREE 100 and CREE 101. *** * Note: This course can be counted as an elective but cannot be used toward the main requirements of degree programs. * * Note: This course will also be available as a non-credit option for those outside the university community. *

SAUL 150 6:9-3 Saulteaux Immersion I

This course will focus on listening and speaking skills by integrating linguistic functions with cultural knowledge. Students will acquire the level of competence needed to be functional within a relatively narrow range of familiar topic areas. * Note: Students may not receive credit for SAUL 150 and SAUL 100 and/or SAUL 101. * SAUL 250 6:9-3 Saulteaux Immersion II This course will bring participants to an intermediate level of proficiency. It will be complemented by examination and usage of grammatical structures, cultural elements, and the study of oral and written literature. *** Prerequisites: SAUL 150, or SAUL 100 and SAUL 101. ***


* Note: This course can be counted as an elective but cannot be used toward the main requirements of degree programs. * * Note: This course will also be available as a non-credit option for those outside the university community. *

Rationale These courses will allow for those students, at the university and outside (via the non-credit route), who wish to pursue fluency in Cree or Saulteaux.


B. Department of Economics MOTION to revise the BA Combined Major in Economics and Geography. 10.15.6 COMBINED MAJOR IN ECONOMICS AND GEOGRAPHY

Credit hours

BA Economics/Geography major, required courses

Student's record of courses completed

Major Requirements 3.0 ECON 201 3.0 ECON 202 3.0 ECON 224 3.0 ECON 280 3.0 ECON 301 3.0 ECON 302 3.0 One of ECON 311, 353, 354, 360,

361, 362, 363

3.0 ECON 380 3.0 ECON course (ECON 100 is highly

recommended)

3.0 ECON course 3.0 ECON 480 3.0 ECON course 3.0 300- or 400-level ECON course 3.0 GEOG 100 3.0 GEOG 207 3.0 GEOG 210 3.0 GEOG 220 3.0 GEOG 221 3.0 GEOG 226 3.0 GEOG 301 3.0

3.0

Either of: STAT 160 or 200 and ECON 321224 and 324, OR GEOG 205 and 305

3.0 3.0 3.0

Three additional 300- or 400-level GEOG courses

6663.0 Subtotal: 65% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 3.0

Any two language courses in the same language other than English

3.0 One course in logic or math 3.0 One course from List A* 3.0 One course in fine arts* 3.0 One natural science with a lab* 3.0 One course in a new subject in

arts, fine arts, or science, excluding HJ or JRN*

The courses marked * must all be in different subjects. Remaining core requirements (List B, course in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 27.0 Subtotal Open Electives 2730.0 910 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.4. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required


Students may select an optional concentration by choosing one of the following sets of courses to meet their elective requirements within the major:

1. Environment and Resource Management: ECON 233, 273, 372; and three of GEOG 221, 309, 322, 325, 326, 328. 2. Urban Planning and Regional Development: three of ECON 212, 237, 277, 354; and three of GEOG 322, 324, 422, 424. 3. Economic Development: ECON 211, 277, 311; three of GEOG 316, 322, 328, 330, 422.

Rationale This revision reflects the change in the writing requirements (ECON 280, a 300-level ECON course with a writing or critical analysis component, and ECON 480), and includes the requirement of ECON 224, a course on empirical methods and economic databases, which is a prerequisite for ECON 480. The ECON course requirements are standardized to 10 courses for all BA combined majors. MOTION to revise the BA Combined Honours Major in Economics and Geography. 10.15.8 COMBINED HONOURS MAJOR IN ECONOMICS AND GEOGRAPHY Students planning to attend graduate school in economics are strongly urged to take MATH 122 or equivalent and a directed readings course in econometrics.

Credit hours

BA Economics/Geography Honours major, required courses


Honours Major Requirements 3.0 ECON 201 3.0 ECON 202 3.0 ECON 301 3.0 ECON 302 3.0 ECON 307 3.0 ECON 308 3.0 ECON 321 3.0 ECON 322 3.0 ECON 401 3.0 ECON 402 3.0 3.0 3.0

Three other 300- or 400-level ECON courses

3.0 3.0

Two ECON courses

3.0 GEOG 100 3.0 GEOG 207 3.0 GEOG 210 3.0 GEOG 220 3.0 GEOG 221 3.0 GEOG 226 3.0 GEOG 301 3.0 3.0 3.0

Three other 300- or 400-level GEOG courses

3.0 400-level GEOG

12.0 Either of: ECON 224 and 280324, ECON 480 (with a grade of at least 75%) and 499; OR GEOG 205 and 305 and 499


3.0 STAT 160 or 200 3.0 One of MATH 103, 105, 110 81.0 Subtotal: 75% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 3.0


3.0 One course from List A* 3.0 One course in fine arts* 3.0 One natural science course with a

lab*

3.0 One course in a new subject in arts, fine arts, or science, excluding HJ or JRN*

The courses marked * must all be in different subjects. Remaining core requirements (List B, math, course in arts, fine arts or science) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 24.0 Subtotal Open Electives 15.0 5 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.4. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required

Students may select an optional concentration by choosing one of the following sets of courses to meet their elective requirements within the major:

1. Environment and Resource Management: ECON 233, 273, 372; and three of GEOG 221, 309, 322, 325, 326, 328. 2. Urban Planning and Regional Development: three of ECON 212, 237, 277, 354; and three of GEOG 322, 324, 422, 424. 3. Economic Development: ECON 211, 277, 311; three of GEOG 316, 322, 328, 330, 422.

Rationale The revision includes the requirements of additional core economic theory courses (307 and 308), the mathematical economics course (322), and the statistical theory (STAT 160 or 200) and econometrics course (ECON 321) to better prepare students for graduate schools in economics. This new curriculum better reflects curriculum requirements in economics departments in other universities and meets the admission requirements for most graduate schools in economics in Canada. Students may choose to take the courses that lead to the honours project in either the Department of Economics or Geography. Note that if the student chooses the Economics route to the Honours project, the student is not required to take an approved 300-level ECON course with a writing component. The Economics Department Head may waive this prerequisite for ECON 480 for qualified students to allow flexibility for students in this restrictive program. C. ACAD 100 MOTION to allow students to count ACAD 100 for credit toward any degree offered by the Faculty of Arts. Rationale For one year, and on a pilot-basis, students have been permitted to count UNIV 101 toward their degree requirements. The one year pilot project is complete and a decision needs to be made on a permanent basis. Additional background material follows.


Student Development Centre

Student AffairsRiddell Centre, Rm 230

Phone: [email protected]

Memorandum

Date: September 19, 2008 To: Kevin O’Brien, Program Coordinator, Faculty of Arts From: Michelle Beitel, Manager Re: UNIV 101 / ACAD 100 One recommendation of the University’s recent Enrolment Management Plan to improve student retention is to “enhance and develop new curriculum-based transition courses.” The Student Development Centre, Student Affairs has been delivering UNIV 101: Strategies for Academic Success since Fall 2007. In the 2007-2008 academic year, seven sections of UNIV 101 were offered to 116 students, of which 91 were registered through Arts. Enrolment statistics can be found below. A descriptive study of UNIV 101 was conducted by Dr. Cyril Keston of SIDRU in the Spring of 2008. The findings of this study are available on-line at www.uregina.ca/sdc/courses/. Building on this first year of offerings, the course syllabus has been significantly modified. The intent of the course remains to assist students in their transition to university by encouraging the development of foundational academic skills, particularly in writing, research and communication. However, new textbooks, revised assignments, the use of on-line writing tools, and more focused content will allow the course to more effectively meet its goals. The low course enrolment continues to allow for ample instructor-student interaction and feedback, classroom participation, and the development of peer relationships. The updated course syllabus is available on-line at www.uregina.ca/sdc/courses/. The Council Committee on Admissions and Studies and Executive Council have recently approved a change to the numbering and title of the course. ACAD 100: Academic Discourse: Writing, Research, and Learning Strategies will replace UNIV 101: Strategies for Academic Success. This change more clearly signifies the academic rigor of the course and assists in clarifying the departure of the course from its 1.5 credit hour predecessors UNIV 100 and 110. Further, the new title reflects the predominate role of writing in the course. Complete changes are listed below. For Fall 2008, four sections of UNIV 101 are being offered with 82 registrants, 68 are Arts. Students taking the course are typically required to do so as mature admits, student re-admitted on petition, or 2 + 2 international students. However, traditional high-school leavers and other students who meet the admission criteria would also benefit from the course, and this semester there has been slightly more success in attracting a broader range of students. Also, the Student Development Centre and the Faculty of Kinesiology


http://www.uregina.ca/sdc/xxx

http://www.uregina.ca/sdc/courses/

and Health Studies are offering a discipline specific version of this course, KHS 181AB: Academic Success in KHS, to 59 students. While housing the course in Student Affairs is advantageous because of its cross-disciplinary nature, concern has been expressed with its oversight lying in a non-academic unit. Therefore, an advisory committee with representation from across faculties and disciplines is being stuck to oversee curriculum, instructor appointments, and the like. MOTIONS approved by CCUAS and Exec Council:

to create: ACAD 100 3:3-0 Academic Discourse: Writing, Research, and Learning Strategies This course provides first-year students with tools for successful communication across the disciplines by emphasizing elements of effective writing and academic research. Topics include rhetorical considerations for effective writing, process-oriented writing and revision, critical reading skills, approaches to group collaboration, research tools, bibliographies, academic integrity, and citation methods. to delete: UNIV 101 3:3-0 Strategies for Academic Success This course provides first-year students with tools for successful communication across the disciplines by emphasizing elements of effective writing and academic research. Topics include rhetorical considerations for effective writing, process-oriented writing and revision, critical reading skills, time management skills, approaches to group collaboration, research tools, bibliographies, academic integrity, and citation methods.

Enrolment Statistics for UNIV 101: For 200830 – 5 sections offered. HS admits Int'l post-sec Mature/Discretion Petition Total

New Mature Admits (registered)

AR 15 1 45 7 68 54 BU 6 6 EN 1 1 FA 1 1 3

SW 1 5 6 17 Total 17 7 51 7 82 74

For 200810 – 2sections offered HS admits Int'l post-sec Mature/Discretion Petition Other Total


AR 1 1 24 5 31 24 BU 2 2 EN 1 1 FA 1 1 0


SW 4 4 3 Total 2 3 29 39 27

For 200730 – 5 sections offered HS admits Int'l post-sec Mature/Discretion Petition Other Total


AR 8 51 3 60 64 CCE/SP 4 4

FA 2 1 1 4 1 SC 1 1 SW 7 1 8 11

Total 11 59 5 4 77 76 Note: Numbers include Campion and Luther students.

ACAD 100: Academic Discourse: Writing, Research, and Learning Strategies

COURSE OUTLINE

COURSE DESCRIPTION This course provides first-year students with tools for successful communication across the disciplines by emphasizing elements of effective writing and academic research. Topics include rhetorical considerations for effective writing, process-oriented writing and revision, critical reading skills, approaches to group collaboration, research tools, bibliographies, academic integrity, and citation methods.

COURSE OVERVIEW Welcome to ACAD 100! We’ve developed this class with you in mind. Throughout the semester, we’re going to experiment with a variety of approaches to reading, writing and researching. These approaches are intended to help you develop your communication skills while also showing you what the U of R expects of students at a university level. We aim to include significant student-instructor dialogue throughout the semester, so that you feel supported and encouraged in your learning. We will not do work for you, we will not feed you with ‘information’ for you to memorize, and we will not proofread your writing. What we will do, however, is much more helpful in the long run. We will talk about the university experience and writing with you, consider alternative viewpoints and approaches, and take an individualized approach to your work. This kind of feedback, we think, is valuable for all of us. REQUIRED TEXTS AND RESOURCES FOR LEARNING Faigley, L.Grave, R. Graves the Brief Penguin Handbook. Toronto: Pearson Longman,

2008, and the complimentary on-line resource - MyCanadianComp Lab Custom Reader by Pearson Longman


ASSIGNMENTS: Type: Due: Worth: Reading quizzes ongoing 10% Assigned MyCompLab work ongoing 10% Summary Sept 25 5% Rhetorical analysis Oct. 24 10% Presentation of an argument Nov. 6 10% Research essay

Annotated bibliography Nov.14 10% Outline Nov.21 5% Completed essay Dec.4 15%

Final exam 25% All assignments listed above are mandatory and must be completed for credit in this course. Failure to hand in something will earn you NP as a final grade. Reading quizzes will be lovely little unannounced surprises; if you are absent and miss a quiz, you may not make it up some other time. All assignments must be typed and double-spaced. All phases of written assignments must be completed in order to receive a grade. These phases help to prevent plagiarism and encourage academic integrity. Students must pass the final exam in order to pass the course. Attendance is mandatory, and students who have missed more than three classes without sufficient reason will not be permitted to write the final exam. Please note:

• Marks will be deducted for late submissions as follows: 10% per day to a maximum of 5 days. All assignments must be handed to the instructor in class – after that they are deemed late.


COURSE SCHEDULE

WEEK LECTURE TOPICS READINGS ASSIGNMENTS 1 SEP 2-5

Introduction to course objectives, syllabus, expectations and MyCompLab What is academic writing?

Mulvaney/Joliffe

Note: no classes Sept. 4

2 8-12

The Rhetorical Situation Summary writing

Faigley pp. 1-13 Hand-out Chimps - Bower

MyCompLab- independent study of concepts under “Grammar – exercise zone.” Complete what you need by mid-October.

3 15-19

Summary-writing workshop Critical Reading

Faigley pp.71-77 Fable – Carson Mysterious connections-Nafisi In unhistoric acts-Osborne

Summary draft due Sept 16th

4 22-26

Rhetorical analysis

Faigley 83-87 Pornography – Atwood The end of…- Sedaris

Summary due Sept 25th

5 29-OCT3

Rhetorical analysis How to write a rhetorical analysis

Growing - Geddes There is no- Major

Draft of rhetorical analysis due Oct 2nd

6 6-10

Workshop of analysis Writing to persuade

Faigley 111-119 How to live-Leacock The Perils- Wiesel

Analysis draft due Oct 14th

7 14-17

Being persuasive, cont. I’m not racist-Bissoondath Pornography-Atwood

MyCompLab- Writing – guided essays – writing process: persuade


8 20-24

Designing a good argument Library orientation – intro to research

Rhetorical analysis due Oct 23rd

9 27-31

Academic integrity The research essay – getting started

Faigley chapters 16-21 MyCompLab - Research

10 NOV 3-7

The annotated bibliography

Faigley 259-261

Presentation of arguments

11 10-14

Preparing an outline

Faigley 270-274

Annotated bibliography due

12 17-21

Citation methods Documentation

outline for research essay due

13 24-28

Catch-up/class time to ask questions and get help with research assignment

Draft of essay due

14 DEC 1-4

Course review Exam prep Course evaluation

Last day of classes: Dec. 4 Research essay due


Texts for ACAD 100

Faigley, L, Graves, R., Graves, H. The Brief Penguin Handbook. Toronto: Pearson Longman, 2008. ($55.05) ISBN 0321-41584-1

Includes the companion website www.pearsoned.ca/faigley , My Canadian Comp Lab, which will be incorporated into the course.

Custom publication by Pearson Longman ($14.48), includes:

Table of Contents

Introduction to the course (see below)

“Differences Between College and High School Writing” excerpt from Academic Writing: Genres, Samples and Resources by Mary Kay Mulvaney and David A. Jolliffe

The Blackspot Unswoosher Adbusters

Chimps May Put Their Own Spin on Culture Bruce Bower

A Fable for Tomorrow Rachel Carson

There Is No Worldwide Terrorist Conspiracy John Major

Mysterious Connections that Link Us Together Azar Nafisi

The End of the Affair David Sedaris

Pornography Margaret Atwood

How to Live to Be 200 Stephen Leacock

Growing Up Native Carol Geddes

The Perils of Indifference Elie Wiesel

Modern Witch Hunts Fueled by Irrational Fear, Media Paul Campos

Where Have All the Babies Gone? Fraser Nelson

In Unhistoric Acts Does True History Lie Frances Osborne

"I'm Not Racist, But…"


http://www.pearsoned.ca/faigley

Neil Bissoondath

Introduction to the course University 101 (Strategies for academic success) is designed to assist students in their transition to university by encouraging the development of foundational academic skills. Students will have the opportunity to develop and practice critical thinking, reading, writing, and research skills necessary to produce unified, cohesive, and well-developed academic writing. They will practice a mature writing process with an emphasis on inventing, drafting and revising appropriate to post-secondary studies. This class requires a high degree of participation and co-operative work with other students. Students are expected to make a commitment to work in a timely and responsible fashion with other students. Instructors are expected to facilitate learning, encourage dialogue, offer support and provide constructive feedback. By the end of a course, the successful student should be able to:

Understand what academic writing is. Understand what it means to be part of an academic community. Use critical thinking skills to read and evaluate a variety of texts. Write clear, correct, and effective sentences and paragraphs. Write a variety of documents, such as a summary, a proposal, an outline, an annotated

bibliography, a review and a research essay. Present a thoughtful and coherent argument. Locate and select materials from the library and through searches of periodical databases

and Internet sources. Demonstrate an ability to select appropriate references based on relevance and currency. Document sources according to the conventions of current citation methods. Understand the importance of engaging in the revision process.

Introduction to this text

This reader has been designed to support the learning objectives of University 101. The selection of non-fiction prose offers a broad range of topics, including gender, race, culture, the environment and politics. Learning to read for understanding will help you write clear, well-organized assignments. As you absorb other writers’ techniques and the strategies needed to make sense of a piece of writing, you in turn become increasingly skilled at satisfying the needs of your readers.

We realize that a semester goes by quickly and that you have many interests and goals as you embark on your university career. Over the term, our objective is to provide you with as many tools as possible to help you succeed in an academic environment. We hope you will find this text useful as you make the transition to university life. We also welcome suggestions you might want to make for future revisions to this text.


MOTION to remove the requirement that mature students must complete UNIV 101 (now ACAD 100) as a condition of their admission. 10.4.2.4 Registration Requirements for Students Granted Mature Admission All students granted mature admission must receive academic advising each semester before they can register for courses in that semester. Advising remains mandatory until such students have attempted 24 credit hours of courses, or until they achieve a UGPA of 65% or better on the first 12 or more credit hours at the University of Regina.

Students granted mature admission are subject to the following additional restrictions:

1. They are limited to registering in a maximum of 12 credit hours per semester for the first 24 credit hours. 2. They are required to register in UNIV 101, where available, within the first 12 credit hours towards the degree program. Students may

petition to have this requirement waived or replaced by INDG 104. 2. They may register in more than 12 credit hours per semester only if they meet one of the following criteria:

• They have the equivalent of 12 credit hours of transfer credit from another recognized post-secondary institution with a grade point average of 65% or better.

• They achieve a grade point average of 65% or better on the first 12 credit hours at the University of Regina.

Rationale UNIV 101 has been redesigned and replaced with ACAD 100. This new course is specifically intended to help students make a successful transition to university studies and does so by serving a wide-range of students. To ensure that the course is attractive to many students, it is important to avoid the perception that it is only for students who have struggled academically. Therefore, it is not appropriate to require this course for mature students as a condition of their admission. Note that academic advisors will continue to work with mature students to develop educational plans that meet their learning goals and, if appropriate, recommend this course both to mature students and to more traditional learners. D. Letter of Intent: Environmental Studies MOTION to create a BA major in Environmental Studies.

PProposal to establish a B.A. Major in Environmental Studies

INTRODUCTION

Students at all levels of the Canadian education system are keenly interested in environmental issues. But to date it hasn’t been possible for students at the University of Regina to specialize in a program focused specifically on the environment. The proposed new interdisciplinary major in Environmental Studies would address this problem. It calls for the creation of two new courses, one introductory and the other at the fourth-year level, to help students tie together the arguments and ideas they’ll encounter in environment-related courses already being offered at the University across a wide range of disciplines. The proposed major would fit very well with the University of Regina’s priorities, given that the institution has identified “environment and energy” as one of its strategic emphases. It would also fit well with the University’s mission of “facilitating constructive criticism”, since all of the existing courses in this field focus on evaluating current environmental policies and practices.


The proposed major would also fit well with Faculty of Arts priorities, as identified in its Strategic Plan (We Who Serve, November 2003). Recommendation B3 of that Plan calls for the Faculty to “develop innovative undergraduate programs that are interdisciplinary and involve clusters of courses”. And Recommendation G2 stipulates that “sustainable environments” should be one of the Faculty’s seven areas of emphasis.

ANTICIPATED STUDENT DEMAND AND PROGRAM GROWTH It is of course difficult to project student demand for an entirely new program. A probable baseline can be derived from the number of students who have enrolled over the past several years in courses that would be required for the major and are already in existence. Course Title sections offered total enrolment 2005 2006 2007 2005 2006 2007 BIOL 276 Environmental Biology 1 1 1 49 50 39 ECON 273 Environmental Economics 1 - 1 18 - 30 GEOG 226 Environmental Issues 1 2 2 13 58 47 GEOG 325 Biogeography - 1 1 - 23 12 GEOL 270 Resources of the Earth 1 1 1 35 36 51 HJ 357 Ecology and Justice - 1 1 - 27 19 PHIL 275 Environmental Ethics 1 - 1 34 - 27 SOC 230 Nature and Society 1 1 1 27 30 11 SOC 330 Sociology of the Environment 1 1 1 7 22 21 WMST 201 Women, the Environment and

Change 1 1 1 13 30 33

Totals 196 276 302 With the exception of the Geography and Geology offerings, it is unlikely that there is a lot of overlap between the students enrolled in these courses. So it seems safe to conclude that in any given year there are at least 150-200 students on campus with an interest in environment-related subjects. Enrolments in these classes are likely to climb if the major is approved, given that it will become easier for students to pursue environment-related interests. It may also help to have a sense of enrolments in Environmental Studies programs at other Canadian universities. Institution Undergraduate Enrolments Undergraduate Majors 2005 2006 2007 2005 2006 2007 Faculty of Environmental Studies, York University

750-800 750-800 750-800

Faculty of Environmental Studies, University of Waterloo

1051 1078 1208

School of Environmental Studies, University of Victoria

97 (+75 minors)

105 (+ 70 minors)

117 (+ 65 minors)

School of Environmental Studies, Queen’s University

159 160 185 41 60 84

Department of Geography and Environmental Studies, Laurier University

213 328 482 58


Department of Environmental Studies & Geography, Bishop’s University

60-70 (+ 15-20 minors)

Environmental Studies Program, St. Mary’s University

70 130 30

Department of Environmental Studies, University of Prince Edward Island

~50 (in their 3 core courses)

9 (minors)

7 (minors)

4 (minors)

Environmental Studies Program, Carleton University

~180 200

Environmental Studies Program, Mount Allison University

- - - 2 (+9 minors)

6 (+ 6 minors)

7 (+ 9 minors)

Environmental Studies Program, Augustana Faculty of the U. of Alberta

no reply no reply no reply

Environmental Studies Program, University of Manitoba

78 96 99

. The head of the undergraduate program at Wilfrid Laurier commented that they had noticed a marked increase in student interest in Environmental Studies in the past two years.

RESOURCE IMPLICATIONS The proposed major will not have many immediate costs. This is because most of the needed resources already exist. Nearly all of the courses that would be taken by Environmental Studies students are already offered regularly by various departments and have capacity to spare. The two new Environmental Studies courses (ENST 200 and 400) would be taught by faculty members already on campus and so would not require hiring new faculty. The main immediate costs would be those associated with appointing a program coordinator. The program coordinator would receive a teaching release of one course per semester. Assuming this was made up through a sessional appointment, the cost would be on the order of $5500 per year. Resources Required Supporting the Program in its first year: Stipendiary course release $ 5,000 General Material and supplies $ 120 Printing duplication $ 800 Teaching Assistants* $ 950 Books and subscription $ 150 Lab material and field techniques $ 400 per class) $ 7,220

*to teach the ENST 200 Labs The only anticipated impact on other units is a possible increase in enrolments for BIOL 150 and BIOL 276. The Faculty of Science has been consulted about the program and supports it (see appendix). They have in fact offered to alter the prerequisites for BIOL 276 to accommodate students in the Environmental Studies program.


Program Outline BA MAJOR IN ENVIRONMENTAL STUDIES

Credit hours

BA Economics major, required courses


Major Requirements 3.0 BIOL 150 3.0 BIOL 276 3.0 ECON 273 3.0 ENST 200 3.0 ENST 400 3.0 GEOG 100 3.0 GEOG 221 3.0 GEOG 226 3.0 GEOG 325 3.0 GEOL 102 3.0 GEOL 270 3.0 HJ 201 3.0 HJ 357 3.0 PHIL 275 3.0 PSYC 340 3.0 SOC 100 3.0 One 200-level SOC course 3.0 SOC 230 3.0 SOC 330 3.0 WMST 201 60.0 Subtotal: 65% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 One course in logic or math 3.0 3.0


3.0 One course In fine arts 18.0 Subtotal Open Electives 42.0 14 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.4. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required

MOTION to create ENST 200 and 400. (pending Library approval)

ENST 200 3:3-3 Introduction to Environmental Studies An interdisciplinary introduction to environmental studies, providing the concepts and interrelationships needed to understand the complexities of environmental issues. Through a survey of environmental topics, students will examine changing human relationships to the non-human world and diverse approaches to environmental problems—from the humanities to the sciences.

Textbook: G. Tyler Miller Jr. (2003): Living in the Environment: Principles Connections and Solutions, Thomson Learning. (ISBN: 0534397980)


Grading: Midterm Exam 35 % Final Exam 40 % Lab exercises (5x5) 30 %

Tentative schedule

Week Topic

1 Introduction to the Course and Topics, Understanding Planet Earth. The Basics of Matter and Energy, Ecology I - Ecosystems -

2 Ecology II - Energy Flow and Nutrient Recycling, Ecology III - Populations and Communities

3 Human Population Growth, Disc: "Is limiting population growth needed to protect the environment?"

4 "We all Live Here: A Biodiversity Tour of the Biosphere", Climate and Biomes of the World

5 Disc: "Are large-scale international efforts needed to control global change?" Water and Water Pollution I

6 Water and Water Pollution II, Mid-term Exam

7 Land Use and Land Conservation I

8 Environmental Policy: The Yellowstone Debate, Energy I: Non-renewable Sources

9 Energy II: Energy of the Future, Energy III: Energy Efficient on Campus

10 (Through Air Pollution), Environmental Law and Policy

11 Environmental Economics I, II

12 Class Land Use Presentation, Urban Environmental Issues, Disc: "Should

environmental policy correct environmental racism?"

13 Topics to be arranged. May include: Air Pollution: Ozone and Acid Deposition.

Pesticides: overview and Case Study

ENST 400 3:3-0 Environmental Impact Assessment This course gives students an opportunity to develop their skills in effectively analyzing, managing, and resolving natural resource conflicts. Students will be required to carry out a substantial piece of research work independently, develop knowledge of special interests, and build upon the experience gained. *** Prerequisite: ENST 200 and any two of GEOG 325, PSYC 340, SOC 330. ***


Background

This interdisciplinary course provides the “soft skills” for planning and evaluation in natural resource and environmental management. After understanding the overall purpose of Federal and Provincial Guidelines for the Environmental Assessment (EA) process the students will review and evaluate selected case studies. They will demonstrate an ability to apply appropriate skills and techniques for data collection by designing and undertaking an independent research project focussed on some aspect of environmental management. ENST 400 provides students with an opportunity to integrate concepts and approaches from various disciplines or experiences through work on a major research project on a "real world" environmental science problem.

Grading: Assignment 1 (paper) 30 %

Critical Comparative Review of Canadian EIA Processes The students must prepare a critical paper that describes, compares, and critiques the Environmental Impact Assessment systems in two Canadian jurisdictions. They may choose any province(s) or the Canadian federal EIA legislation. (2500 words)

Assignment 2 (paper and class presentation) 35 % EIA (case study) In class the students are introduced to a systematic process for predicting and evaluating the significant environmental consequences of a proposed action or undertaking. The Environmental Impact Assessment has been applied primarily to new infrastructure projects, such as power plants, highways, pipelines, dams, mines, airports, incinerators and landfills. Assessment processes have also been used to consider the implications of new technologies, plans and policies that may result in significant social and biophysical effects. With this case study the students should demonstrate practical experience with a variety of EA processes. (2500 words and 15 min presentation in class)

Final Exam 35 %

Tentative schedule

Week Topic

1. The importance of EIA in Canadian environment and resource management

2. EIA as part of environmental policy and decision making. The EIA process, stages in the ideal EIA process.

3. History and background of impact assessment in Canada -- techniques and methods

4. Participation. What is a Hearing? Assessment boards and hearing process

5. Assessing social impacts, basic themes and methods, a case study of practice in Canada.


Assessing cumulative impacts.

6. Biophysical Impact Assessment and Cumulative Environmental Effects

7. Setting a Standard for Environmental Assessment in Canada: The Berger Inquiry on the Mackenzie Valley Pipeline.

8. Environmental Assessment of the Proposed Red Hill Creek Expressway Hamilton, Ontario

9. Comparing EIA in Saskatchewan to practice in other provinces.

10. Impact Assessment and the 2010 Winter Olympics

11. Guest talk EIA process in Saskatchewan - a case study

12. Guest talk EIA process in Alberta - a case study

13. The value of Environmental Assessment and the prospects for its further development. Letter of Support from Faculty of Science DATE: August 29, 2008 TO: Dr. Richard Kleer, Associate Dean (Undergraduate) Faculty of Arts FROM: Dr. Brien Maguire, Associate Dean (Academic) Faculty of Science RE: BA Major in Environmental Studies

I've reviewed the plans for the BA Major in Environmental Studies and wish to express the support of the Faculty of Science for this new program. Thank you for the excellent spirit of collaboration and appreciation for mutual interests in the environment displayed by yourself, Dean Chase and your colleagues in the Faculty of Arts. As you noted in your proposal, Biology is aware of the implications for potential enrolment increases in BIOL 150 and BIOL 276 and will modify the prerequisites for BIOL 276.

Dr. Brigham, Department Head of Biology, will continue to work with the Department of Geography in the development of Environmental Studies 200. As we have discussed, the Faculty of Science is interested in a BSc major in Environmental Science. Resource constraints are an issue as we will have to develop several new courses to go with existing courses in such a program. Biology will take the lead for Science based on their experience with the BSc degree programs in Environmental Biology. Dr. Brigham will ensure that collaboration continues with the faculty members in Geography who have an interest in this program.

I'm sure that we'll need to define minors in these programs at some point as I expect there to be many students who have an interest in both perspectives.

Brien Maguire Associate Dean (Academic)


E. Women’s Studies Program MOTION to rename the Women’s Studies programme the “Women and Gender Studies (WGST) programme.” MOTION to rename all WMST courses to WGST. Rationale The members of the Women’s Studies program proposed to change the name of the Women’s Studies Program to Women’s and Gender Studies in our 2005 Unit review. This proposal was met with approval by the review team and by PPC in 2006. Toward this end, then, below is the rationale for the name change proposed. The Women’s Studies program at the University of Regina was developed in the early 1990s by a number of feminist faculty at the University of Regina. When the program was brought into existence it was of necessity small due to limited resources and therefore had a very tight focus on women and their histories, activities, intellectual productions and so forth (WMST 100 “Introduction to Women’s Studies” and WMST 200 “Feminist Theories”). Equally, the shape of the program reflected the current shape of feminism at the time. Over time, as Women’s Studies increased in faculty, so too the number of KINDS of courses and these courses reflected the extension of intellectual development in feminism in general.

Women’s Studies now includes courses that reflect this extension of intellectual engagement: WMST 302 “Feminism, Gender and Science”; WMST 361 “Gender, Race, and the History of Art”; WMST 367 “Gender and Language”; WMST 372 “Mapping Gender”; WMST 380AM “Gender, Race, and Sexuality in Popular Culture”; WMST 380AN “Women, Gender and Work”; and WMST 421 “Mapping Sexuality”. While Women’s Studies’ intellectual purview has extended it also has held to the necessity of keeping women and feminism central to its orientation and developed courses that reflected this continuing intellectual work: WMST 201 Women, Environment and Change; WMST 202 Women and Reproductive Technologies; WMST 220 Feminist Research Methods; WMST 301 Women and Health; WMST 280AD Women, Motherhood and Mothering; and WMST 421 Feminism, Women and Globalization. In light of the extension of academic production in the Women’s Studies Program to include such foci as gender, sex, sexuality, race, identity, work, popular culture, health, queer theory, and masculinities among others, we have discussed changing the name of the program from Women’s Studies to Women’s and Gender Studies to better reflect this shift. Equally, because women and feminism remain central to the program, it was considered that “Women’s” should remain part of the name of the program. With both these views operating in tandem it was decided to change the name of the program to Women’s and Gender Studies. MOTION to create WGST 203.

WGST 203 3:3-0 Women, Motherhood, and Mothering [short title: Motherhood and Mothering] This course is a feminist exploration of the many issues revolving around women as mothers. Motherhood as a patriarchal institution has often oppressed women while women's experiences of mothering have often been empowering. Mother


roles, expectations, stereotypes, and experiences will be examined from an interdisciplinary, cross-cultural, and historical perspective. ***Prerequisite: WMST 100 or permission of coordinator. ***

F. Department of Philosophy and Classics MOTION to rename STS 210 to PHIL 277 and revise all subsequent references in the Undergraduate Calendar and Catalog accordingly.

PHIL 277STS 210 3:3-0 Ethical Issues in Science and Technology Using a series of case studies, this class will examine ethical issues and controversies engendered by science and technology. *** Prerequisite: Completion of 15 credit hours. *** * Note: Formerly numbered HPS 200 and STS 210. Students may not receive credit for only one of both PHIL 277, STS 210 or and HPS 200. * SOC 325 3:3-0 Science and Technology This course examines the interrelationship between science and technology on the one hand, and social norms and values on the other. Specific topics that might be covered include women and science, the environment, and the social impact of technology. *** Prerequisite: Two 200-level courses in sociology, or PHIL 277 STS 210 and one other 200-level course in sociology, or permission of department head. ***

10.37.1 MINOR IN SCIENCE AND TECHNOLOGY STUDIES

Credit hours

Science and Technology Studies minor, required courses


3.0 STS 100 3.0 STS 200 3.0 STS 400 3.0 One of STS 210, PHIL 273, 275,

277, 374, 375

3.0

3.0

3.0

Three additional courses from any of the following groups: The Historical Development of Science, The Environment, and Philosophical and Contemporary Issues. These include: ESCI 302, GEOG 226, 301, HIST 372, MATH 108, 308, PHIL 241, PHYS 200, RLST 273, SOC 225, 230, 325, 330, STS 230, 231, 239AA-ZZ, 270, 271, 330, 331, 332, 370, 371, 372, 373, WMST 201

21.0 STS Minor – 65% GPA required

Rationale This course is essentially philosophical in content, and would nicely complement other offerings on ethical issues (e.g., PHIL 272, 273, 275). “Packaging” this course as philosophy might allow more students to become aware of it and so bolster its enrolment.


G. Department of Religious Studies Rationale I am submitting to you the following proposed changes to the RLST undergraduate program. These changes reflect our ongoing discussion of our course offerings in RLST; others reflect our response to the recent unit review in RLST. 1. a) Change the title of RLST 313 from "Taoism & the Contemporary World" to "Daoism & the Contemporary World" and altering the spelling of Taoism to Daoism in the course description b) Changing the spelling of Taoism to Daoism in RLST 211 and RLST 411AA-ZZ The above changes are simply a matter of modernizing the spelling of Daoism. c) deletion of the ‘s’ in RLST 184 course description (from Sanskrit languages to Sanskrit language) 2. Change the title of RLST 268 from "Emerging Religious Movements" to "Cults and New Religious Movements.” This change in title more accurately reflects the material that is taught in the class.

3. New course proposal Regularizing RLST 209 Japanese Religions (as attached).

This course is an important addition to our offerings on ‘religions’ and, as noted in the course proposal, this course reflects the expertise of a new faculty member in RLST. 4. New Course proposal-RLST 363 Storytelling in Asian Religions (as attached). As noted in

the course proposal, this regularizes a course taught previously under the RSLT 390 (selected topics) rubric.

5. New Course proposal-RSLT 185 Modern Hebrew (as attached). As noted in the course

proposal, this regularizes a course taught previously in our department. 6. Change in prerequisites: This change is part of our response to the recent Unit Review in

RLST that suggested we review our prerequisites with an aim to opening up our classes. Basically we are proposing that, in place of specific courses as prerequisites, 15 credit hours will be required for our 200 level courses, 30 credit hours for our 300 level courses, and 60 credit hours for our 400 level courses (with the exception of RSLT 498 and 499, which will remain unaltered). RLST 100 is recommended for all of our courses and there are a few courses with additional recommended courses.

MOTION to revise the title of RLST 313 and the descriptions of RLST 211 and 411AA-ZZ.

RLST 313 3:3-0 DTaoism and the Contemporary World


An introduction to the basic teachings of DTaoism, with special emphasis on the philosophical and religious thought of Lao Tzu and Chuang Tzu. The course will also examine the meaning of DTaoism for today's world. *** Prerequisite: RLST 211 or permission of department head. *** RLST 211 3:3-0 East Asian Religions An introduction to the essentials of the East Asian religious traditions. The course will deal with basic beliefs and practices of Confucianism, DTaoism, and Chinese Buddhism, with the emphasis on their influence on the formation of such East Asian cultures as those of China, Korea, and Japan. *** Prerequisite: RLST 100 or permission of department head. *** * Note: Formerly numbered RLST 222. Students may not receive credit for both RLST 211 and RLST 222. * RLST 411 3:3-0 Studies in East Asian Religions - an AA-ZZ series. An examination of selected topics, movements, and religious practices of East Asian religions, such as Confucianism and DTaoism through the examination of selected figures, myths, and texts. *** Prerequisite: RLST 311 or RLST 313, or permission of department head. ***

Rationale These changes modernize the spelling of Daoism. MOTION to revise the title of RLST 268.

RLST 268 3:3-0 Cults or New Emerging Religious Movements?This course examines beliefs and practices of some emerging new religions including New Age, Wicca, Neo-paganism, Scientology, Unification Church, UFO groups, Solar Temple, Transcendental Meditation and Soka Gakai. The emphasis will be upon the historical roots and teachings of new religions, and issues related to their popularity and interpretation. *** Prerequisite: RLST 100, or permission of department head. *** * Note: Formerly numbered RLST 276. Students may not receive credit for both RLST 268 and RLST 276. *

Rationale This title more accurately reflects the material that is taught in the class. MOTION to create RLST 186. RLST 186 3:3-0 Modern Hebrew

This course provides an introduction to Modern Hebrew as spoken today in the State of Isreal. Emphasis will be on written and spoken Hebrew. This course will


be useful for students working in Contemporary Jewish thought. Students with a working knowledge of modern Hebrew will also be able to read biblical Hebrew as well as medieval texts.

ACADEMIC LIMIT 10 REASON FOR PROPOSED COURSE (including target population) This course has been taught twice already. The present proposal regularizes it in our program. OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL none SUMMARY OF COURSE CONTENT The focus will be on grammar, reading the basic Hebrew script as well as learning a different script for the purpose of writing. PROPOSED TEXTS AND REFERENCES Esther Raizen. “Modern Hebrew for Beginners: A multimedia program for Students at the Beginning and Intermediate Levels.” Austin: University of Texas Press, 2000. DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA OTHER SPECIAL FACILITIES OR MATERIALS NEEDED Adequate.

POSSIBLE DUPLICATION none ACCREDITED INSTRUCTOR(S) Dr. Jacoba Kuikman MOTION to create RLST 209. RLST 209 3:3-0 Japanese Religions

The course provides an overview of the major religious traditions of Japan from earliest times to the modern era: Shinto, Buddhism, Confucianism, Christianity and the New Religions. Topics to be explored include religion and the state, Buddhist-Shinto interaction, “this-worldly” material benefits, pilgrimage and popular culture.

*** Prerequisites: Completion of 15 credit hours. RLST 100 is recommended. ***

ACADEMIC LIMIT 50 students.


REASON FOR PROPOSED COURSE (including target population) This course has been taught as RLST 290AG in Winter 2008 and we plan to offer it again in Winter 2009. The course reflects the expertise of a new faculty member in RLST. OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL None. SUMMARY OF COURSE CONTENT The course will provide students with an understanding and appreciation of Japan’s rich religious history through the study of major works of art, literature, theatre, and material culture, while paying attention to shifts in economic and political power structures. In tandem with textbook readings, students will read an assortment of primary sources in translation including historical records, political documents, scripture, miracle tales, and plays. Recent developments in scholarship provide a frame for readings and discussion. PROPOSED TEXTS AND REFERENCES deBary, Theodore et al, eds. Sources of Japanese Tradition, Volume One: From Earliest

Times to 1600 (Second Edition). New York: Columbia University Press, 2001. Mullins, Mark R et al, eds. Religion & Society in Contemporary Japan. Berkeley: Asian

Humanities Press, 1993. DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA Adequate. ACCREDITED INSTRUCTOR(S) Accredited instructor is available. MOTION to create RLST 363.

RLST 363 3:3-0 Storytelling in Asian Religions This course will provide a survey of the stories told by Buddhists, Hindus, Confucianists, Daoists and the followers of Shinto in Japan. The aim of this course is to develop a deeper understanding of the religion and cultures of Asia and to explore the beliefs in popular religion. *** Prerequisite: Completion of 30 credit hours. RLST 100 or a RLST course on Asian Religion is recommended. ***

ACADEMIC LIMIT 20 REASON FOR PROPOSED COURSE (including target population) This course has been taught as RLST 390AT in previous years and we plan to offer it again in winter 2009. We are simply regularizing our offerings in RLST

OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL none


SUMMARY OF COURSE CONTENT The main focuses of the contents basically two: the creation of the cosmos and the final liberation of individuals. For example, in the Hinduism section, iwe cover creation myths, dharma, devotion, and liberation; in the Chinese Religions section, we include ancestor worship, spirits, nature, moral issues, death and liberation. And in Buddhism section, we consider the stories about karma, nirvana, non-self and so forth. PROPOSED TEXTS AND REFERENCES 1. Narayan, R.K. The Ramayana. New York: The Viking Press, 1972 2. Yu, C. Anthony. (trans.) The Monkey and the Monk a Revised Abridgment of The

Journey to the West. Chicago: The University of Chicago Press, 2006. 3. Wong, Eva (trans.) Seven Taoist Masters A Folk Novel of China. Boston:

Shambhala, 1990. 4. The course back (specially prepared for this course) DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA Adequate. OTHER SPECIAL FACILITIES OR MATERIALS NEEDED None

POSSIBLE DEMAND FOR COURSE /FREQUENCY OF OFFERING/INITIAL OFFERING Every 2nd year POSSIBLE DUPLICATION None ACCREDITED INSTRUCTOR(S) Accredited instructor is available MOTION to revise the prerequisites for RLST 203, 207, 211, 215, 219, 227, 228, 229, 241, 245, 248, 249, 258, 268, 271, 273 and 290AA-ZZ from “RLST 100, or permission of department head” to “Completion of 15 credit hours. RLST 100 is recommended.” MOTION to revise the prerequisite for RLST 267.

RLST 267 3:3-0 Religion in Canada This course is a survey of significant religious traditions in Canada, their intellectual background, development of their faith and practice, and their interaction with the Canadian context. *** Prerequisite: Completion of 15 credit hours. RLST 100 or a course in Canadian history is recommended., or permission of department head. *** * Note: Formerly numbered RLST 250. Students may not receive credit for both RLST 267 and RLST 250. *


MOTION to revise the prerequisite for RLST 275.

RLST 275 3:3-0 Women in World Religions This course surveys the role and religious experiences of women in various world religions. Lecture material will cover the accumulated traditional teachings on women and the feminine in each religion, with attention to specific historical developments. Contemporary scholars and issues will be highlighted with an emphasis on feminist methodologies. *** Prerequisite: Completion of 15 credit hours. RLST 100 or WGST 100 is recommended. permission of department head. ***

MOTION to revise the prerequisites for RLST 300, 303, 307, 311, 313, 319, 327, 328, 329, 331, 332, 333, 334, 348, 349, 351, 352, 355, 360, 369, 370, 372, 377, 378, 384 and 390AA-ZZ to “Completion of 30 credit hours. RLST 100 is recommended.” MOTION to revise the prerequisites for RLST 301, 315, 336, 3341, 342 and 345.

RLST 301 3:3-0 Religion After Modernity This course will examine four different theoretical locations, postpatriarchy, postmodernism, poststructuralism and postcolonialism, which have emerged in the Academia since 1960. The process will be to analyze how each of these theoretical locations has impacted the study of religion. *** Prerequisite: Completion of 30 credit hours. RLST 100 and 300 are recommended. Two 200-level RLST courses, or permission of department head. RLST 300 recommended. ***

RLST 315 3:3-0 Hellenistic Religions This course will explore the religions of Hellenistic and Roman antiquity, including Judaism and Christianity as Hellenistic- Roman religions. It will do so with special reference to the social conditions that generated such diversity, and to which these religious expressions aimed to respond. *** Prerequisite: Completion of 30 credit hours. RLST 100 or RLST 215 is recommended. One of RLST 215, 219, 227, 228, 229, or 248, or permission of department head. *** RLST 336 3:3-0 Christian Denominationalism in North America This course examines the development of Christian denominationalism in North America. Historical, phenomenological, and comparative approaches will contrast Catholicism, Orthodoxy, and Protestantism, and the development of North American Protestant groups.


*** Prerequisite: Completion of 30 credit hours. RLST 100 or any RLST course in Christianity is recommended. One of RLST 227, 228, 229, 248, or 267, or permission of department head. *** * Note: Formerly numbered RLST 350. Students may not receive credit for both RLST 336 and RLST 350. * RLST 341 3:3-0 Islam in the Modern World This course explores the Muslim encounter with the modern age. It examines the traditional religious stance of the Islamic community, and the significant movements and influences that have affected it. It studies specific problems faced and decisions taken, and analyzes adaptations and tensions in Islamic faith and life resulting from the encounter. *** Prerequisite: Completion of 30 credit hours. RLST 100 or RLST 241 is recommended. One of RLST 241, 267, or 275, or permission of the department head. *** * Note: Formerly numbered RLST 266. Students may not receive credit for both RLST 341 and RLST 266. * RLST 342 3:3-0 Islamic Philosophy, Theology, Law and Mysticism An examination of the development of the main streams of Muslim philosophy, theology, law, and mysticism. The contributions of major Islamic thinkers in these areas will be considered and their intellectual legacy will be assessed. *** Prerequisite: Completion of 30 credit hours. RLST 100 or RLST 241 is recommended. One of RLST 241, 267, 275, or 370, or permission of the department head. *** * Note: Formerly numbered RLST 326. Students may not receive credit for both RLST 342 and RLST 326. * RLST 345 3:3-0 Biblical Literature: Advanced Studies in the Hebrew Bible A comprehensive study of selected parts of the Hebrew Bible (Old Testament or Tanakh). This course will focus on the Pentateuch (the first five books), the historical books from Joshua through Kings, the prophetic literature, wisdom literature, and/or poetry. These will be studied from critical historical, literary and theological perspectives. *** Prerequisite: Completion of 30 credit hours. RLST 100 or RLST 245 is recommended. One of RLST 219, 229, 245, or 355, or permission of department head. *** * Note: Formerly numbered HUM 204. Students may not receive credit for both RLST 345 and HUM 204. *


MOTION to revise the prerequisites for RLST 403AA-ZZ, 407AA-ZZ, 411AA-ZZ, 415AA-ZZ, 419AA-ZZ, 427AA-ZZ, 441AA-ZZ and 490AA-ZZ to “Completion of 60 credit hours. RLST 100 is recommended.” H. Math 124 MOTION to count this course toward satisfying the current core requirement for a course in math or logic. 10.9.1.1 Core requirements: (33 credit hours) . . . A course in logic or mathematics (Philosophy 100, Philosophy 352, Mathematics 101, 103, 105, 108, 110, 122, 124 and 127 all meet the requirement).

Rationale This course is quantitative and strives to teach students skills similar to those of other first-year Math courses, but in a way and with content that appeals to non-Science students.



I. Department of Indigenous Studies MOTION to revise the title and description of INDG 100.

INDG 100 3:3-0 Introduction to Indigenous Studies I This course introduces the subject of Indigenous Studies with a

survey of Indigenous peoples in Canada from their origins, through European influence and to the present. of the historic treaty period. * Note: INDG 100 and 101 can be taken concurrently with permission of the department head. *

Course Objectives

The Introductory nature of this course must be strongly emphasized Required Readings A Course Reading Pack: Readings which will be appropriate for each of the four modules. Supplementary Readings: Dickason Olive, 2004 A Concise History of Canada’s First Nations Toronto, Oxford University Press McMillan, Alan D. and Eldon Yellowhorn, 2004 First Peoples in Canada Vancouver, Douglas and McIntyre Miller, J. R. 2004 Lethal Legacy Toronto M & S Publishing Warry, Wayne, 2007 Ending Denial Peterborough Ontario, Orchard Park, N.Y. Broadview Press Course Requirements 1. Mini-papers (One every other week) 6 @ 5% 30% Students practice writing skills in a progressive manner (mini-papers should be in the range - 3-5 pages)

Topics and due dates assigned by the Instructor 2. Mid term 20% 3. Paper (not more than 10 pages) 20% Students to begin the process of writing


larger term papers and to do some preliminary research. 4. Final 30%

Course Schedule:

Module #1: INTRODUCTION Week 1 Welcome: Syllabus and course overview; (for the web class - familiarization with the moodle environment Indigenous Peoples of Canada: Terms of Reference to be used; Aboriginal, First Nations (Indian), Metis, Inuit, and Gender Roles. Week 2 Indigenous Studies as a field or discipline: Week 3 Indigenous Way of Knowing: Indigenous epistemologies & Traditional ecological knowledge.

Module #2: INDIGENOUS ORIGINS Week 4 & 5 Origins Profiles of the Indigenous peoples of Canada: Surveys the culture and history of selected Indigenous societies of Canada with emphasis on cultural heritage, social organizations, and pre-contact economic relations

Module #3: POST-CONTACT ERA Week 6 Contact, Cooperation and Conflict: Economic cooperation & Military Alliances. Mid term test Week 7 Treaty Period: Economic change; Settlement; & the Treaty process. Week 8 Assimilation Policy: Colonization, Royal Proclamation, Indian Act Indian Agents & Reserves; Indian Education & Residential Schools; Enfranchisement; Pass System & Crackdown on Ceremonies. Module #4: CONTEMPORARY ISSUES


Week 9 Land & Resources: Traditional land-use; Fishing & Hunting Rights; Aboriginal Title; Specific & Comprehensive Claims. Week 10 Economic Development & Urbanization: Economic Development Prospects; Gaming; Urbanization & Urban Reserves, Modern Indigenous Education. METIS Week 11: International Indigenous Organizing; Indigenous political organizing; Indigenous and Canadian citizenship; Canadian Aboriginal policy. Week 12 Media Representations of Indigenous Peoples: Roles & Stereotypes. Week 13: Special topics based on profession or other being addressed. Final Test MOTION to delete INDG 101.

INDG 101 3:3-0 Introduction to Indigenous Studies II This course is a survey of Indigenous peoples in Canada during the post treaty period to include political organizations, social and economic change, the land claims process, and issues of self-determination. *** Prerequisite: INDG 100 or permission of department head. *** * Note: INDG 100 and INDG 101 can be taken concurrently with permission of the department head. *

Rationale INDG 101 is to be to be amalgamated into the revised course – INDG 100. MOTION to revise the prerequisites for INDG 200, 208, 210, 215, 216, 218, 219, 221, 222, 224, 225, 228, 229, 232, 234, 236, 238, 258, 270, 280, 281, 282, 334, 372; INCA 283 and 284 to delete INDG 101. MOTION to revise the BA Major, Honours Major and Minor in Indigenous Studies. 10.23.1 BA MAJOR IN INDIGENOUS STUDIES

Credit hours

BA Indigenous Studies major, required courses


Major Requirements 3.0 INDG 100 3.0 INDG 101 3.0 One of INDG 208, 210, 215, 216,

218, 219, 221, 222

3.0 One of INDG 224 or 225 3.0 One of INDG 228 or 229


3.0 One of INDG 280, 281, 282 3.0 3.0 3.0 3.0 3.0 3.0 3.0

SevenSix INDG courses at or above the 200-level

3.0 3.0

Two 300-level INDG courses

3.0 One 400-level INDG course 45.0 Subtotal: 65% major GPA required Arts Core Requirements 3.0 ENGL 100 3.0 ENGL 110 3.0 3.0


3.0 One course in logic or math 3.0 One course from List A* 3.0 One course in fine arts* 3.0 One natural science course with a

lab*



The courses marked * must all be in different subjects. Remaining core requirements (List B) are fulfilled by major courses. Refer to §10.9.1.1 for detailed information on the Arts Core Requirements. 30.0 Subtotal Open Electives 45.0 15 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required

A minimum of 45 credit hours in Indigenous Studies is required for the BA degree. Credit in Indigenous Studies may be obtained by taking INCA 283.

10.23.2 HONOURS MAJOR IN INDIGENOUS STUDIES Students interested in the honours degree program are strongly urged to consult the head of the Indigenous Studies Department by the end of the second year of course work.

Credit hours

BA Indigenous Studies Honours major, required courses


Honours Major Requirements 3.0 INDG 100 3.0 INDG 101 3.0 INDG 228 3.0 INDG 229 3.0 INDG 234 3.0 INDG 380 3.0 INDG 490 3.0 INDG 491 3.0 One of INDG 208, 210, 215, 216,

218, 219, 221, 222

3.0 One of INDG 224 or 225


3.0 One of INDG 280, 281, 282 3.0 3.0 3.0 3.0 3.0

FiveFour INDG courses at or above the 200-level

3.0 3.0 3.0

Three 300-level INDG courses

3.0 3.0

Two 400-level INDG courses

60.0 Subtotal: 75% major GPA required Arts Core Requirements 30.0 Same as stated above for the BA in Indigenous Studies. Open Electives 30.0 10 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required

10.23.3 MINOR IN INDIGENOUS STUDIES

Credit hours

Indigenous Studies minor, required courses


3.0 INDG 100 3.0 INDG 101 3.0 One of INDG 208, 210, 215, 216,

218, 219, 221, 222

3.0 One of INDG 224, 232, 234, 236, 238, 258

3.0 INDG 228course 3.0 INDG 229course 3.0 One 300-level INDG course 18.0 INDG Minor – 65% GPA required

J. Health Studies Program MOTION to allow entry to the Bachelor of Health Studies for the winter semester, with a December 1 deadline for application, fee and documents for all students.

Canadian & U.S. applicants Applicants from other countries

Application & Fee Documents Application & Fee Documents

FALL SEMESTER (SEPTEMBER-DECEMBER)

ALL PROGRAMS (except those noted below)

July 1 August 1 April 1 June 1

ALL PROGRAMS - Current high school students only (Early Conditional) (except those noted below)

June 15 June 15 April 1 June 1

Education¹ - Applicants with high school only (all programs except Indigenous Education)

March 15 March 15 March 15 March 15

Education¹ - Applicants with post-secondary courses (Except Indigenous Education and Adult Education and Training)

December 1 February 1 December 1 February 1

Bachelor of Music Education - Early Conditional

March 15 March 15 March 15 March 15

Bachelor of Music Education - all other December 1 February 1 December 1 February 1


applicants

Bachelor of Health Studies June 1 June 1 June 1 June 1

Journalism January 31 January 31 January 31 January 31

BFA & CFA in Visual Arts or Indian Fine Arts (portfolio only)

April 1 April 1 April 1 April 1

Bachelor of Social Work (does not include Social Work Qualifying)²

January 15 January 15 January 15 January 15

Continuing Education August 31 August 31 August 31 August 31

Re-admission Deadline August 15 August 15 August 15 August 15

Petitioning Deadline (see §2.7) July 1 August 1 April 1 June 1

WINTER SEMESTER (January-April)

ALL PROGRAMS (except those noted below *)

November 1 December 1 August 1 October 1

Bachelor of Health Studies December 1 December 1 December 1 December 1

BFA & CFA in Visual Arts or Indian Fine Arts (portfolio only)

December 1 December 1 December 1 December 1

Continuing Education December 18 December 18 December 18 December 18

Re-admission Deadline December 15 December 15 December 15 December 15

Petitioning Deadline (see §2.7) November 1 December 1 August 1 October 1

* The Faculty of Education accepts applications to only the Adult Education and Training program for the Winter term (semester). Indigenous Education only accepts applications to the BEd (Elementary and Secondary) Indigenous Education After Degree programs for the Winter semester. The School of Journalism, the Bachelor of Social Work, and the Bachelor of Health Studies programs do not admit to the Winter semester. Social Work Qualifying students follow regular deadlines.

SPRING/SUMMER SESSIONS (May-August)

All programs * March 1 April 1 December 1 February 1

Re-admission Deadline April 15 April 15 April 15 April 15

Petitioning Deadline (see §2.7) March 1 April 1 December 1 February 1

* The Faculty of Education only accepts applications to the Adult Education and Training program for the Spring/Summer sessions. The School of Journalism, the Bachelor of Social Work, and the Bachelor of Health Studies programs do not admit students to the Spring/Summer sessions. Social Work Qualifying students follow regular deadlines.

¹ NORTEP and YNTEP follow off-campus deadlines. The SUNTEP deadline is May 1st. Indigenous Education deadlines are outlined in §2.3.4.1.4. The Adult Education and Training Program follows regular University of Regina deadlines. ² Effective January 1, 2006, the Faculty of Social Work accepts applications for admission to the Bachelor of Social Work program only once per year for the Fall semester. The application deadline is January 15th of each year.

Rationale The BHS Advisory Committee considered a 1 November application deadline, but chose 1 December for three reasons: 1) advising for the winter semester for students that may be eligible for the BHS begins in November, so having a later date allows advisors the opportunity to introduce the program to students that may not have considered it, or have heard of it, prior to that time and their application would be considered 2) The calendar states All programs except those noted have te following deadline: November 1 for application, December 1 for documents. Given that with the application to the BHS students must include the supporting documentation at the time of admission, similar to the BFA, extending the admission deadline to the document deadline (having them the same) is preferred. It also profiles the BHS as a separate entity which helps to increase the awareness of the program both internally and externally. Administratively, we have a process in place to help those students registering in November, but not receiving official notification of acceptance until the second week in December. Realistically, this will likely be a smaller intake than the June admission deadline.


http://www.uregina.ca/gencal/ugcal/admissionTransfer/ugcal_27.shtml

http://www.uregina.ca/gencal/ugcal/admissionTransfer/ugcal_27.shtml

http://www.uregina.ca/gencal/ugcal/admissionTransfer/ugcal_13.shtml#indianEducation

3) Although the stated admission deadline is November 1 for most programs, in actual practice the university extends that deadline to December 1 in order to fill more seats, and the faculties are always surveyed to see who will remain open until December 1. MOTION to add KHS 488 (Seminar in Research Design) to the list of electives in Section B: Research Methods, 6.0 credit hours undefined. Rationale This course was developed after the BHS was approved and will complement the list of other research oriented courses recognized by the program. MOTION to revise the requirements for the Pre-Health Studies and Bachelor of Health Studies to replace STAT 151 with STAT 100 or STAT 160. Rationale This is reflective of the changes recently adopted by the Faculty of Science. MOTION to delete WMST 380AG from the list of approved electives. Rationale This course is no longer offered. MOTION to delete BUS 007 and ARTS007 from the list of acceptable computer applications labs. Rationale ARTS007 is for Arts co-op students and will not be opened to BHS students; BUS 007 is offered through the Faculty of Business Administration and would require special permission. ADMN 007 will remain on the list and is offered through First Nations University of Canada, a partner in this program. MOTION to add HS 281AA-ZZ, HS 381AA-ZZ and HS 481AA-ZZ to Section G: Approved Electives. Rationale: The courses that will be offered in these variable content series’ will be directly related to current issues in HS, and should therefore be reflected in the approved elective choices. Summary of Program Changes Pre-Health Studies consists of 30 credit hours. Students who complete Pre-Health Studies must apply for admission to the Bachelor of Health Studies program.

Credit hours

Pre-Health Studies, required Courses


3.0 ENGL 100


3.0 KHS 168 (or BIOL 140 or BIOL 100) 3.0 PSYC 101 or PSYC 102 3.0 INHS 100 3.0 SOST 201 or STAT 151 100 or STAT

160

3.0 KHS 170 or KHS 171 3.0 3.0 3.0 3.0

4 other courses in the Bachelor of Health Studies program (see below).

30.0 Subtotal – 65% GPA required

BACHELOR OF HEALTH STUDIES (120 CREDIT HOURS)

Section A: Basic and Breadth Courses 3.0 ENGL 100 3.0 ENGL 110 3.0 3.0

Two of: BIOL 100, BIOL 101, BIOL 140, KHS 168, KHS 267

3.0 PSYC 101 3.0 PSYC 102 3.0 SOC 100 3.0 KHS 170 or KHS 171 21.0 – 24.0

Subtotal

Section B: Research Methods 3.0 SOST 201 or STAT 151 100 or STAT 160 3.0 SOST 203 or PSYC 204 3.0

3.0

2 courses from: PHIL 273, PHIL 276, HS 201, KHS 350, KHS 488, SOST 306, SOST 307, ENHS 380, ECON 324, INDG 281, INDG 380

12.0 Subtotal Section C: Indigenous Health Courses 3.0 INHS 100 3.0 INHS 101 3.0 INHS 200 3.0 INHS 210 3.0 INHS 300 15.0 Subtotal Section D: Health and Society 3.0 ECON 253 3.0 SOC 222 6.0 Subtotal Section E: Health Studies 3.0 HS 200 3.0 HS 300 3.0 HS 301 3.0 HS 400

12.0 Subtotal Section F: Field Experience 15.0 HS 448

Section G: Approved Electives 3.0

3.0

3.0

3.0

Four courses from the following: ANTH 343, BIOL 100, BIOL 101, ECON 353, EHE 258, ENHS 100, ENHS 101, ENHS 210, ENHS 305, ENHS 320, ENHS 321, ENHS 380, ENHS 430, ENHS 481, HS 281AA-ZZ, HS 381AA-ZZ, HS 481AA-ZZ, INDG 150, KHS 151, KHS 168, KHS 267, KHS 268, KHS 292, KHS 370, KHS 393, KHS 476, PSCI 439, PSYC 255, PSYC 333, PSYC 356, SOC 207, SW 412, SW 416, SW 417, SW 477 (ISW 377), RLST 280290AB, WMST 202, WMST 301, WMST 380AG

12.0 Subtotal Section H: Open Electives 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0

Eight Open Electives

24.0 Subtotal NON-CREDIT REQUIREMENTS KHS 300 (Pre-Fieldwork Seminar) Computer Application lab (credit with CS

100, ARTS 007, or BUS 007/ADMN 007)

120.0 Total NOTE: A maximum of 14 introductory-level courses is permitted in the BHS. An introductory course has a 100-level number and no university-level prerequisite.


MOTION to recognize minors in the Bachelor of Health Studies as identified in the respective faculties offering the minors. Rationale Would allow formal recognition of student interest, reflecting the depth and breadth of BHS students. MOTION to approve an Articulation Agreement between the Dental Hygiene Diploma program at SIAST and the Bachelor of Health Studies. Rationale Modification of the BHS allows students who have completed the Dental Hygiene diploma the opportunity to continue their education in the health field, and complement their education by including coursework from the 5 pillars of dental hygiene education: Clinical, Research, Adult Education, Business and Health Promotion. Following extensive dialogue and consultation with Judy Layne, Dean of Health Sciences and Nancy Bateson, Program Head of Dental Hygiene at SIAST it was agreed that an articulation agreement in to a modified Health Studies degree would provide the best options for students who have completed the Dental Hygiene Diploma program at SIAST whilst maintaining the integrity of the baccalaureate degree in Health Studies. As you are aware the BHS program has a number of key components including indigenous health studies, health studies, research methods and society and health as well as the fieldwork component. While developing the BHS - DH (modified), thorough conversations with the Bachelor of Health Studies Advisory Committee (BHSAC) reinforced the need to maintain as much of the core key areas as possible while still enabling students in this program to address the five 5 pillars of dental hygiene education: Clinical, Research, Adult Education, Business and Health Promotion. You will note that additional course work in Adult Education and Business was added. The BHSAC felt that the Clinical aspect was more than sufficiently addressed through the academic program of study at SIAST. The BHSAC also felt that Health Promotion was thoroughly addressed through the combination of Health Studies and Indigenous Health Studies course work. Further, it was determined that sufficient course work in Research Methods (Section B) was included as well with the 6 credit hours of Research Methods courses and the inclusion of INHS 300 which is an Aboriginal Research Methods course. The proposal, as approved by the BHSAC, has the support of SIAST.


Articulation Agreement with SIAST Dental Hygiene Program

and The Faculty of Kinesiology and Health Studies and the Faculty of Arts at the University of Regina and the First Nations University of Canada

Bachelor of Health Studies Program

I Introduction and Framework The purpose of this agreement is to enable students from the Saskatchewan Institute of Applied Science and Technology (SIAST) Dental Hygiene Program to articulate with advanced credit standing into the University of Regina Bachelor of Health Studies degree. Students successfully completing the Dental Hygiene Program at SIAST and meeting the conditions described in this agreement can transfer with appropriate block credit to the University of Regina or its federated colleges. Once admitted, such students will be treated identically to other students admitted to the Bachelor of Health Studies, with full rights and responsibilities. Specifically, students will be expected to meet the academic progress requirements of the Bachelor of Health Studies. This agreement will start with admissions for the Fall 2009 semester. • The agreement has no specified end date, but may be terminated by either party with

one-year’s notice. • It will be reviewed after 5 years by the parties to ensure that it is still meeting the

needs of each party. • Either party can ask for re-negotiation of the terms at any time. • Each party must inform the other party of significant changes to courses or programs

listed in this agreement, and will give 6 months notice to the other side if possible of any such changes.

• The contact person for SIAST will be the Dean of Science and Health, the contact people for the Faculties of Arts and Kinesiology and Health Studies at the University of Regina are the Associate Deans (Undergraduate) and the contact person for First Nations University of Canada is the Department Head of Science.

Dr Thomas Chase Dean, Faculty of Arts University of Regina

Dr Craig Chamberlin Dean, Faculty of Kinesiology and Health Studies University of Regina

Dr Shauneen Pete Vice-President (Academic) First Nations University of Canada

Dr. Judy Layne Dean, Science and Health Division SIAST

Approved: Fall 2008


II Admission Requirements 1. Students who have successfully received a Diploma from the SIAST Dental Hygiene Program with a SIAST average of at least 60%, with no grade lower than 60% (equivalent to 50% at the University of Regina), and who meet the University of Regina’s required level of proficiency in the English language, will be accepted into the Faculty of Arts or the Faculty of Kinesiology and Health Studies at the University of Regina or the First Nations University of Canada with 60 credit hours of block transfer as outlined in Section III below. 2. The Bachelor of Health Studies Advisory Committee will have the right of final approval on all admission decisions into the program. 3. High school admissions standards are not relevant for students who have completed the diploma. However, students will be responsible for successful completion of any high school prerequisites required for specific courses at the University of Regina and the First Nations University of Canada. 4. Students wishing to transfer to other faculties or programs at the University of Regina or the First Nations University of Canada must meet those faculties' or programs’ transfer requirements, which may differ from the admission requirements to the Faculty of Arts or the Faculty of Kinesiology and Health Studies as outlined here. A transfer credit evaluation made by either Faculty will be re-evaluated and may be adjusted by the new faculty/program if a student transfers. III Program Details: Bachelor of Health Studies A) Transfer Credit The following transfer credit will be granted for the successful completion of SIAST’s Dental Hygiene Program. Specific Transfer Credit for: PSYC 101 3 credit hours Block Transfer Credit for: Elective Level 100 to meet two of BIOL 100, 101, 140, KHS 168, 267 requirement 6 credit hours KHS 100-Level to meet the KHS 170 or 171 requirement 3 credit hours Elective Level 100 to meet approved electives requirement 12 credit hours Elective Level 200 to meet open electives requirement 24 credit hours HS 400-Level to meet the HS 448 requirement 12 credit hours B) Courses to be completed at University of Regina (60 credit hours) ENGL 100 ENGL 110 PSYC 102 SOC 100 One of SOST 201 or STAT 100 or 160 One of KHS 350, SOST 203 or PSYC 204 EAHR 350 One of BUS 260, 285, EAHR 410, 442 INHS 100 INHS 101

INHS 200 INHS 210 INHS 300 ECON 253 SOC 222 HS 200 HS 300 HS 301 HS 400 HS 448 (for 3 credit hours)


K. International Studies Program MOTION to revise the European Studies concentrations of the International Studies major, honours major and certificate. 10.26.2.3 European Studies Concentration

Credit hours

BA in International Studies, required courses


Section A: Arts Core requirements Section B: International Studies Core requirements Section C: International Studies Language requirements 45.0 As stated above for the BA in International Studies Section D: European Studies Concentration3.0 ES 200 3.0 ES 400 3.0

3.0

Two additional European language courses in the same language used to fulfill the language requirement above

3.0 HIST 277 3.0 HIST 278 3.0 PSCI 100 3.0 PSCI 220 6.0 One of PSCI 427 or 428 3.0 3.0 3.0 3.0 3.0 3.0

Six approved electives from the History, Politics and Society course list. Refer to §10.26.6.3 below.

3.0 3.0

3.0

Three approved electives at the 200-level or higher from the Culture and Literature course list. European course list. Refer to §10.26.6.3 below.

A minimum of three courses must be at the 300- or 400-level. ES 400 will count toward this requirement.

39.0 Subtotal: 65% major GPA required (sections B, C, and D)

Section E: Open Electives36.0 12 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 60% PGPA required

10.26.3.2 European Studies Honours Concentration

Credit hours

BA Honours in International Studies, required courses


Section A: Arts Core requirements Section B: International Studies Core requirements Section C: International Studies Language requirements 45.0 As stated above for the BA in International Studies Section D: European Studies Honours Concentration3.0 ES 200 3.0 ES 400 3.0 ES 401


3.0 ES 402 3.0

3.0

Two additional European language courses in the same language used to fulfill the language requirement above

3.0 3.0 3.0 3.0 3.0 3.0 3.0

Seven approved electives from the History, Politics and Society course list. Refer to §10.26.6.3 below.

3.0 HIST 277 3.0 HIST 278 3.0 PSCI 100 3.0 PSCI 220 6.0 One of PSCI 420 or 422 3.0 3.0 3.0 3.0

Three Four approved electives at the 200-level or higher from the Culture and Literature European course list. Refer to §10.26.6 below.

A minimum of two approved electives must be at the 300- or 400-level.

48.0 Subtotal: 75% major GPA required (sections B, C and D)

Section E: Open Electives27.0 9 elective courses A maximum of 14 introductory-level courses is permitted in the BA, refer to §10.7.5. Electives may be used to complete optional minor(s). 120.0 Total: 70% PGPA required

10.26.4.2 European Studies Concentration

Credit hours

Certificate in International Studies, required courses


3.0 ES 200 3.0 3.0

3.0

Three approved electives from the History, Politics and Society course list. Refer to §10.26.6.3 below. ES 400 can also count toward this requirement

3.0 HIST 277 3.0 HIST 278 3.0 PSCI 100 3.0 PSCI 220 3.0

3.0

Two One approved electives from the Culture and Literature European course list. Refer to §10.26.6 below.

18.0 Subtotal: European Studies Concentration 30.0 Total: 65% PGPA required

Rationale The revisions the Political Science and History Departments recently made in their curricula have substantially modified several of the required courses for European Studies. As a result, it is necessary to revise the course requirements for the European Studies concentration. The proposed revisions will also provide students with a broader range of course options.


MOTION to revise the prerequisite of INAF 400.

INAF 400 3:3-0 International Affairs Capstone Seminar The course is a required capstone course for INTL students specializing in International Affairs. It studies major contemporary issues in international affairs within the framework of main relevant theories. The objective is to develop a good understanding of how the political, economic, social and cultural aspects of international issues are interrelated. *** Prerequisite: INTL 300 and c Completion of 1824 credit hours in the International Affairs concentration or permission of the International Studies Program Coordinator. *** ** Permission of Coordinator is required to register. **

Rationale The previous prerequisite is too restrictive. MOTION to create concentrations in Development Studies and International Affairs as part of the Certificate in International Studies. Development Studies Concentration

Credit hours



3.0

3.0

Two of ANTH 312, DEVS 400, ECON 311, GEOG 316, HJ 353 or SOC 314, PSCI 344

3.0 3.0 3.0

3.0

Four approved electives, in an at least two different departments/programs, from the Development Studies course list. Refer to §10.26.6.2 below [calendar].

18.0 Subtotal: Development Studies Concentration 30.0 Total: 65% PGPA required

International Affairs Concentration

Credit hours



3.0

3.0

Two courses from the International Politics, Security, and Organization course list. Refer to §10.26.6.4 below.

3.0 One course from the International Development course list. Refer to §10.26.6.4 below.

3.0

One course from the International Economics and Political Economy course list. Refer to §10.25.6.4 below.

3.0

One course from either of the International Development or International Economics and Political Economy course lists. Refer to §10.26.6.4 below.

3.0 One course from the approved electives list (any cluster) in the


International Affairs Concentration. Refer to §10.26.6.4 below. INAF 400 will also count towards this requirement.

18.0 Subtotal: International Affairs Concentration 30.0 Total: 65% PGPA required

Rationale The core requirements for certificates in International Studies are defined in the university calendar. The requirements for the Asian Studies and European Studies concentrations are also in the calendar. There is student demand for certificates in International Affairs and Development Studies, the two biggest concentrations in terms of student enrolment. MOTION to revise the list of approved electives that may be used toward each of the International Studies concentrations. 10.26.6 APPROVED ELECTIVES COURSE LISTS 10.26.6.1 ASIAN STUDIES CONCENTRATION Literature, Culture and Society ANTH 230, 233, 238ARTH 270, 370, 371 ASIA 390, 396AA CHIN 290AA-ZZ, 300-level, 400-level DEVS 400ECON 311, 396AB, 496AB HIST 105, 252, 255, 256, 352, 356, 358, 450 JAPN 290AA-ZZ, 300-level, 400-level PSCI 323, 324, 326RLST 203, 207, 211, 241, 303, 307, 311, 313, 341, 342, 403AA-ZZ, 407AA-ZZ, 411AA-ZZ, 441AA-ZZ 10.26.6.2 DEVELOPMENT STUDIES CONCENTRATION Development Studies ANTH 230, 231, 233, 236, 239, 261, 266, 312ASIA 200, 400ECON 311, 360, 396AB, 496AB GEOG 316, 322, 328, 330, 332, 422, 440 HIST 240, 245, 252, 348, 356 INAF 400HJ 312, 353 or SOC 314, 355, 357, 406 LAS 200, 400PSCI 240, 323, 324, 326, 340, 343, 344, 470 RLST 273SOC 201, 217, 225, 230, 314 or HJ 353, 330, 460 WMST 380AG, 380AH, 421 10.26.6.3 EUROPEAN STUDIES CONCENTRATION History, Politics and Society EuropeanANTH 237ECON 234, 235, 277, 360 FR 220 GEOG 314, 422 336 GER 223 HIST 106, 107, 108, 224, 225, 226, 265, 266, 270, 272, 277, 278, 321, 322, 340, 366, 367, 370, 373, 372, 375, 376, 378, 381, 382, 422, 467, 472, 474, 476, 478 PSCI 210, 220, 240, 325, 341, 415, 420, 422, 423, 427, 428, 433 RLST 215, 228, 258, 322, 328, 329, 331, 332, 334 SPAN 201 , 203, 210, 290AA-ZZ, 300, 301, 320, 321, 390AA-ZZ, 400, 420, 421, 490AA-ZZ Culture and LiteratureARTH 201, 202, 212, 213, 214, 250, 313


ENGL 300, 302, 303, 304-309, 319-321, 328-330, 331-333, 334-337, 338-341, 360, 361, 362, 394AA-ZZFR 102, 113, 115, 201, 202, 203, 213, 214, 217, 219, 220, 226, 230, 231, 245, 280, 300, 301, 306, 315, 325, 330, 345, 355, 365, 375, 400, 401, 406, 410-419AA-ZZ, 420-429AA-ZZ, 440-449AA-ZZ, 450-459AA-ZZ GER 102, 201, 202, 223, 250, 300, 303, 304, 327AA-ZZ, 390AA-ZZ, 400, 427AA-ZZ, 442, 443, 450, 461, 462, 490AA-ZZ, 495AA-ZZ HIST 466 PHIL 213, 214, 216, 245, 279, 310AA-ZZ, 328AA-ZZ, 332, 333, 411, 428PSCI 310, 311, 412, 413 SPAN 200, 201, 203, 210, 300, 301, 321, 390AA-ZZ, 400, 421, 490AA-ZZ 10.26.6.4 INTERNATIONAL AFFAIRS CONCENTRATION International Development DEVS 400ECON 277, 311, 396ABGEOG 316, 332, 422 HIST 348, 356 HJ 353, 355, 357 PSCI 344, 470 SOC 201, 314 WMST 421 International Economics and Political Economy ECON 231, 234, 235, 341, 342, 360 GEOG 322, 332HJ 355, 357 PSCI 343, 390AA WMST 380AH International Politics, Security, and Organization GEOG 330HJ 424 HIST 107, 235, 278, 316, 332, 348, 356, 376, 381, 382 PSCI 326, 340, 341, 342, 345, 422, 428, 440, 442, 443 Culture and International Affairs ANTH 310, 312 HIST 474, 476 PSCI 434 RLST 203, 211, 241, 275, 307, 311, 313, 322, 341 SOST 220 10.26.6.5 LATIN AMERICAN STUDIES CONCENTRATION Latin American Studies ANTH 231, 236, 239, 261, 266 DEVS 400ECON 311 GEOG 316, 422 HIST 112, 245, 348 HJ 406INAH 200 INDG 300 LAS 490AA-ZZ PSCI 470 RLST 333 SOC 314 SPAN 100, 101, 200, 201, 215, 290AA-ZZ, 300, 301, 320, 321, 400, 420, 490AA-ZZ

Rationale The reasons for removing the listed courses include: 1) They are not offered any more or replaced by another course in the department concerned; 2) Shell/Selected topic courses should be removed from the list for the reason that in most cases such courses are taught once or twice and become inactive soon. Such courses are to be approved by the Program Coordinator only for the semester they are offered if they meet the purpose of the Program; or 3) in the opinion of the International Studies Program Committee, they do not fit the scope or purpose of the concerned concentration.


L. Department of Political Science MOTION to revise the prerequisites of PSCI 412, 413 and 415.

PSCI 412 3:3-0 Modern Political Theory: The Continental Tradition An exploration of the ideas of some or all of the following: Rousseau, Kant, Hegel, Schopenhauer, Nietzsche. *** Prerequisite: One of PSCI 310l, or 311, 312 or 316 or permission of department head. *** * Note: Formerly numbered PSCI 313. Students may not receive credit for both PSCI 412 and PSCI 313. PSCI 413 3:3-0 Modern Political Theory: The English Liberal Tradition An exploration of the ideas of some or all of the following: Burke, Bentham, Hume, J.Mill, J.S. Mill, Green. *** Prerequisite: One of PSCI 310, or 311, 312 or 316 or permission of department head. *** * Note: Formerly numbered PSCI 314. Students may not receive credit for both PSCI 413 and PSCI 314. * PSCI 415 3:3-0 Contemporary Political Theory This course offers a selection of readings in contemporary political theory. Emphasis will be placed on the way current political thought addresses fundamental and emerging political concerns. The readings may draw upon sources such as political economy, feminism, critical theory, environmentalism, post-modernism, and recent developments in liberal, democratic, and neo-Marxist approaches. *** Prerequisite: One of PSCI 310, or 311, 312 or 316 or permission of department head. ***

Rationale The prerequisite for fourth year theory courses has traditionally been a third year theory course or permission of the Department Head. PSCI 312 and PSCI 316 are new third year political theory courses and their inclusion will simply update the prerequisite list on the same principle. MOTION to revise the prerequisites of PSCI 427 and PSCI 428.

PSCI 427 3:3-0 Eurpean Politics An examination and comparison of governments and political processes in Europe, particularly political cultures, parties, institutions, and relations between state and society in various European countries. While the focus will be on western Europe, the newly democratized countries of Central and Eastern Europe will also be studied.


*** Prerequisite: One of PSCI 220 or 240 and one 300-level PSCI course 323, 324, 325 or Permission of the Department Head *** PSCI 428 3:3-0 Politics and Policy in the European Union An examination of the European Union (EU) as a regional-level response to the pressures of globalization. The course will ask whether the EU¿s system of governance provides a democratic and environmentally-balanced approach to the pressures of globalization. *** Prerequisite: One of PSCI 220 or 240 and one 300-level PSCI course 323, 324, 325 or Permission of Department Head ***

Rationale PSCI 427 (European Politics) and PSCI 428 (Politics and Policy in the European Union) were created last year from an older six credit course on “West European Politics” as part of a move to abolish six credit courses and replace them with updated three credit courses. At that time the prerequisites were not changed from the older course. In proposing the motions, it was noted that, although the third year courses listed in the old requirement are all comparative courses, they bear no particular relation to the subject matter of the new course and may not reflect students’ interest in a particular area in either political science or international studies. The theory requirement for the new courses is covered in the second year courses on comparative or international politics (220 or 240) and students should have successfully completed at least one third year course before tackling a fourth year seminar that may be integrated with a graduate course. MOTION to create PSCI 452. (pending Library approval)

PSCI 452 3:3-0 Issues in Canadian Politics This course is a senior seminar, focusing on citizenship, identity, and democracy in the context of relevant political questions arising in the contemporary Canadian context. Students will consider theory, institutions and institutional reconfiguration, and democratic contestation. *** Prerequisite: PSCI 230 and one 300-level PSCI course. ***

ACADEMIC LIMIT: 20 REASON FOR PROPOSED COURSE: To create a new fourth year Canadian politics course that can be co-taught with PSCI 851 Advanced Seminar in Political Issues in Canada. The original motion creating the latter course erroneously listed PSCI 451 (Provincial Politics) as the co-taught course. This proposal corrects the mistake and creates the appropriate undergraduate course. PROGRAM IMPLICATIONS: Creates more options at fourth year level within the Canadian politics stream of the major and honours programs. No other program implications.


PROPOSED COURSE CONTENT Citizenship: definition, classically; historically; emerging universality - and relationship to rights; and distinguished from human rights - and relationship to the political order (federalism, constitutionalism, rule of law, imperialism and colonialism, race and gender privilege, class location) And in relation to contemporary political issues, arising from current events Identity: theoretical constructions of the significance of identity; and in relation to citizenship and democracy. Difference and equality. Human rights and constitutional rights to identity, to particularity, to equality. Significance of identity for citizenship communities and for democratic inclusion. Democracy: Definition of democracy; and in Canadian context, historically, and contemporarily. Relation to economic order, capitalism, socialism, Keynesian and neo-liberal states. Relationship to citizenship. Relationship to institutions of democratic practice, representation, and governance. Consideration of democratic mechanisms, especially representative government, political parties, social movements, and electoral mechanisms. PROPOSED TEXTS AND REFERENCES

Sunera Thobani. Exalted Subjects: Studies in the Making of Race and Nation in Canada

Dennis Pilon. The politics of Voting: Reforming Canada’s Electoral System Peter Russell. Two Cheers for Minority Government Steve McBride. Paradigm Shift: Globalization and the Canadian State

Articles as assigned:

The Globe and Mail CBC Radio and Television News

Recommended Readings and Materials:

Rand Dyck (4th) Canadian Politics Concise Edition Stephen Brooks (5th) Canadian Democracy: An Introduction

DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA: Library has extensive holdings in Canadian Politics for existing third and fourth year courses – no additional requests anticipated. INSTRUCTORS ABLE TO TEACH COURSE – Dr. Joyce Green and Dr. Thomas McIntosh M. Department of Anthropology MOTION to create ANTH 247 and 248.


ANTH 247 3:3-0 Ethnography of Polynesia

This course surveys the cultures and societies of the islands of Polynesia. It investigates the region in historical perspective, including its place in the popular imagination of the West. Topics covered include social organization, cosmology, gender, art, tourism, globalization, and ethnicity. *** Prerequisite: One of ANTH 100, GEOG 100, any 100-level HIST course, PSCI 100 or SOC 100. ***

Rationale: There is student demand for ANTH 241AF and the course is, therefore, to be become one of the Department’s regular course offerings. Program Implications: This increases the number of courses available to students attempting to satisfy the 200-level course major requirement. Proposed Course Content: This course introduces students to the people and cultures of the islands of Polynesia. We will explore Polynesia as an anthropological culture area, and survey the role of Polynesia in the development of anthropological theory and practice. Through selected readings, ethnographies and videos, students will become familiar with the broad ethnographic characteristics of this island world in the Pacific Ocean. Special attention is paid throughout this course to the history and consequences of colonialism and Christian missionization, and to contemporary social, political and economic issues in the region, such as postcolonial identity movements, nuclear testing and its aftermath, politics, gender and environmental change. Proposed Texts and References: Linnekin, Jocelyn and Lin Poyer, 1990. Cultural Identity and Ethnicity in the Pacific. Honolulu: University of Hawaii Press. Lockwood, Victoria, 1993. Contemporary Pacific Societies: Studies in Development and Change. Englewood Cliffs, N.J.: Prentice Hall. Kirch, Patrick, 1992. Anahulu: The Anthropology of History in the Kingdom of Hawaii. Chicago: University of Chicago Press. Instructors able to teach course: Dr. Tobias Sperlich Academic Limit: 40 Library Approval: Granted ANTH 248 3:3-0 Ethnography of Papua New Guinea [short title: Ethnography of New Guinea]

This course explores the diverse cultures of Papua New Guinea and other parts of Melanesia. It will investigate such topics as social organization, gender roles, and exchange, and reveal anthropological insights into the practice of cannibalism, love magic, and sorcery.


*** Prerequisite: One of ANTH 100, GEOG 100, any 100-level HIST course , PSCI 100 or SOC 100. ***

Rationale: There is student demand for ANTH 241AG, therefore, the course is to become one of the Department’s regular course offerings. Program Implications: This increases the number of courses available to students attempting to satisfy the 200-level course major requirement. Proposed Course Content: Papua New Guinea is an area of great importance for Anthropology, where groundbreaking research has been conducted for over 100 years. While focusing on the diverse culture regions, the course also provides an overview of the theories that were based on ethnographic studies by prominent anthropologists like Bronislaw Malinowski, Margaret Mead, Andrew and Marilyn Strathern and others. We will particularly address the role of kinship systems, the kula exchange of shell valuables, colonialism, social change, and contemporary issues. Proposed Texts and References: Paul Sillitoe.1998. An Introduction to the Anthropology of Melanesia. Cambridge University Press. Susanne Kuehling. 2005. Dobu: Ethics of exchange on Massim Island. University of Hawaii Press. Instructors able to teach course: Dr. Susanne Kuehling Academic Limit: 40 Library Approval: Granted. N. Department of French MOTION to revise the advice to students on selecting appropriate FR courses. 10.17.6 FRENCH COURSE SELECTION PLACEMENT TESTINGStudents with no background in French will register in FR 100. All students with any background in French (including elementary school, high school, immersion, living or studying in a French-speaking environment) registering in their first French course at the University must take a mandatory placement test. Students may apply online for a placement test at URL http://uregina.ca/LRC/fpt_form.htm or they may inquire by phone at 585-4595. The form can also be accessed through the Department of French web page.

Placement in French courses is usually based on a pre-registration assessment which can be done online at http://uregina.ca/LRC/fpt_form.htm

Students who have never studied French before may register in FR100 without doing the assessment. However, ALL students with any background in French (including elementary school, high school, immersion, living or studying in a French-speaking environment) registering in their first course at the university MUST take the mandatory assessment. Students who have a background in core French would normally begin their studies at the 100 level (100, 101, etc.). Students with grade 12 French immersion would normally begin their studies at the 200 level (201, 202, etc.).

Students who have already received credit for a French course at the University of Regina may TAKE OR REPEAT a course at a lower level only with permission of the Department Head. Permission to take or repeat a course at a lower lever will normally be granted only in cases where the higher-level course has not been completed in the previous five-year period.

Note: FR 100, 101, 102, 110, and 113 do not count towards a French major or minor but each receives degree program credit.


http://uregina.ca/LRC/fpt_form.htm

http://uregina.ca/LRC/fpt_form.htm

Rationale Requiring students to have special permission to take a course at a lower level, or to repeat one they have already taken one successfully is based on the fact that all 100 level courses are in a progressive sequence. It is inappropriate for a student who has more advanced skills to take a course with those who do not. Students who did not achieve the requisite 60% for continuing to the next level would, of course, be required to repeat a course. Courses at the 200 level are also mainly organized in a progressive sequence. Therefore, we recommend the restrictions for the same reasons. The Department does appreciate the fact that there are cases in which it is appropriate for a student to take a lower level course e.g. FR202 after FR203. While this would not normally be the case since the material covered is progressive, it is sometimes determined that students who wish to teach French need a more in depth understanding of certain grammatical material and could benefit from taking the lower-level course. Therefore, permission is occasionally granted for students to take a 200 level course at a lower level after having been placed at a higher level through the pre-registration process when first arriving at the U of R. Also, students are sometimes allowed to take FR201 and FR202 concurrently. O. Honours PGPA Calculation MOTION to exclude grades earned on courses completed at other post-secondary institutions when calculating students’ Honours PGPA. 10.3 RESIDENCY AND TRANSFER CREDIT 10.3.1 TRANSFER OF CREDIT FROM OTHER UNIVERSITIES AND COLLEGES Refer to §2.8 for transfer credit regulations.

Note that gGrades in courses awarded transfer credit are not used in the calculation of GPAs except for some students admitted to the BA in Police Studies program ( see §10.3.2.1 for further information) and/or students who are members of the RCMP and have had the residency requirement relaxed (see §10.3.2.2 for further information).

are not transferred, except to the Bachelor of Arts (BA) Honours and the BA Honours Certificate. Grades will also be transferred for those following the relaxation of the residence requirement for the BA in Police Studies (see §10.3.2.2) and the RCMP residence requirement (see §10.3.2.2 below).

Courses completed at Laval University as part of the Bachelor of Francophone Studies and BEd programs will be considered University of Regina courses for the purposes of the residence requirement.

10.9.2.2 Special Regulations for Honours Programs Grades in courses taken at other institutions and granted credit to the program will be converted to percentages (if necessary) and used in the calculation of program and major GPAs.

Students who fail more than 9 credit hours after their first academic year (i.e., after the first 30 credit hours attempted) are not eligible to enter or complete an Honours program. If there are extenuating circumstances, they may appeal to the Faculty's Student Appeals Committee to have this regulation waived. If the Committee grants the appeal, the student must still comply with all other regulations governing admission and graduation, and will be allowed no further failed courses.

Rationale This makes the calculation of the PGPA and Major GPA the same for both Honours and BA degree programs.


P. Core Curriculum Criteria APDC has approved, for discussion and feedback, the following draft of a proposed new set of criteria for the Faculty of Arts Core Curriculum. Based on the feedback received, APDC will revise the draft and bring it to a subsequent meeting of Faculty Council for a formal vote. If a new set of criteria is approved, APDC will then proceed to the tasks of a) deciding how many credit hours to assign to each criterion, and b) determining which specific courses should be deemed suitable for satisfying the various criteria. As part of their degree programs, all students in the Faculty of Arts are required successfully to complete courses that introduce them to: Communication and Literacy: reading critically, and understanding a wide range of texts, and writing rhetorically-effective prose. Numerical Understanding: a critical understanding of probability and coincidence and their relevance to interpreting public information and risk assessment, and to reasoning with numerical information. Artistic Analysis: understanding, and developing a critical appreciation for, at least one type of creative cultural product such as music, visual art, literature, dance, or film. The Natural Sciences major ideas that are being debated in the natural sciences today and (through active participation and reflection) the ongoing process of hypothesis, challenge and revision by which these ideas are developed. Critical Reasoning the reflective and systematic identification, evaluation and construction of concepts, arguments and/or claims. Second-Language Comprehension a formal and practical engagement with other languages, with a view to fostering cross-cultural communication and understanding. Inter-cultural Understanding the study of how people from various cultures and/or societies operate: why they live the way they do, how they answer some of the most essential questions of life, and/or how they represent their identities. The Social Sciences general concepts and theories concerning humans and their environments, activities and institutions, with a view to better understanding, and exploring possible solutions to, pressing social problems.


Appendix VII

Research and Graduate Studies Committee Report to Faculty Council 19 November 2008 ITEMS FOR APPROVAL 1. Interdisciplinary MA in Text and Culture Motion to create ARTS 800 Rationale: This course is the one of two core courses for the proposed Master’s program in Text and Culture (the other is Fine Arts 800). The creation of this course was recommended by the Planning and Priorities Committee in its advice regarding the program’s letter of intent. At the Research and Graduate Studies Committee meeting of 3 September 2008, this motion was carried. At the Faculty Council meeting of 17 September after some discussion this motion was withdrawn. Further consultation has been carried out and the current course proposal has been revised on this basis. The Research and Graduate Studies Committee of the Faculty of Arts recommends that Faculty Council approve the creation of ARTS 800. Please find appended the relevant course proposal (Appendix A). Motion to approve the full proposal of the Interdisciplinary MA in Text and Culture Program Rationale: The intent of the MA in Text and Culture is to emphasize innovative interdisciplinary possibilities and partnerships in recognition of the fact that our students need to be literate in complex ways, able to communicate effectively, to think critically and creatively, and to lead. The proposed program will attract students from a number of established disciplines, such as English, History, Music, Theatre and Education, who are interested in approaching their field of study from an interdisciplinary perspective. In particular, the program is intended to permit our own graduates who wish to pursue interdisciplinary studies in a range of areas to remain at the University of Regina for graduate work. Additionally, as a non-thesis MA that crosses disciplinary boundaries, it will be attractive to teachers and other professionals working full-time in the area of culture.


The program will distinguish itself from other interdisciplinary graduate programs in Canada by providing a foundation for interdisciplinary thought through a broad focus on textuality rather than through a narrow, discipline-specific one. At the Research and Graduate Studies Committee meeting of 3 September 2008, this motion was carried. At the Faculty Council meeting of 17 September after some discussion this motion was withdrawn. Further consultation has been carried out and the current program proposal has been revised on this basis. The Research and Graduate Studies Committee of the Faculty of Arts recommends that Faculty Council approve the full proposal of the Interdisciplinary MA in Text and Culture. Please find the relevant program proposal and two letters of support appended (Appendix B). 2. Changes to the Graduate Curriculum in French Motion to change FR 900 from one credit hour to three credit hours Rationale: A change to FR 900 from one credit hour to three was made in the 2007 catalogue but the necessary documentation was never forwarded. This motion will correct this. The Research and Graduate Studies Committee of the Faculty of Arts recommends that Faculty Council approve this change. 3. Changes to Department of Religious Studies Graduate Curriculum Motion to create RLST 802 Motion to create RLST 810 Motion to create RLST 840 Rationale: The creation of these classes is the first stage in a review of the Graduate program in Religious Studies as recommended by a recent unit review. The creation of these courses would regularize classes that have been taught under the category of RLST 890 (directed readings) over the past few years. The Research and Graduate Studies Committee of the Faculty of Arts recommends that Faculty Council approve the creation of RLST 802, 810, and 840. Please find the relevant new course proposals appended (Appendix C). Motion to change the program requirements of the MA in Religious Studies The creation of these courses entails a single change to the MA in Religious Studies program requirements, as outlined. The Research and Graduate Studies Committee of the Faculty of Arts recommends that Faculty Council approve this change.


Calendar Description for MA Program in Religious Studies CHANGE *All students will be required to take RLST 800 (Advanced Theory and Method for the Study of Religion) and RLST 801 (Comparative Religious Thought). The remaining classes will be comprised of Directed Readings in Religious Studies or approved cognate classes, the classes to be selected under the guidance of the student's supervisor. Students may be required to take an external course in an area of need. TO *All students will be required to take RLST 810 (Religious Studies Research Seminar) and two courses from RLST 800 (Advanced Theory and Method for the Study of Religion), RLST 801 (Comparative Religious Thought), and RLST 802 (Religion after Modernity). The remaining classes will be comprised of RLST 820, 840, Directed Readings in Religious Studies or approved cognate classes, the classes to be selected under the guidance of the student's supervisor. Students may be required to take an external course in an area of need. ITEM FOR INFORMATION At the RAGS meeting of 3 September, the committee discussed developing a list of questions to be asked of Department Heads requesting approval for new courses.

1. What is the rationale for creating the proposed course? How does it fit with existing curriculum? How will it fit with the future development of the curriculum?

2. What course(s), if any, will this course replace? Will courses no longer offered be deleted or archived to make room?

3. What teaching resources currently exist for the proposed course? 4. Do the enrolment numbers of the program warrant the creation of the course? What is

the estimated enrolment in the proposed course? What will the minimum enrolment be? 5. How frequently will the proposed course be offered? 6. Is the proposed course hybrid or stand-alone? Provide the rationale. 7. Will the proposed course be a required/core course, or an elective? 8. Will the course have appeal for students in other Arts grad programs? Does the course

duplicate existing offerings in other programs? For proposed inter-disciplinary courses, has appropriate consultation with other departments taken place?


APPENDIX A

NEW GRADUATE COURSE PROPOSAL

NAME AND NUMBER

ARTS 800: Studies in Culture DEPARTMENT Faculty of Arts—various departments CALENDAR DESCRIPTION The course will provide advanced study into some of the many definitions and practices

of culture from a number of theoretical and disciplinary perspectives, including “cultural studies” proper, poststructuralism, anthropology, ethnography, etc. Rather than assuming a specific and fixed definition of “culture,” the course assumes that that term can refer to a wide range of contexts and ideas, from elite culture to popular or culture, from hegemonic First World cultures to marginalized cultures such as the Indigenous, local, diasporic, and subaltern.

PREREQUISITES Admission into the MA in Text and Culture or permission of the instructor ACADEMIC LIMIT 10 REASON FOR PROPOSED COURSE (including target population) This course will serve as one of two stand-alone graduate core courses (the other is Fine

Arts 800, Interdisciplinary Theory and Criticism) required for the MA in Text and Culture. ARTS 800 will examine some of the many contested definitions of culture, providing students with an overview of the historical developments of the term while modelling textual decipherment, interpretation, and analysis as tools for cultural study. The target audience for this course is the cohort of students in the MA in Text and Culture, though other students doing interdisciplinary graduate work and students in other graduate programs in Arts and Fine Arts may also be interested in taking it.

OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL none SUMMARY OF COURSE CONTENT This will vary by instructor. In general, the course will examine the definitions of

culture, and will consider various theoretical and disciplinary approaches (cultural studies, anthropology, poststructuralism, etc.), while stressing the importance of interdisciplinarity to the study of culture. Key issues common to all sections of the


course will include the cultural practices of everyday life, the relationship between “high” and “low” culture, the construction of ideologies, the representation of culture in various media, and the cultural formation of social identity, including factors such as race, indigeneity, ethnicity, gender, class, sexual orientation, and nationality. There will be theoretical readings as well as opportunities to explore the applications of those theories to cultural phenomena, events and artefacts.

PROPOSED TEXTS AND REFERENCES

These will be variable by instructor. Key texts could include Matthew Arnold’s Culture and Anarchy, Raymond Williams’ Culture and Society, Henri Lefebvre’s The Critique of Everyday Life, Terry Eagleton’s The Idea of Culture, Simon During’s The Cultural Studies Reader, Antonio Gramsci’s Selections from Cultural Writings, Stephen Fuchs’s Against Essentialism: A Theory of Culture and Society, Pierre Bourdieu’s An Introduction to the Work of Pierre Bourdieu, Dick Hebdige’s Subculture: The Meaning of Style, Stuart Hall’s The Origins of Cultural Studies and Canadian Cultural Poesis by Garry Sherbert, Annie Gérin and Sheila Petty.

DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA Since these are variable by instructor, this is hard to assess. Individual instructors will

need to identify and address any gaps in the library’s collection. OTHER SPECIAL FACILITIES OR MATERIALS NEEDED none POSSIBLE DEMAND FOR COURSE /FREQUENCY OF OFFERING/INITIAL OFFERING At minimum, once every two years in the Fall. POSSIBLE DUPLICATION None (though cross-listed with ENGL 817AA). ACCREDITED INSTRUCTOR(S) Accredited faculty is available to teach this course, including: Dr Garry Sherbert (ENGL) Dr Dorothy Lane (ENGL) Dr Noel Chevalier (ENGL) Dr Jo-Ann Episkenew (ENGL, FNUniv) Dr Lynn Wells (ENGL) Dr Shadia Drury (PHIL) Dr Nicole Cote (FREN) Dr Carlos Londono Sulkin (ANTHRO) Dr Phillip Charrier (HIST) Dr David Miller (INDIG, FNUniv) GRADING Assessment will be determined by individual instructors.


APPENDIX B

November 4, 2008

Phase II Proposal Interdisciplinary MA in Text and Culture

Table of Contents

Introduction ……………………………………………………… 3 Program Description……………………………………………... 4 Course Sequence and Projected Schedules………………………. 5 Program Governance………………………………… ………….. 5 Application Process………………………………… …………… 6 Interested Faculty………………………………………………… 6 Student Funding………………………………… ……………….. 7 Student Networking………………………………………………. 8 Projected Enrolment……………………………………………… 8 Student Demand………………………………… ……………….. 8 Complementary and Related Programs………………………… 9 Resource Implications……………………………………..……… 9 Program Fit with University and Faculties’ Plans and Priorities..... 10 Appendix I: Letters of interest from units

November 4, 2008


Phase II Proposal Interdisciplinary MA in Text and Culture

The Faculties of Arts and Fine Arts will collaborate in this program in order to provide students from a range of backgrounds and academic interests with an opportunity to undertake graduate-level interdisciplinary studies at the University of Regina. The degree, while permitting customized programs of study, will emphasize the use of interdisciplinary and textual methodologies to approach multiple fields of study that broadly constitute the diverse realm of culture within the arts and fine arts. This proposed program will provide students with the context and structure within which to pursue a range of interdisciplinary study that aims to understand culture in ways that are innovative and at the same time solidly academic. Rather than assuming a specific and fixed definition of “culture,” the program assumes that that term can refer to a wide range of contexts and ideas, from elite culture to popular or culture, from hegemonic First World cultures to marginalized cultures such as the Indigenous, local, diasporic, and subaltern. An exploration of the term as a broadly contextual, contested, and evolving field of inquiry will be integral to the degree. Similarly, the program asserts that the crossing of traditional disciplinary boundaries is of significant benefit in such an interrogation. The program will draw on a wide range of disciplines from the Fine Arts, including Theatre, Visual Arts, Media Production and Studies, and Music, and from the humanities and social sciences, including Anthropology, English, French, History, Indigenous Studies, International Languages, Journalism, Philosophy, Political Science, Psychology, Sociology and Social Studies, Religious Studies, and Women’s Studies. The program will be well suited to the interdisciplinary study of Indigenous cultures, and will strengthen ties with First Nations University of Canada at the graduate level. What distinguishes this program from cultural studies programs elsewhere is its focus on textuality, broadly defined, and its integral role in the formation and interpretation of culture. The terms “text” and “textuality,” in addition to their usual association with written documents, are used in contemporary academic circles to describe the layered and interconnected meanings that comprise cultural objects, events or practices. For example, as well as literary works, productions and artefacts from other areas—for example, popular culture, theatre, architecture, urban planning, the visual arts, history, marketing and media—and even activities from everyday life can be seen as systems of representation. Textual study is thus an effective interdisciplinary methodology for understanding both verbal and non-verbal cultural practices.


Program Description The Interdisciplinary MA in Textual Studies will comprise thirty credit hours, to be made up as follows:

Credit hours

Core classes * Interdisciplinary Theory and Criticism I (FA 800) * Studies in Culture (ARTS 800)

6

Cognate Courses or Directed Readings

* see below 9

Approved Electives 6 Project 9 TOTAL 30

Core Courses Two stand-alone graduate courses--Studies in Culture (ARTS 800, newly created) and Interdisciplinary Theory and Criticism I (FA 800, currently in existence)--will be the core of the degree. Together, they will provide a foundation in the disciplines of interdisciplinary and cultural studies while modelling textual decipherment, interpretation, and analysis as tools for the study of culture. It is also expected that these courses will function to draw together the cohort of students in the program and permit them to interact with other students doing interdisciplinary graduate work. Studies in Culture (ARTS 800) The course will provide advanced study into some of the definitions and practices of culture from a number of theoretical and disciplinary perspectives. It is based on an existing course, ENGL 817AA-001, The Poetics of Culture, but the content will be adapted by individual instructors. In general, the course will examine the definitions of culture, providing students with an overview of the historical developments of the term while modelling textual decipherment, interpretation, and analysis as tools for cultural study. It will consider various theoretical and disciplinary approaches (cultural studies, anthropology, poststructuralism, etc.). Key issues common to all sections of the course will include the cultural practices of everyday life, the relationship between “high” and “low” culture, the construction of ideologies, the representation of culture in various media, and the cultural formation of social identity, including factors such as race, indigeneity, ethnicity, gender, class, sexual orientation, and nationality. There will be theoretical readings as well as opportunities to explore the applications of those theories to cultural phenomena, events and artefacts. Interdisciplinary Theory and Criticism I (FA 800) This seminar explores and questions the history, theory and aesthetics of Fine Arts within the broader context of cultural studies, thereby investigating diverse and shifting conceptions of Fine Arts disciplines in relation to other social and cultural forms. The seminar also addresses specific issues related to interdisciplinarity.


Cognate Courses and/or Directed Readings The cognate or directed reading courses and electives will be carefully selected through consultation with the supervisor to support the individual student’s program. The primary consideration will be the suitability of the courses in relation to the particular student’s individual program. Usually, courses that fulfill the following criteria may be used as cognates:

• They employ a dedicated interdisciplinary methodology and/or • mobilize a range of theoretical perspectives and practical methodologies/approaches

and/or • focus upon crossing boundaries between genres/media/typologies/objects from multiple

disciplinary fields.

Approved Electives Students will be able to select two electives to complement their programs, in consultation with their supervisors. Project Requirement This project must be interdisciplinary in nature, with appropriate methodologies brought to bear. Students will design their projects in consultation with their supervisors. The expected length is between 50 and 100 pages.

Course Sequence and Projected Schedule 15-Month Sequence Fall Interdisciplinary Theory and Criticism I (FA 800)

Studies in Culture (ARTS 800) 1 cognate or directed reading course

Winter 2 cognate or directed reading courses, 1 elective Spring/Summer 1 elective 3 credit hours of project Fall 6 credit hours of project 20-Month Sequence Fall Cultural Studies (ARTS 800)

Interdisciplinary Theory and Criticism I (FA 800) Winter 3 courses--combination of cognate or directed readings or

elective Fall 2 remaining required courses and 3 credit hours of project Winter 6 credit hours of project

Program Governance It is proposed that the Associate Deans in charge of Graduate Studies in Arts and Fine Arts convene and co-chair a committee comprised of faculty members knowledgeable in interdisciplinary study. This committee would review and make recommendations with regard to applications, student program outlines and student progress. The committee would also ensure suitable matches between applicants and supervisors. The co-chairs would be responsible for


ensuring appropriate consultation is provided to the committee by federated colleges and units in which students would be studying. Students would enroll in either faculty, Arts or Fine Arts, depending on the direction of their course work and project. Application Process In their applications to the Faculty of Graduate Studies and Research, students will be required to provide a rationale for applying to the program and explain why they see their study interest as interdisciplinary. An interdisciplinary orientation with a specific interest in textual analysis in the students’ academic goals will be key to determining their suitability. Each application will be reviewed by the program committee and if there is not a member who can represent the area(s) in which the student wishes to study, a department head or graduate chair from that area will be asked to comment on the possibility of admitting the student and providing appropriate supervision. Supervisors will play a key role in students’ success in the program, and great care will be taken to identify the most suitable supervisor and committee in each case. Interested Faculty Faculty members who have expressed an interest in recruiting and supervising or co-supervising in the program include: Emmanuel Aito, French Leona Anderson, Religious Studies Mark Anderson, History, Luther College William Arnal, Religious Studies Angelina Baydala, Psychology Kevin Bond, Religious Studies Thomas Bredohl, History Marcia Calkowski, Anthropology Ruth Chambers, Visual Arts Philip Charrier, History Noel Chevalier, English, Luther College Gail Chin, Art History John Conway, Sociology Nicole Coté, French Marcel Decoste, English Shadia Drury, Philosophy Jo-Ann Episkenew, English, First Nations University of Canada Ben Fiore, Religious Studies, Campion College Allison Fizzard, History, Campion College Robin Ganev, History David Garneau, Visual Arts Ian Germani, History Troni Grande, English Franzvolker Greifenhagen, Religious Studies, Luther College Mary Hampton, Psychology, Luther College Alison Hayford, Sociology


Bryan Hillis, Religious Studies, Luther College Margot Hurlbert, Sociology Kathleen Irwin, Theatre JoAnn Jaffe, Sociology Susan Johnston, English Rozzet Jurdi, Sociology Darlene Juschka, Women’s Studies Murray Knuttila, Sociology Wendee Kubik, Women’s Studies Jacoba Kuikman, Religious Studies, Luther College Dorothy Lane, English, Luther College Gediminas Lankauskas, Anthropology Ken Leyton-Brown, History Carlos Londono Sulkin, Anthropology Charity Marsh, Media Production and Studies Philippe Mather, Media Production and Studies, Campion College Neal McLeod, Indigenous Studies, First Nations University of Canada Pauline Minevich, Music Claire Polster, Sociology Medrie Purdham, English Christine Ramsay, Media Production and Studies Sylvain Rheault, French Chris Riegel, English Carmen Robertson, Visual Arts Randal Rogers, Interdisciplinary Studies, Fine Arts Jeanne Shami, English Garry Sherbert, English Regan Shercliffe, Psychology, Luther College William Smythe, Psychology Tobias Sperlich, Anthropology Cannie Stark, Psychology Christina Stojanova, Media Production and Studies Andy Stubbs, English Catherine Tite, Art History, Luther College Michael Trussler, English Ann Ward, Philosopy, Campion College Lee Ward, Political Science, Campion College Lynn Wells, English Ren Yuan, Religious Studies Student Funding The program will be modeled on the Interdisciplinary MA and MFA in Fine Arts in that it will be a faculty-run program independent of but supported by departments. In this case, two faculties rather than one house the program. It is proposed that, like the Interdisciplinary MA and MFA in Fine Arts, the student cohort receive annual funding from FGSR.


Student Networking Students would take part in the graduate student life of the department closest to their field of study, which would serve as their academic “homes.” A special group of students in this program could be formed to provide an additional cohort. Such a group could share ideas and work-in-progress through a forum such as a reading group, a mini-conference or a colloquium series. Projected Enrolment A small initial enrolment is projected. In line with current available resources there is the capacity to accommodate a cohort of approximately 8 students. Based on the development of the Fine Arts Interdisciplinary MA and MFA degrees and taking into consideration that Fine Arts is a small faculty relative to the combined size of Arts and Fine Arts, we believe this is a realistic expectation. The current enrollment in the Fine Arts Interdisciplinary program is six students. Student Demand The proposed program will attract students from a number of established disciplines, such as English, History, Music, Theatre and Education, who are interested in approaching their field of study from an interdisciplinary perspective. In particular, the program is intended to permit our own graduates who wish to pursue interdisciplinary studies in a range of areas to remain at the University of Regina for graduate work. The University of Calgary is nearing approval of both an MA and PhD in Culture and Society but most of the interdisciplinary programs in Canada are located outside of our region, so this is an opportunity to recruit students from the prairies. Additionally, as a non-thesis MA that crosses disciplinary boundaries, it will be attractive to teachers and other professionals working full-time in the area of culture. The program will distinguish itself from other interdisciplinary graduate programs in Canada by providing a foundation for interdisciplinary thought through a broad focus on textuality rather than through a narrow, discipline-specific one. Programs such as Wilfrid Laurier University’s MA in Gender and Genre, Brock University’s MA in Text/Community/Discourse (with a focus on the study of literatures in English), Laurentian’s interdisciplinary MA in Interpretation and Values, the University of Victoria’s interdisciplinary program in Social, Cultural, and Political Thought, and our own interdisciplinary MA and MFA programs in Fine Arts employ interdisciplinary studies to address targeted areas. The MA in Text and Culture is intended rather to develop expertise in textuality as an interdisciplinary methodology that can be applied to an expansive field of cultural study. Consequently, it is expected that this program will attract students who wish to pursue interdisciplinary work in Arts and Fine Arts at the University of Regina. The intent of the program is to emphasize innovative interdisciplinary possibilities and partnerships in recognition of the fact that our students need to be literate in complex ways, able to communicate effectively, to think critically and creatively, and to lead.


Complementary and Related Programs Undergraduate Arts and Culture Program The letter of intent for this program is currently under development and the program has been approved at the faculty level by all partners (Fine Arts, Luther College and Arts) and the approval process for the full proposal is underway. If approved, this undergraduate degree will both be enriched by and provide candidates for the proposed MA in Text and Culture. Interdisciplinary MA and MFA in Fine ArtsThese programs will both support and complement the proposed MA in Text and Culture. The three graduate programs (the two MAs and the MFA) and the undergraduate program, if approved, will create a critical mass of study that will enhance the profile and strength of interdisciplinary studies in the area of culture at the University of Regina. While significantly different programs, they will share both course and faculty resources, economizing in order to allow specialized graduate work in relatively small programs. How the Fine Arts MA and MFA in Interdisciplinary Studies differ from the proposed MAWhile the three graduate programs share an interdisciplinary methodology and are complementary, they are significantly different and will attract different students. To begin with, a requirement of the Fine Arts MA and MFA is the inclusion of an area of the fine arts as a study area. The Fine Arts MA requires a thesis, while the MFA is a terminal degree, which is project-based with a required exhibition and supporting paper. The MA in Text and Culture does not require a fine arts component, though students may choose to engage with one or more of the fine arts as part of their interdisciplinary program. The proposed program will be focused rather on the role that various forms of textuality play in encoding and revealing aspects of culture. It will be project-based and interdisciplinary across the two participating faculties. The MA in Text and Culture will be attractive to students wishing to pursue a doctoral degree in Cultural Studies, or to pursue a career in journalism or communication, or to work in a field involving cultural policy development. Its specific focus on textuality will provide students with demonstrated skills in textual analysis and critical thinking, while its interdisciplinary orientation will be testament to their ability to approach a concept from a number of different perspectives. These skills are highly sought by many employers, such as corporations, the public service and the Crown Corporations.

Resource Implications A new graduate course in Arts, Studies in Culture (ARTS 800), has been created to serve as one of the two core courses. This course will be rotated among various interested members of the Faculty, and in most cases should be able to form part of those members’ regular teaching loads. Cognate courses will be drawn from current offerings. There are a number of appropriate graduate courses currently offered. There is also a significant number of faculty members interested in participating as supervisors and directed reading instructors, in part because a number of faculty members, including those who initiated this program, currently incorporate interdisciplinary and textual study into their teaching and research and are keen to incorporate graduate teaching into their own areas of interdisciplinary research. To a considerable extent, this


proposed program provides an opportunity to focus and maximize the teaching resources available. The two Faculty partners will share the work of administering the program through the contributions of their respective associate deans and program committee members (see above). In the initial development of the program, this administration would not be of significant scope to require additional resources – it could be included in the graduate administrative work of the associate deans and faculty members. If the program grows significantly, however, some teaching release and/or an administrative stipend may be required later on. In the future, additional courses in support of the program may be developed, such as a team-taught course on narrative, a team-taught course on translation, or interdisciplinary courses in popular culture or cultural studies. These courses, however, would not be required and it is anticipated that they would be developed in partnership with the department area for which they would concurrently serve other requirements.

Library Resources Given the number of departments collaborating in the program, as well as the variety of interests likely to be explored, it is difficult to put a meaningful face on the adequacy of the library's holdings. As the program brings together existing courses that are already supported through separate departmental allocations for library material, however, it may be assumed that the program will draw on existing resources to a large degree. Collection depth varies across disciplines, in part reflecting the nature of individual areas as well as their age on campus; well-established areas such as literature, history and music are considerably richer than a relative newcomer such as Women's Studies. In recent years, the library has invested heavily in aggregations of electronic journals; typically, such packages contain an eclectic range of titles not previously available locally and are invaluable in supporting newly established programs. It is worth noting that a restructuring of collection development is contemplated in order to more flexibly respond to the increased emphasis on cross-disciplinary study. The collection appears, in broad terms, to be capable of supporting the program. (from Larry McDonald)

Program fit with University and Faculties plans and priorities Student recruitment and growth of graduate programs The university and both faculties have recognized that increasing graduate enrolment may provide some assistance in addressing our diminishing numbers of undergraduate applicants. This graduate program is intended to both retain students who have done their undergraduate degrees at the University of Regina and to draw students from other institutions.

Effective use of limited resourcesThis program is based on a partnership formed by the two faculties in order to tap into currently available resources and capacity. While the student cohort is not expected be large, we believe that one of the strengths of this proposed program is that it fulfils the significant need of the university and both faculties to make effective use of limited resources.


Thematic emphasis on culture and heritage In general, as a program that will engage in the study of culture, this proposal fits very well with the emphasis in both faculties and the university on culture and heritage. In addition, the proposal supports this emphasis in particular ways. It is a program that is highly amenable to accommodating a range of both traditional and non-traditional study and approaches to culture and heritage. For example, initial discussions with representatives at First Nations University of Canada have indicated that there is significant interest in a program of this for their students.


Appendix I Letters of support from the Associate Deans (Research) in Fine Arts and Arts


FACULTY OF ARTS 426 Classroom Building Regina, SK S4S 0A2

Office of the Dean University of Regina

Phone: (306) 585-4895 Fax: (306) 585-5368

29 August 2008 To Whom It May Concern: I am writing to signal the support of the Faculty of Arts for the proposed MA in Text and Culture and, in particular, to provide assurance that we will provide support to its students as they choose cognate graduate courses from the Faculty of Arts as part of their programs. While the final decision about admitting a student from outside the discipline into a particular graduate course always rests finally with the instructor and the department, the Faculty of Arts will encourage its instructors and graduate program directors to allow students’ entry into relevant courses whenever appropriate. This program offers a wonderful opportunity for students to benefit from interdisciplinary study across the Faculties of Arts and Fine Arts at the graduate level. We are committed to doing all that we can to facilitate students’ ability to experience individual programs of study that are designed around their research interests. Sincerely,

Lynn Wells Associate Dean (Research and Graduate)



APPENDIX C

NEW GRADUATE COURSE PROPOSAL

NAME AND NUMBER Religion after Modernity RLST 802 DEPARTMENT Religious Studies CALENDAR DESCRIPTION This graduate level course examines four different theoretical locations; postpatriarchy, postmodernism, poststructuralism, and postcolonialism, and their importance to the study of religion. The course engages each theoretical location according to intersections with modernity, epistemological assertions, theoretical import, and implications for the study of religion. Further to the understanding of the four “posts” the writings of some of their more recognized proponents are read. PREREQUISITES Permission of Coordinator ACADEMIC LIMIT 8 REASON FOR PROPOSED COURSE (including target population) This course engages theoretical issues as they relate to religion studies following 1960 and the emergence of second wave feminism, postmodernism, poststructuralism and postcoloniality. As such, it complements and follows RLST 800 Advanced Theory and Method for the Study of Religion OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL None SUMMARY OF COURSE CONTENT This course is comprised of five units and begins with an examination of the rise of modernity and Enlightenment ideals and their intersection with Eurowestern understanding and study of religion(s). Having laid the ground work, Units 2 through 5 examine the primary players, tenets and propositions of postpatriarchy (feminisms), postmodernism, poststructuralism, and postcolonialism and their challenge to the Eurowestern modernist paradigm. From here each section then asks about the implications of each of the “posts” for the study of religion.


PROPOSED TEXTS AND REFERENCES Primary source material Adams, Hazard and Leroy Searle (eds.) (1986). Critical theory since 1965. Tallahassee: Florida State University Press. Descartes, René (1977). “On the Meditations Concerning First Philosophy: First and Second Meditations.” René Descartes: The essential writings, 191-203, John Blom (trans with Introduction). New York, San Francisco, London: Harper & Row Publishers. Easthope, Antony and McGowan (eds.) (2004). A critical and cultural theory reader. 2nd Edition. Toronto and Buffalo: University of Toronto Press. Fanon, Franz (1963 [1961]). “Concerning Violence.” The wretched of the earth, 29-74. Constance Farrington (trans.). Jean-Paul Sartre (Preface). New York: Grove Press. Minh-ha, Trinh T. (2004). “Not You/Like Me: Post-Colonial Women and the Interlocking Questions of Identity and Difference.” Readings in feminist rhetorical theory, 215-219. Cindy Griffin, Karen A Foss and Sonja Foss (eds.). Thousand Oaks, London, New Delhi: Sage Publishing. Pavic, Milorad (1989 English) Dictionary of the Kahzars (Female Version). New York: Vintage International. Pizan, Christine de (1982). “Here Begins the Book of the City of Ladies Whose First Chapter Tells Why and For What Purpose This Book Was Written.” The book of city of ladies, 3-16. Earl Jeffrey Richards (trans.). Marina Warner (Forward). New York: Persea Books. Rorty, Richard (1996 [1991). “Solidarity or Objectivity?” From modernism to postmodernism: An anthology, 573-588. Lawrence Cahoone (ed.). Cambridge and Oxford: Blackwell Publishers. Taylor, Mark C. (1998). Critical terms for religious studies. Chicago and London: Chicago University Press. Taussig, Michael (2004). My cocaine museum. Chicago: University of Chicago Press Wollstonecraft, Mary (1974). “The Rights and Involved Duties of Mankind Considered.” A Vindication of the rights of woman with strictures on political and moral subjects. Mineola, New York: Dover Publications Inc. Secondary Source material Barnett , S.J. (2003). The Enlightenment and religion: the myths of modernity Manchester, UK ; New York : Manchester University Press ; New York: Distributed exclusively in the USA by Palgrave. Braun, Willi and McCutcheon, Russell T. (eds.). Guide to the study of religion. Publisher: London ; New York : Cassell, 2000

Hamilton, Peter (1996). “The Enlightenment and the Birth of Social Science.” In Stuart Hall, et al (eds.), Modernity: An introduction to modern societies, 19-54. Cambridge: Blackwell.

Held, David (1996). “The Development of the Modern State.” In Stuart Hall, et al (eds.), Modernity: An introduction to modern societies, 55-89. Cambridge: Blackwell.

Juschka, Darlene (ed.) Feminism in the study of religion: A reader. London; New York : Continuum, 2001 Lincoln, Bruce (1989). Discourse and the construction of society : comparative studies of myth, ritual, and classification. New York: Oxford University Press. Malpas, Simon and Paul Wake (2004). The Routledge companion to critical theory. New York and London: Routledge.


DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA This course intersects with critical theory and therefore the library has very good resources for

the students. OTHER SPECIAL FACILITIES OR MATERIALS NEEDED N/A POSSIBLE DEMAND FOR COURSE /FREQUENCY OF OFFERING/INITIAL OFFERING Taught once every 2 years. POSSIBLE DUPLICATION None ACCREDITED INSTRUCTOR(S) William Arnal, Darlene Juschka, Franz Volker Greifenhagen, Leona Anderson. GRADING 1. Primary discussant of two primary source readings in a seminar discussion 30% 2. Critical book review 30% 3. Outline and bibliography (10%), and theoretical essay (30%) on one unit covered 40%


NEW GRADUATE COURSE PROPOSAL NAME AND NUMBER RLST 810 Religious Studies Research Seminar CALENDAR DESCRIPTION This seminar is a critical examination of issues involved in the construction of a research project. It is designed to integrate theoretical perspectives and specific research projects. PREREQUISITES Permission of department head ACADEMIC LIMIT 8 REASON FOR PROPOSED COURSE (including target population) This seminar has been taught in various forms since the inception of the Graduate program in RLST (e.g., RLST 890BM; 890BP; 890AG; BK, CB). We are simply trying to regularize it. OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL None SUMMARY OF COURSE CONTENT The content of this course is specific to the individual research of our graduate students and is intended to provide students with direction in their research as well as an opportunity to interact with the faculty and their peers. PROPOSED TEXTS AND REFERENCES The library has decent holdings in RLST. Students will also access materials through Inter-Library loan DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA OTHER SPECIAL FACILITIES OR MATERIALS NEEDED N/A POSSIBLE DEMAND FOR COURSE /FREQUENCY OF OFFERING/INITIAL OFFERING


Taught once every 2 years. POSSIBLE DUPLICATION None ACCREDITED INSTRUCTOR(S) William Arnal, Darlene Juschka, Franz Volker Greifenhagen, Leona Anderson, Bryan HIllis, Richard Hordern, Benjamin Fiore, Jacoba Kuikman, Yuan Ren, Kevin Bond, GRADING Written work: 75%; participation 25%


NEW GRADUATE COURSE PROPOSAL NAME AND NUMBER RLST 840 Advanced Studies in the religions of Asia CALENDAR DESCRIPTION This course will explore selected themes, movements, philosophies, and religious practices of Asian religions such as Hinduism, Jainism, Sikhism, Buddhism, Daoism, Confucianism, and Shinto through the examination of selected figures, myths, texts, rituals and symbols. PREREQUISITES Permission of department head ACADEMIC LIMIT 8 REASON FOR PROPOSED COURSE (including target population) This course is designed to regularize graduate courses that have been taught since the inception of the Graduate program in RLST (e.g., RLST 890AB, AI, BD, BJ, BM, BP, BU). We are simply trying to regularize it. OTHER COURSE CHANGES NECESSARY AS A RESULT OF THIS PROPOSAL None SUMMARY OF COURSE CONTENT The content of this course is specific to the individual areas of research of our graduate students. PROPOSED TEXTS AND REFERENCES The library has decent holdings in RLST, but students will also access materials through InterLibrary loan DESCRIPTION OF PRESENT LIBRARY HOLDINGS IN THE AREA OTHER SPECIAL FACILITIES OR MATERIALS NEEDED N/A POSSIBLE DEMAND FOR COURSE /FREQUENCY OF OFFERING/INITIAL OFFERING Taught once every 2 years.


POSSIBLE DUPLICATION None ACCREDITED INSTRUCTOR(S) Leona Anderson, Yuan Ren, Kevin Bond, GRADING Written work: 100%


Appendix VIII

Report of the Space Committee to the meeting of Faculty Council on Wednesday, 19 November 2008

The Space Committee has held two meetings—6 October and 10 November—at which we reviewed a number of requests, including those for the following:

• a Faculty-wide instructional computer lab • a research lab for Sociology and Social Studies • graduate student and sessional office space from various departments • space for Psychology research

The Committee also reviewed and approved the attached policy, “Faculty Use of University Designated Psychology Department Space for Outside Professional Activity.” This policy is provided to Faculty Council for information. The Committee is working on creating a set of guidelines for the allocation of space within the Faculty. These guidelines will be brought to Faculty Council for information as soon as they are ready. The Committee will meet again in early December. --submitted by Lynn Wells, Chair


POLICY Faculty Use of University Designated Psychology Department Space for Outside

Professional Activity Date: October 11, 2008 Preamble: This policy is designed to provide full-time faculty in the Clinical Programme in the Department of Psychology at the University of Regina permission to use University space designated for use by Psychology (e.g., office, lab, Psychology Training Clinic) for the purposes of private professional activity, including provision of psychological services. This policy is for faculty who are registered doctoral psychologists (full or provisional) and who need to engage in professional activities to maintain professional skills but do not have ready access to a professional office. This policy is consistent with the provisions of the U of R Faculty Association (URFA) collective agreement which encourages faculty to participate in professional activity for the purposes of skill maintenance (as long as such activity does not interfere with their responsibilities to the University). This policy is in accordance with the practices in other Canadian Psychology departments and with guidelines put forth Canadian Psychological Association that faculty be registered and maintain their clinical practice skills. The policy is also in accordance with the principles of the scientist-practitioner model adopted by the Clinical Programme at the U of R, which holds that research and teaching are enriched by faculty who remain current in their respective clinical fields of practice. This practice is also important to the recruitment and retention of clinical faculty members. ________________________________________________________________________ Policy Guidelines: Faculty may use University space assigned to Psychology (e.g., office, laboratory, Psychology Training Clinic) for outside professional activity under the following conditions: 1. Avoidance of Perceived Conflict of Interest:


• Given the limited space at the University of Regina, priority for space is given to teaching and research. Rooms, however, may be booked for private professional activity when this does not conflict with teaching and research.

• Clients cannot be elicited from the Psychology Training Clinic waiting list.

Faculty must generate their own referrals. • The psychologist has sole responsibility for the clinical service provided and

operates in accordance with the guidelines established by the Saskatchewan College of Psychologists.

• Record-keeping and safe storage of confidential information is the responsibility

of the faculty member.

• The Department of Psychology is not responsible for telephone calls or any emergency contact with the private clientele.

• It is documented in the client’s file (as part of the consent form signed by the

client) that the client understands that the service provided by the psychologist is in no way connected with the Department of Psychology at the University of Regina.

2. Room Booking & Fees:

• Private professional activity is the lowest priority booking. Space is used first and foremost for research and teaching.

• No faculty member may use the space for more than four hours per week. • Space must be booked appropriately. If the Psychology Training Clinic is used

for instance space must be pre-booked. • The cost for the use of the space is $10.00 per client visit, payable on the 30th of

the month in which the space was used. Faculty who use space will need to indicate how many visits took place each month, and which space was used and send payment to the Faculty of Arts.

• The fees generated will be used to support the training of Clinical Psychology graduate students (e.g., training clinic supplies).

• The cost for the use of the space may be changed with two months notice. • The fee paid is for the use of space only. No administrative or secretarial support

is provided. • The faculty member is expected to pay for all materials required for this client

(e.g., testing materials). 3. Insurance: The psychologist maintains liability insurance of at least $1 million.


4. The policy can be revisited at any time by the Clinical Committee and by the Dean of Arts, through delegation to the Space Committee.

________________________________ Heather Hadjistavropoulos, Ph.D., R. D. Psych. Professor and Director of Clinical Training
