UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH … · 12/11/2017 · 1.2.1 Motion: To inactivate REC 701, Recreation and Leisure Studies Research Seminar, as a core course requirement

UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH COUNCIL

NOTICE OF MEETING

DATE: Monday 11 December 2017 TIME: 10:30 a.m. – 12:00 noon PLACE: Needles Hall, Room 3318

Chair – C. Dean

AGENDA Item

Action

1. Declarations of Conflict of Interest a. Excerpt from Bylaw 1, section 8*

2. Minutes of 13 November 2017* and Business Arising

3. Co-chairs’ Remarks

Information Decision (SGRC) Information

4. Curricular Submissions a. Applied Health Sciences* (Hanning)

Decision (SGRC)

b. Environment* (Singh) Item 1: SEN-regular Item 2: Decision (SGRC)

c. Math* (Lemieux) Decision (SGRC)

5. Academic Program Review Reports Guiding Questions* for Final Assessment Reports and Two-Year Progress Reports

a. Final Assessment Report – Pure Math* (MMath/PhD)

Information Decision (SGRC)

6. Office of the Registrar a. Academic Calendar Dates, 2018/19* (Newell Kelly)

SEN-regular

7. Other Business 8. Next Meeting: Monday 15 January 2018 from 10:30 a.m. to 12 noon in NH 3318

Information Information

* material attached ** to be distributed separately

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

4 December 2017 (revised 7 December 2017)

Kathy Winter, PhD, CPsych Assistant University Secretary

SGRC - 11 December 2017 - 1 of 169

Excerpt from Senate Bylaw 1

8. Declarations of conflict of interest

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

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

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

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

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

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

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

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

specified item(s).

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

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

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

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


University of Waterloo SENATE GRADUATE & RESEARCH COUNCIL

Minutes of the 13 November 2017 Meeting [in agenda order]

Present: Jeremy Bergen, Robert Bruce, Jeff Casello, Charmaine Dean, Thomas Bury, Emily Cyr, Bernard Duncker, Rhona Hanning, Anwar Hasan, Lynn Judge, Tim Kenyon, Raymond Legge, Christiane Lemieux, Daniel Martel, Bruce Muirhead, Kirsten Müller, Richard Staines, Jackie Stapleton, Mike Szarka, Takin Tadayon, John Thompson, Linda Warley Secretariat: Kathy Winter Resources: Trevor Clews, Jennifer Kieffer, Amanda McKenzie Guests: Mary Power (4), Michele Mosca (5b), Julia Williams (5c), Alice Raynard Regrets: Raouf Boutaba, Claude Duguay*, Bruce Hellinga*, Julie Joza, Max Salman, Simron Singh, Aaron Thompson Organization of Meeting: Jeff Casello, co-chair of the council, took the chair, and Kathy Winter acted as secretary. The secretary advised that due notice of the meeting had been given, a quorum was present, and the meeting was properly constituted. 1. DECLARATIONS OF CONFLICT OF INTEREST No conflicts of interest were declared. 2. MINUTES OF 16 OCTOBER 2017 AND BUSINESS ARISING The minutes were approved as distributed. Bruce and Staines. Carried. Under business arising, Casello noted that a minor-revised Doctor of Philosophy in Sustainability Management Proposal was received following 16 October 2017 SGRC, circulated to SGRC for information, and submitted to 20 November 2017 Senate for approval (regular agenda); members agreed with changes as reported. 3. CO-CHAIRS’ REMARKS Casello announced that the Strategic Mandate Agreement (SMA)—anticipated to become official in the New Year—features successful retention of and funding for both domestic Masters and PhD student spaces, with some additional flexibility around the provision of Provincial funding for International Students. Casello also announced that Waterloo won the 2017 Canadian Association of Graduate Studies (CAGS) award for Excellence and Innovation for Enhancing the Graduate Student Experience for its parental leave and day care bursary programs. Casello ended by identifying existing and new funding (Millenium Bursary, Medical leave award) as part of a cohesive student-centric support package. Dean outlined a multifaceted approach to domestic and international graduate targets and enrollment. She identified the importance of talking within and between faculties, and challenged membership to create and analyze a process map inclusive of all facets (e.g., recruitment, offer, negotiation, on-boarding, retention) of the graduate admissions process. Dean ended by highlighting increased funding within data science and AI. She welcomed suggestions as to how the AI pool could be distributed and stated intention to report back to membership at a future meeting.

4. MEMORANDUM RE: TEXT-MATCHING SOFTWARE Council heard a motion to allow Turnitin to be activated but not enabled by default in LEARN as per: (1) include informative statement re: Turnitin within Undergraduate Calendar under section on Academic Integrity, (2) modify the course outline boilerplate to state that Turnitin may be used, (3) modify text within LEARN dropbox whereby faculty endorse checkbox disclaimer. Kenyon and Warley. Carried. Members queried accuracy of proposed text in light of possible sunsetting of Patriot Act. Casello stated that this will be verified.


5. CURRICULAR SUBMISSIONS a. Engineering. Council heard an omnibus motion to approve items 1 through 6. Hasan and Legge. Carried. Casello provided a friendly amendment to item 3—correcting date to fall 2018 from fall 2017. Casello clarified that regarding items 3, 5, and 6, new GRE score requirements would take effect as of September 2018 vs. January 2018 to ensure equitable application process for applications since received. Membership engaged in some general discussion regarding potential inequity of 75% admission requirement for domestic (vs International) students (item 4) and graduate seminar name (item 2). b. Mathematics. Council heard a motion to approve a new graduate diploma in Quantum-Safe Cryptography offered in conjunction with existing master’s or doctoral degrees and forward to Senate for approval. Lemieux and Hasan. Carried. Mosca clarified that the new diploma program is open to students from any faculty provided completion of prerequisite (e.g., linear algebra) as already noted in the program description; a friendly amendment to that effect was noted. c. Renison. Council heard a motion to accept a minor wording change for EMLS 621R whereby “dominant” language was revised to “first” language. As well, Council received for information a change regarding the effective date for the Graduate Certificate in English for Multilingual Speakers from 1 September 2018 to 1 September 2017. Bergen and Warley. Carried. Williams accepted commentary regarding terminology to better describe proficiency levels and stated ongoing attentiveness to this issue. 6. GRADUATE AWARDS Council heard an omnibus motion to approve items (a) and (b). Legge and Bruce. Carried. Council received items (c) through (d) for information. 7. OTHER BUSINESS There was no other business. 8. NEXT MEETING The next meeting will be on Monday 11 December 2017 from 10:30 a.m. to 12 noon in NH 3318.

28 November 2017 Kathy Winter, PhD, CPsych Associate University Secretary


MEMORANDUM TO: Kathy Winter, Secretary, Senate Graduate and Research Council FROM: Tracy Taves, Faculty Graduate Administrator, Applied Health Sciences cc: Rhona Hanning, Associate Dean, Graduate Studies DATE: November 29, 2017 SUBJECT: Applied Health Sciences Faculty Graduate Studies Committee (FGSC) Report to

Senate Graduate and Research Council The attached report was approved by the Applied Health Sciences Faculty Council via evote and is being forwarded to Senate Graduate & Research Council. Would you please place it on the agenda for the next Senate Graduate & Research Council meeting? Thank you!


From Applied Health Sciences Faculty Council (evote) November 24, 2017

To Senate Graduate Research Council

Graduate calendar changes for Applied Health Sciences 1. COURSE INACTIVATIONS 1.1 Kinesiology* 1.1.1 Motion: To inactivate the following courses:

KIN 670A Seminar I (0.00) SEM This is a weekly seminar including both student and faculty presentations of current research. The content of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research of members of the group.

Rationale: This seminar is currently offered as a course with a 0.00 credit weight. This is confusing to students and has been suggest by the GSPA to be converted to a milestone. Thus, KIN 670A will be replaced by the MSc and PhD Seminar Milestones.

KIN 670B Seminar II (0.00) SEM

This is a weekly seminar including both student and faculty presentations of current research. The content of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research of members of the gr Rationale: This seminar is currently offered as a course with a 0.00 credit weight. This is confusing to students and has been suggest by the GSPA to be converted to a milestone. Thus, KIN 670B will be replaced by the MSc and PhD Seminar Milestones.

1.2 Recreation and Leisure Studies* 1.2.1 Motion: To inactivate REC 701, Recreation and Leisure Studies Research Seminar, as a core course

requirement in the Recreation and Leisure Studies PhD program

Rationale: This course is being converted into a milestone since it is a requirement for the degree of all doctoral students and has a grade basis of C/NC. Effective Winter 2018.

1.3 School of Public Health and Health Systems* 1.3.1 Motion: Inactivation of the Professional Experience Practicum milestone from the Master of Public

Health (MPH) program. Effective Winter 2018.

Rationale: Students receive credit for the Professional Experience Practicum by taking PHS 641 and a milestone is not required.

1.3.2 Motion: Inactivation of the Graduate Studies Practicum milestone from the Master of Health Informatics

(MHI) program. Effective Winter 2018.


Rationale: Students receive credit for the Graduate Studies Practicum by taking PHS 641 and a milestone is not required.

1.3.3 Motion: Inactivation of the Professional Experience Practicum milestone from the Master of Health

Evaluation (MHE) program. Effective Winter 2018.

Rationale: Students receive credit for the Professional Experience Practicum by taking PHS 641 and a milestone is not required.

2. NEW MILESTONES 2.1 Kinesiology*

2.1.1 Motion: Addition of the following Milestones:

MSc Seminar This is a weekly seminar attended by faculty and students. The specific content may vary from term to term, but includes academic and professional development workshops, faculty- and student-led presentations, invited speakers, group discussions, and other relevant discipline-specific activities.

Rationale: Milestone to replace KIN 670A and KIN 670B non-credit weight courses (seminar). Students will be required to attend 10 individual workshops/seminars throughout their degree to achieve milestone. This is approximately equivalent to the number attended during KIN 670A and KIN670B.

PhD Seminar This is a weekly seminar attended by faculty and students. The specific content may vary from term to term, but includes academic and professional development workshops, faculty- and student-led presentations, invited speakers, group discussions, and other relevant discipline-specific activities.

Rationale: Milestone to replace KIN 670A and KIN 670B non-credit weight courses (seminar). Students will be required to attend 10 individual workshops/seminars throughout their degree to achieve milestone. This is approximately equivalent to the number attended during KIN 670A and KIN670B.

2.2 Recreation and Leisure Studies* 2.2.1 Motion: Addition of a new milestone, “PhD Research Seminar”

To add a PhD Research Seminar as a required milestone to the Recreation and Leisure Studies doctoral curriculum to replace REC 701, Recreation and Leisure Studies Research Seminar.

Rationale: The milestone was an outcome of an intensive departmental curriculum review that affirmed the need for doctoral students to attend a regular seminar series at which students, faculty, and invited guests present their research and professional development topics will be covered. This milestone was originally added to the curriculum as a course REC 701. However, the Graduate Studies and Postdoctoral Affairs Office has recently identified that REC 701 should be designated as a milestone rather than a course. Effective Winter 2018.

3. COURSE CHANGE 3.1 Recreation and Leisure Studies*


3.1.1 Motion: To change the course description in the Graduate Calendar for REC 673, Designing Advanced Qualitative Inquiry

from: This course examines and applies a variety of techniques used in the analysis of qualitative research data. A range of traditions and approaches will be explored in the course of acquiring training in qualitative analysis. An introduction to computer software to assist in the management and organization of qualitative data will be included.

to: This course provides a scholarly environment for graduate students working on individual qualitative research projects. It builds on foundational knowledge of ontoepistemological perspectives, theoretical frameworks, and qualitative methodologies explored in REC 663 by examining how these aspects inform and guide individual research designs. Students will be expected to spend considerable time working on research ethics, theoretical perspective, literature review, methodology, data collection techniques, analysis styles, and various forms of representation.

Rationale: The new course description better reflects the evolution of this course, the expanded content in the course, and the new approach taken in the course to better support students as they design their individual qualitative projects. Effective Winter 2018.

4. MINOR ACADEMIC PLAN CHANGE 4.1 Kinesiology* 4.1.1 Motion: To revise the current MSc thesis/coursework degree average requirement from 72% to 75%

Students must obtain an average of at least 75% in the set of courses, which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or the entire program.

Rationale: This change is designed to ensure that the program remains one of high standard. Further, this change aligns the minimum graduate degree requirement average with the admissions average, which is set at 75%.

*attachment


Senate Graduate and Research

Council – Course/Milestone –

New/Revision/Inactivation form

Faculty: Applied Health Science

Effective term: Term/Year Winter 2018

Course ☐ New ☐ Revision ☐ Inactivation ☒

Milestone ☐ New ☐ Revision ☐ Inactivation ☐

New milestone title: Seminar

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

Course Subject code: KIN Course number: 670A

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

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

Grading Basis: CEDIT/NO CREDIT

Course Credit Weight: 0.00

Course Consent Required: ☐ Choose an item.

Course Description:

New course description (for revision only): This is a weekly seminar including both student and faculty

presentations of current research. The content of the seminars may vary from term to term depending on the

availability of invited speakers, topics of interest to students and faculty, and the research of members of the

group.

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

Primary Meet Type: Choose an item.

Requisites:

Special topics course: Yes ☐ No ☒

Cross-listed: Yes ☐ No ☒

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

Sections combined/heldwith:

Rationale for request:

This seminar is currently offered as a course with a 0.00 credit weight. This is confusing to students and has

been suggest by the GSPA to be converted to a milestone. Thus, KIN 670A will be replaced by the MSc and PhD

Seminar Milestones.

Prepared by: Joe Quadrilatero Date: 15-Sep-17

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


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

http://uwaterloo.ca/graduate-studies

mailto:[email protected]






Course ☐ New ☐ Revision ☐ Inactivation ☒




Course Subject code: KIN Course number: 670B

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





Course Description:

New course description (for revision only): This is a weekly seminar including both student and faculty

presentations of current research. The content of the seminars may vary from term to term depending on the

availability of invited speakers, topics of interest to students and faculty, and the research of members of the

group.



Requisites:






This seminar is currently offered as a course with a 0.00 credit weight. This is confusing to students and has

been suggest by the GSPA to be converted to a milestone. Thus, KIN 670B will be replaced by the MSc and PhD

Seminar Milestones.







Senate Graduate and Research Council – Course/Milestone –


Faculty: Applied Health Science Effective term: Term/Year Winter 2018

Course ☒ New ☐ Revision ☐ Inactivation ☒


New milestone title: Choose an item.


Course Subject code: REC Course number: 701 Course Title (max. 100 characters incl. spaces): Recreation and Leisure Studies Research Seminar Course Short Title (max. 30 characters incl. spaces):

Grading Basis: Choose an item.

Course Credit Weight: Choose an item.


Course Description:

New course description (for revision only):

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


Requisites:

Special topics course: Yes ☐ No ☐

Cross-listed: Yes ☐ No ☐

Course Subject(s) to be cross-listed with and approval status: Sections combined/heldwith:

Rationale for request: This course is being converted into a milestone since it is a requirement for the degree of all RLS doctoral students and has a grade basis of C/NC.

Prepared by: Sherry Dupuis Date: 7-Sep-17






Graduate Studies Program Revision Template

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


Program: Doctor of Philosophy (PhD) in Recreation and Leisure Studies

Program contact name(s): Sherry Dupuis

Form completed by:

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

REC 701 (which took effect in fall 2017) is being converted into a research seminar milestone since it is a requirement for the degree of all RLS doctoral students and has a grade basis of C/NC.

Is this a major modification to the program? No

Rationale for change(s):

The milestone was an outcome of an intensive departmental curriculum review that affirmed the need for doctoral students to attend a regular seminar series at which students, faculty, and invited guests present their research and professional development topics will be covered.

Proposed effective date: Term: Winter Year: 2018

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

https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-recreation-and-leisure-studies/doctor-philosophy-phd-recreation-and-leisure-studies

Current Graduate Studies Academic Calendar content:

Proposed Graduate Studies Academic Calendar content:

Degree requirements

Thesis option:

• Graduate Academic Integrity Module (Graduate AIM)

Courses

• Doctoral students are required to take a minimum of 9 graduate courses (0.50 unit weight) beyond the Honours Bachelor of Arts (BA) level. These must include:

o REC 600 Interactive Seminar in Recreation and Leisure Studies

Degree requirements

Thesis option:


Courses

• Doctoral students are required to take a minimum of 9 graduate courses (0.50 unit weight) beyond the Honours Bachelor of Arts (BA) level. These must include:

o REC 600 Interactive Seminar in Recreation and Leisure Studies


https://uwaterloo.ca/graduate-studies/faculty-and-staff/graduate-program-and-coursemilestone-changes

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


https://uwaterloo.ca/graduate-studies/about/people/tclews

https://uwaterloo.ca/graduate-studies/sites/ca.graduate-studies/files/uploads/files/sgrcformcoursemilestonesubmission_for_pc_0.docx

https://uwaterloo.ca/graduate-studies/sites/ca.graduate-studies/files/uploads/files/sgrcformcoursemilestonesubmissionmac_0.docx


https://uwaterloo.ca/graduate-studies-academic-calendar/



https://uwaterloo.ca/graduate-studies-academic-calendar/general-information-and-regulations/academic-integrity






o REC 700 The Interplay of Behaviour, Resources, and Policy in Leisure Studies

o REC 701 Recreation and Leisure Studies Research Seminar

o And 1 of the following: REC 772 Qualitative Research

Data Analysis and Interpretation REC 773 Designing Advanced

Qualitative Inquiry Or an equivalent

• Students entering the PhD program following completion of the MA degree in the Department of Recreation and Leisure Studies at the University of Waterloo, or its equivalent, will usually have already completed 5 of the 9 required courses, and therefore will need a minimum of 4 additional (0.50 unit weight) graduate courses. If students have not previously taken REC 600; REC 700; REC 701; one of REC 772 or REC 773, or their equivalents, these courses would take precedence over elective courses. Elective courses can be taken either within or outside the Department, and can be at either the 600 or 700 level.

Link(s) to courses

• Recreation and Leisure Studies (REC) courses • Graduate course search

Academic Integrity Workshop Research Presentation

• All PhD students in the Department of Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are REC 701 or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.

PhD Comprehensive Examination

• The purpose of the comprehensive examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different

o REC 700 The Interplay of Behaviour, Resources, and Policy in Leisure Studies

o 1 of the following: REC 772 Qualitative Research

Data Analysis and Interpretation REC 773 Designing Advanced

Qualitative Inquiry Or an equivalent

o 1 elective • Students entering the PhD program following

completion of the MA degree in the Department of Recreation and Leisure Studies at the University of Waterloo, or its equivalent, will usually have already completed 5 of the 9 required courses, and therefore will need a minimum of 4 additional (0.50 unit weight) graduate courses. If students have not previously taken REC 600; REC 700; one of REC 772 or REC 773, or their equivalents, these courses would take precedence over elective courses. Elective courses can be taken either within or outside the Department, and can be at either the 600 or 700 level.

Link(s) to courses

• Recreation and Leisure Studies (REC) courses • Graduate course search

Academic Integrity Workshop PhD Research Seminar

• This seminar is a forum for doctoral students, faculty, and invited guests to present topics related to their research or professional development. Attendance at the seminar is normally completed within a student’s first two years in the doctoral program. A range of topics will be addressed in the seminar crossing all areas of investigation in the program. Grading will be on a credit/no credit basis.

Research Presentation

• All PhD students in the Department of Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are the PhD


https://uwaterloo.ca/graduate-studies-academic-calendar/graduate-course/subject/REC

https://uwaterloo.ca/graduate-studies-academic-calendar/graduate-course-search





epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid grounding in and understanding of leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.

• The comprehensive examination process normally will be completed over a period of six months. It involves both a written and an oral component. The comprehensive examination cannot be taken until all of the course requirements have been satisfied. The initiation of this examination is required normally within 16 months (4 terms) of admission and must be completed before submitting a thesis proposal. A comprehensive examination committee is comprised of at least three faculty members selected by the Departmental Graduate Studies Committee in consultation with the candidate.

PhD Thesis

• A PhD thesis proposal is required of all PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure Studies. The proposal will be defended before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside

Research Seminar or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.


• The purpose of the comprehensive examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid grounding in and understanding of leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.

• The comprehensive examination process normally will be completed over a period of six months. It involves both a written and an oral component. The comprehensive examination cannot be taken until all of the course requirements have been satisfied. The initiation of this examination is required normally within 16 months (4 terms) of admission and must be completed before submitting a thesis proposal. A comprehensive examination committee is comprised of at least three faculty members selected by the Departmental Graduate Studies Committee in consultation with the candidate.

PhD Thesis

• A PhD thesis proposal is required of all PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of




the home department), and an external examiner.

Other requirements

• Student evaluation: a review of each student's progress takes place during the month of May each year. Students are evaluated on several criteria, i.e., coursework and resulting grades, progress with regard to the comprehensive examination and thesis work and, where appropriate, reports submitted by the students regarding their research and teaching assistantship activity. A grade average of at least 75% must be maintained.

the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure Studies. The proposal will be defended before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside the home department), and an external examiner.

Other requirements

• Student evaluation: a review of each student's progress takes place during the month of May each year. Students are evaluated on several criteria, i.e., coursework and resulting grades, progress with regard to the comprehensive examination and thesis work and, where appropriate, reports submitted by the students regarding their research and teaching assistantship activity. A grade average of at least 75% must be maintained.

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

Students enrolled prior to Fall 2017 will not be required to complete this milestone.

Departmental approval date (mm/dd/yy): Reviewed by GSO (for GSO use only) ☒ date (mm/dd/yy): 05/31/2017 Faculty approval date (mm/dd/yy): Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):





Program: Doctor of Philosophy (PhD) in Recreation and Leisure Studies - Aging, Health and Well-Being


Form completed by:








https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-recreation-and-leisure-studies/doctor-philosophy-phd-recreation-and-leisure-studies-aging-health-and-well-being



Degree requirements

Thesis option:


• Courses o Students must obtain credit for each of

the courses listed below. They will normally complete a minimum of 4 half (0.50 credit) courses, consisting of a core/fundamentals course, an advanced graduate level statistics/research methods course, and

Degree requirements

Thesis option:



the courses listed below. They will normally complete a minimum of 4 half (0.50 credit) courses, consisting of a core/fundamentals course, an advanced graduate level statistics/research methods course, and
















2 electives which will be related to aging, health, and well-being. In addition, students will participate in 1 of 2 doctoral research seminars: 1 in aging, health, and well-being or 1 in recreation and leisure studies.

REC 750 Fundamentals of Aging, Health and Well-Being

1 advanced graduate level statistics/research methods course

2 electives related to aging, health, and well-being

REC 751 Aging, Health and Well-being Research Seminar or REC 701 Recreation and Leisure Studies Research Seminar (optional but recommended)

• Link(s) to courses o Recreation and Leisure Studies (REC)

courses o Graduate course search

• Academic Integrity Workshop

• Research Presentation

o All PhD students in the Department of Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are REC 701 or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.

• PhD Comprehensive Examination o The purpose of the comprehensive

examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid

2 electives which will be related to aging, health, and well-being. In addition, students will participate in 1 of 2 doctoral research seminars: 1 in aging, health, and well-being or 1 in recreation and leisure studies.

REC 750 Fundamentals of Aging, Health and Well-Being

1 advanced graduate level statistics/research methods course

2 electives related to aging, health, and well-being

REC 751 Aging, Health and Well-being Research Seminar or the PhD Research Seminar (optional but recommended)




• Research Presentation

o All PhD students in the Department of Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are the PhD Research Seminar or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.

• PhD Comprehensive Examination o The purpose of the comprehensive

examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid grounding in and understanding of










grounding in and understanding of leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.

o The comprehensive examination process normally will be completed over a period of six months. It involves both a written and an oral component. The comprehensive examination must be completed before submitting a thesis proposal. A comprehensive examination committee is comprised of at least three faculty members selected by the Departmental Graduate Studies Committee in consultation with the candidate.

o Students will complete the comprehensive examinations as required by their home department. At least one of the comprehensive examination committee members will be appointed from a department other than the home department but within the collaborative program in Aging, Health, and Well-Being. The comprehensive examinations will normally occur on completion of the students course work and will begin during the fourth term of their program.

• PhD Thesis o A PhD thesis proposal is required of all

PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure

leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.


o Students will complete the comprehensive examinations as required by their home department. At least one of the comprehensive examination committee members will be appointed from a department other than the home department but within the collaborative program in Aging, Health, and Well-Being. The comprehensive examinations will normally occur on completion of the students course work and will begin during the fourth term of their program.


PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure Studies. The proposal will be defended




Studies. The proposal will be defended before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside the home department), and an external examiner.

o The thesis will be on a topic in an area relevant to Aging, Health, and Well-Being.

• Other requirements o Student evaluation: a review of each

student's progress takes place during the month of May each year. Students are evaluated on several criteria, including performance in courses, progress with regard to the comprehensive examination and thesis work and, where appropriate, reports submitted by the students regarding their research and teaching assistantship activity. A grade average of at least 75% must be maintained.

before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside the home department), and an external examiner.

o The thesis will be on a topic in an area relevant to Aging, Health, and Well-Being.





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





Program: Doctor of Philosophy (PhD) in Recreation and Leisure Studies – Work and Health


Form completed by:








https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-recreation-and-leisure-studies/doctor-philosophy-phd-recreation-and-leisure-studies-work-and-health



Degree requirements

Thesis option:



the courses listed below. They will normally complete a minimum of 4 half (0.50 credit) courses, consisting of 2 core/fundamentals course, a graduate level statistics/research methods

Degree requirements

Thesis option:



the courses listed below. They will normally complete a minimum of 4 half (0.50 credit) courses, consisting of 2 core/fundamentals course, a graduate level statistics/research methods


















course, and an elective which will be related to work and health. In addition, students will participate in the doctoral research seminar in work and health.

Foundational Knowledge on Work and Health

Approaches to Research in Work and Health

A Graduate Level Course in Research Methods or Statistics

1 elective course (see list of electives below)

Work and Health Seminar (graded on credit basis)

o Elective courses: REC 601 Theoretical and

Methodological Issues in Leisure Research

REC 603 Leisure and Social Policy

REC 605 Social and Psychological Analysis of Leisure

REC 608 Gender, Leisure & the Use of Time

REC 610 Administrative Practice in Recreational Service

REC 672 The Analysis and Interpretation of Leisure Research Data

REC 673 Qualitative Research Data Analysis and Interpretation

REC 792 Advanced Research Methods (PhD only)

REC 798 Advanced Topics in Leisure Studies (PhD only)

KIN 601 Muscle Physiology in Work

KIN 602 Respiratory and Cardiovascular Physiology in Work

KIN 616 Neural Control of Human Movement

KIN 620 Ergonomic Aspects of Occupational Musculoskeletal Injuries

KIN 631A Introduction to Statistics

KIN 631C Correlation and Regression

KIN 631 E Analysis of Variance I

KIN 631F Analysis of Variance II

course, and an elective which will be related to work and health. In addition, students will participate in the doctoral research seminar in work and health.

Foundational Knowledge on Work and Health

Approaches to Research in Work and Health

A Graduate Level Course in Research Methods or Statistics

1 elective course (see list of electives below)

Work and Health Seminar (graded on credit basis)

o Elective courses: REC 601 Theoretical and

Methodological Issues in Leisure Research

REC 603 Leisure and Social Policy

REC 605 Social and Psychological Analysis of Leisure

REC 608 Gender, Leisure & the Use of Time

REC 610 Administrative Practice in Recreational Service

REC 672 The Analysis and Interpretation of Leisure Research Data

REC 673 Qualitative Research Data Analysis and Interpretation

REC 792 Advanced Research Methods (PhD only)

REC 798 Advanced Topics in Leisure Studies (PhD only)

KIN 601 Muscle Physiology in Work

KIN 602 Respiratory and Cardiovascular Physiology in Work

KIN 616 Neural Control of Human Movement

KIN 620 Ergonomic Aspects of Occupational Musculoskeletal Injuries

KIN 631A Introduction to Statistics

KIN 631C Correlation and Regression

KIN 631 E Analysis of Variance I

KIN 631F Analysis of Variance II




KIN 631G Biological Deterministic Modeling and Signal Processing

KIN 651 Motor Learning KIN 656 Neurobehavioural

Analyses of Perceptual and Motor Deficits

KIN 727 Low Back Disorders: Optimizing Prevention, Rehabilitation and Performance

HSG 601 Lifespan Approaches to Health Promotion and Disease Prevention

HSG 604 Evaluation of Health and Human Services Programs

HSG 605A Introduction to Statistics

HSG 605C Correlation and Regression

HSG 605E E Analysis of Variance I

HSG 605F Analysis of Variance II

HSG 606 Epidemiological Methods

PHS 604 Public Health and the Environment (online course)




• PhD Research Seminar

o Students will participate in the PhD Research Seminar in Work and Health.

• Research Presentation o All PhD students in the Department of

Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are REC 701 or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.

• PhD Comprehensive Examination

KIN 631G Biological Deterministic Modeling and Signal Processing

KIN 651 Motor Learning KIN 656 Neurobehavioural

Analyses of Perceptual and Motor Deficits

KIN 727 Low Back Disorders: Optimizing Prevention, Rehabilitation and Performance

HSG 601 Lifespan Approaches to Health Promotion and Disease Prevention

HSG 604 Evaluation of Health and Human Services Programs

HSG 605A Introduction to Statistics

HSG 605C Correlation and Regression

HSG 605E E Analysis of Variance I

HSG 605F Analysis of Variance II

HSG 606 Epidemiological Methods

PHS 604 Public Health and the Environment (online course)




• PhD Research Seminar

o Students will participate in the PhD Research Seminar in Work and Health.

• Research Presentation o All PhD students in the Department of

Recreation and Leisure Studies in their second year or later must deliver a public research presentation to faculty and students during their doctoral program. Forums at which this milestone can be completed are the PhD Research Seminar or an independently arranged departmental seminar (excludes conferences and symposia). Supervisor approval/confirmation of completion of this milestone is required.

• PhD Comprehensive Examination










o The purpose of the comprehensive examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid grounding in and understanding of leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.


o Students will complete the comprehensive examinations as required by their home department. At least one of the comprehensive examination committee members will be appointed from a department other than the home department but within the collaborative program in Work and Health. The comprehensive examinations will normally occur on completion of the students course work and will begin during the fourth term of their program.


PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of

o The purpose of the comprehensive examination is to ensure that doctoral students have a broad and comprehensive knowledge and understanding of the field of Recreation and Leisure Studies, including: (1) different epistemological, methodological, and analytical approaches used within the field, and (2) one or more of the broad substantive areas of leisure studies. The process is designed to enable candidates to develop/acquire a solid grounding in and understanding of leisure studies. This process then provides a foundation for the critical analysis demanded by the dissertation proposal and final defence.


o Students will complete the comprehensive examinations as required by their home department. At least one of the comprehensive examination committee members will be appointed from a department other than the home department but within the collaborative program in Work and Health. The comprehensive examinations will normally occur on completion of the students course work and will begin during the fourth term of their program.


PhD students after passing the comprehensive examinations, and before proceeding to data collection. The proposal should contain a detailed statement of the research problem and its significance for a body of leisure-related theory, a precise account of the methodology or research techniques to be employed, plus a detailed outline of




the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure Studies. The proposal will be defended before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside the home department), and an external examiner.

o The thesis will be on a topic in an area relevant to Work and Health.



the proposed data analyzes. The candidate will be required to present and defend this proposal before the thesis committee. The final thesis report based on the completed research must also be successfully defended to satisfy the thesis requirement. The PhD thesis advisory committee is comprised of the supervisor and two committee members who normally will be drawn from faculty members of the Department of Recreation and Leisure Studies. The proposal will be defended before the thesis committee; however, upon completion of the thesis, the final document will be defended before a five person Examination Board made up of the supervisor, three other members of the University community (two of whom are normally the advisory committee members and one other individual from outside the home department), and an external examiner.

o The thesis will be on a topic in an area relevant to Work and Health.





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





Course ☐ New ☐ Revision ☐ Inactivation ☐

Milestone ☒ New ☐ Revision ☐ Inactivation ☒

New milestone title:

For course revisions, indicate the type(s) of changes:

Remove the Professional Experience Practicum milestone from the Master of Public Health (MPH) Program.

Course Subject code: Course number: Course Title (max. 100 characters incl. spaces): Course Short Title (max. 30 characters incl. spaces):

Grading Basis:

Course Credit Weight:

Course Consent Required: ☐

Course Description:


Meet Type(s): Primary Meet Type: Requisites:

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

Rationale for request: Students receive credit for the Professional Experience Practicum by taking PHS 641 and a milestone is not required.

Prepared by: Deanna Hope Date: 16-Oct-17









Program: Master of Public Health

Program contact name(s): Michelle Fluit

Form completed by: Deanna Hope

Description of proposed changes: Remove the program milestone: Professional Experience Practicum


Rationale for change(s): The practicum requirement is completed by taking PHS 641 (Professional

Experience Practicum) and is not a milestone requirement. .



https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/school-public-health-and-health-systems/master-public-health-mph#program_information



• Professional Experience Practicum

o The MPH program includes apracticum requirement (PHS 641Professional Experience Practicum)for all full and part-time students. Itwill provide opportunities forstudents to gain relevant practicalexperience by completing aminimum 12–week community-based Applied Practicum, workingwithin a local public health unit,provincial and federal governmentalagency, or non-governmentalorganization. Students with priorpublic health experience may take aResearch Practicum in place of theApplied Practicum. The requirementto complete an Applied Practicumwill be waived only if the studentprovides evidence of extensive prior


o The MPH program includes a practicumrequirement (PHS 641 ProfessionalExperience Practicum) for all full and part-time students. It will provide opportunitiesfor students to gain relevant practicalexperience by completing a minimum 12–week community-based AppliedPracticum, working within a local publichealth unit, provincial and federalgovernmental agency, or non-governmental organization. Students withprior public health experience may take aResearch Practicum in place of the AppliedPracticum. The requirement to completean Applied Practicum will be waived only ifthe student provides evidence of extensiveprior work experience in public health.This will be assessed by the AcademicAdvisor.












work experience in public health. This will be assessed by the Academic Advisor.

o Choosing a practicum: students willbe required to find their ownworkplace opportunity suited totheir career goals and aspirationsand preferred practice environmentsand public health issues. However,students will receive on-goinginformation from the School ofPublic Health and Health Systemsthroughout their studies regardingpotential employers seekingstudents. The School of PublicHealth and Health Systems willensure that workplace settings meetthe following conditions that:

the employer demonstratescommitment to education andstudent learning in the area ofpublic health;

the employer provides ameaningful learningexperience for the MPHstudent;

MPH students receive apositive working experience ina practical setting that willenhance the skills acquired intheir course work prior to thework term; and,

the MPH students’ professionalexperience component goalsare related to the program’slearning outcomes

o The practicum experience willprovide an understanding of thepractical realities of public healthand expose students to otherinvestigations and collaborativeworking relationships. Thepracticum deliverable will include acontract stipulating practicumobjectives. Supervision andassessment of each professionalexperience component will be thejoint responsibility of: a designatedfield supervisor employed within theorganization where the professionalexperience takes place, and the

o Choosing a practicum: students will berequired to find their own workplaceopportunity suited to their career goals andaspirations and preferred practiceenvironments and public health issues.However, students will receive on-goinginformation from the School of PublicHealth and Health Systems throughouttheir studies regarding potential employersseeking students. The School of PublicHealth and Health Systems will ensure thatworkplace settings meet the followingconditions that:

the employer demonstratescommitment to education andstudent learning in the area ofpublic health;

the employer provides a meaningfullearning experience for the MPHstudent;

MPH students receive a positiveworking experience in a practicalsetting that will enhance the skillsacquired in their course work priorto the work term; and,

the MPH students’ professionalexperience component goals arerelated to the program’s learningoutcomes

o The practicum experience will provide anunderstanding of the practical realities ofpublic health and expose students to otherinvestigations and collaborative workingrelationships. The practicum deliverablewill include a contract stipulatingpracticum objectives. Supervision andassessment of each professional experiencecomponent will be the joint responsibilityof: a designated field supervisor employedwithin the organization where theprofessional experience takes place, andthe designated MPH advisor, who will be aSchool of Public Health and Health Systemfaculty member affiliated with the MPHProgram.

o Practicum placements will be arranged bythe individual students. A database ofsuitable practicum sites arranged by thedepartment will be accessible by thestudents. Students can arrange a practicumat an alternate site, subject to




designated MPH advisor, who will be a School of Public Health and Health System faculty member affiliated with the MPH Program.

o Practicum placements will bearranged by the individual students.A database of suitable practicumsites arranged by the departmentwill be accessible by the students.Students can arrange a practicum atan alternate site, subject todepartment/MPH Program Leaderapproval. Students will enrol in thepracticum term after completing allrequired course work. In some cases,with permission of the ProgramLeader, a student may enrol in onecourse while completing thepracticum term.

department/MPH Program Leader approval. Students will enrol in the practicum term after completing all required course work. In some cases, with permission of the Program Leader, a student may enrol in one course while completing the practicum term.


Current students will not be affected because they are already receiving credit for the practicum by completing PHS 641.

Departmental approval date (mm/dd/yy): Reviewed by GSO (for GSO use only) ☐ date (mm/dd/yy): Faculty approval date (mm/dd/yy): Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):









Remove the Graduate Studies Practicum milestone from the Master of Health Informatics (MHI) program.


Grading Basis:



Course Description:




Rationale for request: Students receive credit for the Graduate Studies Practicum by taking PHS 641 and a milestone is not required.










Program: Master of Health Informatics



Description of proposed changes: Remove the program milestone: Graduate Studies Practicum.


Rationale for change(s): The practicum requirement is completed by taking PHS 641 (Professional

Experience Practicum) and is not a milestone requirement.



https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/school-public-health-and-health-systems/master-health-informatics-mhi



• Graduate Studies Practicum

o The professional experiencecomponent (i.e., a “practicum”)provides several advantages tostudents. It provides a way forstudents to gain their first workexperience in the field of healthinformatics. Professional studentswho may already have experience inthis area may choose to completetheir workplace opportunity in anarea less familiar to them, which willbroaden their scope of practice.Workplace sites may includehospitals, government agencies,community-based organizations,integrated delivery systems, etc.

o Based on the increased demand forhealth informaticians in the workforce, many practicum sites may be

• Graduate Studies Practicum

o The professional experience component(i.e., a “practicum”) provides severaladvantages to students. It provides a wayfor students to gain their first workexperience in the field of healthinformatics. Professional students whomay already have experience in this areamay choose to complete their workplaceopportunity in an area less familiar tothem, which will broaden their scope ofpractice. Workplace sites may includehospitals, government agencies,community-based organizations,integrated delivery systems, etc.

o Based on the increased demand for healthinformaticians in the work force, manypracticum sites may be interested in hiringMHI graduates. A professional experiencecomponent will enable employers to assess












interested in hiring MHI graduates. A professional experience component will enable employers to assess the skills of future graduates, which may lead to potential hire of the student upon graduation.

o Students will be required to findtheir own workplace opportunity.However, they will receive on-goinginformation from the School ofPublic Health and Health Systems(SPHHS) throughout their studiesregarding potential employersseeking students. The School willensure that workplace settings meetthe following conditions:

That the employerdemonstrates commitment toeducation and student learningin the area of healthinformatics.

That the employer provides ameaningful learningexperience for the MHIstudent.

That MHI students receive apositive working experience ina practical setting that willenhance the skills acquired intheir course work prior to thework term.

That the MHI students’professional experiencecomponent goals are related tothe program’s learningoutcomes.

o Supervision and assessment of eachprofessional experience componentwill be the joint responsibility of (1) adesignated field supervisoremployed within the organizationwhere the professional experiencetakes place, and (2) a designatedMHI advisor, who will be a SPHHSfaculty member affiliated with theMHI program. The field supervisorwill have primary oversight andresponsibility for the day-to-daywork experience of the student(s),and may assign specific objectives,work tasks, training exercises,

the skills of future graduates, which may lead to potential hire of the student upon graduation.

o Students will be required to find their ownworkplace opportunity. However, they willreceive on-going information from theSchool of Public Health and HealthSystems (SPHHS) throughout their studiesregarding potential employers seekingstudents. The School will ensure thatworkplace settings meet the followingconditions:

That the employer demonstratescommitment to education andstudent learning in the area ofhealth informatics.

That the employer provides ameaningful learning experience forthe MHI student.

That MHI students receive apositive working experience in apractical setting that will enhancethe skills acquired in their coursework prior to the work term.

That the MHI students’ professionalexperience component goals arerelated to the program’s learningoutcomes.

o Supervision and assessment of eachprofessional experience component will bethe joint responsibility of (1) a designatedfield supervisor employed within theorganization where the professionalexperience takes place, and (2) adesignated MHI advisor, who will be aSPHHS faculty member affiliated with theMHI program. The field supervisor willhave primary oversight and responsibilityfor the day-to-day work experience of thestudent(s), and may assign specificobjectives, work tasks, training exercises,projects, and assignments as part of thebasis for assessment of the student. Themain responsibilities of the faculty MHIadvisor are to ensure that the professionalexperience is in accord with the overalleducational objectives of the MHIprogram, to support both the student andfield supervisor in questions of anadvanced theoretical or conceptual nature,to provide helpful advice when needed, and




projects, and assignments as part of the basis for assessment of the student. The main responsibilities of the faculty MHI advisor are to ensure that the professional experience is in accord with the overall educational objectives of the MHI program, to support both the student and field supervisor in questions of an advanced theoretical or conceptual nature, to provide helpful advice when needed, and to ensure the academic integrity of the professional experience by helping to formulate learning objectives for each student and reviewing the assessment of each student at the end of their work experience.

to ensure the academic integrity of the professional experience by helping to formulate learning objectives for each student and reviewing the assessment of each student at the end of their work experience.












Remove the Professional Experience Practicum milestone from the Master of Health Evaluation (MHE) Program.


Grading Basis:



Course Description:




Rationale for request: Students receive credit for the Professional Experience Practicum by taking PHS 641 and a milestone is not required.










Program: Master of Health Evaluation



Description of proposed changes:

Remove the program milestone: Professional Experience Practicum



The practicum requirement is completed by taking PHS 641 (Professional Experience Practicum) and is not a milestone requirement.



https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/school-public-health-and-health-systems/master-health-evaluation-mhe




o Following completion of thenecessary prerequisite courses,students will conclude the programwith a supervised ProfessionalExperience Practicum (PHS 641).

o The professional experiencepracticum component provides away for students to gain workexperience in the field of healthevaluation. The 12-week (420 hours)professional experience componentwill provide opportunities to gainrelevant practical experienceworking within a local public health


o Following completion of the necessaryprerequisite courses, students willconclude the program with a supervisedProfessional Experience Practicum (PHS641).

o The professional experience practicumcomponent provides a way for students togain work experience in the field of healthevaluation. The 12-week (420 hours)professional experience component willprovide opportunities to gain relevantpractical experience working within a localpublic health unit, provincial and federalgovernmental agency, or non-












unit, provincial and federal governmental agency, or non-governmental organization, etc. Students will build an understanding of the practical realities of health evaluation and be introduced to investigations and collaborative working relationships. Based on the increased demand for health program or policy evaluators in the work force, many practicum sites may be interested in hiring MHE graduates. A professional experience component will enable employers to assess the skills of future graduates, which may lead to potential hire of the student upon graduation.

o Choosing a practicum: students willbe required to find their ownworkplace opportunity suited totheir career goals and aspirationsand preferred practice environmentsand public health issues. However,students will receive on-goinginformation from the School ofPublic Health and Health Systemsthroughout their studies regardingpotential employers seekingstudents. The School of PublicHealth and Health Systems willensure that workplace settings meetthe following conditions:

that the employerdemonstrates commitment toeducation and student learningin the area of healthevaluation;

that the employer provides ameaningful learningexperience for the MHEstudent;

that MHE students receive apositive working experience ina practical setting that willenhance the skills acquired intheir course work prior to thework term;

and that the MHE students’professional experiencecomponent goals are related to

governmental organization, etc. Students will build an understanding of the practical realities of health evaluation and be introduced to investigations and collaborative working relationships. Based on the increased demand for health program or policy evaluators in the work force, many practicum sites may be interested in hiring MHE graduates. A professional experience component will enable employers to assess the skills of future graduates, which may lead to potential hire of the student upon graduation.

o Choosing a practicum: students will berequired to find their own workplaceopportunity suited to their career goals andaspirations and preferred practiceenvironments and public health issues.However, students will receive on-goinginformation from the School of PublicHealth and Health Systems throughouttheir studies regarding potential employersseeking students. The School of PublicHealth and Health Systems will ensure thatworkplace settings meet the followingconditions:

that the employer demonstratescommitment to education andstudent learning in the area ofhealth evaluation;

that the employer provides ameaningful learning experience forthe MHE student;

that MHE students receive apositive working experience in apractical setting that will enhancethe skills acquired in their coursework prior to the work term;

and that the MHE students’professional experience componentgoals are related to the program’slearning outcomes.

o Supervision and assessment: supervisionand assessment of each professionalexperience component will be the jointresponsibility of: a designated fieldsupervisor employed within theorganization where the professionalexperience takes place, and the designatedMHE advisor, who will be a School of




the program’s learning outcomes.

o Supervision and assessment:supervision and assessment of eachprofessional experience componentwill be the joint responsibility of: adesignated field supervisoremployed within the organizationwhere the professional experiencetakes place, and the designated MHEadvisor, who will be a School ofPublic Health and Health Systemfaculty member affiliated with theMHE program. The field supervisorwill have primary oversight andresponsibility for the day-to-daywork experience of the student(s),and may assign specific objectives,work tasks, training exercises,projects, and assignments as part ofthe basis for assessment of thestudent. The faculty MHE advisorwill ensure that the professionalexperience is in accord with theoverall educational objectives of theMHE program. He or she is availableto assist both the student and theirfield supervisor in questions of anadvanced theoretical or conceptualnature, provide helpful advice whenneeded, and ensure the learning andacademic integrity of theprofessional experience by helpingto formulate learning objectives foreach student and reviewing theassessment of each student at theend of their work experience.

Public Health and Health System faculty member affiliated with the MHE program. The field supervisor will have primary oversight and responsibility for the day-to-day work experience of the student(s), and may assign specific objectives, work tasks, training exercises, projects, and assignments as part of the basis for assessment of the student. The faculty MHE advisor will ensure that the professional experience is in accord with the overall educational objectives of the MHE program. He or she is available to assist both the student and their field supervisor in questions of an advanced theoretical or conceptual nature, provide helpful advice when needed, and ensure the learning and academic integrity of the professional experience by helping to formulate learning objectives for each student and reviewing the assessment of each student at the end of their work experience.











Milestone ☒ New ☒ Revision ☐ Inactivation ☐



Course Subject code: KIN Course number: Course Title (max.

100 characters incl. spaces): MSc Seminar Course Short Title

(max. 30 characters incl. spaces): MSc Seminar




Course Description:

This is a weekly seminar attended by faculty and students. The specific content may vary from term to term, but

includes academic and professional development workshops, faculty- and student-led presentations, invited

speakers, group discussions, and other relevant discipline-specific activities.



Requisites:






Milestone to replace KIN 670A and KIN 670B non-credit weight courses (seminar). Students will be required to

attend 10 individual workshops/seminars throughout their degree to achieve milestone. This is approximately

equivalent to the number attended during KIN 670A and KIN670B.
















Course Subject code: KIN Course number: Course Title (max.

100 characters incl. spaces): PhD Seminar Course Short Title

(max. 30 characters incl. spaces): PhD Seminar




Course Description:

This is a weekly seminar attended by faculty and students. The specific content may vary from term to term, but

includes academic and professional development workshops, faculty- and student-led presentations, invited

speakers, group discussions, and other relevant discipline-specific activities.


Primary Meet Type:

Requisites:






Milestone to replace KIN 670A and KIN 670B non-credit weight courses (seminar). Students will be required to

attend 10 individual workshops/seminars throughout their degree to achieve milestone. This is approximately

equivalent to the number attended during KIN 670A and KIN670B.










Program: PhD Thesis, Kinesiology

Program contact name(s): Denise Hay

Form completed by: Denise Hay


1) To replace the non-credit KIN 670A and KIN 670B courses with the PhD Seminar milestone.



1) Offering content of the seminar via a milestone provides a much more flexible and appropriate model ofdelivery. Also, KIN 670A and KIN 670B were credit/no-credit courses (credit weight = 0.0), thus it wassuggested by the GSPA that this degree requirement would be better offered as a milestone.



https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-kinesiology/doctor-philosophy-phd-kinesiology



Degree requirements

Thesis option:

Graduate Academic Integrity Module (Graduate AIM)

Courses

o Since students' backgrounds are expected to differ considerably, course requirements will vary. However, a minimum of 3.00 units of graduate courses (e.g., 6 courses each at a 0.50 unit weight) beyond an Honours Bachelor degree is required. Of these, at least 0.50 units must be related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. The course requirements will be determined in consultation with the candidate's supervisor and Advisory Committee. All graduate courses must be assigned a numerical grade. Students

Degree requirements

Thesis option:


Courses

o Since students' backgrounds are expected to differ considerably, course requirements will vary. However, a minimum of 3.00 units of graduate courses (e.g., 6 courses each at a 0.50 unit weight) beyond an Honours Bachelor degree is required. Of these, at least 0.50 units must be related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. The course requirements will be determined in consultation with the candidate's supervisor and Advisory Committee. All graduate courses must be assigned a numerical grade. Students














cass

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must obtain an average of at least 75% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

o Students must also complete the following seminars:

KIN 670A Seminar I

KIN 670B Seminar II

Link(s) to courses

o Kinesiology (KIN) courses

o Graduate course search

Academic Integrity Workshop

PhD Professional Development Seminar

o Students are required to complete a series of professional development seminars and workshops throughout their program of study.


o Each student is required to write a comprehensive examination and complete an oral examination onselected aspects of the written examination.

o The comprehensive examinations will normally occur on completion of the student’s coursework and will begin during the fourth term of their program.

o Students should consult the Department of Kinesiology Associate Chair for Graduate Studies for details concerning the administration procedure for this examination. When the written and oral examinations have been completed, the PhD comprehensive Examination Committee must arrive at one of the following decisions:

Accepted (Passed)

Accepted Conditionally

Decision Deferred (Re-examination)

Rejected (Failed)

o If the decision is "Decision Deferred (Re-examination)", students must complete this requirement no later than the end of the term following the term in which they initially attempted the comprehensive examinations. Re-examination does not necessarily imply a re-examination of both the written and oral aspects of the examination. If the decision is "Rejected (Failed)" the candidate is required to withdraw from the program.

PhD Thesis

o Thesis Proposal: Following successful completion of the comprehensive exam, each student will be required to compete a PhD thesis proposal. The proposal involves a written document related to the student’s thesis area. The thesis project and proposal are developed in consultation with the supervisor. Each student must orally defend the thesis proposal to the Advisory Committee consisting of the supervisor (or co-supervisors), and two other members (one of which must be from the home Department). A chair to oversee the oral thesis proposal defense will be appointed by the Department.

o Thesis Defence: Each student is required to submit a thesis embodying the results of original research carried out under the direction of an Advisory Committee headed by the supervisor. The candidate defends the thesis before an Examining Committee approved by the Department Graduate Committee. The Examining Board should consist of the Advisory Committee (see thesis proposal above), an additional

must obtain an average of at least 75% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

Link(s) to courses




PhD Seminar Milestone

o Students are required to complete a series of academic and discipline-specific seminars throughout their program of study.

PhD Professional Development Seminar

o Students are required to complete a series of professional development seminars and workshops throughout their program of study.


o Each student is required to write a comprehensive examination and complete an oral examination onselected aspects of the written examination.

o The comprehensive examinations will normally occur on completion of the student’s coursework and will begin during the fourth term of their program.

o Students should consult the Department of Kinesiology Associate Chair for Graduate Studies for details concerning the administration procedure for this examination. When the written and oral examinations have been completed, the PhD comprehensive Examination Committee must arrive at one of the following decisions:

Accepted (Passed)

Accepted Conditionally

Decision Deferred (Re-examination)

Rejected (Failed)

o If the decision is "Decision Deferred (Re-examination)", students must complete this requirement no later than the end of the term following the term in which they initially attempted the comprehensive examinations. Re-examination does not necessarily imply a re-examination of both the written and oral aspects of the examination. If the decision is "Rejected (Failed)" the candidate is required to withdraw from the program.

PhD Thesis

o Thesis Proposal: Following successful completion of the comprehensive exam, each student will be required to compete a PhD thesis proposal. The proposal involves a written document related to the student’s thesis area. The thesis project and proposal are developed in consultation with the supervisor. Each student must orally defend the thesis proposal to the Advisory Committee consisting of the supervisor (or co-supervisors), and two other members (one of which must be from the home Department). A chair to oversee the oral thesis proposal defense will be appointed by the Department.

o Thesis Defence: Each student is required to submit athesis embodying the results of original research carried out under the direction of an Advisory Committee headed by the supervisor. The candidate defends the thesis before an Examining Committee approved by the Department Graduate Committee. The Examining Board should consist of the Advisory


https://uwaterloo.ca/graduate-studies-academic-calendar/graduate-course/subject/KIN






member that is external to the Department (referred to as the internal-external), and finally an additional member that is external to the University (referred to as the external examiner).

Other requirements

o Student evaluation: A review of each student's progress by both the supervisor and Department Graduate Committee takes place each year. Students are evaluated on several criteria, including performance in courses, progress towards course and milestone completion, thesis progress, scholarly activity, and research and teaching assistantship activity.

Committee (see thesis proposal above), an additional member that is external to the Department (referred to as the internal-external), and finally an additional member that is external to the University (referred to as the external examiner).

Other requirements

o Student evaluation: A review of each student's progress by both the supervisor and Department Graduate Committee takes place each year. Students are evaluated on several criteria, including performance in courses, progress towards course and milestone completion, thesis progress, scholarly activity, and research and teaching assistantship activity.


We do not anticipate any impact of replacing the KIN670 course with a milestone as all current students are actively engaged in the graduate seminar.

Departmental approval date (mm/dd/yy): 06/14/17 Reviewed by GSO (for GSO use only) ☐ date (mm/dd/yy): Faculty approval date (mm/dd/yy): Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):







New milestone title: Choose an item. PhD Research Seminar


Course Subject code: RECChoose an item. Course number: Course Title (max. 100 characters incl. spaces):





Course Description: This is a weekly seminar attended by faculty and students. The specific content may

vary from term to term, but includes academic and professional development workshops, faculty- and

student-led presentation, invited speakers, group discussions, and other relevant discipline-specific

activities.

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

Requisites: Special topics course: Yes ☐ No x

Cross-listed: Yes ☐ No xCourse Subject(s) to be cross-listed with and approval status: Sections combined/heldwith:

Rationale for request: The milestone was an outcome of an intensive departmental curriculum review that affirmed the need for doctoral students to attend a regular seminar series at which students, faculty, and invited guests present their research and professional development topics will be covered.

The milestone should be applied to the following program: Doctor of Philosophy (PhD) in Recreation and Leisure Studies










Course ☒ New ☐ Revision ☒ Inactivation ☐



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

Course Subject code: REC Course number: 673/773 Course Title (max. 100 characters incl. spaces): Designing Advanced Qualitative Inquiry in the Social Sciences Course Short Title (max. 30 characters incl. spaces): Advanced Qual. Inquiry

Grading Basis: NUMERICAL


Course Consent Required: ☒ Department

Course Description:

This course examines and applies a variety of techniques used in the analysis of qualitative research data. A range of traditions and approaches will be explored in the course of acquiring training in qualitative analysis. An introduction to computer software to assist in the management and organization of qualitative data will be included.


This course provides a scholarly environment for graduate students working on individual qualitative research projects. It builds on foundational knowledge of onto-epistemological perspectives, theoretical frameworks, and qualitative methodologies explored in REC 663 by examining how these aspects inform and guide individual research designs. Students will be expected to spend considerable time working on research ethics, theoretical perspective, literature review, methodology, data collection techniques, analysis styles, and various forms of representation.

Meet Type(s): Seminar Choose an item. Choose an item. Choose an item. Primary Meet Type: Seminar Requisites: REC 663 or equivalent


Cross-listed: Yes ☒ No ☐ Course Subject(s) to be cross-listed with and approval status: Sections combined/heldwith: REC 773






Rationale for request: The new course description better reflects the evolution of this course, the expanded content in the course, and the new approach taken in the course to better support students as they design their individual qualitative projects.






Program: MSc Coursework, Kinesiology




1) To change the degree average requirement from 72% to 75%

2) To replace the non-credit KIN 670A and KIN 670B courses with the MSc Seminar milestone.



1) This change is designed to ensure that the program remains one of high standard. Further, this changealigns the minimum graduate degree requirement average with the admissions average, which is set at75%.




https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-kinesiology/master-science-msc-kinesiology-coursework



Degree requirements

Coursework option:


Courses

o Completion of a minimum of 4.00 units of graduate courses (e.g., 8 courses each at a 0.50 unit weight) plus 2 seminars. Of the courses, at least 0.50 units must be related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. In addition, a minimum of 2.00 units must be from the Department of Kinesiology. All graduate

Degree requirements

Coursework option:


Courses

o Completion of a minimum of 4.00 units of graduate courses (e.g., 8 courses each at a 0.50 unit weight) plus 2 seminars. Of the courses, at least 0.50 units must be related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. In addition, a minimum of 2.00 units must be from the Department of Kinesiology. All graduate














courses except seminars must be assigned a numerical grade. Students must obtain an average of at least 72% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

o Students must also complete the following CR/NCR graduate seminars:

KIN 670A Seminar I

KIN 670B Seminar II

Link(s) to courses




Graduate Studies Practicum

o Complete the Graduate Studies Practicum milestone.

o The practicum requirement is met with a one-term, full-time, program-relevant internship/experiential placement (minimum of 420 hours) to be arranged by the student in consultation with the Department Graduate Committee. The placement, objectives, and work required to meet these objectives are to be approved by the Department Graduate Committee and the placement supervisor.

o Submit a discussion paper or case series related to the internship/experiential placement to the Department Graduate Committee.

Graduate Studies Colloquium

o Complete the Graduate Studies Colloquium milestone.

o Integrate the training they received through their coursework and experiential practicum, and discuss ina seminar setting how this could be applied to a health or kinesiology-related issue.

Other requirements

o Meet with the Department Graduate Committee periodically to discuss course selection and program progress.

courses except seminars must be assigned a numerical grade. Students must obtain an average of at least 75% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

Link(s) to courses




MSc Seminar Milestone


Graduate Studies Practicum

o Complete the Graduate Studies Practicum milestone.

o The practicum requirement is met with a one-term, full-time, program-relevant internship/experiential placement (minimum of 420 hours) to be arranged by the student in consultation with the Department Graduate Committee. The placement, objectives, and work required to meet these objectives are to be approved by the Department Graduate Committee and the placement supervisor.

o Submit a discussion paper or case series related to the internship/experiential placement to the Department Graduate Committee.

Graduate Studies Colloquium

o Complete the Graduate Studies Colloquium milestone.

o Integrate the training they received through their coursework and experiential practicum, and discuss ina seminar setting how this could be applied to a health or kinesiology-related issue.

Other requirements

o Meet with the Department Graduate Committee periodically to discuss course selection and program progress.


We do not anticipate any impact of replacing the KIN670 course with a milestone as all current students are actively engaged in the graduate seminar. We will honor the 72% average requirement for current students.










Program: MSc Thesis, Kinesiology




1) To change the degree average requirement from 72% to 75%

2) To replace the non-credit KIN 670A and KIN 670B courses with the MSc Seminar milestone.



1) This change is designed to ensure that the program remains one of high standard. Further, this changealigns the minimum graduate degree requirement average with the admissions average, which is set at75%.




https://uwaterloo.ca/graduate-studies-academic-calendar/applied-health-sciences/department-kinesiology/master-science-msc-kinesiology



Degree requirements

Thesis option:


Courses

o Completion of a minimum of 2.00 units of graduate courses (e.g., 4 courses each at a 0.50 unit weight) and 2 seminars. Of the courses, at least 0.50 units must be

Degree requirements

Thesis option:


Courses

o Completion of a minimum of 2.00 units of graduate courses (e.g., 4 courses each at a 0.50 unit weight) and 2 seminars. Of the courses, at least 0.50 units must be














related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. All graduate courses except seminars must be assigned a numerical grade. Students must obtain an average of at least 72% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

o Students must also complete the following CR/NCR graduate seminars:

KIN 670A Seminar I

KIN 670B Seminar II

Link(s) to courses




Master’s Thesis

o Thesis Proposal: Following successful completion of coursework, each student will be required to compete a Master’s thesis proposal. The proposal involves a written document related to the student’s thesis area. The thesis project and proposal is developed inconsultation with the supervisor. Each student must orally defend the thesis proposal to the Advisory Committee, consisting of the supervisor (or co-supervisors), and two other members (one of which must be from the home Department).

o Thesis Defence: Each student is required to submit a written thesis embodying the results of original research carried out under the direction of an Advisory Committee headed by the supervisor. The candidate defends the thesis before an Examining Committee approved by the Department Graduate Committee. The Examining Board should consist of the Advisory Committee, which is normally the same Advisory Committee as the thesis proposal.

Other requirements

o Student evaluation: A review of each student's progress by both the supervisor and the Department Graduate Committee takes place each year. Students are evaluated on several criteria, including performance in courses, progress towards course and milestone completion, thesis progress, scholarly activity, and research and teaching assistantship activity.

related to quantitative or qualitative analysis, such as research methods, modelling, mathematics, or statistics. All graduate courses except seminars must be assigned a numerical grade. Students must obtain an average of at least 75% in the set of courses which they present in fulfilment of course requirements. Unsatisfactory academic performance in any one course will result in a review of the candidate's status by the Department Graduate Committee. If a student with a failed course is permitted to continue, additional work may be required to clear the failure in that course or an additional course may be required to replace the failed course. Alternatively, the student may be required to repeat part or all of the program.

Link(s) to courses




MSc Seminar Milestone


Master’s Thesis

o Thesis Proposal: Following successful completion of coursework, each student will be required to compete a Master’s thesis proposal. The proposal involves a written document related to the student’s thesis area. The thesis project and proposal is developed in consultation with the supervisor. Each student must orally defend the thesis proposal to the Advisory Committee, consisting of the supervisor (or co-supervisors), and two other members (one of which must be from the home Department).

o Thesis Defence: Each student is required to submit a written thesis embodying the results of original research carried out under the direction of an Advisory Committee headed by the supervisor. The candidate defends the thesis before an Examining Committee approved by the Department Graduate Committee. The Examining Board should consist of the Advisory Committee, which is normally the same Advisory Committee as the thesis proposal.

Other requirements

o Student evaluation: A review of each student's progress by both the supervisor and the Department Graduate Committee takes place each year. Students are evaluated on several criteria, including performance in courses, progress towards course and milestone completion, thesis progress, scholarly activity, and research and teaching assistantship activity.

How will students currently registered in the program be impacted by these changes? We do not anticipate any impact of replacing the KIN670 course with a milestone as all current students are actively engaged in the graduate seminar. We will honor the 72% average requirement for current students.







GRADUATE STUDIES REPORT

FACULTY OF ENVIRONMENT

REPORT TO SENATE GRADUATE AND RESEARCH COUNCIL

December 11, 2017


Table of Contents

Page 1. New Program for Approval A) Department of Geography and Environmental Management 1. Graduate Diploma in Climate Risk Management Including: Graduate Expedited Proposal – Volume 1, Proposed Brief 1 Graduate Expedited Proposal – Volume 2, Curricula Vitae of the Faculty 15 Graduate Studies Program Revision Template 76 2. New Courses for Approval A) Department of Geography and Environmental Management 1. GEMCC 600, Fundamentals of Climate Change 79 2. GEMCC 652, Climate Change and Community Planning 80 3. GEMCC 660, Carbon Accounting and Management 81


UNIVERSITY OF WATERLOO

GRADUATE EXPEDITED PROPOSAL OF THE

Graduate Diploma in Climate Risk Management

Submitted to the Ontario Universities Council on Quality Assurance

[date]

VOLUME I – PROPOSED BRIEF


Program Name: Graduate Diploma in Climate Risk Management Degree Designation: Type 3 Graduate Diploma Date of Review: Date of appraisal committee Meeting: Lead Reviewer:


Brief Description and Rationale Current climate variability and extreme weather impose impacts on societies and economic sectors worldwide. Suboptimal adaptation to current climate conditions will be exacerbated by ongoing and accelerating global climate change. The challenges posed by anthropogenic climate change affect all sectors of Canadian society and the economy. Individuals, businesses, municipalities and sectors are tasked with making decisions to manage climate change risks by reducing emissions of greenhouse gases (mitigation) and addressing the impacts of changing weather and climate (adaptation). Increasingly, professionals from all disciplines and sectors are asked to include climate change considerations in their ongoing operations. A summary of workforce needs is included in Section V. The proposed Graduate Diploma in Climate Risk Management (GDip CRM) is designed to meet the needs of early to mid-career professionals who have been tasked with climate change risk management as part of their regular professional duties. The proposed Graduate Diploma will focus on applied skills that are of relevance to multiple disciplines and professions. It will be delivered fully on-line to facilitate upskilling of employed professionals who are not in a position to take a full year leave for a more comprehensive on campus degree program, such as the University of Waterloo’s existing Master of Climate Change (MCC degree).


I. Objectives of the Program Graduates of the Graduate Diploma in Climate Risk Management (GDip CRM) will possess competence in the science of climate change and associated mitigation and adaptation challenges and response strategies at the global and Canadian scales, and gain in-depth expertise in applied climate risk management. The University of Waterloo’s Strategic Plan (2013-2018) recognizes that “for a fast-evolving globe, where the pace of emerging challenges often outstrips available answers, conventional approaches to higher education, innovation and discovery are not enough”, and emphasizes “interdisciplinary approaches and a single-minded and forward-looking focus on advancing knowledge and meeting society’s needs”. A key pillar of this approach is a focus on experiential education and entrepreneurship education and practice. The University strives for continuous new program development “to address new knowledge demands that arise from societal change”1. The Faculty of Environment’s Strategic Plan echoes the University’s strategic goals, and sets out objectives for outstanding academic programming in environment and sustainability. In particular, these objectives include responding to emerging societal needs by focusing growth on graduate education, designing and delivering sustainability-related curriculum for both on campus and off-campus audiences, working across departments and schools, partnering with external stakeholders to enrich our programming, and maintaining a flexible learning environment2. The GDip CRM is closely aligned with both the University and Faculty Strategic Plans by providing applied curriculum to prepare graduates to meet the evolving societal challenges of climate change. The program is designed for those already in the labour force and those with an undergraduate degree who need some additional applied competence in climate risk management. It will be housed in the Department of Geography and Environmental Management, which already hosts Canada’s only Master of Climate Change degree, and includes contributions from the School of Planning and external experts where additional industry professionals are needed to meet graduate degree level expectations in rapidly developing areas of professional practice. The courses to be developed as part of the Diploma will use the existing Master of Climate Change course codes (GEMCC); however, some individual courses developed for the GDip CRM will be cross-listed with the School of Planning, the Department of Geography and Environmental Management, and the School of Environment, Enterprise and Development. All courses for the GDip CRM will be fully online. As a fully on-line Type 3 Graduate Program, the GDip CRM is targeted at those with a Bachelor’s Degree in any discipline. The Learning Outcomes of the GDip CRM have been mapped against the Ontario Council of Academic Vice-Presidents (OCAV) Graduate Degree Level Expectations (GDLEs) (see Section VII). The University of Waterloo’s GDLEs, however, emphasize Research and Scholarship (GDLE 2 in Table 1, Section VII) for degree granting Masters Programs more than is possible or desirable in this Graduate Diploma. The GDip will require graduates to develop:

1 https://uwaterloo.ca/strategic-plan/

2 https://uwaterloo.ca/environment/about-environment/strategy-and-progress/environments-2013-2018-strategic-plan


1. Competence in climate science, the risks and opportunities posed by a changing climate, and global and national policies and strategies to mitigate and adapt to anthropogenic climate change.

2. In-depth applied knowledge and skills in three of the following areas of climate risk management practice: accessing and interpreting climate data (climate analytics), incorporating climate change into business decisions, managing climate risk as part of professional planning, and greenhouse gas accounting and management.

II. Admission Requirements

As a Type 3 Graduate Diploma, admission to the program will not require concurrent admission to a degree-granting graduate program. Admission requirements are:

• A 4 year (Honours) Bachelor Degree (or equivalent) in any humanities, social science, health, engineering or science discipline with an overall average of at least 75% in the last 20 courses (or last two years),

• Applicants whose first language is not English must demonstrate command of the English language with a minimum internet-based TOEFL score of 100 (writing 26; speaking 26) or the equivalent on a comparable test such as IELTS 7.5 (writing 7.0; speaking 7.0), and

• Two letters of reference (either professional or academic).

III. Program Structure and Diploma Requirements The proposed GDip CRM requires the completion of four courses from the list in Section V. GEMCC 600 (Fundamentals of Climate Change) is required unless students can demonstrate equivalent competence (e.g. through undergraduate climate change courses and/or equivalent professional experience). Candidates choose three of the four remaining courses, or all four if they are able to demonstrate competence and opt out of GEMCC 600. Candidates must pass all courses (minimum 60%). Additionally, in accordance with Faculty of Environment graduate-level coursework requirements, candidates must obtain a minimum average of 70% across all four courses. Online courses will be offered in all three of the University of Waterloo’s academic terms. Enrolment will be on a per course basis. It is expected that courses will be offered as follows: GEMCC 600 Fundamentals of Climate Change Fall GEMCC 620 Climate Analytics Winter GEMCC 650 Business and Climate Change Spring GEMCC 652 Climate Change and Community Planning Spring GEMCC 660 Carbon Accounting and Management Fall It will be possible to complete all Diploma requirements in one year; however, it is expected, given the mid-career professional focus, that candidates will complete one course at a time, and thus normal time to completion will be four or five terms.


Candidates can begin the GDip CRM in any term (provided that competence in climate change fundamentals is demonstrated).

IV. Workforce Needs Assessment Article 11 of the 2016 Paris Agreement on Climate Change calls for enhanced capacity building to ensure that countries have the necessary skills and knowledge to implement their nationally determined strategies to reduce greenhouse gas emissions and enhance climate resilience of their communities and economies. In Article 12, signatory countries (including Canada) commit to “taking measures, as appropriate, to enhance climate change education, training, public awareness, public participation and public access to information”. Ontario’s 2015 Climate Change Discussion Paper3 stressed “managing the risks of climate change is the only path to sustained economic growth”. The document emphasizes the need for the Province to “integrate economic and environmental considerations into our decision-making process that consider the risks associated with a changing climate” and stresses the need for both market-based instruments for climate action and planning for low-carbon and climate-resilient communities. The transition to a low carbon and climate-competitive economy has created a growing need for specialized education and training across nearly all industry sectors, what some refer to as the emerging “Climate Industry Sector”. The proposed Graduate Diploma in Climate Risk Management will specifically address the need for this emerging and important sector of work. A number of international education, training and workforce needs assessments have concluded that climate change has far-reaching implications for the quantity and location of labour and contributes to the rising demand for increasingly educated and highly skilled employees in several sectors and professions (International Labour Office 2008 – Skills for Green Jobs4; European Commission 2009 – Climate Change and Employment in the EU-25 to 20305; UK Government 2010 – Meeting the Low-Carbon Skills Challenge6; International Labour Office 2010 – Climate Change, Its Impacts on Employment and Labour Markets7; International Labour Office 2010 – A Skilled Workforce for Strong, Sustainable and Balanced Growth8). The workforce needs assessments also conclude that climate policy has remained largely blind to associated training and employment transition needs. The International Labour Office (2010) and the Government of Australia’s Senate Inquiry into the Effects of Climate Change on Training and Employment Needs9 additionally highlight the need for broad access to training opportunities and continuous workplace training (often termed “upskilling”) to adjust to an increasingly rapid pace of change. The Environmental Association of Universities and Colleges

3 www.downloads.ene.gov.on.ca/envision/env_reg/er/documents/.../012-3452.pdf

4 www.ilo.org/wcmsp5/groups/public/---dgreports/---.../wcms_159585.pdf

5 ec.europa.eu/social/BlobServlet?docId=3124&langId=en

6 webarchive.nationalarchives.gov.uk/.../Meeting-the-low-carbon-skills-challenge.pdf

7 www.uncclearn.org/sites/default/files/inventory/ilo02.pdf

8 https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf

9 http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_Employment_and_ Workplace_Relations/Completed_inquiries/2008-10/employ_climate/report/index; https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf


emphasizes the roles and opportunities for universities to meet training needs10 .These demands can be met with specialized post-graduate programs and professional short courses for specific economic sectors and professions. A 2014 survey of University of Wisconsin Extension personnel indicated that the top three greatest needs are new educational resources, help with interpreting climate change, and access to climate and weather data11. Similarly, a 2010 survey of over 1000 professionals by the Greenhouse Gas Institute emphasizes a need for greater skills in greenhouse gas accounting and management12. This need is particularly great in Canada as regional emission reduction programs such as the Western Climate Initiative and Ontario’s new Cap and Trade Initiative will need highly qualified professionals with specialized skills as the first compliance period opens in 201713. Currently, there is only one specialized degree programs in Canada that is largely focused on climate change: the University of Waterloo’s Master of Climate Change (MCC) program (see Section IX for the relationship between the existing MCC and proposed GDip CRM programs). There is currently no applied (non-degree graduate level) program aimed specifically at upskilling existing professionals. This is a major gap in the education market, and one that is recognized by multiple Canadian Professional Associations14. The two existing degree programs are residency based, introducing challenges for those in smaller, more remote centres and/or those who must balance existing careers with climate change related upskilling. The proposed GDip CRM has been designed to explicitly respond to this need through both content (Section VI) and delivery format (Section VII).

V. Program Content

The GDip CRM includes a course in the basic science and policy of climate change, as well as core mitigation and adaptation challenges, two courses that have direct application to planning and business professionals, a course on accessing and interpreting climate data, and a course on greenhouse gas accounting and management to meet diverse workforce needs. The following five on-line graduate courses are part of the proposed graduate diploma program. All courses will be ready no later than May 1, 2018, and may be offered as GEMCC electives for existing MCC and other environment graduate students before the GDip CRM is approved. Diploma candidates are required to complete GEMCC 600 or demonstrate equivalent competence in Fundamentals of Climate Change (e.g. through completed undergraduate courses in science, mitigation and adaptation of climate change) and choose three of the four applied electives (candidates who do not complete GEMCC 600 will need to complete all four applied electives). Section VII maps the five courses against GDLEs. Development of the five courses is led by a mix of tenured University of Waterloo faculty members and, given the specialized nature of some of the courses, industry and government experts. Where

10 www.eauc.org.uk/file_uploads/meeting_the_low_carbon_skills_challenge.pdf

11 erc.cals.wisc.edu/wp...dir/.../UWCoopExt-Climate-Task-Force-Survey-Report-2015.pdf

12 ghginstitute.org/wp-content/uploads/2015/04/2010GHGWorkforceSurvey.pdf

13 http://secondnature.org/wp-content/uploads/Higher_Education_Role_Adapting_Changing_Climate.pdf

14 http://wcel.org/resources/publication/professionals-and-climate-change


http://secondnature.org/wp-content/uploads/Higher_Education_Role_Adapting_Changing_Climate.pdf

external experts are engaged, tenured Waterloo faculty will collaborate on course design and content throughout the development process. Additionally, “guest experts” (leading professionals in various fields) will provide “state of the field” testimonials on key challenges and trends in professional practice throughout the program. Resources for these have already been secured (see Section IX). GEMCC 600 Fundamentals of Climate Change This course will provide students from any disciplinary and professional background with competence on the global climate challenge, including the scientific underpinnings; potential impacts on natural systems, economic sectors, and human societies around the world; and the two broad categories of societal responses, adaptation and greenhouse gas mitigation. Canadian (federal and provincial) and relevant international climate policy is reviewed. The course (or equivalent competence) is required for completion of the GDip CRM to ensure students develop a shared holistic understanding of key concepts/terminology and the developing science that influences the policy environment within which action on climate change occurs. Development of GEMCC 600 is led by Dr. Sarah Burch, Associate Professor in Geography and Environmental Management and Canada Research Chair in Sustainability Transitions. Dr. Burch is the lead author of Understanding Climate Change: Science, Policy and Practice and was the co-instructor of the first international Massive Open Online Course on climate change in (2013). GEMCC 620 Climate Analytics This course focuses on the scientific and practical challenges of utilizing climate data for decision-making, as well as the professional ethics associated with providing climate services. Through lectures, videos, guest speakers and technical assignments this course explores how both historical data and climate change scenarios can be used to assess climate risk in a variety of sectors, including a range of decision support tools. Development of GEMCC 620 is complete as of May 2017. The development was led by Dr. Brad May (PhD expected Fall 2017 PhD thesis on Polycentric Leadership in Climate Adaptation). Dr. May is a former Program Manager with Environment Canada’s (Climate) Adaptation and Impacts Research Group, with a federal government career in climate-related research and policy from 1986 to 2012. He has taught at the University of Waterloo since 2012. As Dr. May is not a tenured faculty member, Drs. Jean Andrey and Daniel Scott were consulted on course design and content. GEMCC 650 Business and Climate Change This course examines the intersection of business management, climate change, and the evolving policy environment within which mitigation and adaptation occurs. A Canadian lens is applied to understanding climate change business economics, the changing policy and regulatory landscape at the international, national and provincial level, the ways in which a price on carbon and the need to disclose carbon and climate risk can affect business decision-making, and the various opportunities for companies to reduce their carbon footprint to operate in emerging low-carbon economies, make their business more resilient to the impacts of climate change, and identify value-creation opportunities. Leadership cases from businesses worldwide will be explored, including multi-nationals and small and medium sized enterprises. Development of GEMCC 650 is led by Dr. Marisa Beck. Dr. Beck is currently a post-doctoral research associate at the University of Ottawa, and her (2017) PhD thesis focused on integrated assessment models for climate governance. Prior to her doctoral work, she was the Lead Analyst for Global Carbon Markets with Bloomberg Finance in London (UK) and a Climate Change Policy Advisor with


Germanwatch. Dr. Daniel Scott and Drs. Neil Craik and Jason Thistlethwaite from the School of Environment, Enterprise and Development were consulted on course design and content. GEMCC 652 Climate Change and Community Planning Climate change has complex implications for communities across Canada and Planners are at the forefront of developing and implementing strategies to both reduce greenhouse gas (GHG) emissions and build resilience to current and future climate. This course focuses on some of the opportunities and challenges associated with the integration of climate change into urban and rural planning, including climate vulnerability of urban systems, low-carbon transport systems, urban greening and green infrastructure for climate resilience, regenerative designs that reduce social vulnerability, the role of information and communication technologies for system efficiency and resilience, and assessing synergies and conflicts between mitigation and adaptation. Leading policy and design cases from communities across Canada and internationally will be examined. Development of GEMCC 652 is led by Dr. Mark Seasons, Professor in the School of Planning. Dr. Seasons is a member of the Canadian Institute of Planners, a past recipient of a distinguished teacher award at the University of Waterloo, and an active researcher with projects including local government needs for resilience and adaptation to climate change. GEMCC 660 Carbon Accounting and Management Carbon management is fundamental to achieving international and national policy objectives to avoid dangerous climate change. With more jurisdictions implementing carbon pricing and cap and trade programs, carbon accounting and reporting is rapidly expected to become a central part of the global business environment. This course focuses on best practices in GHG measurement and management from the perspective of a business or organization. The course includes organization emission reduction target setting strategies; techniques and standards for organizational GHG inventories with reference to international-regional-sectoral reporting/trading schemes; auditing and verification processes; GHG information management systems; evolving expectations and approaches to disclosure of GHG emissions; supply-chain carbon accounting; and evolving carbon markets (voluntary, sectoral and regulated). Development of GEMCC 660 is led by HRCarbon (Director Jay Parmar), a corporate sustainability and climate change management consulting firm based in Toronto. Mr. Parmar holds an MSc from the London School of Economics, and HR Carbon’s core competence is to measure, analyze, report and integrate corporate sustainability. HRCarbon has extensive experience in GHG accounting training, and the course will provide students the necessary experience to sit for a professional credential exam such as the Canadian Standards Association (CSA). Drs. Daniel Scott, Johanna Wandel and Jean Andrey will work with HRCarbon to ensure graduate degree level expectations are met in this course.


VI. Mode of Delivery and Degree Level Expectations The proposed GDip CRM will be fully online. Courses will be developed by a team of a UW faculty members and external professional experts together with an online learning consultant, online developer and quality assurance specialist from the Centre for Extended Learning (CEL) at the University of Waterloo. CEL has a long track record of preparing high quality, engaging online courses. The University of Waterloo currently offers over 300 online and two dozen fully online degrees, certificates and diplomas. CEL follows a set of User Experience Design for Learning (UXDL)15 principles, which are focused on useful, desirable, accessible, credible and navigable learning. Useful here means content that is built to engage through verbal and visual channels which help students select, organize and integrate information. Desirable design focuses on aesthetic beauty, function and reflective design. Accessible principles are met by following Web Content Accessibility Guidelines. Credible courses have quality content from Subject Matter Experts who are leading in their field. Naviagability will be ensured through sound design and consistent navigation templates across all five GDip CRM courses. As a result of significant external resources contributing to the GDip CRM (see Section IX), at least two of the proposed courses will be tested with for-credit graduate students enrolled in the MCC program prior to the launch of the proposed GDip CRM. Feedback from this testing phase as well as ongoing feedback after the program is implemented will allow for continuous enhancement of the online user experience and the effectiveness of the online delivery format for graduate education. Delivery of the GDip CRM courses is asynchronous – that is, students are not tied to the particular schedule of the course beyond the 12-week teaching term and its associated assignment deadlines. Students are given access to all the course content at the outset, though in some cases completion of one component may be required to “unlock” and progress further components. Participants, however, are free to arrange their time to fit around existing professional obligations; asynchronous delivery frees course participants from time zone constraints. Best practices for asynchronous learning will be followed, including the use of online discussion boards for group interaction within courses. All academic support materials will be accessed through the online learning management system, including library materials, which will be facilitated via direct link on each course’s home page. Additionally, as registered University of Waterloo students, GDip candidates will have full access to University of Waterloo electronic library resources. Although the completion of the GDip CRM does not lead to the awarding of a Masters degree, the program and its courses has been designed to meet Masters Graduate Degree Level Expectations (GDLEs) to ensure a) that these courses deliver content appropriate to post-undergraduate training; and b) that these courses can be used as electives in related programs to ensure sustainability of resourcing of the GDip CRM (see Section IX). Table 1 lists the University of Waterloo’s Masters GDLEs, which are based directly on the Ontario Council of Academic Vice Presidents (OCAV) GDLEs16 and the associated Learning Outcomes mapped to GDLEs for the GDip CRM.

15 http://cel.uwaterloo.ca/honeycomb/

16 https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/curriculum-development-and-renewal/program-review-accreditation/8-degree-expectations


Table 1: GDLEs and Learning outcomes for the Graduate Diploma in Climate Risk Management

Expectations Master’s Degree This degree is awarded to students who have demonstrated:

Learning Outcomes GDip CRM

1. Depth and Breadth of Knowledge

A systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;

Broad interdisciplinary knowledge of the concepts, information and techniques relevant to three main dimensions of climate change research and practice (climate science, vulnerability and adaptation; emissions and mitigation) GEMCC 600

2. Research and Scholarship

A conceptual understanding and methodological competence that:

i) Enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline;

ii) Enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence;

iii) Enables a treatment of complex issues and judgments based on established principles and techniques; and,

On the basis of that competence, has shown at least one of the following:

i) The development and support of a sustained argument in written form; or

ii) Originality in the application of knowledge.

The GDip does not lead to a Masters degree and consequently does not focus on research and scholarship, but candidates will be able to utilize terminology that facilitates interdisciplinary research on climate change and draw on multiple fields of inquiry to address complex scientific and social challenges related to climate change. Courses require the development and application of arguments and analyses in written form (GEMCC 600, GEMCC 620, GEMCC 650, GEMCC 652, GEMCC 660)

3. Level of Application of Knowledge

Competence in the research process by applying an existing body of knowledge into the critical analysis of a new question or of a specific problem or issue in a new setting.

Ability to extract and interpret climate projections and historical climate data (GEMCC 620); apply specialized knowledge and skills to independent projects in Business (GEMCC 650), Planning (GEMCC 652) and Carbon Accounting (GEMCC 660).

4. Professional Capacity/Autonomy

a. The qualities and transferable skills necessary for employment requiring:

i) The exercise of initiative and of personal responsibility and accountability;

ii) Decision-making in complex situations;

b. The intellectual independence required for continuing professional development;

c. The ethical behavior consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and

d. The ability to appreciate the broader implications of applying knowledge to particular contexts.

GDip candidates in many cases will be early to mid-career professionals who will enhance their ability to make decisions in complex situations through specialized skills enhancement (GEMCC 620, GEMCC 650, GEMCC 652, GEMCC 660).

Ability to appreciate broader implications of climate change (GEMCC 600) and ability to apply this knowledge in particular contexts (GEMCC 620, GEMCC 650, GEMCC 652, GEMCC 660)

5. Level of Communications Skills

The ability to communicate ideas, issues and conclusions clearly.

The production of professional quality written reports summarizing quantitative and qualitative


analysis; professional communication with other course participation via web forums (all courses)

6. Awareness of Limits of Knowledge

Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines.

Understanding of the complex challenges posed by climate change (GEMCC 600) and how these are addressed in various professions and sectors (GEMCC 650, GEMCC 652. GEMCC 660)

VII. Assessment of Teaching and Learning

Assessment of Teaching and Instructor Effectiveness The GDip CRM course evaluation plan will include collection and analysis of the following data:

• Students are asked to complete course evaluations of online courses during the last two weeks of term using the University of Waterloo’s standard, online evaluation instrument. This instrument includes specific questions for both the course and instruction.

• The number and type of technical help requests for each course will be logged and evaluated by the design team.

• Instructors will have the ability to add individual feedback questions throughout the course content, assessing student satisfaction with content presentation, order, and effectiveness.

• The curricular committee (see Section IX) will meet on a regular basis to discuss overall student achievement and satisfaction in the program.

Course design improvements and enhancements will be made after student and instructor feedback after initial and subsequent offers; online courses are normally completely reviewed and potentially fully redesigned after five years. Assessment of Learning Each course has its own specific learning outcomes, consistent with the learning outcomes listed in Table 1. Each course will use unique evaluation tools, but in all cases, assessment of learning and feedback will be more frequent than in traditional face-to-face courses given the asynchronous distance environment. The four elective courses will all include the preparation of an independent, professional report (e.g. a greenhouse gas inventory and reduction strategy for a real-world company for GEMCC 660) plus multiple smaller assignments and quizzes. Specific evaluation tools are at the discretion of the instructor; however, evaluation in all courses will be examined by the curriculum committee.

VIII. Resources Resources for the design and delivery of the GDip CRM are mostly in place already. The existing MCC program, part of the Department of Geography and Environmental Management (GEM), has already led to a strengthening of research and teaching competence in climate change through the addition of two new tenure stream faculty in 2013. Additional competence exists within the School of Planning (SoP) and the School of Environment, Enterprise and Development (SEED). Additional human resources from the government and private sector in the areas of Business and Climate Change, Climate Analytics and Carbon Accounting are necessary to ensure professional relevance, but these have already been secured.


The Faculty of Environment, under the leadership of Dean Jean Andrey, successfully secured $330,000 from eCampus Ontario for the complete development of the GDip CRM courses from January 2017 to March 2018. This budget includes course release time for tenure-stream University of Waterloo faculty involved with this initiative (Wandel, Seasons, Burch), compensation for external subject matter experts (HRCarbon, May, Beck), professional time for CEL online learning consultants, course designers and quality assurance professionals, accessibility and compliance costs, and honoraria and travel costs for guest experts used in online courses. Finally, resources are in place for in-depth testing of two courses with existing graduate students (GEMCC 620 and GEMCC 650, which were developed using this funding January-June 2017) in Winter 2018. The timelines for course development are somewhat unusual for a Graduate Diploma approval as courses will be completely developed before the diploma is fully approved given the requirements of the eCampus funding. Consequently, two of the courses have already been submitted to Environment Faculty Council for approval to facilitate Winter 2018 testing. This strategy does not incur additional risk as the new GEMCC courses can serve as electives for existing Faculty of Environment graduate programs. In particular, we expect synergies between the MCC and the GDip program. All new GEMCC courses except GEMCC 600 will become approved electives for MCC. The MCC is a traditional masters program with research requirements and a stronger theoretical foundation through three required core courses which must be completed in the Fall term (these in person courses are not available to GDip CRM candidates, GEMCC 600 is designed to cover the same content with a more applied focus.) Ongoing management of the GDip CRM will be administered in conjunction with MCC. It is expected that the MCC Director (currently Scott, in future either Scott or Wandel) will manage both programs. Additionally, a curricular committee composed of the Director of GDip CRM, at least one core MCC instructor (Wandel, or alternate if Wandel is Director) and the Associate Dean of Graduate Studies will regularly evaluate the structure and content of courses with respect to student and instructor feedback and current relevance to ensure that the GDip continues to meet its upskilling objectives. MCC currently has 0.5 FTE of administrative support from Ms. Teresa Wilson, as MCC and GDip enrolment grows, this may necessitate an increase in support staff time which will be offset by new tuition revenue. Ongoing online teaching will be provided by a mixture of tenured faculty who will complete this as part of their regular teaching load (Burch, Seasons) and contract faculty with particular professional expertise. In all cases, the course subject matter expert (HRCarbon, Beck, May) will be approached for initial delivery; beyond this, as the program grows, tenure stream faculty with expertise in particular areas (e.g. business and climate change, climate analytics) may have their teaching load adjusted in consultation with the Dean and unit heads. The Dean of Environment is committed to meeting the ongoing financial needs of the GDip CRM. No further physical resources are needed given the online delivery of the program and the existing CEL structure, which includes regular technical support for both instructors and students, and the University of Waterloo Library’s significant e-resources.

IX. Quality and Other Indicators


The quality and experience of faculty and associated professional experts is outlined in the CVs contained in Volume II of this Brief. Course developers come from a variety of disciplinary backgrounds including geography, business, planning and analysis design and management of information systems that are germane to this diverse field of research and professional practice. The curriculum committee is committed to ensuring consistency and quality across the necessarily interdisciplinary GEMCC courses. Both Scott (as Director of MCC since its launch in 2013 and current Director of the Interdisciplinary Centre on Climate Change) and Wandel (as Interim Chair of GEM in 2016) have the necessary administrative expertise to ensure smooth operation of this program.


UNIVERSITY OF WATERLOO

GRADUATE EXPEDITED PROPOSAL OF THE

GRADUATE DIPLOMA

IN CLIMATE RISK MANAGEMENT

SUBMITTED TO THE ONTARIO UNIVERSITIES COUNCIL ON QUALITY ASSURANCE

VOLUME II - CURRICULA VITAE OF THE FACULTY

DECEMBER 2017


CURRICULA VITAE TABLE OF CONTENTS

Category 3 ..................................................................................................................................... 17

ANDREY, Jean ............................................................................................................................ 18

BURCH, Sarah ............................................................................................................................ 24

KELLY, Richard ........................................................................................................................... 34

SCOTT, Daniel ............................................................................................................................ 48

SEASONS, mark ......................................................................................................................... 59

WANDEL, Johanna .................................................................................................................... 64

Category 6 ..................................................................................................................................... 69

MAY, Bradley Kenneth .............................................................................................................. 70

BECK, Marisa ............................................................................................................................. 72

PARMAR, Jay ............................................................................................................................. 74


CATEGORY 3


a) NAME:

ANDREY, Jean Full professor, tenured Member of the Graduate Faculty: yes

b) DEGREES:

Ph.D. Geography, University of Waterloo, Canada, 1989 M.Sc., Geography, University of Calgary, Canada, 1980 B.A., Geography, Wilfrid Laurier University, Canada, 1977

c) EMPLOYMENT HISTORY:

2009- Professor, Department of Geography & Environmental Management, University of Waterloo

1989-2009 Associate Professor, Department of Geography & Environmental Management, University of Waterloo

1989-2009 Assistant Professor, Department of Geography and Environmental Management, University of Waterloo

1982-1989 Sessional Instructor, Department of Geography, Wilfrid Laurier University 1980-1982 Road Safety Analyst, Department of Transportation, Government of Alberta

d) HONOURS:

2016 President’s Award for Outstanding Service to the Canadian Association of Geographers

2014 Award of Excellence in Graduate Supervision, University of Waterloo 2012 Women of Waterloo Region Award, Education Category 2011 Elected Fellow of the Royal Canadian Geographical Society 2006, 2007Outstanding Performance Award, University of Waterloo 2004 Teaching Award, Ontario Confederation of University Faculty Associations 2000 Award for Excellence in Teaching Geography, Canadian Association of

Geographers 1995 Distinguished Teacher Award, University of Waterloo

e) SCHOLARLY AND PROFESSIONAL ACTIVITIES:

2016- Elected Governor of the Royal Canadian Geographical Society 2013- , Vice-President Academic and Provost, University of Waterloo 2011-2012 2012-2014 President of the Canadian Association of Geographers 2012-2014 Elected President of the Canadian Association of Geographers 2012-2013 Referee, Climatic Change 2012- Associate Dean of Research, University of Waterloo


2012- President of the National Association, Canadian Association of Geographers 2012 Referee, Weather and Society 2011- Elected Fellow of the Royal Canadian Geographical Society 2011-2013 Referee, Journal of Transport Geography 2011 Dean, St. Jerome’s University 2011 Referee, Journal of Transportation Safety and Security 2008- Director, Waterloo-Laurier Graduate Program in Geography

f) GRADUATE SUPERVISIONS:

Completed: 32 Masters, 6 Ph.D. In progress: 1 Masters, 2 Ph.D. NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

• Lindsay Matthews (PhD), Sept. 2016- • Amber Silver (PhD), Public Attention to Environmental Hazards. Sept. 2012 – Nov. 2017 • Brian Mills (PhD), Influence of weather and related risk information on travel decisions.

Sept. 2008- (part-time studies) • Ammar Abulibdeh (PhD), Equity implications of cordon pricing in downtown Toronto.

Sept. 2007-Dec. 2012

• Alie Thompson (MES), Sept. 2016- • Yue Zhao (MSc), Evaluation of safety effects of roundabouts in the Region of Waterloo:

inclement weather and conversion. Sept. 2015 - May 2017 (thesis) • Amel Badri (MES), The Influence of Weather and Climate Change on Pedestrian Safety.

Jan. 2014 – May 2016 (thesis) • Joseph Pavia (MAES), Rail transit and economic development. Sept. 2012 - (major

research paper) • Matthew Melnik (MA), The issues and implications of boundary definitions for cordon

pricing in Toronto. Sept. 2012-Aug. 2013 (major research paper) • Lindsay Matthews (MES), Climate Change and Winter Road Maintenance: Planning for

Change in the City of Prince George, British Columbia. Sept. 2011 – Sept. 2014 (thesis) • Lauren Manske (MA), Metrics for Evaluating Walking School Bus Programs: A Case

Study of Waterloo Region, Ontario. Sept. 2010 - 2016 (thesis) • Sadia Afrin (MES), The influence of winter weather on high-crash days in Southern

Ontario. Sept. 2010-May 2013 (thesis) • Sara Zaib (MES), Vulnerability to heat stress. Sept. 2010 – Aug. 2011 (major research

paper) • Derrick Hambly (MES), Projected implications of climate change for rainfall-related

crash risk. Jan. 2009 – Aug. 2011 (thesis)

g) GRADUATE COURSES: past 7 years, by year


Seminars:

2014 Climate and Society (GEMCC 620)

h) 1. EXTERNAL RESEARCH FUNDING: past 7 years only, by year, indicating source

Year Source Principal Investigator

Type Amount Purpose

2016 Indigenous and Northern Affairs, Canada

J. Andrey $27,007 Research

2015 Government of Ontario, Transportation

J. Andrey G $152,100 Research

2014 Government of Alberta, Transportation

J. Andrey G $107,029 Research

2014 Alberta Transportation J. Andrey G $15,137 Research 2013-14 Natural Resources Canada J. Andrey G $40,068 Research

2013 Transport Canada J. Andrey G $24,405 Research 2013 Natural Resources Canada J. Andrey G $15,663 Research 2013 MITACS Accelerate J. Andrey O $15,000 Research 2012 Environment Canada J. Andrey G $21,973 Research

2011-12 Transportation Association of Canada

J. Andrey O $59,000 Research

2011-12 City of Prince George J. Andrey G $20,475 Research 2010-11 MITACS Accelerate J. Andrey O $30,000 Research

2. INTERNAL RESEARCH FUNDING:

Year Source Principal Investigator

Type Amount Purpose

2008-09, 2010-12

UW Learning Initiative Fund

J. Andrey

$28,000 Research

i) PUBLICATIONS:

1) Life-time summary (count) according to the following categories:

- Books authored .............................................................................................. 0 - Books edited .................................................................................................. 4 - Chapters in books ......................................................................................... 6 - Papers in refereed journal ........................................................................... 45 - Papers in refereed conference proceedings. .............................................. 13 - Technical reports ......................................................................................... 23 - Abstracts and/or papers read ................................................................. 100+


2) Details for past seven (7) years:

Books edited: 1. Andrey, J. (2011) Review of High Heels in the Tundra, by M. Sanderson. iUniverse, Inc.

The Canadian Geographer 55:127-128. Chapters in Books: 1. Andrey, J. and Johnson, L.C. (2010) Being home: family spatialities of teleworking

households. In Hallman, B. (ed.), pp. 68-87, Family Geographies London: Oxford University Press.

Papers in Refereed Journals: 1. Moos, M., Revington, N., Andrey, J. (in press) The knowledge economy city:

gentrification, studentification, and youthification and their connections to universities. Urban Studies.

2. Matthews, L., Andrey, J., Picketts, I. (2017) Planning for winter road maintenance in

the context of climate changes. Weather, Climate and Society: 521-532.

3. Matthews, L., Andrey, J., Hambly, D., Minokhin, I. (2017) Development of a flexible winter severity index for snow and ice control Journal of Cold Regions Engineering

4. Picketts, I.M., Andrey, J., Matthews, L., Dery, S.J., Tighe, S. (2016) Climate change

adaptation strategies for transportation infrastructure in Prince George, Canada. Regional Environmental Change 16(4): 1109-1120

5. Fletcher, C.G., Matthews, L., Andrey, J., Saunders, A. (2016) Projected changes in

mid-twenty-first-century extreme maximum pavement temperature in Canada. Journal of Applied Meteorology and Climatology 55(4): 961-974.

6. Simpson, H., de Loe, R., Andrey, J., (2015) Vernacular knowledge and water

management: toward the integration of expert science and local knowledge in Ontario, Canada. Water Alternatives 8(3): 352-372.

7. Picketts, I.M., Andrey, J., Matthews, L., Dery, S.J., Tighe, S. (2015) Climate change

adaptation strategies for transportation infrastructure in Prince George, Canada. Regional Environmental Change 16(4): 1109-1120.

8. Abulibdeh, A., Andrey, J., Melnik, M. (2015) Insights into the fairness of cordon

pricing based on origin-destination data. Journal of Transport Geography 49:61-67


9. Rutty, M., Andrey, J. (2014, July) Weather forecast use for winter recreation. Weather, Climate and Society 6(3):293-306.

10. Hoicka, C., Parker, P., Andrey, J. (2014, February) Residential Energy Efficiency

Retrofits: How Program Design Affects Participation and Outcomes. Energy Policy 65:594-607.

11. Silver, A., Andrey, J. (2014, January) The influence of previous disaster experience

and socio-demographics on protective behaviors during two successive tornado events. Weather, Climate and Society 6:91-103.

12. Rutty, M., Matthews, L., Andrey, J., Del Matto, T. (2013, October) Eco-driver

training with the City of Calgary’s municipal fleet: monitoring the impact. Transportation Research D 24:44-51.

13. Naimé. A. and Andrey, J. (2013, October) Improving risk-based regulatory

processes: identifying measures to pursue risk-informed regulation. Journal of Risk Research 16(9): 1141-1161.

14. Andrey, J., Hambly, D., Mills, B. and Afrin, S. (2013, April) Insights into driver

adaptation to inclement weather in Canada. International Journal of Transport Geography 28: 192-203.

15. Hambly, D., Andrey, J., Mills, B. and Fletcher, C. (2013, February) Projected

implications of climate change for road safety in Greater Vancouver, Canada. Climatic Change 116:613-629.

16. Andrey, J., Joakim, E., Schoner, V., Hambly, D., Silver, A., Jayasundera, R., Nelson, A.

(2012, December) Academic entitlement in the context of learning styles. Canadian Journal of Education 35(4): 3-30.

17. Devkota, B., Dudycha, D. and Andrey, J. (2012, September) Planning for non-

motorized travel in rural Nepal: a role for geographic information systems. Journal of Transport Geography 24: 282-291.

18. Mills, B., Andrey, J. and Hambly, D. (2011) Analysis of precipitation-related motor

vehicle collision and injury risk using insurance and police record information for Winnipeg, Canada. Journal of Safety Research 42, 383-390.

19. Brenning, A., Andrey, J. and Mills, B. (2011, October) Indirect modeling of hourly

meteorological time series for winter road maintenance. Envirometrics 22, 398-408.

Papers in Refereed Conference Proceedings:


1. Matthews, L., Minokhin, I., Andrey, J., Perchanok, M. (2017) Operational Winter Severity

Indices in Canada – From Concept to Practice, Proceedings of the Transportation Research Board, Standing Committee on Winter Maintenance (AHD65). Paper #17-03338.


a) NAME: BURCH, Sarah

Associate professor, tenured Member of the Graduate Faculty: yes

b) DEGREES:

Ph.D. Resource Management and Environmental Studies, University of British Columbia, Canada, 2009 B.A., International Relations, University of Calgary, Canada, 2004 B.Sc., Environmental Science, University of Calgary, Canada, 2004


2017- Associate Professor, Department of Geography and Environmental Management, University of Waterloo

2015- Canada Research Chair (Tier 2) in Sustainability Governance and Innovation 2013-2017 Assistant Professor, Department of Geography and Environmental

Management, University of Waterloo 2012-2013 Banting Postdoctoral Fellow, Institute for Resources, Environment, and

Sustainability, University of British Columbia 2011-2013 Research Associate in Sustainable Communities, Institute for Resources,

Environment, and Sustainability, University of British Columbia, and Royal Roads University

2010-2013 Visiting Research Associate in Urban Climate Change Governance, Environmental Change Institute, University of Oxford

2009-2011 Business Development Associate, Climate Smart Inc. d) HONOURS:

2017 Member of the Royal Society of Canada College of New Scholars, Artists and Musicians

2016 Outstanding Performance Award, University of Waterloo 2014-2019 Tier 2 Canada Research Chair in Sustainability Governance; value: $500,000

2014 “Successful Adaptation to Climate Change” (M. Boykoff and S. Moser eds.) awarded ‘Outstanding Academic Title for 2014’ by CHOICE Reviews

2012-2013 Banting Postdoctoral Fellowship (ranked #3 nationally by SSHRC); value: $140,000

2010 Winner, Prof. Erik Pasche award for best paper in urban flood risk for Burch et al. 2010. Planning for climate change in a flood-prone community. Journal of Flood Risk Management 3(2):126-139.

2010 Lloyds Science of Risk Research Prize; Shortlisted for Climate Risk Category 2010-2011 SSHRC Postdoctoral Fellowship; value: $61,000


2007-2009 SSHRC Doctoral Fellowship; value: $40,000 2006-2007 UBC Graduate Fellowship; value: $16,000 2005-2006 SSHRC Master’s Fellowship; value: $17,500 2001-2004 11 Undergraduate awards and scholarship; $11,500

e) SCHOLARLY AND PROFESSIONAL ACTIVITIES: past 7 years only 2013- Urban Climate Change Research Network; Coordinating Lead Author of 2nd

Assessment Report of Climate Change and Cities 2012- North American Earth System Governance project Research Fellow Coordinator f) GRADUATE SUPERVISIONS:

Completed: 2 M.A. In progress: 1 M.A., 3 Ph.D. NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

Name Degree Thesis title Start Date (Yr/Mo)

End Date (Yr/Mo)

Role

PhD Students Chris Luederitz

PhD Experiments and innovation food systems transformations

2016/09 TBD Supervisor

Aravind Kundurpi

PhD Governing green infrastructure in urban sustainability transitions

2015/09 TBD Supervisor

Mary Coulas

PhD TBD 2014/09 WD Co-supervisor

Master’s students Joel Krupa

MA Renewable energy development in South Africa: Working towards inclusive solutions

2011/09 2012/09 Supervisor

Vicky Fenwick-Sehl

MCC Climate change and individual psychology: strategies to encourage individual action on climate change

2014/09 2015/09 MRP Supervisor

Scott Morton

MES Turning point for transformation? Investigating a local decarbonization initiative in Waterloo Region, Canada

2015/09 2017/09 Supervisor


g) GRADUATE COURSES: past 7 years, by year Seminars

2015F Climate Change Governance 2015W Climate Change Governance 2013 Geography and Environmental Management 603 (Climate Change Mitigation)

Reading Courses

2014 Climate Compatible Developed (co-developed with Daniel Scott, Carrie Mitchell) h) 1. EXTERNAL RESEARCH FUNDING: past 7 years only, by year, indicating source

Year Funding Agency

Project Title Type My Portion (total)

Amount/year

My Role Purpose

2016 SSHRC Transformative sustainability governance workshop and collaborative publication

C $25,000 $25,000 Applicant (PI)

Research

2015 SSHRC CFI and ORF - Sustainability Policy Research on Urban Transformations (SPROUT) Lab

C $111,102 $111,102 Applicant (PI)

Research/Infrastructure

2015 European Commission

GREEN-WIN G 0 0 Partner Research

2013 SSHRC Sustainability governance: Triggering transformative innovation in communities

C $334,402 $95,000 Applicant (PI)

Research

2013 IDRC Development of a system to enhance and manage information on adaptation options arising from the IDRC Climate Change and Water Program

O $65,149 $80,000 Co-Principal Investigator

Research

2013 SSHRC The Climate Change Imperative: Changing current development paths

C $0 $90,000 Co-applicant

Research

2013 European Commission

Accelerating and Rescaling Transitions to Sustainability

G $0 $0 Member of Steering Committee

Research



Year Funding Agency

Project Title Type My Portion (total)

Amount/year

My Role Purpose

2016 University of Waterloo

Transformative sustainability governance workshop and collaborative publication

O $18,000 $18,000 Applicant (PI)

Workshop/travel

2013 Balsillie School

Proposal to develop inter-disciplinary workshop: How are we adapting to the water-related impacts of climate change?

O $0 $7000 Co-Applicant

Workshop/travel

i) PUBLICATIONS:


- Books authored .............................................................................................. 1 - Books edited .................................................................................................. 0 - Chapters in books ....................................................................................... 12 - Papers in refereed journal ........................................................................... 28 - Papers in refereed conference proceedings. ................................................ 5 - Technical reports ........................................................................................... 2 - Published book reviews ................................................................................. 6 - Others (workshops presented) .................................................................... 39


Books authored: 1. Burch, S. and S. Harris. 2014. Understanding Climate Change: Science, Policy and

Practice. Toronto: University of Toronto Press. (Lead author, drafted 60% of text, coordinated revisions and reviews with publisher.) Publisher has requested a second edition.

Chapters in Books: 1. Burch, S. In press. The governance of transformative change: tracing the pathway of the

sustainability transition in Vancouver, Canada. In N. Frantzeskaki, L. Coenen, V. Castan Broto and D. Loorbach (Eds.). Urban Sustainability Transitions. London: Routledge.

2. Romero-Lankao, P., S. Burch, S. Hughes, K. Auty, A. Aylett, K. Krellenberg, R. Nakano, D. Simon, G. Ziervogel. 2016. In C. Rosenzweig and B. Solecki. 2nd Assessment Report on Cities and Climate Change. Cambridge: Cambridge University Press. (Coordinating lead


author (co-led team of nine authors; drafted 25% of text, helped to coordinate four rounds of peer review, revision and submissions.)

3. Burch, S., A. Shaw, F. Kristensen, J. Robinson and A. Dale. 2015. Accelerating the transition towards sustainable development pathways: An exploration of synergies between adaptation and mitigation in British Columbian communities. In Johnson, C., N. Toly, and S. Schroeder (eds). The Urban Climate Challenge: Rethinking the Role of Cities in the Global Climate Regime. London: Routledge. (Lead author, drafted 60% of text; coordinating revisions with book editors.)

4. Burch, S., S.R.J. Sheppard, E. Pond and O. Schroth, Visualizing climate change: Tools for the policy and practice of local adaptation, in S. Moser and M. Boykoff (eds) Successful adaptation: Linking science and practice in managing climate change impacts. (Routledge, 2013) pp 270

5. Sheppard, S.R.J., A. Shaw, D. Flanders, S. Burch, and O. Schroth, Bringing climate change science to the landscape level: The role of landscape visualization, In B. Fu and B. Jones (eds) Landscape Ecology for Sustainable Environment and Culture (Springer, 2013) pp 121-143.

6. Pond, E., Schroth, O., Sheppard, S.R.J., Feick, R., Marceau, D., Danahy, J., Burch, S., Cornish, L., Cohen, S., Pooyandeh, M., Wijesekara, N., Flanders, D., Tatebe, K. and Barron, S., Collaborative Processes and Geo-Spatial Tools in Support of Local Climate Change Visioning and Planning, in Chrisman and Wachowicz (Eds). The Added Value of Scientific Networking: Examples Contributed by GEOIDE Network Participants 1998 – 2012 (GEOIDE, 2012) pp 213-250.

7. Walsh, M. and S. Burch, Communities at the crossroads: Using MetroQuest to help communities create a consensus around the future, in Future Cities and Regions: Simulation, Scenarios and Visioning, Governance and Scales by Liliana Bazzanella, Luca Caneparo; Franco Corsico; Guiseppe Roccasalve (Eds). (Springer: 2012) pp 45-64

8. Bizikova, L., S. Burch, J. Robinson, A. Shaw, S. Sheppard, Adaptation, climate change, and uncertainty, in Dealing with Uncertainty: Insights into the Calculability of Climate Change and its Influence on Society by G. Gramelsberger and J. Feichter (eds) (Springer: 2011) pp 171-190

9. Bizikova, L., S. Burch, J. Robinson, S. Cohen. 2010. A participatory integrated assessment approach to local climate change responses: Linking climate change adaptation and mitigation with sustainable development. In Shifting the Discourse: Climate Change as an Issue of Human Security by K. O’Brien, A. Lera St. Clair, B. Kristoffersen (eds). Cambridge University Press.

Papers in refereed Journals:


1. Burch, S., C. Mitchell, M. Berbes-Blazquez, J. Wandel and E. Jackson. In Press. Donor-driven community-based climate change adaptation research in developing countries: Progress, patterns, and potential. Journal of Extreme Events.

2. Berbes-Blazquez, M., M. Mitchell, S. Burch. 2017. A framework for integrating and assessing the resilience of climate change adaptation options in resource-dependent communities. Climatic Change.

3. Burch, S., M. Andrachuck, D. Carey, N. Frantzeskaki, H. Schroeder, N. Mischkowski. In Press. Governing and accelerating transformative entrepreneurship: exploring the potential for small business innovation on sustainability for urban transitions. Current Opinion in Environmental Sustainability.

4. Potvin, Catherine; Sharma, Divya; Creed, Irena; Aitken, Sally; Anctil, Francois; Bennett, Elena; Berkes, Fikret; Bernstein, Steven ; Bleau, Nathalie; Bourque, Alain; Brown, Bryson; Burch, Sarah; Byrne, James; Cunsolo-Willox, Ashlee; Dale, Ann; de Lange, Debbie; Dyck, Bruno; Entz, Martin; Etcheverry, Jose; Faucher, Rosine; Fenech, Adam; Fraser, Lauchlan; Henriques, Irene; Heyland, Andreas; Hoffmann, Matthew; Hoberg , George; Holden, Meg; Huang, Gordon; Jacob, Aerin; Jodoin, Sébastien; Kemper, Alison; Lucotte, Marc; Maranger, Roxane; Margolis, Liat; Mauro, Ian; McDonnell, Jeffrey; Meadowcroft, James; Messier, Christian; Mkandawire, Martin; Morency, Catherine; Mousseau, Normand; Oakes, Ken; Otto, Sarah; Palmater, Pamela; Palmer, Taysha; Paquin, Dominique; Perl, Anthony; Potvin, André; Ramos, Howard; Raudsepp-Hearne, Ciara; Richards, Natalie; Robinson, John; Sheppard, Stephen; Simard, Suzanne; Sinclair, Brent; Slawinski, Natalie; Stoddart, Mark; Villard, Marc-André; Villeneuve, Claude; Wright, Tarah. In Press. Constructing a Canadian narrative for climate. FACETS.

5. Luederitz, C., N. Schäpke, A. Wiek, D. Lang, M. Bergmann, J. Bos, S. Burch, A. Davies, J. Evans, A. König, M. Farrelly, N. Forrest, N. Frantzeskaki, R. Gibson, B. Kay, D. Loorbach, K. McCormick, O. Parodi, F. Rauschmayer, U. Schneidewind, M. Stauffacher, F. Stelzer, G. Trencher, J. Venjakob, P. Vergragt, H. von Wehrden, F. Westley. In press. Learning through evaluation: A tentative evaluative scheme for sustainability transition experiments. Journal of Cleaner Production. http://dx.doi.org/10.1016/j.jclepro

6. Mitchell, C., S. Burch, and P. Driscoll. 2016. (Mis) communicating climate change: Why online databases may fail to catalyze adaptation action in the Global South. Wiley Interdisciplinary Reviews Climate Change 7(4):600-613.

7. Burch, S., Herbert,Y., Robinson, J., Meeting the climate change challenge: A scan of greenhouse gas emissions in BC communities. Local Environment. In press

8. Shaw, A., Burch, S., Kristensen, F., Robinson, J., Dale, A., Accelerating the sustainability transition: Exploring synergies between adaptation and mitigation in British Columbian communities. Global Environmental Change. In press


9. Burch, S., A. Shaw, A. Dale and J. Robinson. In press. Triggering transformative change: A development path approach to climate change in communities. Climate Policy

10. Burch, S., Berry, P. and Sanders, M., Embedding climate change adaptation in biodiversity conservation: A case study of England. Environmental Science and Policy. In press

11. Schroeder, H., Burch, S. and Rayner, S., Novel multi-sector networks and entrepreneurship in urban climate change governance. Environment and Planning C 31(5): 761-768, 2013.

12. Burch, S., Schroeder, H., Rayner, S. and Wilson, J., Novel Multi-Sector Networks and Entrepreneurship in Metro Vancouver: A study of small business as an emerging non-state actor on climate change mitigation. Special issue on Novel Multi-sector Networks and Entrepreneurship in Urban Climate Governance (guest edited by S. Burch, H. Schroeder and S. Rayner). Environment and Planning C 31(5): 822-840, 2013

13. Krupa, J., Burch, S., and Galbraith, L., Exploring and contrasting renewable energy development models in disparate Canadian Aboriginal communities, Local Environment (online) 2013

14. Burch, S., S.R.J. Sheppard, A. Shaw, D. Flanders and S.J. Cohen, Planning for climate change in a flood-prone community: municipal barriers to policy action and the use of visualizations as decision-support tools. Climate Impacts and Adaptation Science. 1:1, 2012

15. Cohen, S., S.R.J. Sheppard, S. Burch, A. Shaw, and D. Flanders, Downscaling and visioning of mountain snow packs and other climate change implications in North Vancouver, British Columbia. Mitigation and Adaptation Strategies for Global Change. 17(1): 25-49DOI: 10.1007/s11027-011-9307-9, 2011

16. Krupa, J. and S. Burch. A new energy future for South Africa: the political ecology of South

African renewable energy. Energy Policy. 39(10): 6254-6251, 2011

17. Burch, S, Development paths: Investigating the context of responses to global climate change. Sustainable Development. 19(3): 176-188, 2011

18. Robinson, R., S. Burch, M. O’Shea, S. Talwar and M. Walsh, Envisioning sustainability pathways: Recent progress in the use of participatory backcasting approaches for sustainability research. Technological Forecasting and Social Change. 78: 756-768, 2011

19. Sheppard, S.R.J., A. Shaw, D. Flanders, S. Burch, A. Wiek, J. Carmichael, J.B. Robinson, S. Cohen, Future visioning of local climate change: A framework for community engagement and planning with scenarios and visualization. Futures. 43: 400-412, 2011

20. Burch, S., S.R.J. Sheppard, A. Shaw, and D. Flanders, Planning for climate change in a flood-prone community: Municipal barriers to policy action and the use of visualizations as decision support tools. Journal of Flood Risk Management. 3(2): 126-139, 2010


21. Burch, S, Transforming barriers into enablers of action on climate change: Insights from three municipal case studies in British Columbia, Canada. Global Environmental Change. 20: 287-197, 2010

22. Burch, S, In pursuit of resilient, low carbon communities: An examination of barriers to action in three Canadian cities. Energy Policy. 38 (12): 7575-7585, 2010

Papers in Refereed Conference Proceedings 1. Flanders, D., S.R.J. Sheppard, E. Pond, S. Burch, A. Shaw, and S. Cohen. 2010. Blueprints for

Green Communities: Climate change visioning and participatory landscape planning for resilient, low-carbon communities. 2010: Proceedings of Fabos Conference on Landscape and Greenway Planning. Budapest, Hungary July 8-11, 2010; pp 459-466.

Technical Reports 1. Potvin, C. Burch, S. et al. (55 additional authors) 2015. “Acting on Climate Change: Solutions

from Canadian Scholars” Sustainable Canada Dialogues position paper Montreal: McGill.

2. Burch, S. 2015. Global treaty or sub-national innovation? Canada’s path forward on climate policy. Centre for International Governance Innovation Policy Brief No. 66.

3. Burch, S. 2015. Uncovering the implications of the Paris Agreement: Climate change as a catalyst for transformative sustainability in cities. Centre for International Governance innovation Policy Brief No. 72. Available online at www.cigionline.org/publications.

4. Burch, S. 2010. Climate change action in communities: Barriers and opportunities. Pacific

Institute for Climate Solutions Policy Briefing Note Service. Briefing Note 2010-25. Published Book Reviews 1. Burch, S, Review of Governing Climate Change by Harriet Bulkeley and Peter Newell.

Environmental Politics 20(2):290, 2011.

Other: Workshops presented Year Event and Location Role 2017 TRANSFORM Accelerating Transformative Sustainability

Experiments; Lüneburg, Germany

Workshop lead; presenter

2016 Transformative Sustainability Governance; Waterloo, Ontario Workshop lead; presenter

Multi-level governance of sustainability transitions; the role of small businesses

Presenter


2015 Our Common Future under Climate Change; July 2015; Paris, France Pre-screened; Paper presenter; panellist

American Association of Geographers annual meeting; April, 2015; Chicago, USA

Paper presenter; panellist

2014 Trudeau Foundation annual conference: Weathering change: Pathways to Sustainability in Canada; November 2014, Toronto, Ontario.

Invited participant

2013 Interdisciplinary conference on climate change. October 2013; Waterloo, Ontario Hosted by University of Waterloo’s Interdisciplinary Centre on Climate change and the Balsillie School for International Affairs.

Invited speaker, roundtable participant

Systemic Integrated Adaptation Pluri-disciplinary Dialogue. June, 2013: Oxford, United Kingdom. Hosted by the University of Oxford and the Climate Change, Agriculture, and Food Security program.

Invited participant

International Studies Association Annual Conference April 3-6; San Francisco, USA Paper presentation: “Accelerating the sustainability transition: Exploring synergies between adaptation and mitigation in British Columbian communities

Paper Presenter

2012 Earth System Governance Conference January 28-30; Tokyo, Japan Paper presentation: “Accelerating sustainability in British Columbia: Enablers of transformative change in eleven case study communities.” Paper co-authors: Alison Shaw, Ann Dale, John Robinson.

Paper Presenter

Earth System Governance Conference April 18-20; Lund, Sweden Paper presentation: “Meeting the climate change challenge: A scan of greenhouse gas emissions in BC

Paper presenter

Planet Under Pressure 2012 March 26-29; London, England Panel convenor and paper presentation: “Novel multi-sector networks and entrepreneurship”

Panel facilitator Paper presenter

American Association of Geographers Annual Meeting. Feb 25-29, 2012; New York City. Panel: Cities and Climate Change Experimentation: Drivers, Dynamics, and Consequences Panel: Toward Successful Communication of Climate Change Adaptation Paper presentation: “Meeting the climate change challenge (MC3): multi-level climate change action and social mobilization on climate

Paper presenter Invited panellist


change in British Columbian communities” Paper co-authors: John Robinson, Ann Dale

American Association for the Advancement of Science Annual Meeting; Feb 16-20, 2012; Vancouver, BC Panel and facilitated group discussion: “Beyond climate models: Rethinking how to envision the future with climate change” Organized by Stephen Sheppard

Group facilitator

2011 Carbon Governance Project Workshop: Innovation, Capital, and Carbon. June 1, 2011; Vancouver BC. Convened by ISIS, University of British Columbia

Invited participant

Colorado Conference on Earth System Governance; 17-20 May 2011; Fort Collins, Colorado. Presentation entitled: “Novel Multi-sector Networks and Entrepreneurship (NMNE) in Metro Vancouver: a study of small business as an emerging non-state actor on climate change mitigation”

Paper presenter Panel chair

International Studies Association Annual Convention; 16-19 March, 2011; Montreal, Canada Presentation entitled: “Novel Multi-Sector Networks and Entrepreneurship in Metro Vancouver: A study of small business as an emerging non-state actor on climate change mitigation”

Paper presenter

2010 16th Conference of the Parties to the United Nations Framework Convention on Climate Change; 1-11th December 2010; Cancun, Mexico

Delegate; side event speaker

CIRCLE2 Workshop on Climate Change Impacts and Vulnerability Assessment Uncertainties; 12-13 October, 2010; Stockholm, Sweden

Invited speaker

International Conference on Urbanization and Global Environmental Change; 15-17 October, 2010; Tempe, Arizona Presentation entitled: “Harnessing the power of the invisible majority: The potential role of small- and medium-sized businesses in urban greenhouse gas management”

Paper presenter

Littoral 2010: Adapting to Global Change at the Coast: Leadership, Innovation, and Investment; Royal Geographic Society, London, UK Workshop title: “Participatory capacity building for integrated coastal zone management;” co-delivered by Dr. Kamal Kapadia and Ariella Helfgott

Invited workshop facilitator

Tyndall Centre for Climate Change Research Annual Assembly; Southampton, United Kingdom

Attendee

International Council for Science, Visioning Institutional Frameworks for Global Sustainability Open Forum; Paris, France

Delegate


a) NAME: KELLY, Richard

Full professor, tenured Member of the Graduate Faculty: yes

b) DEGREES:

Ph.D. Geography, University of Bristol, U.K., 1995 M.A., Geography, WIlfrid Laurier University, Canada, 1990 B.Sc., Geography, University of Manchester, U.K., 1988


2010- Professor, Department of Geography and Environmental Management, University of Waterloo

2006-2010 Associate Professor, Department of Geography and Environmental Management, University of Waterloo

2000-2005 Associate Research Scientist and Faculty Group Leader at the Goddard Earth Science and Technology Center (GEST), University of Maryland Baltimore County (UMBC), Maryland working at the National Aeronautical and Space Administration’s (NASA) Hydrological Sciences Branch (Code 614.3) at Goddard Space Flight Center (GSFC).

1994-2002 Lecturer in Physical Geography, School of Geography, Birkbeck College, University of London, UK.

d) HONOURS:

Outstanding Performance Award for outstanding contributions in teaching and scholarship, 2012 Outstanding Research Associate, Laboratory for Hydrospheric Processes, NASA Goddard Space Flight Center, 2004 Remote Sensing Society President's Prize for best paper at the Remote Sensing Society annual conference (Cardiff 1999), 2000 Wilfrid Laurier University (WLU) Gold Medal Award for Graduate Studies, 1990 Wilfrid Laurier University graduate student scholarship, 1989

e) SCHOLARLY AND PROFESSIONAL ACTIVITIES: past 7 years only

Editorships • Associate Editor, SPIE Journal of Applied Remote Sensing, 2016- • Guest Editor, IEEE J-STARS Special Issue on GCOM-W Mission. 2016-2017 • Guest co-editor: The Cryosphere, Special Issue on Remote Sensing of the Cryosphere, 2012-2014


• Guest co-editor: Hydrological Processes, Eastern Snow Conference Annual Special Issue, 2009-2014 • Associate Editor: IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing’ (IEEE J-STARS), 2008-2014

Refereeing activities Internat’l Journals: Journal of Geophysical Research, IEEE Transactions on Geoscience and

Remote Sensing, International Journal of Remote Sensing, Radio Science, Hydrological Processes, Water Resources Research, Remote Sensing of Environment, International Journal of Geographical Information Science, Journal of Hydrology, Annals of Glaciology, Singapore Journal of Tropical Geography, Geophysical Research Letters, Journal of Geophysical Research, Canadian Water Resources Journal.

Book proposals: Addison Wesley Longman, John Wiley

Research Grants: NSERC (Canada), IPY-GC (Canada), NASA NRA: GWEC 00-OES-07, NASA NRA: REASON-CAN 2003, NPOESS Preparatory Project: VIIRS ATBD for Sea ice age/ice motion algorithm, British Council, International Foundation for Science (Sweden), NASA Earth System Science Fellowship, Canadian Foundation for Climate and Atmospheric Sciences, NASA Earth Sun Systems Division Earth Systems Science Fellowship Programme.

US Agency Reports: US Department of the Interior, National Park Service, Alaska.

Academic/Professional Society Membership and Offices: • National Correspondent for Canada to the International Association of Hydrological

Sciences 2016-2020 • Member, AGU Large Scale Experiments Committee 2010-2012 • President, Eastern Snow Conference, 2009-2010

University of Waterloo: • Elected Department Chair in Geography and Environmental Management, 2017- • Associate Dean for Research. This is one of 4 Associate Dean Positions in the Faculty of

Environment. I was responsible for working with two appointees in Geography to secure prestigious Canada Research Chair – Tier 2 positions, 2014-

• Acting Chair, Geography and Environmental management. Highlights: I was responsible for hiring a new high profile junior colleague in the area of human dimensions of climate change (that faculty member was made a Canada Research Chair – Tier 2 in Geography). I was responsible for shepherding two colleagues to tenure, 2012 (Jul-Dec)

• Associate Chair, Graduate Studies, 2009-2012

Conference Organisation


• Scientific Committee, ESA Living Planet Symposium, Prague, 9-13 May, 2016. • Local Organising Committee, Eastern Snow Conference, Huntsville, ON, 2013 Peer review panel membership • NASA Science of Terra/Aqua, 2013.


Completed: 9 MES, 7 MSc, 4 Ph.D. In progress: 4 MSc, 5 Ph.D. NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

University of Waterloo Graduate Students Currently Supervised Hongjing Chen (MSc) 2016- Paul Donchenko (MSc) 2016- Vicky Vanthof (MSc) 2016- Jason Goetz (Ph.D. co-supervised with A. Brenning, U. Jenna) 2015- Soroosh Bordbar (Ph.D.) 2015-2016 (withdrawn) Aaron Thompson (Ph.D.) 2015- Qinghuan Li (Ph.D.) 2015- Nastaran Saberi (Ph.D.) 2013- John Coughlin (M.Sc.) 2012- (break) Andrew Kasurak (Ph.D.) 2010- (break) University of Waterloo Graduate Students Previously Supervised (including thesis title) Michael Neilly (MES) 2007 - 2011 Multiscale modelling of snow depth over an agricultural

field in a small catchment in southern Ontario, Canada Ryan Ahola (MSc) 2011-2013 Parameterization & Implementation of a Soil Radar

Backscatter Model with Applicability to Radar Observations of a sub-Arctic Environment

Anthony Mascioli (MES) 2010-2011 Masters Research Paper. Jason Oldham (MSc) 2009-2011 Mapping Snow Pack Depth in the Town of Uxbridge,

Ontario Using an Airborne Laser Scanner Niina Luus (Ph.D.) 2009-2013 Improving estimates of net ecosystem CO2 exchange

between the Arctic land surface and the atmosphere Joshua King (Ph.D.) 2009-2014 Remote sensing of tundra snow with Ku- and X-band radar Munyaradze Sithole (M.E.S co-supervised with L. Swatuk) 2010-2014 The Place of VGI in

GIS Science: A Critical Reflection and Case Study. Mike Brady (M.Sc.) 2012-2014 Changes in Sea Ice Motion and Exchange in the Beaufort

Sea: 1997-2012. Xiao Xu (Ph.D. co-supervised with P. Parker, U Waterloo) 2010-2014 Exploring the Use of

Remote Sensing CO2 Data to Measure the CO2 Concentration Enhancements Caused by Coal-fired Power Plants


Jessie Tang (M.Sc.) 2013-2015 Monitoring Soil Moisture and Freeze/Thaw State Using C-band Imaging Radar

Qinghuan Li (M.Sc.) 2012-2015 Exploring the use of MODIS forest transmissivity for correcting passive microwave observation of northern hemisphere snow-covered terrain/landscape

Aaron Thompson (M.Sc.) 2013-2015 Observations of Seasonal Snow in Agricultural Fields with a Radar Scatterometer at Ku- and X-band Frequencies

Jeffrey Chan (M.Sc. co-supervised with S. Evans, U. Waterloo) 2013-2015 Monitoring Ice-dammed Glacier Lake Outburst Floods in the Karakoram Using Visible-Infrared Satellite Remote Sensing Observations and Digital Elevation Model.

g) GRADUATE COURSES: past 7 years, by year

Seminars:

2017 GEOG490A/B Honours Thesis Preparation/Completion GEOG294 Approach to Res in Phys Geog 2014 GEOG471 Remote Sensing Project 2013 GEOG371 Advanced Remote Sensing Techniques Directed Studies:


Year Source

Principal Investigator(s)

Total

2017-2019

JAXA: Maintenance and Development of the JAXA GCOM-W1 AMSR2 Snow Depth and Snow Water Equivalent Algorithm

PI $99,907

2017-2019

DLR Tandem-X call: Rainwater Harvesting in India: Using InSAR to Monitor Water Storage

PI Data grant

2017-2022

ORF-LIF: Airborne Cryospheric SAR (CryoSAR) System PI $493,158

2017-2022

CFI-IF: Airborne Cryospheric SAR (CryoSAR) System PI $493,158

2017-2022

NSERC Remote sensing of snow using active and passive microwave systems

PI $110,000

2017-2018

PSCP/NRCan: Evaluating the role of snow microstructure on radar backscatter and phase response at multiple frequencies in an arctic environment

PI In kind

2017-2018

NSTP: Evaluating the role of snow microstructure on radar backscatter and phase response at multiple frequencies in an arctic environment

PI 2,500

2017- SSHRC: Impact of Traditional Tank Rehabilitation on Collaborator $304,020


2022 Climate and Livelihood Resilience in Peninsular South Asia

2015-2016

University of Waterloo International Research Partnership Grant: Monsoon Harvest: understanding the role of the ancient tank system in increasing climate change adaptability in rapidly changing landscapes

R. Kelly (Co-PI) $20,000

2015 Horizon 20/20 ECOLES (Engaging Citizens for Observations of Land cover and Snow) Topic: SC5-17-2015 (unsuccessful)

R. Kelly (co-I) EU 214,125

2014-2017

JAXA: Development of the standard Algorithm for SWE retrieval from GCOM-W

R. Kelly (PI) $88,000

2012-2017

NSERC Discovery Grant 2012-2016. R. Kelly (PI) $160,000

2011-2014

JAXA: Development of the standard Algorithm for SWE retrieval from GCOM-W

R. Kelly (PI) $119,000 total

2011 NRCan/Canada Centre for Remote Sensing: Snowtweets development project

R. Kelly (PI) $10,000

2. INTERNAL RESEARCH FUNDING: i) PUBLICATIONS


- Books authored .............................................................................................. 1 - Books edited .................................................................................................. 1 - Chapters in books ......................................................................................... 7 - Papers in refereed journal ........................................................................... 44 - Papers in refereed conference proceedings. .............................................. 48 - Technical reports ........................................................................................... 8 - Abstracts and/or papers read ..................................................................... NA - Others (workshops presented) .................................................................. 148


Chapters in Books: 1. Kelly, R.E.J. (2011) Remote Sensing and Canadian Snow and Ice Climatology, in Canada’s

Changing Cold Environments, H.O. Slaymaker and H.M. French (Eds), Chichester: John Wiley and Sons Ltd., UK, p.66-86. ISBN 978-0-470-69968-3



1. Thompson*, A, R.E.J. Kelly and J.M.L. King (submitted) Sensitivity of Ku- and X-band radar observations to moderate to shallow depth seasonal snow in Ontario, Canada, IEEE Geoscience and Remote Sensing Letters

2. Saberi*, N. and R.E.J. Kelly (submitted) Modeling the observed microwave emission from shallow multi-layer tundra snow using DMRT-ML, Remote Sensing.

3. Li*, Q. and R.E.J. Kelly (2017) Correcting satellite passive microwave brightness

temperatures in forested landscapes using satellite visible reflectance estimates of forest transmissivity, IEEE Journal of Selected Topics in Applied Remote Sensing. Doi: 10.1109/JSTARS.2017.2707545

4. Howell, S.E., M. Brady*, C. Derksen and R.E.J. Kelly (2016) Recent changes in sea ice area

flux in the Beaufort Sea during the summer months, J. Geophys. Res. Oceans, 121, doi:10.1002/ 2015JC011464.

5. King*, JM.L., R.E.J. Kelly, A. Kasurak, C. Duguay, G. Gunn, N. Rutter, T. Watts, and C.

Derksen (2015) Spatiotemporal influence of tundra snow properties on Ku-band (17.2 GHz) backscatter, Journal of Glaciology, 61(226), doi: 10.3189/2015JoG14J020.

6. King*, J.M.L, A. Kasurak*, A., R.E.J. Kelly, G. Gunn and C. Duguay (submitted) Seasonal

scatterometer observations of a shallow tundra snowpack, Remote Sensing of Environment.

7. Sarhardi*, A, R.E.J. Kelly and R. Modarres (2014) Snow water equivalent time series

forecasting in Ontario, Canada, in link to large atmospheric circulations, Hydrological Processes. 28: 4640–4653. Doi: 10.1002/hyp.10184

8. Luus*, K.A., R.E.J.Kelly, J.C. Lin, E.R. Humphreys, P. LaFleur, W.C. Oechel, (2013),

Modelling the influence of snow cover on low Arctic net ecosystem exchange. Environmental Research Letters, 8 035045 doi:10.1088/1748-9326/8/3/035045.

9. Kasurak*, A.K., J. King* and R.E.J. Kelly (submitted) A simple in situ sensor for snow grain

size measurement, Hydrological Processes. 10. Luus*, K. A., Gel, Y., Lin, J. C., Kelly, R. E. J., and Duguay, C. R. (2013) Pan-Arctic linkages

between snow accumulation and growing-season air temperature, soil moisture and vegetation, Biogeosciences, 10, 7575-7597, doi:10.5194/bg-10-7575-2013.

11. Luus*, K.A., Y. Gel, J. Lin, R. Kelly and C. Duguay (2013) Pan-Arctic linkages between snow

accumulation and growing season air temperature, soil moisture & vegetation. Biogeosciences Discussions.


12. Luus*, K.A., J. Lin, R. Kelly and C. Duguay, (2013) CO2, Subnivean Arctic & sub-Arctic net ecosystem exchange (NEE): Towards representing snow season processes in models of NEE using cryospheric remote sensing, Progress in Physical Geography, 37: 484, DOI: 10.1177/0309133313491130.

13. King*, J.M.L., R. Kelly, A. Kasurak, C. Duguay, G. Gunn, and J.B. Mead, 2012. UW-Scat -

ground-based dual frequency scatterometry for observation of snow processes. IEEE Geoscience and Remote Sensing Letters. Volume: PP, Issue: 99: 1-5, DOI: 10.1109/LGRS.2012.2212177. Early view.

14. Pelto, M., and Kelly, R. (2012). Eastern Snow Conference. Hydrological Processes, 26(21),

2523. doi:10.1002/hyp.9502 15. Frei, A., M. Tedesco, S. Lee, J. Foster, D. Hall, R. Kelly and D. Robinson (2012) A review of

current-generation satellite-based snow products, Advances in Space Research. doi:10.1016/j.asr.2011.12.021

16. Hewitt, K., J. Liu, R. Kelly and D. Quincey (in review) Irregular glacier advances and the

risk of glacial lake outburst floods (GLOFs), Karakoram Himalaya, Inner Asia. Global and Planetary Change, GLOPLACHA-D-11-00153

17. Pelto, M., and Kelly, R. (2011). Eastern Snow Conference. Hydrological Processes, 25(21),

3267-3267. doi:10.1002/hyp.8197 18. Kasurak*, A., R.E.J. Kelly and A. Brenning (2011) Linear mixed modelling of snow

distribution in the central Yukon, Hydrological Processes, Volume 25, Issue 21, 15 October 2011, Pages: 3332–3346, DOI: 10.1002/hyp.8168

19. Foster, J.L., D.K. Hall, J.B. Eylander, G.A. Riggs, S.V. Ngheim, M. Tedesco, E. Kim, P.

Montesano, R.E.J. Kelly, K. Casey and B. Choudhury (2011) A blended global snow product using visible, passive microwave and scatterometer satellite data, International Journal of Remote Sensing, 32(5): 1371-1395.

Papers in Refereed Conference Proceedings 1. Vanthof*, V. and R.E.J. Kelly (2017) Mapping Prosopis Juliflora invasion within rainwater

harvesting structures in India using Google Earth Engine, Proceedings of IEEE International Geoscience and Remote Sensing Symposium 23-28 July, 2017, Fort Worth, Texas, USA.

2. Thompson*, A., R.E.J. Kelly P. Marsh and T. de Jong (2016) Spatial variability of snow at Trail Valley Creek, NWT, Proceedings of the 73rd Eastern Snow Conference 14-16 June, 2016, The Ohio State University, Columbus, OH. USA


3. Kelly, R.E.J. N. Saberi and Q. Li (2015) Development and Evaluation of the GCOM-W1 AMSR2 Snow Depth and Snow Water Equivalent Algorithm, American Geophysical Union Fall Meeting: 14-18 December, 2015.

4. Li, Q. and R.E.J. Kelly. (2015) Using MODIS forest transmissivity estimates to correct

passive microwave observations of snow-covered landscapes. American Geophysical Union Fall Meeting: 14-18 December, 2015

5. Saberi, N., R.E.J. Kelly., C. Derksen and P. Toose (2015) Scaling in SWE retrieval using

DMRT-ML emission modeling; looking and airborne spaceborne observations. American Geophysical Union Fall Meeting: 14-18 December, 2015

6. Kelly, R.E.J. (2015) Remote Sensing of seasonal snow cover and snow accumulation:

combining multi-sensor observations of the earth for snow mapping, Proceedings of IEEE International Geoscience and Remote Sensing Symposium 26-31 July, 2015, Milan, Italy. (Invited contribution)

7. Thompson*, A. R.E.J. Kelly (2015) Ku- and X-band radar observations of deep seasonal

snow in agricultural fields in Ontario, Proceedings of the 72nd Eastern Snow Conference 9-11 June, 2015, Sherbrooke, QC, Canada.

8. Saberi*, N. R.E.J. Kelly, C. Derksen, P. Toose and K. Chokmani (2015) Snow depth retrieval

using spaceborne and airborne passive microwave observations; addressing the effect of scale applying DMRT-ML, Proceedings of the 72nd Eastern Snow Conference 9-11 June, 2015, Sherbrooke, QC, Canada.

9. Li*, Q. and R.E.J. Kelly (2014) Exploring the use of MODIS vegetation transmissivity for

correcting passive microwave observations of snow-covered terrain/landscapes, Proceedings of the 71st Eastern Snow Conference 3-5 June, 2014, Boon, N.C., USA.

10. Thompson*, A., R.E.J. Kelly and A. Kasurak* (2014) Radar observations of seasonal snow

in an agricultural field in S. Ontario during the 2013-2014 winter season, Proceedings of the 71st Eastern Snow Conference 3-5 June, 2014, Boon, N.C., USA. (Winner, Campbell Scientific Award)

11. Tang*, W. and R.E.J. Kelly (2014) Sensitivity of Radarsat-2 quad polarimetric and

simulated compact polarimetric parameters to soil moisture and freeze-thaw state in southwest Ontario, IEEE Proceedings of IGARSS 2014 13-18 July, 2014, pp 3232-3235.

12. Saberi*, N and R.E.J. Kelly (2014) An evaluation of DMRT-ML for AMSR2 estimates of

snow depth, IEEE Proceedings of IGARSS 2014 13-18 July, 2014, Quebec City, Canada. 1943-1956


13. Saberi, N. and R.E.J. Kelly (2013) Exploring the Approach of DMRT-ML for SWE Retrieval Using AMSR2 Images, Proceedings of the Eastern Snow Conference, Huntsville, ON. June 2013. (Winner, David Miller award for best poster)

14. Kelly, R.E.J., King, J.M., Kasurak, A., Ahola, R. Gunn, G. and Duguay, C. (2012) A remote

sensing experiment to explore the radar response of sub-Arctic seasonal snow, in Proceedings of the Remote Sensing and Photogrammetry Society Conference, Greenwich, London, 12-14 September, 2012.

15. Kelly, R.E.J., Duguay, C., King, J., Gunn, G., Kasurak, A., Derksen, C., Toose, P., Silis, A.,

(2011) The Canadian CoReH2O snow and ice (Can-CSI) experiment 2009-2011, Proceedings of IGARSS 2011, Vancouver, B.C., Canada, 25-30 July, 2011.

16. Kelly, R.E.J. (2011) The AMSR snow product: developments and improvements on snow

depth retrievals, Proceedings of IGARSS 2011, Vancouver, B.C., Canada, 25-30 July, 2011. Technical Reports 1. Kelly, R.E.J., C. Duguay, J. King, G. Gunn, A Kasurak and R. Ahola. (2011) Science results

from the Canadian Snow and Ice Experiment 2010-2011, ESTEC Contract No. 4000103590/11/NL/FF/fk. Final Report

2. Lemmetyinen, J., Pulliainen, J., Vehvilainen, J., Smolander, T., Rautainen, K., Macelloni, G., Brogioni, M., Rott, H., Nagler, T., Muller, F., Reif, M., Voglmeier, K., Sadner, R., Heidinger, M., Derksen, C., Duguay, C., Kelly, R., Gunn, G., Kasurak, A., King, J. (2011) Synergy of CoReH2O SAR and microwave radiometry data to retrieve snow and ice parameters. ESA-ESTEC Contract Number 22829/09/NL/JC. Final Report.

Others 1. Thompson*, A. and R.E.J. Kelly (2017) Comparison of snow covered vegetation and

ground on Grand Mesa with UWScat, SnowEx Workshop, Longmont, Colorado, USA, 8-10 August, 2017.

2. Kelly, R.E.J., N. Saberi* & Q. Li* (2017) The AMSR2 Satellite-based Microwave Snow Algorithm (SMSA): a parsimonious snow depth and snow water equivalent approach, 8th EARSeL workshop on Land Ice and Snow, University of Bern, Switzerland, 7-9 February, 2017.

3. Kelly, R.E.J. (2017) AMSR2 snow product update. JAXA GCOM-W1 workshop, Tokyo,

Japan, 24 January – 26 January, 2017. 4. Kelly, R.E.J., N. Saberi*, Q. Li* and H. Tsutsui (2016) The AMSR2 Satellite-based

Microwave Snow Algorithm (SMSA), The NASA AMSR-E , NASA AMSR-E Team Meeting, 22-23 Sept. 2016, Lamont Doherty Laboratory for Earth Observation, NY, USA. (INVITED)


5. Kelly, R.E.J. (2016) Remote sensing of global terrestrial seasonal snow water equivalent:

the role of microwave-observing systems, University of Colorado at Boulder, Geography Department Colloquia, 18 November, 2016. (INVITED)

6. Kelly, R.E.J. (2016) Remote sensing of seasonal snow water equivalent: instruments of

opportunity, systemic inertia, curiosity-driven science and future prospects, Cryospheric and Polar Processes Seminar, National Snow and Ice Data Center, CIRES, University of Colorado, Boulder, 26 October, 2016. (INVITED)

7. Vanthof*, V. and R. Kelly (2016) Monitoring Rainwater Harvesting Systems in India Using

Satellite Remote Sensing Observations, Canadian Association of Geographers Ontario (CAGONT) Annual Conference, 28-29 October, 2016, Waterloo, Ontario.

8. Donchenko, P.* and R. Kelly (2016) Modelling Urban Snow Melt in Waterloo, Ontario.

Canadian Association of Geographers Ontario (CAGONT) Annual Conference, 28-29 October, 2016, Waterloo, Ontario.

9. Kelly, R.E.J. (2016) The GCOM-W1 AMSR2 snow depth and snow water equivalent

product: update, WMO Snow Watch Meeting, 13-14 June, 2016, The Ohio State University, Columbus, OH. USA. (INVITED)

10. Kelly, R.E.J., N. Saberi and Q. Li (2016) The GCOM-W1 Satellite-based Microwave Snow

Algorithm (SMSA). Proceedings of the 73rd Eastern Snow Conference 14-16 June, 2016, The Ohio State University, Columbus, OH. USA.

11. Li, Q and R.E.J. Kelly (2016) Terrestrial laser scanning observations of tree canopy intercepted snow. Proceedings of the 73rd Eastern Snow Conference 14-16 June, 2016, The Ohio State University, Columbus, OH. USA.

12. Thompson, A., R.E.J. Kelly, P. Marsh and T. de Jong (2016) Spatial variability of snow at

Trail Valley Creek, NWT. Proceedings of the 73rd Eastern Snow Conference 14-16 June, 2016, The Ohio State University, Columbus, OH. USA

13. Kelly, R.E.J., N. Saberi, A. Thompson and Q. Li (2016) Mapping snow accumulation using satellite passive and active microwave, and visible-infrared observations, ESA Living Planet Symposium, Prague, 13-19 May, 2016.


Japan, 18 January – 21 January, 2016. 15. Kelly, R.E.J. N. Saberi and Q. Li (2015) Development and Evaluation of the GCOM-W1

AMSR2 Snow Depth and Snow Water Equivalent Algorithm, American Geophysical Union Fall Meeting: 14-18 December, 2015.


16. Li, Q. and R.E.J. Kelly. (2015) Using MODIS forest transmissivity estimates to correct passive microwave observations of snow-covered landscapes. American Geophysical Union Fall Meeting: 14-18 December, 2015

17. Saberi, N., R.E.J. Kelly., C. Derksen and P. Toose (2015) Scaling in SWE retrieval using

DMRT-ML emission modeling; looking and airborne spaceborne observations. American Geophysical Union Fall Meeting: 14-18 December, 2015

18. Kelly, R.E.J., N. Saberi* and Q. Li* (2015) The GCOM-W1 AMSR2 snow depth and snow

water equivalent product, Invited talk at the Snow Products Intercomparison Project Meeting, Boulder CO, 14-16 Sett, 2015.

19. Kelly, R.E.J. (2015) Remote Sensing of seasonal snow cover and snow accumulation:

combining multi-sensor observations of the earth for snow mapping. IEEE International Geoscience and Remote Sensing Symposium 26-31 July, 2015, Milan, Italy.

20. Kelly, R.E.J., A. Thompson* and J. Coughlin* (2015) Ku-band radar observations of

seasonal snow in Ontario, Canada. Presentation made at Microsnow 2, Columbia, MD, 14-15 July, 2015

21. Kelly, R.E.J. (2015) AMSR2 snow product update. JAXA GCOM-W1 workshop, Tokyo, Japan, 13 January – 16 January, 2015.

22. Kelly, R.E.J., N. Saberi and Q. Li (2014) Snow water equivalent estimation from GCOM-W1

AMSR2 observations, 1st International Satellite Snow Products Intercomparison Workshop, NOAA Center for Weather & Climate Prediction (NCWCP), College Park, Maryland, USA, 21-23 July 2014.

23. Coughlin*, J., R.E.J. Kelly and A. Thompson* (2014) Evaluating the Ku and X-band radar response form a snow-covered forest canopy in Ontario during the 2013-2014 winter season, Proceedings of the 71st Eastern Snow Conference 3-5 June, 2014, Boon, N.C., USA.

24. Kelly, R.E.J., N. Saberi*, Q. Li* and A. Kasurak* (2014) The AMSR2 snow depth and SWE

retrieval product: development and evaluation. IEEE International Geoscience and Remote Sensing Symposium 13-18 July, 2014, Quebec City, QC, Canada.

25. Kelly, R.E.J. (2014) Remote sensing of global snow accumulation from multi-sensor observations: simplicity and complexity in a multi-resolution problem. IEEE International Geoscience and Remote Sensing Symposium 13-18 July, 2014, Quebec City, Canada.

26. Kelly, R.E.J. and N. Saberi (2013) Passive microwave observations of snow using AMSR2 measurements: progress in satellite-based observation retrievals and uncertainty estimations, Progress in Electromagnetics Research Symposium (PIERS), Stockholm, Sweden, 12-15 August, 2013. (INVITED)


27. Kelly, R.E.J., Kasurak, A. and Saberi, N. (2013) Estimating snow depth and SWE from

AMSR-E and AMSR2 observations in the Northern Hemisphere, International Symposium on Remote Sensing of the Environment 35, 22-26 April, 2013, Beijing, China. (INVITED)


Japan, 29 January – 1 February, 2013. 29. Gunn, G., C. Duguay and R. Kelly (2012) Ground-Based Dual Frequency X- (9.6 GHz) and

Ku-band (17.2 GHz) Backscatter Evolution of Snow on Lake Ice in the Subarctic Hudson Bay Lowlands. American Geophysical Union Fall Meeting: 3-7 December, 2012.

30. Kelly, R.E.J. and C. Elliott (2012) Satellite microwave brightness temperature corrections

for forest, lake fraction and atmospheric attenuation processes, American Geophysical Union Fall Meeting: 3-7 December, 2012.

31. Ahola, R.A., R. Kelly, A. Kasurak and J. King (2012) Parameterization & Implementation of

a Soil Radar Backscatter Model with applicability to Radar Observations of a Sub-Arctic Environment, American Geophysical Union Fall Meeting: 3-7 December, 2012.

32. King, J.M. A. Kasurak, R. E. Kelly, C. R. Duguay, C. Derksen, N. Rutter, M. Sandells, T. Watts

(2012) Addressing sub-scan variability of tundra snow properties in ground-based Ku- and X-band scatterometer observations (Invited), American Geophysical Union Fall Meeting: 3-7 December, 2012.

33. Kasurak, A., J. King and R. Kelly (2012) Modelling Ground Based X- and Ku-Band

Observations of Tundra Snow, American Geophysical Union Fall Meeting: 3-7 December, 2012.

34. Kelly, R.E.J., , J.M. King, A. Kasurak, R. Ahola, G. Gunn and C. Duguay (2012) Ku and X-

band scatterometer measurements and retrievals of terrestrial snow in the Hudson Bay Lowlands, Canada. ESA-CliC Meeting, Frascati, Italy, 13-16 November, 2012.

35. Kelly, R.E.J., King, J.M., Kasurak, A., Ahola, R. Gunn, G. and Duguay, C. (2012) A remote

sensing experiment to explore the radar response of sub-Arctic seasonal snow, Remote Sensing and Photogrammetry Society Conference, Greenwich, London, 12-14 September, 2012.

36. Lemmetyinen, J., J. Pulliainen, H. Rott, T. Nagler, C. Derksen, C. Duguay, R. Kelly, G.

Macelloni, M. Brogioni, M. Kern (2012) Synergy of CoReH2O SAR and microwave radiometry to retrieve snow and ice parameters. Proceedings of IGARSS (IEEE) 2012, 22-27 July, Munich, Germany


37. King, J.M., A. Kasurak, R. Kelly and C. Duguay (2012) Spatially distributed dual frequency (17.2 and 9.2 GHz) scatterometer observations of shallow tundra snow, Proceedings of IGARSS (IEEE) 2012, 22-27 July, Munich, Germany.

38. Kasurak, A.K., J.M. King and R.E.J. Kelly (2012) A simple in situ sensor for snow grain size,

69th Eastern Snow Conference, Claryville, NY, USA, 5-7 June, 2012. 39. Kelly, R.E.J. R. Cabrera and J. King (2012) The Snowtweets Project: near real-time

mapping snow information using social media and remote sensing, 69th Eastern Snow Conference, Claryville, NY, USA, 5-7 June, 2012.

40. Ahola, R.A., A. Kasurak, J. King and R. Kelly (2012) A Comparison of X-band Radar

Observations with Forward Backscatter Model Estimates of Snow Covered Terrain in the Hudson Bay Lowlands, Manitoba, Canadian Association of Geographers Annual Meeting, Waterloo, 28 May-1 June, 2012.

41. Kelly, R.E.J. R. Cabrera and J. King (2012) The Snowtweets Project: crowdsourcing snow

information using social media, Canadian Association of Geographers Annual Meeting, Waterloo, 28 May-1 June, 2012. (INVITED)

42. Kelly, R.E.J. (2012) The GCOM-W1 snow depth product: research and development, JAXA

GCOM-W1 Workshop. Tokyo, 18-20 January, 2012. 43. Kelly, R., C. Derksen, C. Duguay, R. Essery, J. King, J. Lemmetyinen, G. Macelloni, T.

Nagler, J. Pulliainen, H. Rott, J. Shi and A. Wiesmann. (2011) Seasonal field experiments in support of the CoReH2O remote sensing mission: state of the art field measurements, what we have learned and what next. American Geophysical Union Fall Meeting: 5-9 December, 2012. (INVITED)

44. King, J.M., A. Kasurak, R. Kelly, C. Duguay and C. Derksen (2011) Seasonal observations of

a shallow tundra snowpack with Ku- and X-band scatterometers. American Geophysical Union Fall Meeting: 5-9 December, 2012.

45. Khadhra, K. G. Gunn, C. Duguay, and R. Kelly (2011) Polarimetric analysis of snow-

covered and bare lake ice from Ku and X-band scatterometer data. American Geophysical Union Fall Meeting: 5-9 December, 2012.

46. Luus, K.A., J.C. Lin and R.E. Kelly (2011) Modeling snow season controls on northern net

ecosystem exchange, American Geophysical Union Annual Meeting, 5-9 December, 2011. 47. Kasurak, A., J.M. King and R.E. Kelly (2011) Characterising Volume Scatter in Snow

Covered Organic Soils in the Tundra Using Ground-based Scatterometers at Ku- and X-band Frequencies, American Geophysical Union Annual Meeting, 5-9 December, 2011.


48. Kelly, R.E.J., C.R. Duguay, J.M. King, Gunn, G., Kasurak, A., C. Derksen, P.Toose, A. Silis, A. Langlois, A. Royer and N. Rutter (2011) The Canadian CoReH2O Snow and Ice (Can-CSI) Experiment 2009-2011, IGARSS 2011, Vancouver, Canada, 25-29 July, 2011. (INVITED)

49. Kelly, R.E.J., (2011) The AMSR snow product: developmenst and improvements in snow

depth retrievals. IGARSS 2011, Vancouver, Canada, 25-29 July, 2011. (INVITED) 50. Kelly, R.E.J., Duguay, C., King, J.M., Kasurak, A., Gunn, G., Oldham, J., Svacina, N.,

Derksen, C., Silis, A., and Rutter, N. (2011) The Canadian CoReH2O Snow and Ice Experiment (2010-2011), 68th Eastern Snow Conference, Montreal, 14-16 June, 2011.

51. Kasurak, A. and Kelly, R.E.J. (2011) Simple sensor for snow grain size, 68th Eastern Snow

Conference, Montreal, 14-16 June, 2011. 52. Luus, K.A., Kelly, R.E.J., Lin, J.C., Humphreys, E. and LaFleur, P. (2011) Upscaling of

cryospheric controls on net ecosystem exchange during snowmelt at Daring Lake, NWT, Canadian Geophysical Union meeting, Banff, Alberta, May 15-18, 2011.

53. Luus, K.A., Kelly. R.E.J., Lin, J., Humphreys, E. and LaFleur, P. (2011) Influence of snow

cover area on net ecosystem exchange during snowmelt at Daring Lake, NWT, 68th Eastern Snow Conference, Montreal, 14-16 June, 2011.

54. Oldham, J. and Kelly, R.E.J. (2011) Estimating snow depths in Uxbridge, Ontario, Canada

using airborne LiDAR, 68th Eastern Snow Conference, Montreal, 14-16 June, 2011. 55. Kelly, R.E.J., King, J., Kasurak, A. and Duguay, C. (2011) Scatterometer observations of

snow in a forest stand in the Hudson Bay lowlands during the CAN-CSI 2010-2011 experiment, European Geosciences Union, 3-8 April, 2011

56. King, J., Kasurak, Kelly, R.E.J., Duguay, C. and Derksen, C. (2011) Dual Frequency (17.2 and

9.6 GHz) Scatterometer Observations of Terrestrial Snow in a Canadian Sub-Arctic Tundra Environment, European Geosciences Union, 3-8 April, 2011.


a) NAME: SCOTT, Daniel


b) DEGREES:

Ph.D. Geography, York University, Canada, 1998 M.A., Geography, University of Waterloo, Canada, 1993 B.Sc., Geography, Brandon University, Canada, 1991


2014-2021 University Research Chair in Climate and Society, University of Waterloo 2014- Professor, Geography and Environmental Management, University of

Waterloo 2012-2017 Director of Interdisciplinary Centre on Climate Change 2012- Director of Master’s of Climate Change Program, University of Waterloo 2007-2014 Associate Professor, Geography & Environmental Mgmt, University of

Waterloo *Cross-Appointed with the School of Planning (2012-present) 2004-2014 Canada Research Chair in Global Change and Tourism, SSHRC Tier 2,

University of Waterloo 2003-2007 Assistant Professor, Department of Geography, University of Waterloo

d) HONOURS:

2016 International Center of Research and Education Award in Tourism Research 2016 ITB-Berlin Book Award 2008 Honoris Fellow, American Leisure Academy 2005, 2008, 2011, 2015 University of Waterloo Outstanding Performance Award 1999 Recycling Council of Ontario Award 1996 Conservation Foundation of Greater Toronto Fellowship Award

e) SCHOLARLY AND PROFESSIONAL ACTIVITIES: past 7 years only

University of Waterloo Committees University Level 2012-2017 Director of Interdisciplinary Centre on Climate Change Faculty Level


2012- Director of Master’s of Climate Change 2011-2012 Development of Master’s of Climate Change program proposal 2004- Geography Representative – FES Web Committee 2003- Geography Representative, Computing, Communications & Operations

Committee Department Level 2013 DACA – Physical Climate 2012 DACA – Climate and Society 2010, 2011, 2012 GEM Tenure and Promotion Committee 2009, 2010, 2011, 2012 Departmental Review of SSHRC, OGS applications Service to Professional Societies, Government Advisory Committees, Non-Profit

Organizations 2014-2015 Vision Prize Experts Panel, Carnegie Mellon University and University of

Minnesota 2013-2016 Expert Panel, Atlantic Climate Adaptation Solutions Association 2013 Katerva Sustainability Awards Evaluation Panel 2012-2013 Expert reviewer and contributing author for Working Group 2,

Intergovernmental Panel on Climate Change 2010-2011 World Meteorological Organization, Open Panel of Commission for

Climatology Experts 2010- Board of Trustees, the CARIBSAVE Partnership and INTASAVE – both are non-

profit organizations based in Barbados and UK respectively, with charitable status in the UK and USA

2010- United Nations Development Program, Advisory Committee of the Global Partnership for Sustainable Tourism

2003- Co-Chair of International Society of Biometeorology, Commission on Climate, Tourism and Recreation

Other Professional Affiliations 2008- Research Fellow – Land, Environment and People Research Centre, Lincoln

University, New Zealand 2007- Scientific Advisory Board - Centre for Sustainable and Geotourism, Western

Norway Research Institute 2013-2015 Expert Advisory Panel – Climate Compatible Tourism Belize Project 2009-2011 AlpS – Centre for Climate Change Adaptation Technologies – University of

Innsbruck 2008-2012 International Joint Commission – Upper Great Lakes Study Board – Technical

Working Group for Recreation and Tourism


Editorial Duties • Editorial Board – Atmosphere (Biometeorology) (2017-present) • Editorial Board – Tourism Recreation Research (2017-present) • Editorial Board – Current Issues in Tourism (2013-present) • Editorial Board – Journal of Sustainable Tourism (2012-present) • Editorial Board - Tourism and Hospitality Planning & Development (2010-present) • Guest Editor – Journal of Sustainable Tourism, Special Issues on Climate Change (2010)

and Scenario for Tourism Planning (2011) • Editorial Board – European Journal of Tourism and Recreation (2009-2015) • Editorial Board – Springer Environmental Sciences Unit (Netherlands) – Biometeorology

Series (2007-2011) • Editorial Board - Climate Research – Inter-Research, Germany (2003 – 2011)


Completed: 26 M.A., 4 Ph.D. In progress: 3 M.A., 3 Ph.D. NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

• Peiran Guo, MES[MRP] (fall 2014-Spring 2015) – “Weather and Air Quality Preferences

of Urban Tourists in China” • Alysha Allaire, MA [MRP] (Fall 2013-Fall 2015) – “Last Chance Tourism in Canada’s Parks

and Protected Areas: A Case Study of Wapusk National Park and Jasper National Park”

• Katelyn MacDonald, MES (Fall 2011-Winter 2014) – “Modeling Present and Future Physical Coastal Vulnerability to Climate Change: North Shore, Prince Edward Island

• Zainab Moghal PhD (Fall 2008-Spring 2015) – “A Climate Change Vulnerability Assessment of a Tourism Destination Community (A Case-Study of Oistins, Barbados)”

• Carly Peister, MES (Fall 2012-Winter 2014) – “Water use on Ontario Golf Courses” • Michelle Rutty, PhD (Fall 2009-Winter 2014) – “Weather and Climate for Coastal

Tourism” • Melissa Weber, MA (Fall 2015-Spring 2017) – “Climate-Induced Environmental Change

and the Future of Tourism at the Athabasca Glacier in Jasper National Park” g) GRADUATE COURSES: past 7 years, by year

Seminars:

2016 Climate Change and Biodiversity 2014-15 Climate and Society 2014 Climate Compatible Development

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2013-14 Climate and Society

Directed Studies:

2017 Tourism and Social Media (2 students) 2011, 2014 Tourism and Climate Change


Year(s)

Principle Investigator(s) Type Granting

Agency Project Title

Funding (CDN $)

2017 S. Dalby and D. Scott O CIGI and BSIA

Workshop Fund Canada in a Climate Disrupted World 8,500

2017 S. Dalby and D. Scott C SSHRC Knowledge

Synthesis Grant Canada in a Climate Disrupted World 24,900

2017 D. Henstra, D. Scott, J. Thistlethwaite

O MEOPAR Network Centre of Excellence

The Coastal and Marine Hazard Risk Governance Community of Practice 355,000

2016 J. Thistlethwaite and D. Scott O

Canadian Water Network (Network of Centres of Excellence)

Using a Coupled Hydrologic-Insurance Model to Simulation Flood Policy Responses in an Era of Climate Change

50,000

2015 J. Thistlethwaite and D. Scott C SSHRC – Insight

Development Grant Sustaining Insurance in the Era of Climate Change 72,435

2015 J. Thistlethwaite and D. Scott O MEOPAR Network

Centre of Excellence

Insuring Canadian Coastal Communities in the Era of Climate Change

98,000

2015 D. Scott and S. Gossling O Western Norway

Research Institute Climate Change Risk Assessment of the Global Tourism Sector 60,000

2014-2016

S. Burch, C. Mitchell, and D. Scott

G IDRC

Development of a system to enhance and manage information on adaptation options arising from the IDRC Climate Change and Water Program

190,000

2014 S. Dalby and D. Scott O CIGI Workshop Fund Canadian Climate Policy: Reform or

Revolution? 7,500

2013-2015 D. Scott C SSHRC – Insight

Development Grant

An integrated modeling approach to assessing ski industry vulnerability to climate change

74,400

2012-2015

J. Wandel and P. Johnson C SSHRC – Insight

Development Grant

Developing a stakeholder-based decision-support process for community-level climate change adaptation planning

75,000

2012 S. Dalby and D. Scott O CIGI Workshop Fund Interdisciplinary perspectives on

climate change 7500

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2011-2015

D. Scott and M. Simpson C/G

IDRC and Tri-Council

Partnership for Canadian-Caribbean Community Climate Change Adaptation

2.5 million

2. INTERNAL RESEARCH FUNDING: i) PUBLICATIONS


- Books authored .............................................................................................. 2 - Books edited .................................................................................................. 1 - Chapters in books ....................................................................................... 32 - Papers in refereed journal ........................................................................... 98 - Papers in refereed conference proceedings. .............................................. 11 - Technical reports ......................................................................................... 67 - Abstracts and/or papers read ........................................................................ 0 - Others (workshops presented) .................................................................. 203


Books authored: 1. Gössling, S., Hall, C.M., Scott, D. (2015) Tourism and Water. Channelview Publishers.

2. Scott, D., Gössling, S., Hall, C.M. (2012) Climate Change and Tourism: Impacts, Adaptation

and Mitigation. London: Routledge. Books edited: 1. Hall, C.M., Gössling, S., Scott, D. (2014) Handbook of Tourism and Sustainability. London:

Routledge. Chapters in Books: 1. Scott, D. and Verkoeyen, S. (2017) Assessing the Climate Change Risk of a Coastal-Island

Destination. In: Global Climate Change and Coastal Tourism: Recognizing Problems, Managing Solutions, Future Expectations. Eds. Jones, A. and Phillips, M. CABI International, Oxfordshire, UK. 62-73.

2. Berbés-Blázquez, M. and Scott, D. (2017) The Development of Resilience Thinking. Chapter 2. In: Tourism and Resilience. D. Butler (ed). CABI Publishing: Oxfordshire, UK. 9-22.

3. Price, D., Scott, D., Lomas, M., McKenney, D., Bachelet, D., Drapek, R., Lenihan, J., Neilson, R., Woodward, I., Foley, J. (2015). Vulnerability and Impacts of North American Forests to

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Climate Change: Ecosystem Responses and Adaptation. Chapter 5. In: Global Vegetation Dynamics: Concepts and Applications in the MC1 Model. Geophysical Monograph 213. American Geophysical Union Book Series. 61-72.

4. Hall, C.M., Gössling, S., Scott, D. (2015) Tourism and sustainability: An introduction. In: Handbook of Tourism and Sustainability. Hall, C.M., Gössling, S., Scott, D. (eds). London: Routledge. 1-11.

5. Hall, C.M., Gössling, S., Scott, D. (2015) The evolution of sustainable development and

sustainable tourism. In: Handbook of Tourism and Sustainability. Hall, C.M., Gössling, S., Scott, D. (eds). London: Routledge. 15-35.

6. Rutty, M., Gössling, S., Scott, D., Hall, C.M. (2015) The Global Impacts of Tourism – An

Overview. In: Handbook of Tourism and Sustainability. Hall, C.M., Gössling, S., Scott, D. (eds). London: Routledge. 36-63.

7. Scott, D., Gössling, S. (2015) Scenarios and Forecasts in Tourism. In: Handbook of Tourism

and Sustainability. Hall, C.M., Gössling, S., Scott, D. (eds). London: Routledge. 305-319. 8. Gray, P., Lemieux, C., Scott, D., Beechey, T., Nelson, G. (2015) Strategies for Coping with the

Wicked Problem of Climate Change: A Heritage Perspective. The Future of Heritage as Climates Change: Loss, Adaptation and Creativity. W. Logan and L. Smith (eds). London: Routledge. 180-196.

9. Gössling, S., Scott, D., Rutty, M. (2014- in press) An Overview of the Global Impacts of

Tourism. In: Handbook of Tourism and Sustainability. Hall, C.M., Gössling, S., Scott, D. (eds). London: Routledge.

10. Hall, C.M., Gössling, S., Scott, D. (2014) Climate Change, Tourism and Development.

Tourism and Development in the Developing World: D. Telfer, R. Sharpley (eds) London: Routledge.

11. Scott, D. (2014) Climate Change and Tourism. In: Companion to Tourism. Eds. C. Michael

Hall, Alan Lew and Allan Williams. Wiley-Blackwell. 12. Hall, C.M., Gössling, S., Scott, D. (2014) Climate Change and Tourism. In: Tourism and

Development: Concepts and Issues – 2nd Edition. (eds) R. Sharpley and D. Telfer). Channelview Publishers. 332-357.

13. Scott, D. and Steiger, R. (2013) Vulnerability of the Ski Industry. In: Climate Vulnerability:

Understanding and Addressing Threats to Essential Resources. (Eds) Roger Pielke Sr.. . Elsevier Inc., Academic Press, San Diego. 305–313

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14. Scott, D. (2012) Climate Compatible Travelism. In: Green Growth and Travelism: Letters from Leaders. Eds. G. Lipman, T. Delacy, R. Hawkins. London: Goodfellow Publishers. 140-145.

15. Scott, D. (2012) Impacts and Challenges of Climate Change in Small Island Developing

States. In: Challenges and opportunities for tourism development in small island developing states. Madrid: United Nations World Tourism Organization. 67-79.

16. Hall, C.M., Becken, S., Buckley, R., Scott, D. (2012) Climate Change and Tourism: A Growing

Concern. Chapter 13. Critical Debates in Tourism. Channel View Publishers. 17. Scott, D., Lemieux, C. (2012) The Vulnerability of Tourism to Climate Change. In: The

Routledge Handbook of Tourism and the Environment. A. Holden and D. Fennell (Eds). London: Routledge.241-257.

18. Gössling, S., Scott, D. (2011) Recreation, Tourism, and Climate. In: Encyclopaedia of Climate

and Weather, Second Edition. S. Schneider (ed). Oxford University Press, New York. Papers in refereed Journals: 1. Scott, D., Steiger, R., Rutty, M., Pons, M., Johnson, P., Vilella, M. (2017-accepted) The

differential futures of ski tourism in Ontario (Canada) under climate change: the limits of snowmaking adaptation. Current Issues in Tourism.

2. Hewer, M. Scott, D., Gough, W. (2017) Differences in the Importance of Weather and Weather-based Decisions between Campers in Ontario Parks (Canada). International Journal of Biometeorology. doi:10.1007/s00484-017-1364-7

3. Rutty, M., Scott, D., Johnson, P., Steiger, R., Pons, M., Vilella, M. (2017) Using Ski Industry

Response to Climatic Variability to Assess Climate Change Risk: An Analogue Study in Eastern Canada. Tourism Management, 58, 196-205.

4. Scott, D., Rutty, M., Amelung, B., Tang, M. (2016) A comparison of the Holiday Climate

Index and Tourism Climate Index in European urban destinations. Atmosphere, 7, 80. doi:10.3390/atmos7060080

5. Scott, D., Hall, C.M., Gössling, S. (2016) The Paris Climate Change Agreement and its

Implications for Tourism: Why we will always have Paris. Journal of Sustainable Tourism, 24/7, 933-948.

6. Hewar, M. Scott, D., Fenech, A. (2016) Seasonal weather sensitivity, temperature

thresholds, and climate change impacts for park visitation. Tourism Geographies, 18/3, 297-321.

7. Rutty and Scott (2016) A comparison of climate preferences for domestic and international

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beach holidays: A case study of Canadian travelers. Atmosphere, 7, 30. doi:10.3390/atmos7020030.

8. Scott, D., Gössling, S., Hall, C.M., Peeters, P. (2015) Can tourism be part of the decarbonized

global economy?: The costs and risks of alternate carbon reduction policy pathways. Journal of Sustainable Tourism, 24 (1), 52-72.

9. Steiger, R., Scott, D., Rutty, M. (2015) Die Zukunft der Olympischen Winterspiele in einem

wärmeren Klima – Klimatische Eignung von Austragungsorten. FdSnow 46, p. 38-46. ISSN: 1864-5593

10. Rutty, M., Scott, D., Steiger, R., Pons, M., Johnson, P. (2015) Behavioural adaptation of

skiers to climatic variability and change in Ontario, Canada. Journal of Outdoor Recreation and Tourism. 11, 13–21

11. Scott, D., Hall, C.M., Gössling, S. (2015) A review of the IPCC 5th Assessment and

implications for tourism sector climate resilience and decarbonization. Journal of Sustainable Tourism, 24 (1), 8-30.

12. Rutty, M., Scott, D., Steiger, R., Johnson, P., Pons, M. (2015) The Geography of Skier

Adaptation to Adverse Conditions in the Ontario Ski Market. The Canadian Geographer. DOI: 10.1111/cag.12220

13. Scott, D., Gössling, S. (2015) What Could the Next 40 Years Hold for Global Tourism?

Tourism Recreation Review. 40 (3), 269-285. 14. Scott, D., Rutty, M., Steiger, R. (2015) Climate Change and the Future of the Winter Olympic

Games. Journal of Olympic History, (1), 52-61 (invited contribution). 15. Hall, C.M. and 51 other authors (2015) Denying bogus skepticism in climate change and

tourism research. Tourism Management, 47, 352-356. 16. Hall, C.M. and 51 other authors (2015) No time for smokescreen skepticism: A rejoinder to

Shani and Arad. Tourism Management, 47, 341-347. 17. Gössling, S., Scott, D., Hall, C.M. (2015) Inter-market variability in CO2 emission-intensity in

tourism: Insights for carbon management and marketing. Tourism Management. 46 (1), 203-212.

18. Hall, CM., Gössling, S., Scott, D. (2015) A Potemkin Village in Tourism Management: On

climate change and environmental skepticism. Journal of Sustainable Tourism, 23:1, 4-25 19. Scott, D., Steiger, R., Rutty, M., Johnson, P. (2014- published online) The Future of the

Olympic Winter Games in an Era of Climate Change. Current Issues in Tourism.

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20. Hewar, M. and Scott, D. (2014) Tourism Climatology for Camping: A Case Study of Ontario Parks (Canada). Journal of Theoretical and Applied Climatology. 121 (3-4), 401-411

21. Rutty, M., Scott, D. (2014) Examining the Thermal Range of Coastal Tourism Microclimates.

Tourism Geographies. 16 (3), 346-363. 22. Rutty, M., Scott, D., Steiger, R., Johnson, P. (2014- published online) Weather Risk

Management at the Olympic Winter Games. Current Issues in Tourism. 23. Buckley, R., Scott, D., Weaver, D., Becken, S. (2014-in press) Tourism Megatrends. Tourism

Recreation Research, 40 (1), 59-70. 24. Rutty, M., Scott, D. (2014- published online) Bioclimatic Comfort and the Thermal

Perceptions and Preferences of Beach Tourists. International Journal of Biometeorology. 25. Rutty, M., Matthews, L, Scott, D., Del Matto, T. (2013-in press) Using Vehicle Monitoring

and Driver Training to Reduce Fleet Emissions in Tourism. Journal of Sustainable Tourism. DOI:10.1080/09669582.2013.855221

26. Dawson, J. Scott, D., Havitz, M. (2013) Skier Demand and Behavioral Adaptation to Climate

Change in the US Northeast. Leisure 37 (2), 127-143) 27. Gössling, S., Scott, D., Hall, M.C. (2013) Challenges of tourism in a low-carbon economy.

Wiley Interdisciplinary Reviews – Climate Change, 4 (6), 525–538 28. Rutty, M., Scott, D. (2013) Differential Climate Preferences of International Beach Tourists.

Climate Research, 57, 259-269. 29. Hall, M.C., Scott, D., Gössling, S. (2013) The Primacy of Climate Change for Sustainable

International Tourism. Special Issue: Critical Perspectives on Sustainable Development. Sustainable Development, 21, 112-121.

30. Dawson, J. and Scott, D. (2013) Managing for Climate Change in the Alpine Ski Sector.

Tourism Management, 35, 244-254. 31. Cross, M.S., E.S. Zavaleta, D. Bachelet, M.L. Brooks, C.A.F. Enquist, E. Fleishman, L.

Graumlich, C.R. Groves, L. Hannah, L. Hansen, G. Hayward, M. Koopman, J.J. Lawler, J. Nordgren, B. Petersen, D. Scott, S.L. Shafer, M.R. Shaw, G.M. Tabor (2012) The Adaptation for Conservation Targets (ACT) framework: A tool for incorporating climate change into natural resource management. Environmental Management, 50 (3), 341-51.

32. Gössling, S., Scott, D. (2012) Scenario Planning for Sustainable Tourism: An Introduction.

Journal of Sustainable Tourism, 20 (6), 773-778.

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33. Scott, D. Sim, R., Simpson, M. (2012) Sea Level Rise Impacts on Coastal Resorts in the Caribbean. Journal of Sustainable Tourism. 20 (6). 883-898.

34. Scott, D., Gössling, S., Hall, C.M.. (2012) International Tourism and Climate Change. Wiley

Interdisciplinary Reviews – Climate Change, 3 (3), 213-232. 35. Gössling, S., Scott, D., Hall, M.C. (2012) Consumer Behaviour and Demand Response of

Tourists to Climate Change. Annals of Tourism Research, 39 (1), 36-58. 36. Gössling, S., Aall, C., Ceron, J.P., Dubious, G., Hall. M.C., Lehmann, L.V., Peeters, P., Scott, D.

(2012). Tourism and Water Use: Supply, Demand and Security – An International Review. Tourism Management, 33, 1-15.

37. Gray, P., Lemieux, C., Beechey, T., Scott, D. (2011) A Model Process for Developing

Adaptation Options for Natural Heritage Areas in an Era of Rapid Climate Change. George Wright Forum. 28 (3), 314-328.

38. Hall. M.C., Scott, D., Gössling, S. (2011) Forests, Climate Change and Tourism. Journal of

Heritage Tourism, 6 (4), 353-363. 39. Dawson, J. Havitz, M. Scott, D. (2011) The Influence of Ego Involvement on Climate-Induced

Substitution and Place Loyalty among Alpine Skiers. Journal of Travel Tourism and Marketing, 28, 388–404.

40. Lemieux, C., Scott, D. (2011) Changing Climate, Challenging Choices: Identifying and

Evaluating Adaptation Options For Conservation. Environmental Management. 48(4):675-90.

41. Pentelow, L., Scott, D. (2011) Aviation’s Inclusion in International Climate Policy Regimes:

Implications for the Caribbean Tourism Industry. Journal of Air Traffic Management, 17, 199-205.

42. Lemieux, C., Beechey, T., Scott, D. (2011) The state of climate change adaptation in

Canada’s protected areas sector. Canadian Geographer, 55 (3), 301-317. also reprinted with permission in the George Wright Forum (2011), 28 (2), 216-236.

43. Scott, D., Lemieux, C., Malone, L. (2011) Climate Services to Support Sustainable Tourism Development and Adaptation to Climate Change. Climate Research, 47 (1-2), 111-122.

44. Scott, D. (2011) Why Sustainable Tourism Must Address Climate Change. Journal of

Sustainable Tourism, 19 (1), 17-34. Papers in Refereed Conference Proceedings

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1. Scott, D. (2011) Climate Change and a Healthy, Sustainable Environment: An Opportunity for Recreation and Parks Leadership? Commissioned paper for the National Recreation Summit (Lake Louise, October 2011).

Technical Reports

1. Contributing Author (2014) IPCC 5th Assessment, Working Group 2, Small Islands Chapter. (reviewed)

2. Kovacs, P., Thistlethwaite, J., Scott, D., Oliver, B. (2014) Chapter 6 – Industry. Climate Change Science Assessment 2013. Natural Resources Canada, Ottawa. (reviewed)

3. Contributing Author (2014) Tourism Sector. IPCC AR5 Business Derivatives Project. European Climate Foundation. Brussels, Belgium.

4. Scott, D., Steiger, R., Rutty, M., Johnson, P. (2014) The Future of the Olympic Winter Games

in a Warmer World. Waterloo: Interdisciplinary Centre on Climate Change. 5. Simpson, M., Mercer-Clarke, C., Clarke, J., Scott, D. (2012) Coastal Setbacks in the Latin

America and the Caribbean: A Study of Emerging Issues and Trends. Inter-American Development Bank, Washington. 142pgs.

6. Lemieux, C., Gray, P., Scott, D., McKenney, D, MacFarlane, S. (2012) Climate Change and the

Lake Simcoe Watershed: A Vulnerability Assessment of Natural Heritage Areas and Nature-Based Tourism. Climate Change Research Series. Ontario Ministry of Natural Resources, Toronto.

7. Gössling, S., Hall, C.M., Scott, D., (2011) Coastal Tourism. In: Green Economy in a Blue

World. UNEP, Nairobi. www.unep.org/greeneconomy (reviewed) 8. Simpson, M., Scott, D., Trotz, N. (2011) Climate Change’s Impact on the Caribbean’s Ability

to Sustain Tourism, Natural Assets, and Livelihoods. Meta-Trends in Latin America and the Caribbean: Annual Sustainability Review. Washington. Inter-American Development Bank. p15-20. (reviewed)

9. Peeters, P., Gössling , S., Scott, D. (2011) Tourism Patterns and Associated Energy

Consumption. Chapter 6. The Green Economy Report. Geneva: United Nations Environment Programme. (reviewed)

10. Scott, D.J., C.J. Lemieux, D. Kirchhoff and M. Melnik. (2011). Analysis of Socio-economic

Impacts and Adaptation to Climate Change by Québec’s Tourism Industry. Technical Report 1: Climate Change Impact Assessment: Risks and Opportunities. Interdisciplinary Centre on Climate Change (IC3), University of Waterloo and Consortium on Regional Climatology and Adaptation to Climate Change (OURANOS): Waterloo, Ontario and Montréal, Québec, Canada.

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http://www.unep.org/greeneconomy

a) NAME: SEASONS, Mark


b) DEGREES:

Ph.D. Regional Planning, University of Waterloo, Canada 1989 M. Environmental Design Planning, University of Calgary, Canada 1985 B.A. Geography Honours, Queen’s University, Canada 1975


2013- Professor, School of Planning, University of Waterloo 2013 Associate Dean, Undergraduate Studies and Educational Liaison, Faculty of

Environment, University of Waterloo 2013- Associated Member, Graduate Faculty, Wilfrid Laurier University 2010-2011 Interim Dean, Faculty of Environment, University of Waterloo 2004-2013 Associate Professor, School of Planning, University of Waterloo 2004-2010 Associate Dean, Undergraduate Studies and Educational Liaison, Faculty of

Environment, University of Waterloo 1998-2004 Assistant Professor [tenure track], School of Planning, University of Waterloo

d) HONOURS:

2011 Distinguished Teacher Award, University of Waterloo 2011 Teaching Excellence Award, Ontario University Students Alliance 2009 Fellow, Canadian Institute of Planners [FCIP] 2006 Outstanding Faculty Award, University of Waterloo 2002 Recognition of Service Award, Canadian Institute of Planners 2001 Member Services Award, Ontario Professional Planners Institute 1994 Member Services Award, Ontario Professional Planners Institute 1986-1988 Ontario Graduate Scholarship

e) SCHOLARLY AND PROFESSIONAL ACTIVITIES:

2016-2017 Director (Academic), Board of Directors, CIP 2014-2017 Chair/Project Lead, Course Evaluation Project Team 2016 Advisor, Re-Imagine Peterborough movement 2014 Policy Advisor, Mayoral campaign, Maryam Monsef (Peterborough, ON) 2012- President, Association of Canadian University Planning Programs [ACUPP] 2012- Proposal Reviewer, OMAFRA Grants Program 2012 Advisor [pro bono], urban/community planning, Peterborough Collegiate and

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Vocational School school closure - community association Editorial duties: 2013- Member, editorial board, Canadian Journal of Urban Research Consulting: 2015 The governance of land use for Canada (OECD – Organization for Economic

Cooperation and Development) 2015 Perception study of Huron County’s Planning Department (Huron County

Economic Development Board) 2011 Chair, Locks 23 and 24 Generating Station Public Hearing [Peterborough ON]


Completed: 3 Ph.D., 1 MES, 15 MA NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

Year Name Degree Thesis Title

2010 Lauder, A. MA (PLAN) Downtown revitalization strategies in Ontario’s Mid-sized cities: a web-survey and case study

Saini, N. MA (PLAN) Re-branding the Canadian planning profession

Ortiz-Guerrero, C.

PhD (PLAN) A region in transition: the role of networks, capitals and conflicts in the Rainy River District, Ontario

2011 Cabaj, M. MA (PLAN) Developmental evaluation: the experience and reflections of early adopters

2012 Warkentin, J. MA (PLAN) Growth appropriate planning in Canada: what factors lead to the implementation of progressive planning and economic development policy in Canadian communities?

Onishenko, D. MA (PLAN) Planning for greyfield redevelopment in Edmonton, AB: impeding and facilitating factors

Antanaitis, A. MA (PLAN) Developing up and not out: understanding the barriers to and opportunities for revitalization along Waterloo’s central transit corridor

Conway, M. PhD (PLAN) How to evaluate a third sector approach to place-based poverty reduction: a case study of Pathways to Education

2013 Xiao, Y. MA (PLAN) Planning for near-campus neighbourhoods in Ontario: challenges and planning responses

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Andres, S. MA (PLAN) Connecting school closures and community planning

2014 Miroshnikova, G.

MA (PLAN) An evaluation of public participation theory and practice: the Waterloo region case

Kohli, P. MA (PLAN) Age-Friendly urban design guidelines for Kitchener and Waterloo, ON

2015 Rappolt, R. A community based perspective on accommodation reviews: the rural and small-town experience

Beatty, J. MES (PLAN) This land is your land: exploring the Sea to Sky land and resource management plan through the lens of indigenous planning

Kurtz, N. MA (PLAN) Multicultural planning in mid-sized cities

2016 Kassiedass, S. MA (PLAN) The tenth Big Move: Towards the optimal modal split

Syhlonyk, A. MA (PLAN) Communicating change: public engagement, intensification and urban redevelopment

2017 Schram, J. MA (PLAN) The amalgamation of Brant County: understanding sense of place and public participation

Guyadeen, D. PhD (PLAN) Evaluation in planning: an investigation into plan quality and its application in the Ontario-Greater Golden Horseshoe (GGH) Region

Al-Ayoubi, H. MA (PLAN) The history and future of solar access in Ontario, Canada

g) GRADUATE COURSES:

Seminars:

Directed Studies: h) 1. EXTERNAL RESEARCH FUNDING: past 7 years only, by year, indicating source


Year Amount Received 2014 $8,000.00*

i) PUBLICATIONS


- Books authored .............................................................................................. 0

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- Books edited .................................................................................................. 3 - Chapters in books ......................................................................................... 7 - Papers in refereed journal ........................................................................... 27 - Papers in refereed conference proceedings. ................................................ 2 - Technical reports ........................................................................................... 0 - Abstracts and/or papers read ........................................................................ 0 - Others (workshops presented) .................................................................... 12


Chapters in Books: 1. Seasons, M. [2012]. The Ottawa Valley Georegion. In Nelson, G. (ed.). Beyond the Global

City: Understanding and Planning for the Diverse Georegions of Ontario. McGill-Queen’s Press. 227-244 [Refereed]

Papers in refereed Journals: 1. Guyadeen, D. & Seasons, M. (2016). Evaluation theory and practice: comparing program

evaluation and evaluation in planning. Journal of Planning Education and Research. Accepted for publication DOI:10.1177/0739456X16675930

2. Guyadeen, D. & Seasons, M. [2016]. Plan evaluation: Challenges and directions for future research. Planning Practice and Research. 31(2): 215-228

3. Hanna, K., Seasons, M., Dale, A., Filion, P., & Ling, C. [2014]. Planning for climate change: The state of current practice in Canada. Plan Canada. 54(2), 28-36

4. Lovlin, T. & Seasons, M. [2014]. A history of the core curriculum of planning education in Canada. Canadian Planning and Policy – Canadian Journal of Urban Research, 23(1), (Supplement), 93-100

5. Wegener, J., Seasons, M. & Raines, K. [2013]. Multi-sectoral perspectives on regional food policy, planning and access to food: A case study of Waterloo Region. Canadian Planning and Policy - Canadian Journal of Urban Research. Supplement. 22(1)

6. McWilliam, W.J., Brown, R. Eagles, P., & Seasons, M. [2013]. Barriers to the effective planning and management of residential encroachment within urban woodland edges: a Southern Ontario, Canada case study. Urban Forestry and Urban Greening. In press

7. Irwin, B. & Seasons, M. [2012]. School closure decision-making processes: problems and prospects. Canadian Journal of Urban Research. 21(2), 45-67

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8. McWilliam, W.J., Eagles, P., Seasons, M., & Brown, R. [2012]. Evaluation of planning and management approaches for limiting residential encroachment impacts within forest edges: a Southern Ontario case study. Urban Ecosystems. 15(3), 753-772

9. McWilliam, W.J., Eagles, P., Seasons, M., & Brown, R. [2011]. Effectiveness of boundary structures in limiting residential encroachment into urban forests. Landscape Research. 1, 1-25.

10. Novakowski, N. & Seasons, M. [2011]. Local and regional planning capacity: using the Humber River Basin to test a framework for addressing local planning capacity. Canadian Journal of Urban Research, 29(1), 1-26.

Others: 1. Seasons, M.L. [2013]. The Great Debate: Do We or Don’t We Intervene? Plenary notes. Plan

Canada, 53(3), 12-15

2. Seasons, M. [2013]. Challenges and Rewards: the transition from practice to academia. Plan Canada. 53(2), 28-33

3. Seasons, M. [2013]. School closures. Ontario Planning Journal. 28(4), 17 4. Seasons. M and Irwin, B. [2012]. Why must we close schools? Peterborough Examiner.

January 12, 2012, A-4 5. Seasons, M. and Gordon, D. [2012]. Why are community-based schools getting voted out?

Brockville Recorder and Times. November 16, 2012, A-6

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a) NAME: WANDEL, Johanna

Associate professor, tenured Member of the Graduate Faculty: yes

b) DEGREES:

Ph.D. Geography, University of Guelph, Canada, 2006 M.A. Geography, University of Guelph, Canada, 1995 B.Sc. Geography, Trent University, Canada, 1993


2013- Associate Professor, Department of Geography and Environmental Management, University of Waterloo

2008-13 Assistant Professor, Department of Geography and Environmental Management, University of Waterloo

2006-08 Postdoctoral Research Associate, Global Environmental Change Group, Department of Geography, University of Guelph

d) HONOURS: e) SCHOLARLY AND PROFESSIONAL ACTIVITIES:

2013- Director, Waterloo-Laurier Joint Program in Geography 2009-12 Member, Science Steering Group, International Study on Arctic Change


Completed: 3 MES In progress: 1 PhD, 2 MA, 2 MES NAME OF STUDENTS supervised within the past seven years, title of thesis of project, year of first registration and year of completion:

• Maliha Majeed, MES (Fall 2013-Spring 2015) – “Examining the Effect of

Visualization Tool Exposure on Local-level Stakeholder Perceptions on Climate Change Adaptation”

• Saveena Patara, MES Water (Fall 2012-Winter 2015) – “Examining Drinking Water Security and Governance for Rural Coastal Nova Scotia Within the Context of Climate Change” co-supervisor: Derek Armitage

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• Alvin Thompson, PhD (Winter 2012-Spring 2016) – “Towards New Perspectives in Integrated Coastal Management: Prospects for Responding to Changes Affecting Coastal Area Tourism Systems” co-supervisor: Derek Armitage

g) GRADUATE COURSES:

Seminars: 2014 (Winter) Advanced Climate Change Adaptation (GEMCC 621) 2013 (Fall) Climate Change Vulnerability and Adaptation (GEOG 676/GEMCC 602) 2012 (Fall) Human Dimensions of Climate Change (GEOG 676)

Directed Studies:

Maliha Majeed, MES, Winter 2014 (as GEOG 675)


Year Funding Agency Type My Portion (total)

My Role Purpose

2017-21 Queen Elizabeth Advanced Scholars

$498,690 Co-Investigator Research

2017-20 Canadian Water Futures CFREF $57,000 (total $2,761,700)

Co-Investigator Research

2017-18 University of Waterloo Water Institute


2016-18 University of Waterloo Internal Funding

$5,500 Principal Investigator

Research

2016-17 University of Waterloo Water Institute


2016-17 Waterloo Institute for Complexity and Change


2014-16 IDRC O $306,694 total

Principal investigators

Research

2012-14 SSHRC C $73,015 Principal Investigator

Research

2012-14 Climate and Development Knowledge Network (CDKN)

O £500,000 GBP

Co-Applicant Research

2012-14 Waterloo International Research Partnership Grant

$20,000 Co-Applicant Research

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2011-16 International Development Research Council (IDRC) International Research Initiative on Adaptation to Climate Change (IRIACC) Full Project Grant, Partnership for Canada-Caribbean Community Climate Change Adapatation (ParCA)

C $2,500,000 Co-Applicant Research

2011-13 Robert Harding Humanities and Social Sciences Award

$5488 Principal Investigator


• Co-PI (with Carrie Mitchell), Adapting to water-related impacts of climate change, University of Waterloo Water Institute Workshop Proposal, $10,000; 2014

• Co-Applicant, Waterloo International Research Partnership Grant, $20,000 (PI: Steffanie Scott)

• Principal Investigator, Robert Harding Humanities and Social Sciences Award, 2011-2013, $5488

i) PUBLICATIONS 1) Life-time summary (count) according to the following categories:

- Books authored .............................................................................................. 0 - Books edited .................................................................................................. 1 - Chapters in books ....................................................................................... 12 - Papers in refereed journal ........................................................................... 19 - Papers in refereed conference proceedings. ................................................ 0 - Technical reports ........................................................................................... 8 - Abstracts and/or papers read ...................................................................... 45 - Others (workshops presented) ...................................................................... 5


Chapters in Books: 1. Wandel, J.,H. Diaz, J. Warren, M. Hadarits, M. Hurlbert, and J. Pittman. 2016 Drought and

Vulnerability: A Conceptual Approach. In H. Diaz and M. Hurlbert (eds) Vulnerability and Adaptation to Drought: The Canadian Prairies and South. University of Calgary Press, pp. 15-36

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2. Horgarth, R., D. Campbell and J. Wandel. 2014. Forthcoming. Assessing human vulnerability to climate change from an evolutionary perspective. In A. Sing and Z. Sommers (eds),Preventing Disaster: Early Warning Systems for Climate Change. Springer.

3. Crick, F., J. Wandel, N. Maclelland and K. Vincent. Forthcoming March 2013. Climate change adaptation pathways: insights from case studies in South Africa, Canada and the Pacific Islands J. Paulutikoff, S. L. Boulter, A. J. Ash, M. S. Smith, M. Parry, M. Waschka and D. Guitart (eds.), Climate Adapation Futures. Oxford: John Wiley and Sons.

4. Wandel, J., B. Smit, J. Ford and T. Pearce. 2011. Science and Indigenous Knowledge in Resource Management in the Canadian Arctic. In Kasperson, Roger E. (ed), Integrating Science and Policy: Vulnerability and Resilience in Global Environmental Change. London: Earthscan, 291-306.

Papers in refereed Journals: 1. Burch, S., C. Mitchell, M. Berbes-Blasquez and J. Wandel. 2017. Understanding climate change

and resilience: assessing strenths and opportunities for adaptation in the global South. Climatic Change, 141(2). https://doi.org/10.1007/s10584-017-1897-0

2. Berbes-Blasquez, M, C. Mitchell, S. Burch and J. Wandel. 2017. Tipping Toward Transformation: Progress, Patterns and Potential for Climate Change Adaptation in the Global South. Journal of Extreme Events, 14(1).

3. Minano, A., P. Johnson and J. Wandel. 2017. Visualizing flood risk, enabling participation and

supporting climate change adaptation using the Geoweb: the case of coastal communities in Nova Scotia. Geojournal. https://doi.org/10.1007/s10708-017-9777-8

4. Wandel, J.,H. Diaz, J. Warren, M. Hadarits, M. Hurlbert, and J. Pittman. 2016 Drought and Vulnerability: A Conceptual Approach. In H. Diaz and M. Hurlbert (eds) Vulnerability and Adaptation to Drought: The Canadian Prairies and South. University of Calgary Press

5. Horgarth, R., D. Campbell and J. Wandel. 2014. Assessing human vulnerability to climate

change from an evolutionary perspective. In A. Sing and Z. Sommers (eds),Reducing Disaster: Early Warning Systems for Climate Change. Springer, pp. 63-87.

6. Crick, F., J. Wandel, N. Maclelland and K. Vincent. 2013. Climate change adaptation pathways:

insights from case studies in South Africa, Canada and the Pacific Islands. in J. Paulutikoff (ed.), Climate Adapation Futures. Wiley-Blackwell, 242-254.

7. Prno, J., J. Wandel, B. Bradshaw, B. Smit and T. Pearce. 2011. Community Vulnerability to

Climate Change in the Context of Other Exposure-Sensitivities in Kugluktuk, NU. Polar Research, 30: 7363, DOI: 10.3402/polar.v30i0.7363.

Papers read

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https://doi.org/10.1007/s10584-017-1897-0

1. Wandel, J. 2014. Cross case comparison of vulnerability and adaptation in the insular Caribbean. American Association of Geographers Annual General Meeting, Tampa, Florida, April 2014.

2. Wandel, J. 2013. Coastal Communities and Climate Change. Presentation to the Water Institute Annual Research Symposium, Waterloo.

3. Wandel, J. 2012. Panel presenatation, Paradigms for research on environment and natural resources: human dimensions of climate change. Canadian Association of Geographers Annual General Meeting, Waterloo, Ontario, 30 May 2012.

4. Wandel, J. 2012. Geographers and community-based vulnerability assessment. Geographers

Without Borders: Geography and Environmental Management 50th Anniversary Reception, Canadian Association of Geographers Annual General Meeting, Waterloo, Ontario, 31 May 2012.

Others: 1. Wandel, J. 2013. Tourism and climate change in Tobago – Preliminary Results. Presentation

to decisionmakers and community stakeholders in Tobago, Tobago House of Assembly, December 2013.

2. Wandel, J. 2011. Methodological Innovations in Vulnerability Assessment: Beyond Community-Based Vulnerability Assessment. Presented at United States Forest Service Workshop on Forest Community Vulnerability and Adaptive Capacity, Missoula, Montana, 8 Nov 2011 (invited)

SGRC - 11 December 2017 - 118 of 169

CATEGORY 6

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a) NAME:

MAY, Bradley Kenneth Contract Member of the Graduate Faculty: no

b) DEGREES:

Ph.D. Geography & Environmental Management, University of Waterloo, Canada, 2017 M.A. Geography, University of Toronto, Canada, 1984 B.A. Geography, Wilfrid Laurier University, Canada, 1982


2012-2014 Project Manager, Atmospheric Monitoring Division, Environment Canada 2008-2012 Program Manager, Adaptation & Impacts Research Division, Environment Canada

d) HONOURS: e) SCHOLARLY AND PROFESSIONAL ACTIVITIES:

2010- Member, Environmental Change & Governance Group 2010- Research Associate, Environmental Sustainability Research Centre

f) GRADUATE SUPERVISIONS: g) GRADUATE COURSES: past 7 years, by year

2017 Climate & Society (Climate Analytics), GEMCC 620 2014 Climate Change Mitigation, GEMCC 603


2. INTERNAL RESEARCH FUNDING: i) PUBLICATIONS:


- Books authored .............................................................................................. 0 - Books edited .................................................................................................. 0 - Chapters in books ......................................................................................... 3 - Papers in refereed journal ............................................................................. 5

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- Papers in refereed conference proceedings. ................................................ 1 - Technical reports ........................................................................................... 1 - Abstracts and/or papers read ....................................................................... 0 - Others (workships presented) ...................................................................... 2


Chapters in Books:

20. From Informant to Actor to Leader: Social-Ecological Inventories as a Catalyst for Leadership Development in Participatory Climate Change Adaptation. O'Brien, K., Selboe, E. (eds.), The Adaptive Challenge of Climate Change (Cambridge University Press, 2015), pp. 230-251

21. UNESCO Biosphere Reserves: Towards Common Intellectual Ground, Ishwaran, N. (ed.) The Biosphere (In Tech Press, 2012). pp 285-302.

Papers in Refereed Journals:

1. Larsen R., Swartling, A., Powell, N., May, B., Plummer, R., Simonsson, L., and Osbeck, M. A framework for facilitating dialogue between policy planners and local climate change adaptation professionals: Case studies from Sweden, Canada and Indonesia, Environmental Science and Policy. 23: 12-23, 2012.

2. Cave, K., General, P., Johnston, J., May, B., McGregor, D., Plummer, R., and Wilson, P. The Power of Participatory Dialogue: Why Talking About Climate Change Matters, Indigenous Policy Journal, XXII(1), 2011.

3. May, B. and Plummer, R. Accommodating the challenges of climate change adaptation and governance in conventional risk management: adaptive collaborative risk management (ACRM), Ecology & Society.16(1), 2011.

Technical reports:

1. Power, Participation and Leadership: Framing Approaches for Community Climate Change Adaptation, working paper, Environmental Sustainability Research Centre, Brock University, 2013.

Others (workships presented):

1. Communities, Climate Change Adaptation Leadership and the Role of Social Learning: Application to Three Communities in Ontario, Canada. Stockholm Resilience Centre: Social Learning and Sustainability: Exploring Critical Issues in Relation to Environmental Change and Governance, Stockholm, Sweden, 2010.

SGRC - 11 December 2017 - 121 of 169

a) NAME: BECK, Marisa

Contract Member of the Graduate Faculty: no

b) DEGREES:

Ph.D. Global Governance, University of Waterloo, Canada, 2017 M.Sc. Environmental Policy and Regulation, London School of Economics and Political Science, U.K.,

2009 Diplom (equivalent to a M.Sc. Management), University of Mannheim, Germany, 2008

c) EMPLOYMENT HISTORY: 2017- Postdoctoral Fellow, Institute for Science, Society and Policy, University of Ottawa 2014-2015 Visiting Doctoral Researcher, Integrative Research Institute on Transformations of Human-

Environment Systems (IRI THESys), Humboldt Universität zu Berlin d) HONOURS: 2014-2017 Vanier Canada Graduate Scholarship, Social Sciences and Humanities Research Council of

Canada (SSHRC) 2015 Briarhurst Travel & Research Award, University of Waterloo 2012-2014 Balsillie Doctoral Fellowship Award, Balsillie School of International Affairs 2006-2007 Graduate Study Scholarship Award, German Academic Exchange Service (DAAD) e) SCHOLARLY AND PROFESSIONAL ACTIVITIES: past 7 years only

2017 Referee for Climate Policy 2016 Referee for Energy Research and Social Science 2016 Referee for Oxford Research Encyclopedia of Climate Science 2015 Referee for Climatic Change Letters

f) GRADUATE SUPERVISIONS: g) GRADUATE COURSES: past 7 years, by year 2016-2017 Faculty of Environment, University of Waterloo, Online course developer “Climate Change

and Business” h) 1. EXTERNAL RESEARCH FUNDING: past 7 years only, by year, indicating source


SGRC - 11 December 2017 - 122 of 169

i) PUBLICATIONS: 1) Life-time summary (count) according to the following categories:

- Books authored .............................................................................................. 0 - Books edited .................................................................................................. 0 - Chapters in books ......................................................................................... 0 - Papers in refereed journal ............................................................................. 4 - Papers in refereed conference proceedings. ................................................ 0 - Technical reports ........................................................................................... 0 - Published book reviews ................................................................................. 0 - Others (workshops presented) ...................................................................... 4



23. Beck, Marisa. “Telling stories with models and making policy with stories: an exploration.” Accepted by Climate Policy. (Forthcoming)

24. Beck, Marisa and Tobias Krueger. “The epistemic, ethical, and political dimensions of uncertainty in integrated assessment modelling.” WIREs Climate Change 7, 2016, no. 5, 627-645 doi:10.1002/wcc.413.

25. Beck, Marisa, Nicholas Rivers, and Hidemichi Yonezawa. “A Rural Myth? Sources and Implications of the Perceived Unfairness of Carbon Taxes in Rural Communities.” Ecological Economics 124, April 2016, 124-134. doi:10.1016/j.ecolecon.2016.01.017

26. Beck, Marisa, Nicholas Rivers, Randall Wigle, and Hidemichi Yonezawa. “Carbon Tax and Revenue Recycling: Impacts on Households in British Columbia.” Resource and Energy Economics 41, August 2015, 40-69. doi:10.1016/j.reseneeco.2015.04.005

Other: Workshops presented

1. “Telling stories with models and making policy with stories: an exploration.” Canadian Society for Ecological Economics Conference 2017, Concordia University, Montréal, October 19-October 22, 2017.

2. “Equity and models in climate policy: looking ahead”, Climate Ethics and Economics Workshop, Duke University, March 2-4, 2016.

3. Harris, Melissa, Marisa Beck, and Ivetta Gerasimchuk. “The End of Coal: Ontario’s coal phase-out.” Report, June 2015, International Institute for Sustainable Development, Winnipeg.

4. Beck, Marisa, and Randall Wigle. “Carbon Pricing and Mind the Hissing.” Academic Research Paper, February 2015, Sustainable Prosperity, Ottawa.

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a) NAME: PARMAR, Jay

Contract Member of the Graduate Faculty: no

b) DEGREES:

M.Sc. Analysis Design & Management of Information Systems, London School of Economics, U.K., 1990


2007- Director & Consultant, HRCarbon Inc. 2006- Director & Consultant, Opensoft Inc. 1999-2006 Co-founder & Chief Operating Officer – CiRBA Inc. 1993-1996 Publisher/Editor, Computer Freelancer Magazine 1992-1994 Independent Consultant 1990-1992 Consultant, ICT Ltd 1990-1992 Lecturer, Middlesex University

d) HONOURS: e) SCHOLARLY AND PROFESSIONAL ACTIVITIES: past 7 years only

Mr. Parmar is the principle of the HRCarbon, a consulting company helps organizations translate corporate sustainability strategy into simplified, actionable, controllable and manageable items.

f) GRADUATE SUPERVISIONS: g) GRADUATE COURSES: past 7 years, by year h) 1. EXTERNAL RESEARCH FUNDING: past 7 years only, by year, indicating source


i) PUBLICATIONS 1) Life-time summary (count) according to the following categories:

- Books authored .............................................................................................. 0 - Chapters in books ......................................................................................... 0 - Papers in refereed journal ............................................................................. 0 - Papers in refereed conference proceedings. ................................................ 0 - Technical reports ........................................................................................... 0 - Abstracts and/or papers read ........................................................................ 0

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- Others (workshops presented) ...................................................................... 0 2) Details for past seven (7) years:

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Faculty: Environment

Program: Graduate Diploma (GDip) in Climate Risk Management (direct entry)

Program contact name(s): Johanna Wandel

Form completed by: Teresa Wilson


See attached program proposal.

Is this a major modification to the program? Choose an item.

New program.


See attached program proposal.

Proposed effective date: Term: Fall Year: 2018


https://uwaterloo.ca/graduate-studies-academic-calendar/environment/department-geography-and-environmental-management



No current content.

Graduate Diploma (GDip) in Climate Risk Management (direct entry)

Program information

• Admit term(s) o Fall o Winter o Spring

• Delivery mode o Online

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• Program type o Diploma

• Registration option(s) o Part-time

• Study option(s) o Coursework

Admission requirements

• Minimum requirements o A four year Honours Bachelor degree

or equivalent in any humanities, social science, health, engineering or science discipline with an overall average of at least 75% in the last 20 courses (or last two years).

• Application materials o Résumé/Curriculum vitae o Supplementary information form o Transcript(s)

• References o Number of references: 2 o Type of references: professional or

academic • English language proficiency (ELP) (if

applicable)

Degree requirements Coursework option:


• Courses o Students must complete 4 courses

from the following list: GEMCC 600 Fundamentals of

Climate Change GEMCC 620 Climate Analytics GEMCC 650 Business and

Climate Change Spring GEMCC 652 Climate Change

and Community Planning GEMCC 660 Carbon

Accounting and Management o GEMCC 600 Fundamentals of Climate

Change is required unless students can demonstrate equivalent competence (e.g. through undergraduate climate change courses and/or equivalent professional experience). Students choose 3 of the

SGRC - 11 December 2017 - 127 of 169

https://uwaterloo.ca/graduate-studies-academic-calendar/environment/school-planning/graduate-diploma-gdip-planning-direct-entry#coursework

https://uwaterloo.ca/graduate-studies-academic-calendar/general-information-and-regulations/english-language-proficiency





4 remaining courses, or all 4 courses if they are able to demonstrate competence and opt out of GEMCC 600.

o Students must pass all courses with a minimum 60%. Additionally, in accordance with Faculty of Environment graduate-level coursework requirements, students must obtain a minimum average of 70% across all 4 courses.

• Link(s) to courses o Geography & Environmental

Management, Climate Change (GEMCC) courses



Not applicable.

Departmental approval date (11/17/17): Reviewed by GSO (for GSO use only) ☐ date (11/22/17): Faculty approval date (11/30/17): Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):

SGRC - 11 December 2017 - 128 of 169

https://uwaterloo.ca/graduate-studies-academic-calendar/graduate-course/subject/GEMCC






Faculty: Environment Effective term: Term/Year Spring 2018

Course ☒ New ☒ Revision ☐ Inactivation ☐




Course Subject code: GEMCC Course number: 600 Course Title (max. 100 characters incl. spaces): Fundamentals of Climate Change Course Short Title (max. 30 characters incl. spaces): Fundamentals of Climate Change Grading Basis: NUMERICAL Course Credit Weight: 0.50 Course Consent Required: ☐ Choose an item. Course Description: This course will provide students from any disciplinary and professional background with competence on the global climate challenge, including the scientific underpinnings; potential impacts on natural systems, economic sectors, and human societies around the world; and the two broad categories of societal responses, adaptation and greenhouse gas mitigation. Canadian (federal and provincial) and relevant international climate policy is reviewed. This course is to ensure students develop a shared holistic understanding of key concepts/terminology and the developing science that influences the policy environment within which action on climate change occurs. New course description (for revision only): Meet Type(s): Lecture Choose an item. Choose an item. Choose an item. Primary Meet Type: Lecture Note: online course Requisites:

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

Rationale for request: This is a new course for the new online Type 3 Graduate Diploma in Climate Risk Management. Prepared by: Teresa Wilson Date: 16-Nov-17


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New/Revision/Inactivation form Faculty: Environment Effective term: Term/Year Spring 2018





Course Subject code: GEMCC Course number: 652 Course Title (max. 100 characters incl. spaces): Climate Change and Community Planning Course Short Title (max. 30 characters incl. spaces): Climate Chnge Community Plan Grading Basis: NUMERICAL Course Credit Weight: 0.50 Course Consent Required: ☐ Choose an item. Course Description: Climate change has complex implications for communities across Canada and Planners are at the forefront of developing and implementing strategies to both reduce greenhouse gas (GHG) emissions and build resilience to current and future climate. This course focuses on some of the opportunities and challenges associated with the integration of climate change into urban and rural planning, including climate vulnerability of urban systems, low-carbon transport systems, urban greening and green infrastructure for climate resilience, regenerative designs that reduce social vulnerability, the role of information and communication technologies for system efficiency and resilience, and assessing synergies and conflicts between mitigation and adaptation. Leading policy and design cases from communities across Canada and internationally will be examined.

New course description (for revision only): Meet Type(s): Lecture Choose an item. Choose an item. Choose an item. Primary Meet Type: Lecture Note: online course Requisites:




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Faculty: Environment Effective term: Term/Year Spring 2018





Course Subject code: GEMCC Course number: 660 Course Title (max. 100 characters incl. spaces): Carbon Accounting and Management Course Short Title (max. 30 characters incl. spaces): Carbon Accounting and Mgmnt Grading Basis: NUMERICAL Course Credit Weight: 0.50 Course Consent Required: ☐ Choose an item. Course Description: Carbon management is fundamental to achieving international and national policy objectives to avoid dangerous climate change. With more jurisdictions implementing carbon pricing and cap and trade programs, carbon accounting and reporting is rapidly expected to become a central part of the global business environment. This course focuses on best practices in GHG measurement and management from the perspective of a business or organization. The course includes organization emission reduction target setting strategies; techniques and standards for organizational GHG inventories with reference to international-regional-sectoral reporting/trading schemes; auditing and verification processes; GHG information management systems; evolving expectations and approaches to disclosure of GHG emissions; supply-chain carbon accounting; and evolving carbon markets (voluntary, sectoral and regulated).

New course description (for revision only): Meet Type(s): Lecture Choose an item. Choose an item. Choose an item. Primary Meet Type: Lecture Note: online course Requisites:




SGRC - 11 December 2017 - 131 of 169




FACULTY OF MATHEMATICS REPORT TO SENATE GRADUATE AND RESEARCH

COUNCIL DECEMBER 5, 2017

Attached are the motions that have been approved by the Mathematics Faculty Council on November 21, 2017, and now require approval by Senate Graduate and Research Council (SGRC).

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

Motions from Statistics and Actuarial Science

1- Motions regarding admission procedures

a. Master of Actuarial Science (MActSc) b. M. Math c. Master of Quantitative Finance (MQF) d. PhD

2- Milestone for coursework Data Science specialization

Motions from Computer Science

1- Milestone for coursework Data Science specialization 2- Course revisions for CS 766 and CS 768

SGRC - 11 December 2017 - 132 of 169

Page 1 of 2



Faculty: Mathematics

Program: Master of Actuarial Science (MActSc)

Program contact name(s): Mary Lou Dufton

Form completed by: Mary Lou Dufton


Adding an interview and diagnostic test may be required to the admission requirements.



Formalizing an informal practice to better assess the graduate applications.



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




• Minimum requirements o A four-year honour’s Bachelor’s degree

with an overall 83% average from a Canadian university (or its equivalent).

• Application materials o Résumé o Supplementary information form o Transcript(s)

• References

o Number of references: 3


• Minimum requirements o A four-year honour’s Bachelor’s degree

with an overall 83% average from a Canadian university (or its equivalent).

o An interview and diagnostic test may be required.

• Application materials o Résumé o Supplementary information form o Transcript(s)

• References

SGRC - 11 December 2017 - 133 of 169

Page 2 of 2



o Type of references: academic orprofessional.

• English language proficiency (ELP) (ifapplicable)

o Number of references: 3o Type of references: academic or

professional.



Not applicable to currently registered students.

Departmental approval date (mm/dd/yy): 05/17/2017 Reviewed by GSO (for GSO use only) ☒ date (mm/dd/yy): 09/22/2017 Faculty approval date (mm/dd/yy): 11/21/17Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy): Senate approval date (mm/dd/yy) (if applicable):

SGRC - 11 December 2017 - 134 of 169

Page 1 of 2




Programs:

1) Master of Mathematics (MMath) in Actuarial Science2) Master of Mathematics (MMath) in Biostatistics3) Master of Mathematics (MMath) in Biostatistics - Co-operative Program4) Master of Mathematics (MMath) in Statistics5) Master of Mathematics (MMath) in Statistics - Co-operative Program




Adding an interview may be required to the admission requirements.






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

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

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

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

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

SGRC - 11 December 2017 - 135 of 169

Page 2 of 2




• Minimum requirementso A four-year Honours Bachelor degree

with a significant actuarial scienceand/or statistics component.

o An overall 78% average from aCanadian university (or its equivalent).

• Application materialso Résuméo Supplementary information formo Transcript(s)

• Referenceso Number of references: 3o Type of references: normally from

academic sources.



• Minimum requirementso A four-year Honours Bachelor degree

with a significant actuarial scienceand/or statistics component.

o An overall 78% average from aCanadian university (or its equivalent).

o An interview may be required.



academic sources.





SGRC - 11 December 2017 - 136 of 169

Page 1 of 2




Program: Master of Quantitative Finance (MQF)




Adding an interview and diagnostic test may be required to the admission requirements.






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




• Minimum requirementso An overall 80% average from a

Canadian University (or its equivalent).o A four-year honour's Bachelor's degree

(or equivalent) with a strongbackground in quantitative methods.Such a background may be inmathematics, statistics, actuarialscience, computer science, economics,engineering, physics, provided there isa strong component of high levelmathematics in the program. Strongcommunication skills are also highly


• Minimum requirementso An overall 80% average from a

Canadian University (or its equivalent).o A four-year honour's Bachelor's degree

(or equivalent) with a strongbackground in quantitative methods.Such a background may be inmathematics, statistics, actuarialscience, computer science, economics,engineering, physics, provided there isa strong component of high levelmathematics in the program. Strong

SGRC - 11 December 2017 - 137 of 169

Page 2 of 2



desirable.


• Referenceso Number of references: 3o Type of references: at least 2

academic


communication skills are also highly desirable.

o An interview and diagnostic test may berequired.


• Referenceso Number of references: 3o Type of references: at least 2

academic





SGRC - 11 December 2017 - 138 of 169

Page 1 of 2




Programs:

1) Doctor of Philosophy (PhD) in Actuarial Science2) Doctor of Philosophy (PhD) in Statistics3) Doctor of Philosophy (PhD) in Statistics - Biostatistics




Adding an interview may be required to the admission requirements.






https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/department-statistics-and-actuarial-science/doctor-philosophy-phd-actuarial-science

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/department-statistics-and-actuarial-science/doctor-philosophy-phd-statistics

https://uwaterloo.ca/graduate-studies-academic-calendar/mathematics/department-statistics-and-actuarial-science/doctor-philosophy-phd-statistics-biostatistics




• Minimum requirementso A Master's degree in statistics or

actuarial science, completed orexpected.


• Minimum requirementso A Master's degree in statistics or

actuarial science, completed orexpected.

SGRC - 11 December 2017 - 139 of 169

Page 2 of 2



o At least an overall 78% average from aCanadian university (or its equivalent).



academic sources.


o At least an overall 78% average from aCanadian university (or its equivalent).

o An interview may be required.



academic sources.





SGRC - 11 December 2017 - 140 of 169

Page 1 of 4




Program: Master of Mathematics (MMath) in Statistics




Adding a “Data Science Requirement” milestone to the coursework option degree requirements.



To recognize the Data Science specialization.



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



Degree requirements

Coursework option:

The coursework option includes a specialization in Data Science.

• Graduate Academic Integrity Module(Graduate AIM)

• Courseso Students must complete 8 one-term

(0.50 unit weight) graduate courses[with an overall average of at least

Degree requirements

Coursework option:

The coursework option includes a specialization in Data Science.


• Courseso Students must complete 8 one-term

(0.50 unit weight) graduate courses[with an overall average of at least

SGRC - 11 December 2017 - 141 of 169

Page 2 of 4



70%] from the Data Science lists of courses.

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

o Students must satisfy the following course requirements:

o Foundation course: § CS 600 Fundamentals of

Computer Science for Data Science

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

o Required core courses: § STAT 847 Exploratory data

analysis § CS 631 Data-Intensive

Distributed Analytics o 1 of the following required breadth

courses: § STAT 841 Statistical Learning:

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

Function estimation o 4 elective courses from the following

list: § STAT 840 Computational

Inference § STAT 841 Statistical Learning:


Function estimation § STAT 946 Topics in Probability

and Statistics § CS 638 Principles of Data

Management and Use § CS 648 Database Systems

Implementation § CS 654 Distributed Systems § CS 658 Computer Security and

Privacy § CS 680 Introduction to Machine

Learning

70%] from the Data Science lists of courses.

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

o Students must satisfy the following course requirements:

o Foundation course: § CS 600 Fundamentals of

Computer Science for Data Science

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

o Required core courses: § STAT 847 Exploratory data

analysis § CS 631 Data-Intensive

Distributed Analytics o 1 of the following required breadth

courses: § STAT 841 Statistical Learning:


Function estimation o 4 elective courses from the following

list: § STAT 840 Computational

Inference § STAT 841 Statistical Learning:


Function estimation § STAT 946 Topics in Probability

and Statistics § CS 638 Principles of Data

Management and Use § CS 648 Database Systems

Implementation § CS 654 Distributed Systems § CS 658 Computer Security and


Learning

SGRC - 11 December 2017 - 142 of 169

Page 3 of 4



§ CS 685 Machine LearningTheory: Statistical andComputational Foundations

§ CS 686 Introduction to ArtificialIntelligence

§ CS 740 Database Engineering§ CS 741 Parallel and Distributed

Database Systems§ CS 743 Principles of Database

Management and Use§ CS 786 Probabilistic Inference

and Machine Learning§ CS 798 Advanced Research

Topics§ CS 848 Advanced Topics in

Databases§ CS 856 Advanced Topics in

Distributed Computing§ CS 858 Advanced Topics in

Cryptography, Security andPrivacy

§ CS 870 Advanced Topics inScientific Computing

§ CS 886 Advanced Topics inArtificial Intelligence

o Note: CS 798: CS courses at the 800level, and STAT courses at the 900level should be on a topic in DataScience; they are subject to theapproval of the Graduate Officer.

• Link(s) to courseso Statistics (STAT) courseso Graduate course search

§ CS 685 Machine LearningTheory: Statistical andComputational Foundations

§ CS 686 Introduction to ArtificialIntelligence

§ CS 740 Database Engineering§ CS 741 Parallel and Distributed

Database Systems§ CS 743 Principles of Database

Management and Use§ CS 786 Probabilistic Inference

and Machine Learning§ CS 798 Advanced Research

Topics§ CS 848 Advanced Topics in

Databases§ CS 856 Advanced Topics in

Distributed Computing§ CS 858 Advanced Topics in

Cryptography, Security andPrivacy



o Note: CS 798: CS courses at the 800level, and STAT courses at the 900level should be on a topic in DataScience; they are subject to theapproval of the Graduate Officer.

• Data Science Requiremento Students must complete the required

core data science courses in order tosatisfy the Data Science Requirementmilestone.

• Link(s) to courseso Statistics (STAT) courseso Graduate course search


Students currently registered in the program will receive the Data Science Requirement milestone once they complete the required core courses.

Departmental approval date (mm/dd/yy): 04/20/2017 Reviewed by GSO (for GSO use only) ☐ date (mm/dd/yy): Faculty approval date (mm/dd/yy): 11/21/17Senate Graduate & Research Council (SGRC) approval date (mm/dd/yy):

SGRC - 11 December 2017 - 143 of 169

Page 4 of 4

Senate approval date (mm/dd/yy) (if applicable):

SGRC - 11 December 2017 - 144 of 169

[email protected]

Council–Course/Milestone–New/Revision/Inactivationform

Faculty:MathEffectiveterm:Term/Year Winter2018


Milestone☒ New ☒ Revision ☐ Inactivation ☐

Newmilestonetitle:Chooseanitem. DataScienceRequirement

Forcourserevisions,indicatethetype(s)ofchanges:(e.g.consent,description,title,requisites)

CourseSubjectcode:Chooseanitem. Coursenumber:CourseTitle(max.100charactersincl.spaces):CourseShortTitle(max.30charactersincl.spaces):

GradingBasis: Chooseanitem.

CourseCreditWeight: Chooseanitem.

CourseConsentRequired: ☐ Chooseanitem.

CourseDescription:

Newcoursedescription(forrevisiononly):

MeetType(s):Chooseanitem.Chooseanitem.Chooseanitem. Chooseanitem.PrimaryMeetType: Chooseanitem.Requisites:

Specialtopicscourse: Yes☐ No☐Cross-listed: Yes☐ No☐CourseSubject(s)tobecross-listedwithandapprovalstatus:Sectionscombined/heldwith:

Rationaleforrequest:TorecognizetheDataSciencespecialization.

ThemilestoneshouldbeaddedtotheMMathinStatisticscourseworkplancodeinQuest.

Preparedby:MaryLouDufton Date: Clickheretoenteradate.

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

SGRC - 11 December 2017 - 145 of 169

Page 1 of 6




Program: Master of Mathematics (MMath) in Computer Science

Program contact name(s):

Form completed by:


Adding a “Data Science Requirement” milestone to the Data Science coursework option degree requirements.



To recognize the Data Science specialization.



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



Degree requirements

Coursework option:

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


• Courses

Degree requirements

Coursework option:

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


• Courses

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

§ At least 2 courses must be atthe 800 level

§ At most 3 courses can be at the600 level.

§ No more than 4 courses can betaken for degree credit in onearea.

o Normally, courses need to be selectedfrom the Categories and Areas tablebut exceptions can be granted by theSchool of Computer Science.

Category Area Computer Science (CS) Courses

Computing Technology

Software Engineering

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

Programming Languages

CS 642, CS 644, CS 744, CS 842

Hardware and Software Systems

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

Mathematics of Computing

Algorithms and Complexity

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

Scientific and Symbolic Computing

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

Computational Statistics

CS 680, CS 685, CS 786, CS 885

Quantum Information and Computation

CS 766, CS 768, CS 867

Applications

Artificial Intelligence

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

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

Graphics and User Interfaces

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

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

Health Informatics CS 792

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

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

§ At least 2 courses must be atthe 800 level

§ At most 3 courses can be at the600 level.

§ No more than 4 courses can betaken for degree credit in onearea.

o Normally, courses need to be selectedfrom the Categories and Areas tablebut exceptions can be granted by theSchool of Computer Science.

Category Area Computer Science (CS) Courses

Computing Technology

Software Engineering

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

Programming Languages

CS 642, CS 644, CS 744, CS 842

Hardware and Software Systems

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

Mathematics of Computing


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


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


CS 680, CS 685, CS 786, CS 885

Quantum Information and Computation

CS 766, CS 768, CS 867

Applications

Artificial Intelligence

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

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

Graphics and User Interfaces

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

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

Health Informatics CS 792

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

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o Note: ** CS 858 can be used as aHardware and Software Systemscourse or as an Algorithms andComplexity course, depending on thecourse offering.

Data Science Specialization option

o The requirements for the Data Sciencespecialization option are 8 one-termgraduate courses, in addition to anyremedial work. Remedial coursescannot be counted towards thisnumber.

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

Area Courses Hardware and Software Systems

CS 651, CS 654, CS 658, CS 856, CS 858


CO 602, CO 650, CO 663


CS 870


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

Artificial Intelligence CS 686, CS 798, CS 886

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

o In addition to the above restrictions,students must satisfy the followingcourse requirements:

o Foundation course:§ STAT 845 Statistical Concepts

for Data Scienceo Students with a CS major degree are

expected to take the foundation courseSTAT 845. However, CS majorstudents will be exempted from takingSTAT 845 if they have a sufficientbackground in Statistics; instead theywill be required to take another STATcourse from the elective course list.

o Note: ** CS 858 can be used as aHardware and Software Systemscourse or as an Algorithms andComplexity course, depending on thecourse offering.

Data Science Specialization option

o The requirements for the Data Sciencespecialization option are 8 one-termgraduate courses, in addition to anyremedial work. Remedial coursescannot be counted towards thisnumber.

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

Area Courses Hardware and Software Systems

CS 651, CS 654, CS 658, CS 856, CS 858


CO 602, CO 650, CO 663


CS 870


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

Artificial Intelligence CS 686, CS 798, CS 886

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

o In addition to the above restrictions,students must satisfy the followingcourse requirements:

o Foundation course:§ STAT 845 Statistical Concepts

for Data Scienceo Students with a CS major degree are

expected to take the foundation courseSTAT 845. However, CS majorstudents will be exempted from takingSTAT 845 if they have a sufficientbackground in Statistics; instead theywill be required to take another STATcourse from the elective course list.

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o Required core courses: § CS 651 Data-Intensive

Distributed Computing § STAT 847 Exploratory data

analysis o CS major students will be exempted

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

o 1 of the following required breadth courses:

§ CS 648 Database Systems Implementation

§ CS 680 Introduction to Machine Learning

§ CS 685 Machine Learning Theory: Statistical and Computational Foundations

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

o 4 elective courses from the following list:


§ CS 654 Distributed Systems § CS 658 Computer Security and


Learning § CS 685 Machine Learning

Theory: Statistical and Computational Foundations

§ CS 686 Introduction to Artificial Intelligence

§ CS 740 Database Engineering § CS 741 Parallel and Distributed

Database Systems § CS 743 Principles of Database

Management and Use § CS 786 Probabilistic Inference

and Machine Learning § CS 798 Advanced Research

Topics § CS 848 Advanced Topics in

Databases § CS 856 Advanced Topics in

Distributed Computing § CS 858 Advanced Topics in

Cryptography, Security and Privacy

o Required core courses: § CS 651 Data-Intensive

Distributed Computing § STAT 847 Exploratory data

analysis o CS major students will be exempted

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

o 1 of the following required breadth courses:


§ CS 680 Introduction to Machine Learning

§ CS 685 Machine Learning Theory: Statistical and Computational Foundations

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

o 4 elective courses from the following list:


§ CS 654 Distributed Systems § CS 658 Computer Security and


Learning § CS 685 Machine Learning

Theory: Statistical and Computational Foundations

§ CS 686 Introduction to Artificial Intelligence

§ CS 740 Database Engineering § CS 741 Parallel and Distributed

Database Systems § CS 743 Principles of Database

Management and Use § CS 786 Probabilistic Inference

and Machine Learning § CS 798 Advanced Research

Topics § CS 848 Advanced Topics in

Databases § CS 856 Advanced Topics in

Distributed Computing § CS 858 Advanced Topics in

Cryptography, Security and Privacy

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§ STAT 840 ComputationalInference

§ STAT 841 Statistical Learning:Classification

§ STAT 842 Data Visualization§ STAT 844 Statistical Learning:

Function estimation§ STAT 946 Topics in Probability

and Statistics§ CO 602 Fundamentals of

Optimization§ CO 650 Combinatorial

Optimization§ CO 663 Convex Optimization

and Analysiso Note: CS 798: CS courses at the 800

level, and STAT courses at the 900level should be on a topic in DataScience; they are subject to theapproval of the Graduate Office.

o Other advanced courses are offeredwithin the Faculty of Mathematics ontopics of Data Science on a moreirregular basis. These courses may betaken with approval of the GraduateOfficer and course instructor. Similarly,courses offered outside the Faculty, inData Science or in some area of itsapplication may be approved by theGraduate Officer and the courseinstructor.

• Link(s) to courseso Computer Science (CS) courseso Graduate course search



§ STAT 840 ComputationalInference

§ STAT 841 Statistical Learning:Classification

§ STAT 842 Data Visualization§ STAT 844 Statistical Learning:

Function estimation§ STAT 946 Topics in Probability

and Statistics§ CO 602 Fundamentals of

Optimization§ CO 650 Combinatorial

Optimization§ CO 663 Convex Optimization

and Analysiso Note: CS 798: CS courses at the 800

level, and STAT courses at the 900level should be on a topic in DataScience; they are subject to theapproval of the Graduate Office.

o Other advanced courses are offeredwithin the Faculty of Mathematics ontopics of Data Science on a moreirregular basis. These courses may betaken with approval of the GraduateOfficer and course instructor. Similarly,courses offered outside the Faculty, inData Science or in some area of itsapplication may be approved by theGraduate Officer and the courseinstructor.

• Data Science Requiremento Students must complete the course

requirements of the Data Sciencespecialization option in order to satisfythe Data Science Requirementmilestone.

• Link(s) to courseso Computer Science (CS) courseso Graduate course search


Students currently registered in the program will receive the Data Science Requirement milestone once they complete the course requirements of the Data Science specialization option.

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Faculty: Mathematics Effective term/year: Fall2018

Course New Revision Inactivation

Milestone New Revision Inactivation New milestone title:

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

Course Subject code: CS Course number: 766 Course Title (max. 100 characters incl. spaces): Theory of QuantumInformation Course Short Title (max. 30 characters incl. spaces): Theory of QuantumInformation Grading Basis: NUMCourse Credit Weight: 0.5Course Consent Required: N Y Type: Course Description: Fundamentalsofquantuminformationtheoryincludingstates,measurements,operations,andtheirrepresentationsasmatrices;measuresofdistancebetweenquantumstatesandoperations;quantumShannontheoryincludingvonNeumannentropy,quantumnoiselesscoding,strongsubadditivityofvonNeumannentropy,Holevo'sTheorem,andcapabilitiesofquantumchannels;theoryofentanglementincludingmeasuresofentanglement,entanglementtransformation,andclassificationsofmixed-stateentanglement;othertopicsinquantuminformationastimepermits. New course description (for revision only): Meet Type(s): Lecture Requisites: AddPrerequisites: (CS467/CO481/PHYS467)or(CS768/CO681/PHYS767/AMATH871/QIC710)

Special topics course: Yes No Cross-listed: Yes No CourseSubject(s)tobecross-listedwithandapprovalstatus:QIC 820. The QI graduate program curriculum committee has approved this change as well. Sections combined/held with:

Rationale for request: TheQIgraduateprogramcurriculumcommitteewishestoaddeitherCS467orCS768asanexplicitprerequisitetothemoreadvancedCS766,sinceapparentlysomestudentsareconfusedthattheslightlylower-numberedCS766istobetakenafterCS768.


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Prepared by: DeniseShantz Date: October6,2017

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Faculty: Mathematics Effective term/year: Fall2018

Course New Revision Inactivation

Milestone New Revision Inactivation New milestone title:

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

Course Subject code: CS Course number: 768 Course Title (max. 100 characters incl. spaces): QuantumInformationProcessing Course Short Title (max. 30 characters incl. spaces): QuantumInformationProcessing Grading Basis: NUMCourse Credit Weight: 0.5Course Consent Required: N Y Type: Course Description: Reviewofbasicsofquantuminformationandcomputationalcomplexity;Simplequantumalgorithms;QuantumFouriertransformandShorfactoringalgorithm:Amplitudeamplification,Groversearchalgorithmanditsoptimality;Completelypositivetrace-preservingmapsandKrausrepresentation;Non-localityandcommunicationcomplexity;Physicalrealizationsofquantumcomputation:requirementsandexamples;Quantumerror-correction,includingCSScodes,andelementsoffault-tolerantcomputation;Quantumcryptography;Securityproofsofquantumkeydistributionprotocols;Quantumproofsystems.Familiaritywiththeoreticalcomputerscienceorquantummechanicswillalsobeanasset,thoughmoststudentswillnotbefamiliarwithboth.


Meet Type(s): Lecture

Requisites: RemoveCurrentAntirequisite:CS467,CO481,PHYS467

Special topics course: Yes No Cross-listed: Yes No CourseSubject(s)tobecross-listedwithandapprovalstatus:CO-681,PHYS-767,QIC-710,AMATH-871 Note that the cross-listed courses already do not list the antirequisites. We are updating only CS 768 in order to make them all consistent.

Sections combined/held with:


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Rationale for request: WhenweswitchedCS667(heldwithCS467)toamoreadvanced700-levelcourse(CS768) in2012,weneglectedtoremovetheantirequisitewithCS467.TheQIgraduateprogramcurriculumcommitteeisunanimousinfavorofremovingtheanti-requisitesfromCS768.

Prepared by: DeniseShantz Date: October6,2017

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Handling of Final Assessment Reports related to academic program reviews and

follow-up Two-Year Progress Reports.

Introduction

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

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

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

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

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

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

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

process for vetting these reports through SUC and SGRC.

Process

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

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

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

For Final Assessment Reports (FARs), two SUC or SGRC members will be asked to review the report. For

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

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

Reviewers of FAR and Two-year Progress Reports will consider a series of guiding questions (see below)

in coming to their recommendation to SUC or SGRC. Furthermore, before reporting to SUC or SGRC,

reviewers are encouraged to ask questions and share both their observations and any concerns with the

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

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

Guiding questions for Final Assessment Reports

Does the Final Assessment Report:

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

and/or the visiting team?

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

the program review process but also identifies clearly:

What actions will follow from specific recommendations

Who will be responsible for acting on those recommendations

Who will be responsible for providing resources

What are the priorities for implementation and realistic timelines for initiating and monitoring actions

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

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

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

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

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

have the necessary information to engage in discussion.

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

should not be members of the Faculty or Affiliated and Federated Institutions of Waterloo (AFIW) from

which the reports originate.

Normally, the associate dean (undergraduate studies or graduate studies) in the Faculty where the

program resides (or equivalent in an AFIW institution) would be asked questions during an SUC or SGRC

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

can offer insight are welcome. The department chair or school director (or chosen delegate) of the

program being considered could be invited by the associate dean to attend the SUC or SGRC meeting as a

resource person.

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

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

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

content and curriculum structure.

Guiding questions for Two-Year Progress Reports Does the Two-Year Progress Report:

1) Clearly describe progress achieved on the various action items in the implementation plan?

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

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

and credible?

4) Address significant developments or initiatives that have arisen since the program review process,

or that were not contemplated by the program review process?

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Meaning of Approval at SUC or SGRC

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

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

unsatisfactory due to major concerns.

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

guiding questions for FARs or Two-Year Progress Reports.

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

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

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

addressed on the established timelines.

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

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

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

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

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

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

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

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

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

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

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

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Final Assessment Report Pure Math (MMath/PhD) June 2017 Summary of the Program Review: In accordance with the University Institutional Quality Assurance Process (IQAP), this final assessment report provides a synthesis of the external evaluation and the internal response and assessments of the programs (BA, MMath PhD) delivered by the Department of Mathematics. A self-study (Volume I) was submitted to the Associate Provost, Graduate Studies1 on June 12, 2015. The self-study presented the program descriptions and learning outcomes, an analytical assessment of this program, and program data including the data collected from a student survey along with the standard data package prepared by the Office of Institutional Analysis & Planning (IAP). Appended were the course outlines for all courses in the program and the CVs (Volume II) for each full-time faculty member in the Department. Two arm’s-length external reviewers (Volume III), (Dr. Karl Dilcher, Professor of Mathematics, Dalhousie University and Dr. James Mingo, Professor of Mathematics, Queen’s University, were ranked and selected by the Associate Provost, Graduate Studies, in addition one internal reviewer (Dr. Larry Swatuk, Associate Professor of Environment). They reviewed the self-study documentation and then conducted a site visit to the University on March 28-29, 2016. The visit included interviews with the Vice-President, Academic & Provost; Associate Provost, Graduate Studies; Dean of the Faculty; Faculty Associate Dean of Graduate Studies; Chair of the Department Faculty members; staff and meetings with a group of current graduate students. This final assessment report is based on information extracted, in many cases verbatim, from the self-study, the external reviewers’ report and the program response. Program characteristics: The Department of Pure Mathematics (Pure Math) began in 1967 as one of the five departments in the newly created Faculty of Mathematics. The objective of the MMath in Pure Mathematics program is to develop and enhance students’ mathematical knowledge and independent learning skills. This is done by deepening and broadening their mathematical understanding, and by

1 The Associate Provost, Graduate Studies title changed to Associate Vice-President, Graduate Studies and Postdoctoral Affairs as of June 2017.

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guiding them through the process of independently exploring a specialized mathematical topic at a deep level and communicating their findings to others.

The objective of the PhD program is to develop independent research mathematicians who are prepared for a career in academia at an institution for higher learning. Students are required to attain substantial breadth and depth of knowledge and understanding of mathematics, as well advancing the state of knowledge by carrying out original, independent, publishable research. Summary of strengths, challenges and opportunities based on self-study: Strengths

• The program has internationally renowned researchers who have strong mentorships with students

• The program features outstanding research groups with a focus on algebra/logic and geometry/topology as well as exceptional strength in functional analysis and number theory

• Pure MMath graduates have a high level of employability and many go on to pursue a PhD

• PhD graduates are also very successful in obtaining good postdoctoral positions

• The program is recognized within the Faculty of Math to have outstanding and dedicated teachers and supervisors

• The Pure Math Department is known to have a very collegial, collaborative atmosphere

• Graduate students in Pure Math have been very successful in winning NSERC awards in addition to prestigious Trillium awards

• The level of program funding is competitive making it attractive for Canadian and Permanent Residents

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Challenges • Due to small size of the Pure Math Department it is unable to offer a large number and

variety of courses as compared with larger departments

• The Department’s NSERC Discovery Grants are used to capacity and cannot accommodate further growth (e.g., provide more postdoctoral positions)

• Pure Math would like to improve funding for international students to make it comparable to students who are Canadian or Permanent Residents

• The program finds the current NSERC scholarship model frustrating as it seems to put emphasis on publications rather than depth of training

Opportunities

• The program has the workload capacity to supervise more postdoctoral fellows, but not the funds to support more positions

• Pure Math would like to provide better teacher-training opportunities for students. A mentoring system is in place for those teaching their own courses; however, the Department would like to provide this opportunity for senior students wanting an academic career

• The Waterloo ‘brand’ in mathematics is very strong at the undergraduate level. This could be used to build the strongest PhD program in Canada and one that would rival the top programs in the United States

Summary of key findings from the external reviewers: The Department of Pure Mathematics offers high-quality graduate programs at the Master’s and PhD levels. These programs are well administered and have been well received by students and alumni, with very good measurable outcomes. The quality of graduate supervision is very high, and supervisors are approachable and available. In interviews, faculty expressed the importance of good supervision, while students showed a great degree of satisfaction with the level of supervision.

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In summary, the reviewers had no doubt that the current quality of the graduate programs can and will be maintained in the future. In fact, they see the potential of these program rising to the very top among comparable programs, thus matching the reputation and quality of the undergraduate mathematics program. Program response to external reviewer recommendations:

Recommendations

1. “We recommend that the Department not offer a direct entry to the PhD program without a MMath (or equivalent) degree.”

Response This is the current practice of the Department. As recommended by the Reviewers, the Department will continue to follow this practice while also continuing to make good use of the ‘fast track’ admission option whereby highly qualified applicants are guaranteed admission to the PhD program, following the completion of their Masters’ degree, provided they achieve specific markers of excellence in their first term of the MMath program.

2. “We recommend that the Department work with the Office of Graduate Studies and Postdoctoral Affairs (GSPA), to try to resolve this issue [the issue being the restricted opportunities to take 600 level courses and hence combined undergraduate and graduate course offerings]. On the part of the Department this may involve making the different expectations (including expected extra work) between the two groups of students [the groups being undergraduate and graduate students] clearer and more explicit in all course descriptions.”

Response The Department will be very pleased to work on this in consultation with the Associate Vice President GSPA as it acknowledges the benefit of providing their students with the opportunity to take more of the ‘held-with’ 600 level courses. The Department thanks the Reviewers for acknowledging the high quality of the undergraduate students taking these classes alongside graduate students. There are different expectations for the two groups of students in these courses and the Department is committed to ensuring that this is clearly specified. The Department intends to implement this recommendation quickly.

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3. “We recommend that the Department review the comprehensive exam procedures.” Response The Reviewers specifically mentioned concerns about the variability of the difficulty of the written exams and the timing of the oral exam. The Graduate Committee takes seriously their responsibility for ensuring consistency of the written exams. This is a topic of on-going discussion in the Graduate Committee. The Graduate Officer will monitor student progress and will advise supervisors when it is time to complete the oral exam.

4. “We recommend that the Department provide some flexibility in the MMath program.”

Response The Reviewers were specifically addressing the length of the program. Partially in response to a recommendation at the time of the last external review, the Department changed their MMath program from a two-year to a one-year program. As the current Reviewers noted, most faculty members and students are happy with this change. However, there is a diversity of opinion in the Department and the Graduate Committee will discuss this further. Currently students are allowed the flexibility of an additional term when this is felt to be academically appropriate and the Department will continue to consider time extension requests on a case-by-case basis.

5. “The Department should write a 5 year proposal to present to the Dean and the Provost outlining a plan that would achieve this goal [to build the strongest PhD program in Canada] by making appointments above the assistant professor level.” Response Over the summer, the Department will develop a long range hiring plan, in consultation with the Dean, as part of the Math Faculty strategic planning process. As the Reviewers remarked, it is only through hiring high quality people that we will be able to substantially improve the quality of our graduate programs. We note that at this time there are no regular faculty members who have indicated firm plans to retire in the next 3-5 years, so hiring would likely require additional resources.

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Implementation Plan:

Recommendations Proposed Actions

Responsibility for Leading and Resourcing (if applicable) the Actions

Timeline for addressing Recommendations

1. We recommend that the Department not offer a direct entry to the PhD program without a MMath (or equivalent) degree

This is the current practice and the Department will continue to follow this practice.

Chair On-going

2. We recommend that the Department work with the Office of the Associate Provost, Graduate Studies*{now GSPA], to try to resolve this issue [the issue being the restricted opportunities to take 600 level courses]. On the part of the Department this may involve making the different expectations (including expected extra work) between the two groups of students [the groups being undergraduate and graduate students] clearer and more explicit in all course descriptions.”

The Department will work on this in consultation with the Associate Provost as it acknowledges the benefit of providing their students with the opportunity to take more of the ‘held-with’ 600 level courses

Chair 2017-2018

3. We recommend that the Department review the comprehensive exam procedures

Ensuring consistency of the written exams is a topic of on-going discussion in the Graduate Committee. The Graduate Officer will monitor student progress and

Graduate Committee and the Graduate Officer

On-going

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will advise supervisors when it is time to complete the oral exam.

4. We recommend that the Department provide some flexibility in the MMath program.

The Department changed their MMath program from a two-year to a one-year program. As noted, most faculty and students are happy with this change. However, there is a diversity of opinion in the Department and the Graduate Committee will discuss this further.

Graduate Committee and the Graduate Officer

The Department will continue to consider time extension requests on a case-by-case basis.

5. The Department should write a 5 year proposal to present to the Dean and the Provost outlining a plan that would achieve this goal [to build the strongest PhD program in Canada] by making appointments above the assistant professor level

The Department will develop a long range hiring plan , in consultation with the Dean, as part of the Math Faculty strategic planning process

Chair 2018

The Department Chair/Director, in consultation with the Dean of the Faculty shall be responsible for monitoring the Implementation Plan.

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2022

Date of next program review: Date

Signatures of Approval:

Chair/Director Date

AFIW Administrative Dean/Head (For AFIW programs only) Date

Faculty Dean Date

Associate Vice-President, Academic Date (For undergraduate and augmented programs)

Associate Vice-President, Graduate Studies and Postdoctoral Affairs (Formerly known as the Associate Provost, Graduate Studies) Date (For graduate and augmented programs)

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Academic Calendar Dates, 2018-2019

Fall 2018 Winter 2019 Spring 2019

Co-operative Work Term

Begins *

Sept. 4 (T) Jan. 7 (M) May 6 (M)

Classes Begin Sept. 6 R) Jan. 7 (M) May 6 (M)

Holidays

Monday,

October 8Monday,

February 18Friday, April

19

Monday, May 20Monday, July 1

Monday, August 5

Mid-Term Study Break

Oct. 9, 10 (T,

W)

Feb. 19-22(T-F)

N/A

Convocation Oct. 19, 20

(F,S)

N/A June 11-15 (T-S)

Classes End Dec. 3(M) Apr. 5 (F) July 30(T)

Make-up Day(s) for in-

term holidays and Mid-

Term Study Break

Oct. 11(R) &12 (F) Note: Tuesday,

Wednesday

schedule used to

balance days; Dec 3 (M) for Thanksgiving

July 2 (T) Note: Monday schedule used to balance

days

July 29 (M) for Victoria Day

July 30 (T) for July 2

Pre-Examination Study

Days

Dec. 4, 5(T,W)

Apr. 8-9(M,T)

July 31 - Aug 1 (W,R)

On-Campus Examinations

Begin

Dec. 6 (R) Apr. 10 (W) Aug 2 (F)

Online Class Examination

Days

Dec. 7, 8(F, S)

Apr. 12, 13(F,S)

Aug 2 (F)Aug 10 (S)

On-Campus Examinations

End

Dec. 21 (F) Apr. 27 (S) Aug. 16 (F)

Co-operative Work Term

Ends *

Dec. 21(F) April 26 (F) Aug. 23 (F)

Teaching days 60 60 60

Pre-examination study days 2 2 2

Examination days 13+ snow day 13+ snow day 11

The following symbols and abbreviations are used throughout this table:

(M) Monday, (T) Tuesday, (W) Wednesday, (R) Thursday, (F) Friday, (S) Saturday,

(U) Sunday

N/A – Not Applicable

N/A

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mgrivici

Text Box

Joint Report: Senate Graduate & Research Council / Senate Undergraduate Council Attachment #1 (Regular)

Guidelines for Determining Academic Calendar of Dates

The following are principles and guidelines either formally agreed upon by Senate or adopted as

common practice in determining the dates for the academic year. Changes are highlighted

1. That the practice of setting dates for each academic year continues to be an annual

exercise.

2. That there be no fewer than 13 examination days in the Fall and Winter Terms, and 11

examination days in the Spring Term

3. That there be no fewer than two pre-examination study days (excluding Saturday, Sunday

and holidays) between the end of classes and the beginning of examinations and the

university will attempt to schedule more study days when possible (including Saturday,

Sunday and holidays). A clear rationale for using Saturday, Sunday and holidays as pre-

examination study days must be communicated to Senate at the time calendar dates are

approved.

4. That there be no fewer than 60 teaching days in a term. A clear rationale for fewer than 60

teaching days must be communicated to Senate at the time calendar dates are approved.

5. That attention be given to balancing the number of meets in courses. Where an

imbalance may occur because of holidays or the Mid-Tem Study Break, courses

may use the class schedule for a different day in order to balance the number of

meets across all courses.

6. That Fall Term classes in September begin on the Thursday following the Labour Day

Holiday as per the requirements of the three-year Fall Break pilot starting in Fall 2016.

7. That in the Fall Term no examinations be scheduled beyond December 22

8. That the start date for Winter Term be January 3 when that date falls on a Monday,

Tuesday or Wednesday. Otherwise the start date is the first Monday following January 3.

In the event of Monday, January 3 being a declared holiday the term would begin January

4.

9. That the 5-day Winter Reading Week occurs in all Faculties and must begin on the third

Monday in February in keeping with an informal agreement with Wilfrid Laurier

University and University of Guelph

10. The start date for Spring Term is normally May 1, 2 or 3 when these dates fall on a

Monday, Tuesday, or Wednesday. Otherwise the start date is the first Monday following

May 3

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11. In calculating teaching days in a term, Saturdays, Sundays and statutory or University

holidays are excluded. An exception may be made to have a make-up class on Saturday in

the Fall term when there is a late Labour Day.

12. In calculating examination days, Saturdays which fall within the period are included,

whereas Sundays and statutory or university holidays are excluded. One exception to the

above, approved by Undergraduate Operations Committee is that normally examinations

will not be scheduled on the Saturday which follows Good Friday or the Saturday of the

Civic Day weekend when that day falls within the examination schedule.

13. Grades due dates for on-campus courses are normally scheduled seven days from

the date of the final examination. Grades for courses without a scheduled final

examination are normally due 14 days after the start of examinations. Grades for

Distance Education courses are due on the last date of the grades submission

period.

14. That Fall Convocation be the Friday and Saturday that fall in the third full week

of October

15. That Spring Convocation be the Tuesday to Saturday in the second full week in

June.

16. That Online Class Examination Days in each term be the first Friday and Saturday

after the exam period starts

17. Co-op work terms are expected to be 16 week in duration. Actual start and end dates

may vary depending on employer or student requirements in consultation with CECA.

18. That there be a two-day Fall Study Break following Thanksgiving Monday by

starting classes on Thursday of Orientation week. This is a three-year pilot

starting in Fall 2016.

Prepared by:

R.A. Darling, Registrar

November 16, 2015 (replaces September 9, 2014)

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Documents

UNIVERSITY OF WATERLOO SENATE GRADUATE & RESEARCH … · 12/11/2017 · 1.2.1 Motion: To inactivate REC 701, Recreation and Leisure Studies Research Seminar, as a core course requirement