NOTICE OF MEETING There will be a meeting of the

Transcription

Sa150612 NOTICE OF MEETING There will be a meeting of the Senate on, Friday June 12, 2015, at 2:30 p.m. Room 203 in the Anthony P. Toldo Health Education Centre A G E N D A Memorial -‐ remembering those students, faculty and staff who have contributed to the academic life of the university and who have passed away during the past year 1 2 3 4 5 Approval of Agenda (Unstarring agenda items) Minutes of the meetings of May 8, 2015 Business arising from the minutes 3.1 Rescinding Policy on Open Access Outstanding Business/Action Items 4.1 Candidates for Degrees, Diplomas and Certificates Reports/New Business 5.1 Report from the Student Presidents (UWSA, OPUS, GSS) SM150508
Jeff Noonan-‐Approval Sa150612-‐3.1 Alan Wildeman-‐Approval To be distributed UWSA-‐Information OPUS-‐Information GSS-‐Information 5.2 Report of the President 5.3 5.4 5.5 Report of the Academic Colleague Philip Dutton Sa150612-‐5.3 Senate Student Caucus Ziad Kobti Program Development Committee *5.5.1 Program Reviews Lionel Walsh-‐Information *a) University Program Reviews and Response Sa150612-‐5.5.1a
*b) Undergraduate Program Review Annual Status Report Sa150612-‐5.5.1b *5.5.2 Program Course Changes Lionel Walsh-‐Approval *a) Chemistry and Biochemistry – Minor Program Changes Sa150612-‐5.5.2a-‐i *b) Combined Honours Digital Journalism and Communication, Media and Film – Minor Program Changes *c) Music Regulations – Minor Program Changes *d) Behaviour, Cognition and Neuroscience – Minor Program Changes *e) Liberal Arts and Professional Studies – Aeronautics Leadership-‐ Minor Program Changes *f) Liberal Arts and Professional Studies – Aeronautics Leadership – Ground Option Deletion – Minor Program Change Page 1 of 167
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Alan Wildeman *g) Physics – Minor Program Changes *h) Sociology – Graduate – Minor Program Changes *i) Women’s and Gender Studies New Course Proposal *5.5.3 Business Ethics -‐ Learning Outcomes Lionel Walsh-‐Information Sa150612-‐5.5.3 *5.5.4 GLIER – Learning Outcomes Lionel Walsh-‐Information Sa150612-‐5.5.4 5.5.5 Bachelor of Computer Science General – Articulation Agreement Lionel Walsh-‐Approval – Major Program Changes Sa150612-‐5.5.5 5.5.6 Bachelor of Computer Science Honours Applied Computing – Lionel Walsh-‐Approval Articulation Agreement – Major Program Changes Sa150612-‐5.5.6 5.5.7 Liberal and Professional Studies for Career Professionals – Major Lionel Walsh-‐Approval Program Changes Sa150612-‐5.5.7
5.6 Academic Policy Committee *5.6.1 Comprehensive Student Discipline Report Rick Caron-‐Information Sa150612-‐5.6.1 5.6.2 Granting a Certificate or Diploma to a Posthumously or to a Rick Caron-‐Approval Terminally Ill Student Sa150612-‐5.6.2 5.7 Committee Membership *5.7.1 Senate Standing Committee Membership Alan Wildeman-‐Approval Sa150612-‐5.7.1 5.8 Senate Governance Committee 5.8.1 Revisions to Bylaws 2, 3, 20, 22, 23, 30 Katherine Quinsey-‐Approval Sa150612-‐5.8.1 5.9 Report of the Provost Douglas Kneale 5.10 Report of Vice-‐President, Research and Innovation K W Michael Siu 6 Question Period/Other Business 7 Adjournment Please carefully review the ‘starred’ (*) agenda items. As per the June 3, 2004 Senate meeting, ‘starred’ item will not be discussed during a scheduled meeting unless a member specifically requests that a ‘starred’ agenda item be ‘unstarred’, and therefore open for discussion/debate. This can be done any time before (by forwarding the request to the secretary) or during the meeting. By the end of the meeting, agenda items which remain ‘starred’ (*) will be deemed approved or received. Page 2 of 167
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Sa150612-‐3.1 University of Windsor Senate 3.1: Rescinding Policy on Open Access Item for: Approval MOTION: That the University Open Access Policy, adopted by Senate on May 8th, 2015, be rescinded. The original motion: MOTION: That the proposed Open Access Policy be approved. Policy All faculty and staff are strongly encouraged to deposit digital copies of publications on which they are authors or co-‐authors in the Scholarship at Windsor institutional repository. However, researchers whose work is subject to the terms of the Tri-‐Agency Open Access Policy on Publications will be required to deposit or make available an electronic copy of his or her publication in Scholarship at UWindsor. By doing so authors will satisfy the terms of the Tri-‐Council policy while at the same time aligning with the university’s efforts to provide both broad dissemination and long-‐term preservation for campus research publications. When depositing to Scholarship at UWindsor, authors grant the university the right to make their published articles available for open dissemination on a non-‐exclusive basis. Rationale to Rescind: Although the policy was adopted at the May 8th Senate meeting, a number of faculty remained concerned about its justification and implications. There are 5 reasons why Senate should revisit the vote and consider rescinding the motion to adopt it. 1. The policy puts differential demands on faculty. Those who are doing unfunded research are “strongly encouraged” to deposit their research in the University Repository, those doing Tri-‐Council funding research are “required” to do so. 2. At the May 8th Senate meeting, the argument was made that the new Tri-‐Council policy requiring funded researchers to make their research available in an Open Access format justified the University in requiring funded researchers to deposit their work with the University Repository. However, the Tri-‐Council Policy does not impose any such requirement on Universities or individual researchers—researchers are left free to choose whatever Open Access publications they feel most appropriate. 3. Thus, requiring Windsor researchers to deposit their research with the University repository violates the spirit of academic freedom in so far as it forces—unnecessarily—researchers to choose one avenue of Open Access publication—the University Repository—over other possibilities. 4. It is not clear how the policy will be enforced. Responsibility for enforcing the policy is to rest with the Dean of the Library, but there is no mention made of what the consequences would be for funded researchers who, despite the policy, chose other venues for open access publication. If the policy envisages that any violation would entail discipline, then that gives extraordinary power to the Dean of the Library over researchers who do not report to her or him. If it is the case that non-‐compliance would trigger discipline, then the policy would seem to contravene not only the spirit of academic freedom, but the letter of Article 10 of the Collective Agreement in so far as it would put the Dean of the Library in charge of where one publishes one’s work. Page 3 of 167
Page 1 of 2 5. Even if one disagrees with points three and four, the laudable aims of the policy can be achieved by re-‐
wording it so as to be more in keeping with the traditions of collegiality. The policy could easily be re-‐
written to strike “required,” leave “strongly encouraged,” make it applicable to everyone without reference to whether the research is funded or not, and provide a more robust argument as to why it is in everyone’s interests to make the Repository a complete and comprehensive archive of Windsor researchers’ work. In this way, researchers are treated as colleagues who want to advance the mission of the University and as intellectuals who will be receptive to good arguments (and not as potentially recalcitrant employees who have to be forced to do the right thing). No one is opposed to the principle of open access or to the University Repository; the problems concern the mandatory nature of the demand the new policy imposes on funded researchers. If good reasons support the goal of the policy (e.g., it is the easiest way to meet the Tri-‐Council policy, it shows the world the full range of excellent work being done at the University of Windsor), then its objectives can be met without imposing authoritarian-‐sounding demands on one class of researchers. Page 4 of 167
Page 2 of 2 Sa150612-4.1
REVISED
University of Windsor
Senate
4.1:
Candidates for Degrees, Diplomas, and Certificates – Spring 2015
Item for:
Approval
Forwarded by:
Alan Wildeman
MOTION #1:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Education
and Academic Development. (Pages 3-6)
MOTION #2:
to approve the slate of candidates for the Spring 2015 Convocation in the Centre for InterFaculty Programs. (Pages 8-9)
MOTION #3:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Science.
(Pages 10-16)
MOTION #4:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Arts
Humanities and Social Sciences. (Pages 18-24 & 26-34)
MOTION #5:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Engineering.
(Pages 36-40)
MOTION #6:
to approve the slate of candidates for the Spring 2015 Convocation in the Odette School of
Business. (Pages 42-45)
MOTION #7:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Human
Kinetics. (Pages 47-48)
MOTION #8:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Nursing.
(Pages 48-50)
MOTION #9:
to approve the slate of candidates for the Spring 2015 Convocation in the Faculty of Law
(Pages 52-53)
MOTION #10: to approve the list of candidates receiving Board of Governors medals for Graduating/In-Course
student awards. (Pages 54)
MOTION #11: to approve the candidates for the Presidents Medal and the Governor General’s Gold Medal
award. (Page 54)
MOTION #12: to approve the addendum for the Spring 2015 Convocation. (Page 55)
MOTION #13: That the Dean of the Faculty or Assistant Provost concerned in consultation with the Registrar be
empowered to approve the names of candidates whose notification of completion of the
requirements for their degrees arrived too late for the Senate meeting.
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FIRST SESSION
Tuesday Morning, June 16, 2015 at 10 o’clock
Presiding
The Chancellor
THE HONOURABLE ED LUMLEY
P.C., C.M.
and
The President and Vice-Chancellor
ALAN WILDEMAN
B.SC. (HONS.), M.SC., PH.D.
The audience will rise as the procession enters, and will remain standing during the singing of
"O CANADA" and during the Reflection.
Please join us in singing our National Anthem in both of Canada’s Official Languages.
The placing of the Mace by the Mace-bearer before the Chancellor signifies that Convocation has
commenced. The President will address Convocation.
Conferring of the Degree of
Doctor of Laws, honoris causa
on
MELISSA MCCORMICK
•••••••••
The Chancellor will call upon Dr. McCormick to address Convocation.
•••••••••
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Board of Governors Medals
The Provost and Vice-President, Academic, Dr. Douglas Kneale will present the recipient to the
Chair of the Board of Governors, Ms. Sheila MacKinnon.
Faculty of Education and Academic Development:
Lisa M. Large
Faculty of Arts, Humanities, and Social Sciences (In Bachelor of Education Concurrent Program):
General Program – Arts – Jennifer Ann Martens*
General Program – Social Sciences – Amy Lyn Johnston*
Languages, Literatures and Cultures – Felicia Colleen Margaret Abela*
Conferring of Degrees in Course
The candidates for degrees in course will be presented to the Chancellor.
FACULTY OF EDUCATION AND ACADEMIC DEVELOPMENT
Acting Dean of the Faculty: Dr. Alan Wright
Dean, Faculty of Graduate Studies: Dr. Patricia Weir
(First Reader: Dr. Alan Wright)
Doctor of Philosophy
Educational Studies
Peter Jonathon Bates
Navigating Curricular Change in the Visual Arts in Ontario
James Borland
An Historical Geography of Ontario School-Board-Operated Outdoor Education Centres
Master of Education
Rana Khalid Alhumaid
Giuseppina Cozzolino-Lesperance
Sihui Deng
Ryan G. Essery
Chang Gao
Kaiyuan Guo
Fei Han
Nuan Hao
Dezhi Huang
Rina Lynn Hyland
Alaa Kutbi
Ting Lin
Jia Liu
Jason James Pfaff
Xiaoyu Qin
Sara Shahbazi
Huiping Tao
Lili Wang
William I. Wright
Jing Xu
Jiayang Zhang
Ran Zhang
Ran Zhang
Yao Zhao
Shengyuan Zhong
Ziyang Zhou
Bachelor of Education
Kashmala Afridi
Shums Orchee Afsana
Tyler Charles Allen
Ioulia Andreitseva
Kayla Annett
Anna-Marie Arbour
Cody Ryan Armstrong
Erin Kristen Armstrong
Donia A. Asfour
Maryam Ashraf
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Bianca O. Asselin
Terence Attema
Kendra Alison Thomas Aubry
Sampson Ayeh
Aminat Yetunde Ayinla
Farrah Azaizi
Sarah Ball
Andrew Baric
Eric M. Barrette
Katie Belanger
Peter Belcastro
Charlotte Elizabeth M. Bell
Adriana Maria Bertolissio
Krystal Hélène Bertrand
Antoinette Marie Bertucci
Karlie Elizabeth Best
Michael Joseph Beuglet
Melanie Margaret Bezaire
Alekzandra Doran Bickram
Olivia Elizabeth Binder
* Graduating With Distinction
Mary Lise Birkner
Jordan Michael Lee Black
Cassandra Lynn Boersma
Martina Bogunovic
Philip Joseph Bonadonna
Michelle Emily Bondy
Rachel Boscaglia
Robert Thomas Bouchard
Alexandria Bouma
Marie-Joelle Bourgeois
David Boyd
Mitchell Jay Bragg
Joshua Nathaniel Braiden
Jessica Jean Breault
Sharrie Nycole Brebric
Chelsea Rose Brindley
Matthew Brisson
David Brooks
Melanie-Anne Denise Brosseau
Alycia Brown
Laura Yvonne Brown
Stephanie Elizabeth Browning
Heather Mabel Brunelle
Philip Budd
Bethany Jacynthe Bugeja
Danielle Elizabeth Buller
Alanna Beth Burke
Lavinia Oana Butuza
Domagoj Cakarun
Kamille Whitney Campbell
Nataline Rose Cardinal
Brennen Daniel Caron
Janice Marie Caron
Christine Cash
Roderick Roland Catford
Olivia Hayley Chan
Kassandra Lynn Sarah Chandler
Cindi Leigh Patricia Charette
Manon Marie-Celine Charland
Allisa Adele Ann Charron
Michael Charron
Daniel Luke Chornook
Tiffanie Renae Christopher
Bianca Cinat
Miranda Jade Cipkar
Liana Cristal Cipollone
Nicole S. Cirino
Inessa Krystin Ciuro
Dillon Clarke
Kim Hansen Clausen
Adam Charles Connel
Sarah Ann Cook
Joanna Mary Christine Coughlin
Paul Cowan
Jeanelle Marie Crowley
Nicholas Prometheus Cruise
Andrew Dandie
Ersilia D'Andrea
Julie Christine Daragon
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Karisa Marie Darowski
Daniel Davidson
Kishma Davidson
Lauren Samantha Davidson
Felicia Rose De Marco
Rosanna Maria DeMarco
Kari Deshaies
Danielle Marie Dessario
Sirjana Lorraine Dewan
Amilia Leona Rita Di Chiara
Jonathan Dean Jospeh Di Lello
Kevin Anthony DiNardo
Juliah Distefano
James Patrick Doole
Andjela Dragicevic
Jovan Dragicevic
Troy Dylan Drayton
Beau Dubois
Jacklyn Leigh Duckert
Laura Dufour
Brandi Marie Dugal
Vanessa L. Dundara
Stephanie Dyck
Carly Jayne Eagen
Timothy Cullmann Edwards
Miranda Leslie Effler
Hiba El-Khachen
Lauren Elizabeth Ellacott
Christopher Elliott
Danielle Fallico
Kate-Elaine Fazekas
Adam Joseph Fedak
Brianne Jean Fennema
Korey Finke
Katrina Laurin Flood
Tiffany Jean Ford
Alyssa Fowlie
Jordan Elizabeth Francis
Taylor Ashton Fratarcangeli
Michael Joseph Gabany
Adrien Gabriel Gagnon
Andrea Lauren Gallo
Laura Dianne Trepanier Garant
Hannah Gerrish
Sabrina Laurel Girard
Kaileigh Gobeille
Krystalann Mae Goodwin
Owen Denis Gorman
Laura Grant
Hilary Griffore
Magdalena Ana Grubisic
Chloe Breann Hallman
Youssef Hassoun
Anastasia Elizabeth Haziprodromu
Mark Andrew William Heeney
Sarah Virginia Hewitson
Risa Anne Hlymbicky
Lee Michael Hodgins
Devon Hogan
Amy Marie Holgate
Ashley Rose Holiga
Evan Blake Howson
Daniel Idzikowski
Brajan Ilievski
Amarah Ishaque
Wardah Ishaque
Natasha Jamal
Ashlee Lauren Jamieson
Simona Jankovska
Amrita Kaur Jaswal
D'Antoine Johnstone
Merita Kambo
Monika Kaminski
Bassem Kandil
Morgan Frances Kavanagh
James Kavanaugh
Sarah Kazoun
Jaimie Myrna Kechego
Samantha Jayne Keller
Ryan Kelley
Lubna Shamim Khan
Zahida Khanani
Abbas Khazaal
Amanda May King
Kimberly Rose Kirby
Lindsey Marie Kiss
Danielle Marie Klassen
Allison Marie Knight
Lauren Mae Knight
Samantha Kowalski
Jennifer Alice Laba
Angelica Rose Lachance
Adamo La Civita
Alyssia Lynda Lacombe
Matthew Lai
Kellie Lalonde
Paul Anthony La Marra
Corey Scott Lambing
Althea Landrum
Andrea L. Lanoue
Shelbi Lanteigne
Lisa M. Large
Jacklyn Paige Lather
Ryan Rheal Laureault
Darrel Eugene Laurendeau
Sarah Layman
Jordan Alexander Legg
Emily Elizabeth Lemmon
Miranda Marie Leonetti
Morgan Katherine Liolli
Wei Liu
Lisa Ann Livingstone
Rishaal Lodhia
Lauren Elizabeth Loebach
Nicholas J. Lokun
Jasmine Long
Ryan Benjamen Lounsbury
Joshua Beryl Alexander MacInnis
Megan Anne Maenpaa
Gary Maize
Krislyn Elizabeth Malott
Sarah Anne Malott
Jasmeen Mangat
Michael Elio Marcon
Mary Mettilin Mariyathas
Peter Massari
Talia Jeanne Masse
Nicole McCarthy
James McCormack
Andre Declan McDowell
Alison Olivia McGrath
Sarah McGuire
Natalie Antoinette McKittrick
Matthew Richard McNear
Ashleigh Elizabeth Mead
Celena Marie Meloche
Tara Leigh Merschback
Kristina Marie Micelli
Husbana Misbah
Sadia Mohsin
Emerson Layne Mole
Kelsey Dionne Montcalm
Kim Montpellier
Daniel Moroz
Lisa Maria Morra
Patrick Mousseau
Ezra Mulu
Samantha Leanne Munro
Samantha A. Murphy
Atiq Mutlib
Matthew Michael Myers
Ruxandra Bianca Nahaiciuc
Sabrina Giovanna Napoli
Kashfia Nehrin
Spencer Alfred Neufeld
J. William Nicholson
Nasheba Nolan
Heather Anne O'Brien
Colin O'Gorman
Carom O'Halloran
Brittany Omstead
Kerri Lynn O'Neil
Peter Opoku Amoako
Vikram Singh Pabla
Kassandra Paone
Pierre Papadopoulos
Brendan Lawrence Parent
Cole Joseph Parent
Katie Ann Pennington
Jonathan Pepe
Craig David Perfect
Richard Chandra Persaud
Tess Petronski
Rony Petros
Julia Christina Petrucci
Page 9 of 167
Matthew Pham
Lorraine Heather Phee
Dana Alexandra Pickford
Deandra Jean Pierroz
Shelby Lynn Pilon
Michael Phillip Pittana
Iesha Christina Plummer
Alyssa Pursel
Ava Maria Puzzuoli
Jeremy Jennaro Quaglia
Jessica Rosalie Querin
Sandra Anne Raffoul
Preetpaul Rai
Katherine Elizabeth Raiger
Laura Elaine Raiger
Aram Raihana
Rebecca Ramnarine
Nausheen Raziq
Michael Joseph Regier
Bailey Andrea Regts
Keith Reinhart
Nicole Gilda Renaud
Karleen Reynolds
Matthew Ribeiro
Johnathan Ristovski
Erika Kealey Robinet
Michael Daniel Roch
Cara Rodger
Sian Hillary Beatrice Rogers
Shane P. Romualdi
Jesse Clayton Rondot
Jessica M. Rose
Marissa Rachelle Rossi
Stephanie Lauren Ruffolo
Joseph Sakr
Ayham Salameh
Sheila Louise Salusny
Mercedes Sanfilippo
Amelia Carin Sauve
Jason Schacter
Tara Schieman
Kayla P. Schurman
Bridget Maura Schwab
Ryan M. Schwab
Brittany Elizabeth Scott
Courtney Elisabeth Scratch
Michael Robert Scussolin
Souhila Sellidj
Mohammed Sharifuddin
Aarti Shelly Sharma
Leonard James Sherry
Sheeba Fatima Shukoor
Kayla Shannon Simms
Ari Skulko-Kozlov
Ryan Aaron Soulliere
Alecia Anne Sparks
Sabrina Ashley Sperduti
Rachel Lynn Staddon
Benjamin Wayne Stone
Davisha Valverine Sutherland
Kenneth Yiu Kam Tang
Martin Tang
Suzan Tawil
Lauren Elizabeth Teather
Adriana Cristina Terra
Meenakshi Tewari
Jeremy Michael Thackray
Debika Thiruchelvam
Kirsten Marissa Thompson
Patricia Whitney Thompson
Kelly Rose Thomson
Chia Ming Tien
Brandon Patrick Tippin
Angela Elizabeth Toole
Kyle Tortola
Chad Tourangeau
Caitlin Towsley
Victoria Ann Maria Trealout
Jason Robert Trepanier
Joseph Alexander Tuccitto
Christine Alexandra Turingia
Ayla Marie Tytkanych-Rees
Krizzia Mae Udan
Nathan Underhill
Alisha Nicole Vannest
Alexander Richard Van Pelt
Leanna Verge
Christian Anthony Vido
James Nelson Vlanich
Brittany Alice Walker
Michelle Lee Walsh
Jonathan Robert Ward
Anab Mohamed Warsame
Devon Lee Warwick
Alexis Leigh Watson
Todd Ryan WheeltonLukaniuk
Kristin White
Kristi Heather Wiebe
Alyssa Wilson
Molly Charlotte Wilson
Kachina Kaeleigh Marie Takacs Winter
Jennifer Wira
Monika Wlodarczyk
Melanie Ginette Lynn Wolters
Ashley Woolnough
Megan Guinevere Wye
Remean Yaldo
Khaleda Yesmin
Hufan Yusuf
Adam Zamec
Letao Zhang
Amanda Michelle Zilio
Ashley S. Zucchet
Pamela Zuniga
Concurrent Bachelor of Arts / Bachelor of Education
Concurrent Bachelor of Arts (Honours) Developmental Psychology/Bachelor of Education
Samantha Leigh Church #
Concurrent Bachelor of Arts (Honours) French Language and Literature/Bachelor of Education
Felicia Colleen Margaret Abela *
Luciana Moukled
Joseph Rousseau
Kalina Kathleen Gudrie Butts
Amber O'Quinn
Alyssa Stewart
Karoline Virginia Clune
Chelsea Davina Whitlock
Concurrent Bachelor of Mathematics / Bachelor of Education
Concurrent Bachelor of Mathematics (Honours) / Bachelor of Education
Peter Francis Bastien *
Andrew James Keller
Andrew Joseph Loebach *
Concurrent Bachelor of Science / Bachelor of Education
Concurrent Bachelor of Science (Honours) Biological Sciences / Bachelor of Education
Fatema A. Bazzi
Jacqueline E. Veres
Concurrent Bachelor of Science (Honours) Biological Sciences with Thesis / Bachelor of Education
Rachel Leigh Hasson *
Concurrent Bachelor of Science (Honours) Chemistry with Thesis / Bachelor of Education
Mitchel Daniel Noel Chartrand
Concurrent Bachelor of Arts (General) / Bachelor of Education #
Concurrent Bachelor of Arts (General)/Bachelor of Education
Nicolina Victoria Patafio
Jaclyn Michelle Lozon
Gabriela Susana Adan
Melissa Ethel Mary Power
Michelle Marjorie Lynn Mackie *
Margaret Ann Vassallo Bedard
Ashley Ann Prantera
Jennifer Ann Martens *
Loredana Belciug *
Megan Rose Renaud
Victoria Anne McKay
Jordan Joanna Breault *
Rebecca J. Riddick *
Kaitlyn Mae McMillan **
Melissa Ann Erwin
Sara Lynn Oliveira Estoesta *
Ashley Elizabeth Diane Metcalfe
Laura Maria Rocca
Leslie Erin Furlan
Sarah M. Mickle
Shannon Alyssa Simpson
Kathryn Moore
Jessica Colleen Roy St.Pierre *
Alessandro Angelo Galifi *
Georgia Elizabeth Morris *
Heather Marie Stewart
Amy Lyn Johnston **
Iuliana Nicoleta Tibrianu *
Kate Elisabeth Lamoure *
Kendra Leigh Parkhill **
Kayla Sue Lamoureux
Heather Marie Parrish
Melissa Sue-Allen Vandenborn *
Flora Ching Sum Wong *
Karmen Alexandria Lo *
Members of the audience are requested to remain in their places until the academic procession has retired.
University Ceremonial Brass, Leader, Dr. Bernadette Berthelotte.
Refreshments to follow, hosted by the Alumni Association Board of Directors.
Page 10Early
of 167
# Also receiving
Childhood Education Diploma from St. Clair College
SECOND SESSION
Tuesday Afternoon, June 16, 2015 at 3 o’clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
B.SC. (HONS.), M.SC., PH.D
on
DAVID PHILLIPS
•••••••••
The Chancellor will call upon Dr. Phillips to address Convocation.
•••••••••
Page 11 of 167
Presentation of Alumni Teaching Award
DR. DENNIS HIGGS
The Provost and Vice-President, Academic, Dr. Douglas Kneale will present the recipients to the
Inter-Faculty Programs:
Daniel Tarade**
Faculty of Science:
Faculty of Science, General Program – Peter K. Boateng**
Biological Sciences – Alyshia Phillips**
Chemistry and Biochemistry – Andrei Zaharia**
Computer Science – Chance Chase**
Earth and Environmental Sciences – Joshua Benjamin Finn*
Economics – Qinshu Shi*
Mathematics & Statistics – Mai Mahmoud Ghannam**
Physics – Travis Robert Valdez**
INTER-FACULTY PROGRAMS
Assistant Provost, Inter-Faculty Programs: Dr. Martha Lee
(Reader: Dr. Martha Lee)
Bachelor of Arts
Honours Digital Journalism and Communication, Media, and Film
Danielle Marie Latendresse
Dawn Trottier
Honours Digital Journalism and English Literature and Creative Writing
Asil Moussa *
Honours Digital Journalism and Political Science
Jenna Josephine Bontorin *
Emily Nicole Atkinson
Honours Forensics and Anthropology
Brianne Clara Pitt
Carmen Skalic
Honours Forensics and Criminology
Katie Anne Fogal *
Bachelor of Arts - (Four-Year Major)
Forensics and Psychology
Sarah Caparowich
Page With
12 ofGreat
167 Distinction
** Graduating
Jamie Coll
Brittnee Rae Garrett
Juliana Tavera Galvis
Bachelor of Arts and Science
Honours Biochemistry with Thesis and Communication, Media, and Film
Daniel Tarade **
Honours Biochemistry with Thesis and French
Alessia Roma *
Honours Biological Sciences and French
Susan Ly *
Honours Biological Sciences and History
Hannah Mackenzie Fulmer
Honours Biological Sciences with Thesis and Spanish
Angela Diana Teodorescu *
Honours Communication, Media, and Film and Biological Sciences
Patsy Lynn May McCracken *
Honours English and Biological Sciences
Jessica Marie Hebert
Honours Psychology and Biological Sciences
Samantha Burton
Bachelor of Environmental Studies
Molly Elizabeth Bachmeier
Savanna L. Bertotti
Nathan Thomas Breen
Sydney Paige Clackett *
Erasme Daniel da Cruz
Lukas David Jakob Dettlinger
Honours Environmental Studies
Carlos Arturo Diaz
Joshua James Hurley-Burns
Gregory Thomas Jones
Kelly Anne Laforet
Stacey Marie LeBlanc
Kimberly Ann Leschuk
Alissa Katherine McRae *
Jordan Andrew Rhyno
Brennen Scott Richmond
Candice Marie Seagull
Barbara Tomczyk *
Bachelor of Environmental Studies (Four-Year Major)
Environmental Studies
Taylor Elizabeth Anderson-Boileau
Colette Therese Laura Drouillard
Shauhrat Singh Gill
Abdel Rahman Hassanien
Andrea Meloche
Jordan Cody Peach
Austin Louis Schussler
Bachelor of Forensic Science
Honours Forensic Science with Biology Specialization
Rebecca LeBouthillier
Honours Forensic Science with Chemistry Specialization
Jaclyn Slaney
Honours Forensic Science with Molecular Biology and Biochemistry Specialization
Christina Anne Aphram *
Emerson Charters Camisso
Brittany Lynn Pillon *
Alicia Lynn Bechard
Cheryl Lynn Lawson
Bente Roloff
Nadine Ouellette
Page 13 of 167
** Graduating With Great Distinction
FACULTY OF SCIENCE
Dean of the Faculty: Dr. Marlys Koschinsky
(First Reader: Dr. Marlys Koschinsky)
Biological Sciences
Pierre-Paul Bitton
Function and Evolution of Plumage Traits in Trogons (Aves Trogoniformes) and the Importance of
Parameterization in Visual Models
Bre-Anne J. Fifield
Generation of Model Systems for the Study of Novel Cell Cycle Regulation in Development: Implications for
Spy1 in Tumour Susceptibility
Meghan Ann Vankosky
An Experimental Analysis of the Effects of Plant and Prey Quality on the Life History and Behaviour of Dicyphus
Hesperus Knight (Hemiptera: Miridae), an Omnivorous Biological Control Agent
Chemistry and Biochemistry
Michael Alexander Bolla
Incorporating Interlocked Molecules into Self-Assembled Monolayers
Heather Lynn Filiatrault
New Materials and Methods for the Fabrication of Large-Area Stretchable Electronics
Michael James Holmes
Inhibitory Effects of Securinine and Related Compounds on Toxoplasma Gondii and Mechanistic Insights into
Transcript-Specific Translational Repression in the Bradyzoite Developmental Stage
Rocco Romagnuolo
Analysis of Lipoprotein (a) Receptors: Roles in Catabolism and Pericellular Plasminogen Activation
Computer Science
Abbas Ghadri Golestani
Individual Based Modeling and Nonlinear Analysis for Complex Systems with Applications to Theoretical Ecology
Morteza Mashayekhi
Individual-Based Modeling and Data Analysis of Ecological Systems Using Machine Learning Technologies
Felicitas Anyicha Mokom
Modeling the Evolution of Artifact Capabilities in Multi-Agent Based Simulations
Ahmad Soleimani
Fuzzy Computational Model for Emotion Regulation Based on Affect Control Theory
Environmental Science
Farrah Teresa Chan
A Comrehensive Assessment of Ship-Mediated Invasion Risk in the Canadian Arctic
Page 14 of 167
Master of Arts
Tiantian Che
Chen Fang
Qiaohua Feng
Aleksandar Galiyash
Shuai Hao
Xiating Jiao
Derek Michael Lanoue
Enyi Lin
Jiaqi Liu
Economics
Mengqiong Liu
Oluwole Okunrinla
Renuka Pahuja
Yu Qiao
Huiyu Ruan
Tian Tian
Chukwuma Uwaga
Hao Wang
Tongtong Wang
Yaxi Wang
Chen Xiao
Yijun Xu
Xinyuan Yang
Jinjie Yue
Kaibo Zhang
Xuan Zhang
Yan Zhang
Xianjing Zhu
Yu Zhu
Master of Medical Biotechnology
Negoud Mahgoub Omer Ahmed
Priyanka Bandi
Krishna Chaithanya Guthikonda
Ting Han
Md Ehsanul Haque
Rajesh Kalwa
Sinthia Karishma
Harpreet Kaur
Seerat Mander
Rajdeep Singh Multani
Kirtan Parikh
Sandipkumar Shantilal Patel
Jagjit Singh
Navkiran Singh
Jaganmohan Reddy Yenugu
Tong Zhang
Master of Science
Jeffrey Buckley
Zhi Hao Guo
Biological Sciences
Michaela Whitney Haring
Christopher Mark Harris
Vincenzo Antonio Pacheco
Biological Sciences-Neuroscience and Behaviour
Kaitlyn Marie April Iannicello
Courtney Ochs
Jennifer Lynn Balun
Bharadwaja Allapalli
Aditi Bhardwaj
Xiao Ni Cao
Elham Emami
Chemistry and Biochemistry
Jennifer Hien Nguyen
Computer Science
Forough Firoozbakht
Arvind Kodakanchi
Anivesh Reddy Minipuri
Joseph Nicolas Sbrocca
Bryan Gary St. Amour
Suchet Krishna Surya
Jiayi Wu
Yi Zhang
Computer Science Co-operative Education
Wenyi Zhou
Earth Sciences
Michael William Philip Glendenning Jr.
Rachel Abma
Tinglei Chen
Tareq Mohamed Oshan
Page 15 of 167
Ryan Boudens
Mathematics and Statistics
Abiodun Sodiq Shofoluwe
Pei Zhang
Wenyun Zhang
Thomas Reid
Yingxun Zhao
Yiran Zhao
Physics
Andrew Larry Ouellette
Russell Allan Putnam
Bachelor of Arts
Honours Economics
Afua Boatemaa Owusu
Bachelor of Arts
General Program
Kareem Costenoble
Eric Alan Deines
Wenkai Pan
Arthur James Wales
Bachelor of Mathematics
Honours Mathematics
Xianlin Gu
Paige Nicole Harrison
Honours Mathematics and Computer Science
Tsz Kin Ng *
William Justin Toth **
Colin James Totten *
Honours Mathematics and Economics
Jinpeng Liu
Honours Mathematics and Statistics
Dongrui Lu
Concurrent Bachelor of Mathematics / Bachelor of Education
Concurrent Bachelor of Mathematics (Honours) / Bachelor of Education
Peter Francis Bastien *
Andrew James Keller
Andrew Joseph Loebach *
Bachelor of Mathematics
General Program
Timothy Au-Yeung
Jing Chen
Gordon Kalkhourst
Stephen Thomas Kyte Nusko **
Yongzhen Tan
Bachelor of Science
Honours Behaviour, Cognition and Neuroscience
Julia Lauren Broad *
Katelyn Anne Elder *
Crystal Kelly *
Janice Marie Burgers
Katie Marie Elias *
Melissa Kaitlyn Soumaya Macksoud *
Mathiang Ghai Chot *
Alexander James Harris **
Georgette Nader *
Stefania Michelle DiDomenico
Dina Jamil *
Akhil Sharma *
Emily-Ann Doreen Di Pierdomenico
Lauren Chelsey Thompson
Megan Ashley Beaudoin
Dylan M. Bourque
Robert Gabriel Costa
PageWith
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167 Distinction
** Graduating
Honours Biochemistry
Bianca Ioana Dubovan *
Natalie Vittoria Gabriele
Giovanni Ottavio Iovino *
Rami Issa
Jakov Krezic *
Jovana Milic *
Michael Hai-Luu Nguyen *
Nicole Ognjanovski *
Amanda Marie Panetta
Gea Panic *
Katherina Stephanie Piskovic
Megan Lynn Renaud
Victoria Natalie Digiorgio Sorge
Ines Todorovic
Giselle Ilona Toth *
Hussein Yassine *
Andrei Zaharia **
Honours Biochemistry and Biological Sciences
Daphne Giselle Carpio
Kyle Douglas Coatsworth
Honours Biochemistry and Biological Sciences with Thesis
Alex Valentino Dipierdomenico *
Mariam Safya Sameem *
Honours Biochemistry and Biotechnology
Itunuoluwa Adedoyin Adekoya *
Travis DeWolfe
Vanessa Marie Bellemore *
Cody Taylor Caba *
Anthony Ali **
Iyad Al Nasri
Wisam Basim Al-Samaan
Erica Marie Authier
Charlee Candace Avian
Nathan Spencer Bedard
Nathaniel James Bernardon
Julia Aleksandra Blak
Joseph Camaj **
Stefanie Anne Cepuran
Sarah A. Chalabi
Jashanjit Singh Cheema
Sadiq Sajjad Chevelwalla
Joseph Correia *
Paige Grace Craig
Aaron Anthony De Brum *
Elisa Giuseppina De Luca
Lisa M. De Rose **
Ravinder Dhuggal
Christian Sava Disovski
Richard Thomas Dunning *
Adam Louis Duquette
Tanya Elizabeth Fendler
Colin Joseph Finerty
Jessica Lynn Firman *
Honours Biochemistry with Thesis
Joshua Vincent Bernard Del Papa *
Nicole Dziamarski
Honours Biological Sciences
Samantha Galasso **
Akbal Singh Gill *
Mary Goro *
Bethune Ha
Hussein Hammoud **
Taylor Ashleigh Hansaruk *
Ailish Mary Ann Harshaw *
Jeremy Hoang
Angela Ibrahim **
Elsbeth Maryse Jansen
Andrea Marie Jaworski *
Hao Jiang
Mitchell Thomas Jobin
Baltej Singh Kooner
Sarah Elizabeth Koscic *
Ryan Alexander LaBute *
Linda Le
Alaina Jade Lee
Jonathan Lenius
Erin Meta Lindsey *
David Brent Lozinsky *
Dean P. Mailloux **
Ashley Ann Mariano **
Vojin Mihailo
Brahm Ashley Miller
Corinne S. Lonergan
Kara Alivia Picco *
Liiban Mohamud
Khallil Mokdad *
Shawn Montague
Joshun Naiem
Diana Nguyen
Richard Pham *
Alyshia Phillips **
Vojislav Postic
Angela Flora Prantera
Alec Jerry Raniwsky *
Adam Philip Roath *
Natalie Caroline Robert
Natasha Sandhu
Christian Andrew Savoni
Christopher Peter Scarfone *
Sanam Sharma
Jeffrey John Stephen *
Nikolaus Vincent Suich
Jack Phillip Tomen
Lindsay Katherine Turner
Paige Maia van Gaalen
Joseph Paolo Vincelli **
Melissa Osareniye Uwaila Woghiren
Grita Yashpal
Daniel J. Yee *
Honours Biological Sciences and Anthropology
Kaylyn Tobin *
Honours Biological Sciences and Communication, Media, and Film
Joshua Spadafora
Honours Biological Sciences and English
Tamara Latinovic
Honours Biological Sciences and Philosophy
Craig Philipp Hermanutz
Page 17 of 167
Honours Biological Sciences and Psychology
Basma Saad Dawood
Joanna Maria Wolinski
Honours Biological Sciences and Psychology with Thesis
Tara Lynn McAuley **
Sarah Almasalkhi *
Sumeet Bhardwaj *
Stephanie Cervi *
Sabrina Josephine Distefano *
Kevin John Hamilton *
Sameer Jafar *
Samuel Earl Abbott
Patricia Obianuju Okpara
Hannah Andreoff
Hrag M. Ashekian
Sabrina Giovanna Cardillo *
Jelena Dereta
Rachel Anne Boutette *
James Aaron De Santis **
Davis Duke Fenos *
Honours Biological Sciences with Thesis
Celine Lajoie
Marisa Rae Market **
Hossein Alaa Mehdi *
Andrew Mellow *
Megan Frances Mickle *
Honours Biology and Biotechnology
Gage Rivait
Honours Chemistry
Shu Di Dong
Pauline Eleanor Finn
Zixi Lin *
Honours Chemistry with Thesis
Erika Mary Haskings *
Brianna Marie Kispal *
Danielle Marie Lanoue **
Mitchell Anthony Nascimento *
Samantha Margaret Parent *
Sean Power *
Kaela Elizabeth Scott **
Kyle Stokes *
Aleksa Zubic *
Alexandra Zygowska **
Claire Maxine Thrasher *
Sherin Thomas Varghese
Juan Carlos Marentette *
Paige Amber Parent *
Alysha A. Spadafora *
Rene-Gilberto Valdizon Rodriquez
Peter Alexander Rowsell
Sarah Salloum *
Miriam Zaltsman *
Honours Computer Information Systems
Xinyu Liu *
Honours Computer Science with Software Engineering Option Co-operative Education
Jason James Patrick Bennett
Franklin Hilary Ezenwa **
Gregory James Koestler *
Michael Antonio Soares Branco
Shane Jacob Matthew Phibbs *
Honours Computer Science with Software Engineering Specialization
Prateek Sahrawat
Alaa Shaheen *
Mohammed Shaheen
Honours Economics
Vihanga Vageesha De Silva Manukulasuriya
Ahmed El-Mokadem
Joshua Benjamin Finn *
Honours Environmental Science
Seth Connor Mackie
Jessica Margaret Owen
Andrew Beau Franklin Puffer *
Qinshu Shi *
Richard Jonathan Robbins
Michelle Patricia Rose
Honours Physical Geography
Wesley Moga *
Eric Joseph Lessard
** Graduating
Page With
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Honours Physics
Dragan Lukic *
Joshuah Anthony Trocchi *
Honours Physics (Medical Physics) Co-operative Education
Tomi Nano *
Rares Anthony Vacarescu
Honours Physics (Medical Physics) with Thesis
Anmol Dhar *
Honours Physics and Chemistry
Victoria Elizabeth Searcy
Honours Physics with Thesis
Melissa Rae Mathers
Jacob Gabriel Manalo
Travis Robert Valdez **
Concurrent Bachelor of Science / Bachelor of Education
Concurrent Bachelor of Science (Honours) Biological Sciences / Bachelor of Education
Fatema A. Bazzi
Jacqueline E. Veres
Concurrent Bachelor of Science (Honours) Biological Sciences with Thesis / Bachelor of Education
Rachel Leigh Hasson *
Concurrent Bachelor of Science (Honours) Chemistry with Thesis / Bachelor of Education
Mitchel Daniel Noel Chartrand
Bachelor of Science - (Four-Year Major)
Justin Alexander Lawson
Biochemistry
Rebecca Shira Alisa Lazarus
Ovidiu Mihai
Abdul Salam Ahmed
Claudia Heraiz
Biological Sciences
Jessica A. Korkees
Marwa Mroue
Andrew Alexander Nogueira
Marissa Emilie Robert
Biology and Biotechnology
Bledi Elshani
Chemistry
Breanne Lyn Fournier
Terry Mark Glendenning
Kristina Marie Yaciuk
Jasneel Mahal
Casie Paige McCallum
Sukhdeep K. Virdi
Geology
Ryan Roland Woods
Bachelor of Science
Angela Adam
Niroj Alsuleivani
Chukwuka Jonathan Anagor
David Bombardier *
Erin Elizabeth Bourguignon
Page 19 of 167
General Program
Sadaf Azam Chaudry *
Mitchell James Clarke Elliott **
Barish Eren
Fatme Fahda
Madison Fantin *
Esther Ai-Leng Foong **
Kristen Germani
Scott Wayne Guthrie
Jenna Jabbar
Suzanne Jamal *
Daniel Miller
Lateef Kayode Ojikutu
Anita Ebanehita Omodiagbe
Nicole Palombo
Lisa Rose Pirillo
Rabee S. Kaheel *
Christopher Kay
Megan Nicole Kennette
Shu Han Meng
Rehan Siddiqui
Prabhjit Singh
Lauren Samantha Valente **
Paulina Wojcik
Bachelor of Computer Science
Stephan A. Antonel
Michael William Wilfred Binder
Nicholas Isaac Chittle **
Adam Heinermann
Jeremy High *
Honours Computer Science
Philip Cody Keefner *
Md Mahbub-e Khoda *
Ryan Richard Murdoch
Stephen Thomas Kyte Nusko **
Jeffrey Pare **
Shane Omer Cyril Regnier
Justin Sanders
Brendan Mitchell Steiner
Nazmul Huq Sumon *
Spencer James Wills
Honours Computer Science Applied Computing
Muhammad AbduRahman Asfour
Trent Robert Goetheyn
Jessamyn Moriah Silver Medler *
Pierre J. A. Renaud **
Honours Computer Science Applied Computing Co-operative Education
Akhiyar Ahmed
Christopher Paul Brogly *
Honours Computer Science Co-operative Education
Alexander George Dibbley
Ping Sing Yong
Bachelor of Computer Science
Dwayne Alleyne
John Kiernen Anderson
Nicholas Antzaras
Todd E. Baert *
Ardit Balla
Muhammad Bilal
John David William Cada
Sean Calhoun *
General Program
Michael Daniel **
Naisargi Desai *
Rajbir Dhaliwal
Montassar Dridi
David Alexander Farrer **
Simin Farrokhi *
Qiaohong Hu *
Matthew John Laforet
Emaad Abid Maqbool
Lyndon Pan
Kaisar Sheikh
Malveka Soni
Nikolas William Steel **
Zuher Tuhin
Xuan Yao
Certificate in Applied Information Technology
Emilio Jose Carro Fontenla *
Nicole Marie Gleason
Shirley Sze Wai Ho *
PageWith
20 of
167Distinction
** Graduating
Great
THIRD SESSION
Wednesday Morning, June 17, 2015 at 10 o'clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
Conferring of Honorary Degrees
on
ELLEN-RAY HENNESSY TSIPOLITIS
•••••••••
The Chancellor will call upon Dr. Hennessy Tsipolitis to address Convocation.
•••••••••
Page 21 of 167
Presentation of Alumni Teaching Award
DR. JILL GRANT
Chair of the Board of Governors, Ms. Sheila MacKinnon
Faculty of Arts, Humanities, and Social Sciences:
General Program – Social Science – Amy Lyn Johnston**
Languages, Literatures & Cultures – Felicia Colleen Margaret Abela*
Philosophy – Jason Robert Menzies*
Psychology – Linda Wiebe**
Social Work – Cessidia Vittoria DeBiasio**
Women’s Studies – Daphne Vanessa Sheridan*
FACULTY OF ARTS, HUMANITIES, AND SOCIAL SCIENCES
Dean of the Faculty: Dr. Nancy Wright
(First Reader: Dr. Nancy Wright)
Psychology
Giavana Freida Helena Jones
The Journey of Hope on the Road to Resilience: Former Residents' Experiences in Child Care Facilities
Jennifer Long
An FMRI Study of Fluent and Nonfluent Beginning Readers
Jennifer Rebecca Marcus
Ethnic Identity, Perceived Social Support and Posttraumatic Growth Following Loss: Quantitative and Qualitative
Findings from a University Sample
Master of Arts
Vaunell Itaas
Laura Adele Nicola
Robert Dufour
Page With
22 ofGreat
167 Distinction
** Graduating
Philosophy
Matthew Pezzaniti
Psychology
Mitchell Scott Garry Loepp
Katherine Elizabeth Sulatycki
Lucas Wentzell
Chelsea McLellan
Master of Social Work / Juris Doctor
Alexis Jade Chernish
Rebecca Ernst
Chres Minsun Lee
Krutika Patil
Stephanie Leigh Skinner
Master of Social Work
Jessica Abraham
Alexandra Aczel
Stephen Adams
Anjolaoluwa Tayyib Adegbite
Nicole-Lee Anderson
Jennifer Catherine Angelo
Allan John Angus
Razak Aziz
Randeep Baidwan
Dwayne Edward Barris
Tonya Beattie
Angela Marie Beaudry
Nancy Bediako
Mary-Ann Beeby
Karla-Jayne Belfon
Crystal Bell
Ketrina Faith Luenda Bell
Andrae W. Belle
Lisa Nicole Bertin
Lisa Anne Wood Boniferro
Shannon Bovie
Laurel Catherine Brannagan
Peter Bucciachio
Kelly Burkholder
Deborah Anne Cady
Kathleen Callaway
Melanie Canlas-Wiedemann
Deirdre Marie Jean Carroll
Lisa Chotowetz
Lisa Michelle Christian
Lisa Pierrette Cloutier
Katie Elizabeth Colameco
Sarah Connolly
Laura Jayne Cook
Laura Anne Crowley
Maria Victoria D'Angelo
Tiffany Lynn Danieluk
Lauren Nicole Daurio
Susan Davis-Bailey
Vincent Michael DiCarlo
Leyla Didari
Samantha DiFrancescantonio
William Dixon
Lana Doan
Fang Duan
Michelle Katherine Dubiel
Keren Merari Escobar Acosta
Jennifer Anne Evans
Marina Farag
Irina Fershtater
Corinne Fitzgerald
Page 23 of 167
Alicea S. Fleming
Sarah Lynn Frasca
Andrew John Fry
Sara Gavrelets
Linda M. Gibson
Leonardo Manuel Gil
Jelena Glisic
Isi Gojani
Hailey Goldberg
Chantalle Marie Gomes
Cara Gordon
Yael Greenberg
Susan Gualdieri
Wei Angela Guo
Mindy Lee Hartleib
Marianna Healey
Alison Georgette Heath
Patricia Holland-Hamilton
Jordan Honsinger
Corrine Anne Humphreys
Rachel Hunter
Charlotte Celine Ikome Mojoko
Lorraine Anne Jeffrey
Lia Jenner
Emily Olivia Ann Jewell
Alida Magdalina Johnston
Parivash Kalantari
Pankaj Kapoor
Sukhbir Kaur
Alaa Khalaf
Lauren Paige Knapp
Joyelle Koch
Martin Robert Lachapelle
Carol Ingrid La Fleur
Chrisann Marie Lafontaine
Sara-Marie Louise Lamb
Ana-Maria Lazar
Stacey Nicole Leger
Jill Andrea LeGrand
Tanya Lerra
Jodi-Lynn Lessard
Kimberly Levergood
Nancy Elizabeth Lewis
Polly Ka Po Li
Huong Ly
Carrie Ann Mackinnon
Alyssa MacNeill
Nirmal Mahat
Lisa Ann Major
Taskeen Mansur
Nicole Marion
Sunita Mary Mathai
Nicole Madeline Maxwell
Erin Stephanie McArthur
Ryan Vincent McFarlane
Roisin Samantha McIlwee
Lynne Margaret McKee
Mary Beth Moellenkamp
Helen Sarah Moore-Thomson
Tracy Catherine Mulligan
Brianne Murray
Suhaida Nduta Mutembei
Susan Nabil
Caley Nash
Kelly Jean Ng
Jessica North
Edith Oye Obeng
Elsie Obeng-Kingsley
Ester Odermatt
Marcia Sylvia Ortiz
Courtney Alyn Ouellette
Arathi Packiyanathan
Joseph Robert Parent
Carrie Parker
Elyse Alexandra Parris
Wendy Pastuck
Poonam Patel
Erin Payne
Giovanni Roy Perissinotti
R. John Pilgrim
Lini Pisharodi
Dionne Renee Plummer
Dora-Lee Pope
Dawn Alexandra Sharon Price
Leanne Michelle Purdie
Sara A. Quigley
Milicia Lachorn Reid
Leo Wayne Mark Restoule
Cassandra Irene Richardson
Patricia Ann Riedel
Zvikomborero Crescentia Rukovo
Odil Sadikian
Gina Neves Santos
Meghan Alicia Scanlan
Matteo Karl Schwartzentruber
Alycia Evelyn Dawn Sennema
Tamana Shahsamand
Avhinaash Sharma
Danielle R. Shaw
Jamy Shepley
Richard Sherwood
Menglin Shi
Renata Alexandria Shiwnath
Chamanjit Sidhu
Viviane Silva
Herman Singh
Amy Christine Smith
Erin Jo-Anne Sokoloski
Alexandra Stainrod
Scott Thomas Stire
Xiaoyu Tan
Sandra Maria Tavares
Sarah Taylor
Jennifer Helen Teefy
Leanne Charlotte Vickers
Noelle Christine Walker
Jessica Braiden Waller
Emily Carol Walraven
Xin Wang
Amanda Grace Warr
Heather Weinberg
Amanda Widdis
Sarah Christine Wingrove
Sandra Lorraine Woods
Ling Wu
Joyce Wing-Yan Yu
Lynette Temmerman
Kathleen Thomas
Krystal Marion Thomson
Krista Amy Thorne
Stasa Todorovic
Yin Kwan Tong
Michela-Nazzarena Trimboli
Francisco Truong
Anca Teodora Turi
Melissa May Catherine Van Harn
Martin Vera
Bachelor of Arts
Honours Classical Civilization
Taylar Anne Rock
Robert A. DiBartolomeo
Honours Developmental Psychology
Saige M. Denomme
Tryphena Anedra Kuypers
Ashlynn Rose Boutros
Daniel Edward Rodgers
Kayla Nichole Kathrine Stewart *
Honours Developmental Psychology and Family and Social Relations
Rebbeka Ashlee Raby *
Safia Ahmed Abdulle *
Honours Developmental Psychology with Thesis
Jessica Lynn Holden *
Loreana La Civita *
Kaylee B. Lett *
Erin Jane Appleton *
Lisa Nicole DiGiovanni
Honours Disability Studies
Chelsea Hebert
Gwendolyn King
Felix Ojara Opio
Mariam Shaban
Michaella Doreen Shine
Elizabeth Grace Hope Beith
Janna Silvia Jo-Anne Burke
Honours Disability Studies and Psychology
Lee Smith
Faith Ann Vennell *
Alexandra May Wollocombe *
Honours French and Modern Languages/Spanish Option
Kimberley Dent
Meighan Leona Bondy
Amal Farhat
Honours French Studies
Linda Imad George
Simona Lepadatu
Alexandra Markes *
Nicole Paterson
Nicole Gilda Renaud
Honours Modern Languages and Second Language Education with German
Katharine Dykstra
Honours Modern Languages and Second Language Education with Italian
Kayla Linton
Honours Modern Languages and Second Language Education with Spanish
Heather Lynn Langford *
Samantha Marie Paulin
Kelsey Barbara Marie Santarossa *
* Graduating
PageWith
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167
Honours Modern Languages with German and French
Jeffrey Knapp *
Honours Philosophy
Jason Robert Menzies *
Conor J. Allard
Curtis K. Hyra
John Reddam
Blake Donald Scott
Honours Psychology
Colleen Margaret Lee
Shudan Li
Vladimir Livrinski
Crystal M. Lussier
Jackson Taylor McLaren
Kristen Samantha Melnyk *
Jacob Richard Allen Meloche
Rufaro Lindsay Munangwa
Kikelomo Omotope Omolehinwa
Erin Pauline Pervin *
Klaudia Petriti
Lukas Pigeon
Tyler Marie Rawlings
Brendon Alan Armstrong
Lauren Bultje
Vanessa Margaret Burrows
Christian Campanale
Achol Chagay Atem
Anjni Chandwani
Kamryn Gabriella Cusumano
Sara Lynn Dalrymple *
Bailey Jade Dekold
Ali Haider
Layla Hurst
Rebecca Anne Jarvie
Nathalie Karnot
Manjot Kaur Kooner *
Luc Paul Rivest
Michelle Evelyn Rovere
Tanya Leigh Sapardanis
Kaitlin Schilling
Rachel Anne Schofield
Maham Shamshad
Yogesh Sharma
Stephanie Yvonne Taylor *
Angela Thompson *
Veronika Tobijanski *
Nicole Trepanier
Brianna Elaine Valenzuela
Tiffany Wannick Jeremschuk
Nasro Farah Yusuf
Honours Psychology and Biological Sciences
Zea George-Newman
Honours Psychology and Criminology
Jessica M. McAuslan *
Michelle Saravia-Fuentes
Honours Psychology and Family and Social Relations
Emily Lyn Lafeber
Honours Psychology and Political Science
Mason Nikolaus Herberholz
Honours Psychology and Sociology
Janelle Erika Asante
Maxine A. Ouellette *
Honours Psychology and Visual Arts
Karissa Kiara Sardinha
Honours Psychology and Women's Studies
Sabrina Travis
Nakita Elie Alagha *
Taylor Allemann
Mikaela Ann Bevan **
Matthew James Dixon
Honours Psychology with Thesis
Taylor Jordan Gooding *
Meriam M. Issa
Kirsten Taylor Jamieson
Samantha Joyce Mady *
Ashley Nicole Meloche
Brendan Sebastian Monroy
Mahdieh Najafi
Sarah Reaume
Linda Wiebe **
Honours Psychology with Thesis and History
Krishma Roy Sharda
Page 25 of 167
Honours Psychology with Thesis and Philosophy
Josephine Elysia Richards *
Concurrent Bachelor of Arts / Bachelor of Education
Concurrent Bachelor of Arts (Honours) Developmental Psychology/Bachelor of Education
Samantha Leigh Church #
Concurrent Bachelor of Arts (Honours) French Language and Literature/Bachelor of Education
Felicia Colleen Margaret Abela *
Luciana Moukled
Joseph Rousseau
Kalina Kathleen Gudrie Butts
Amber O'Quinn
Alyssa Stewart
Karoline Virginia Clune
Chelsea Davina Whitlock
Developmental Psychology
Anjeza Bablusha
Daniel Yiu-Bung Ching
Disability Studies
Yee Man Law
Samantha Marie Scali
Jenna Alyce Graansma
Disability Studies and Psychology
Hawraa Shaalan
Stephanie Leah Tree
French and Communication, Media, and Film
Samar El-Khatib
French and Social Justice
Rita Hurmiz
French Studies
Victoria Leite
Meaghan Mary McMahon
Modern Languages and Second Language Education with Spanish
Jenny Perla-Leon
Osei Tutu Agyeman-Duah
Abbey Armstrong
Jason Michael Blondeau
Nathan A. Brown
Blair Elizabeth Caron
Rachel S. Cipkar
Tabitha Elizabeth Klein
Psychology
Kathleen B. Leclair
Anetha Logitharaj
Jessica Luong
Torrie Katherine McGarragle
Abear Mikha
Daniel Preston Moyes
Destiny Megan Pailey
Cheryl Roesel
Afifa Sajya Sameem
Jenna Lynn Smith
Chelsie Lynn Stuart
Izabella Telenga
Cole Thibert
Bachelor of Social Work
Stephanie Armstrong *
Britney A. Bailey
Emilie Deandra Jeanne Bastien
Elise Bosson *
Samantha Paige Bresolin
Page With
26 ofGreat
167 Distinction
** Graduating
Honours Social Work
Joshua R. J. Brisson
Rebecca Brown
Eric John Roland Buchholzer
Stephanie Louise Burd *
Chelsea Marie Cafe *
Debbie Hiu Wai Chow
Danielle M. Collins
Cessidia Vittoria DeBiasio **
Amanda Deline *
Elizabeth Di Paolo
Megan Dodson
Danielle Joyce Dundas *
Kayla Dunford *
Brendan Dunn
Alexandrea Edwards *
Burcin Ersoy
Bianca Felicia Foradori
Joseph Daniel Friesen *
Michelle Lynn Gadoury *
Pamela Gebrayel
Ronald Gillis
Zainab Adesola Giwa
Nicollette Stephanie Gooding
Monica Shay Harwood
Jennifer Charlotte Hesser *
Taylor Beverley Horner
Breanna Kristine Hunt
Tasha Deanna Hyndman
Chris Iliou *
Lori Ann Ingratta *
Emily Margot Jaarsma
Angela Jones *
Tiffany Kay
Karen Anne Kehoe *
Stephanie April Keller
Fiona Kembabazi *
Noreen Donna Kicknosway
Abena Danielle Pomaa Kwarteng *
Leanne Catherine Laramie
Dakota Hunter Levesque *
Carly Gina Elizabeth McGinlay
Jillian Shannon Morand
Sarah Alberta Mary Myer Smith
Ashley Sarah Nelson
Kathryn Neville *
Brittany Nisbett
Riley Jorden Out
Tiffany Owen
Danielle N. Pardy
Marisa Pelle *
Chad Pierozynski
Julia Robertson
Shayna L. Samson
Milena Sanson
Melissa Sauro *
Hannah Kinneret Singer *
Jacob Nelson Stecher
Alison Jean Steer
Nicole Stergiou *
Cathy L. K. Tan *
Kaitlynn Mary Tidwell
Alexandria Josie Todman
Michelle Vaughan *
Allison Marie Worotny *
Sara Michele Zavitz *
Honours Social Work and Disability Studies
Stacey Anderson *
Katie Ann Baltzer
Shaunacy Lynn Betschel *
Robyn Craig *
Hailey Marie Edwards
Honours Social Work and Women's Studies
Danielle Kathleen Emms
Maha Ghabris
Brittney Lauren Hartwick
Mary Jane LeClair
Lorie Christine Lynds *
Daphne Vanessa Sheridan *
Aleksandra Stevkovska
Andrea D. Stewart
Rebecca Lynne Westlake *
Bachelor of Arts
Jeffrey P. Arbic
Alizay Asad Khan
Julia Renee Baetens *
Vanessa Joy Bardsley
Lisa Nicole Baxter
Courtney Elise Beaulieu
Kaitlyn K. Belanger-Roddy
Alicia Rosalia Bonventre
Paige Kimberly Bowers
Jessica Margarita Bradford
Kain Brown
Alyssa G. Campeau
Elizabeth A. Carey *
Brittany Lynn Chevrier *
Lauren Alyssa Davis
Heather Desjardins
Lauren Elizabeth Diemer
Chloe Michelle DiPasquale
Vanessa Lynn DiPasquale
Page 27 of 167
General Program
Joseph Duke
Mandy Ellis
Lauren Marie Garcia
Alisha Gaur
Scott William Groot *
Adam James Hirt
Samuel Nicholas Iacono
Sarah Helene Kamen
Rasha Kaskas
Katherine Lee Laselva *
Shelley Marie Lemieux
Laura Christina Lepera
Vanessa Rae Marra
Erica Maria Martini
Abigail Rose Kathleen Miller
Brittany Rose Anne Miller *
Desirée Belle O'Halloran
Carly Danielle O'Neil
Andrew Michael Paszkowiak
Melissa A. Pedro
Andrew W. Peterson
Kayla Rose Pinsonneault
Annalicia Powell
Sarah Louise Radmore
S. M. Hyder Razvi *
Rebecca Clarice Rocheleau
Kaitlynn Maria Searle
Katherine Michelle Silva
Robert Sproat
Laura Elizabeth St. Amour
William Taylor
Patrick Ten Eyck
Danielle M. Tiede
Meghan Barbara Vanden Broek
Drew Wakutz
Diane Webster
Dawn Michelle Wisniewski
Asher Marie Young
Concurrent Bachelor of Arts (General) / Bachelor of Education
Concurrent Bachelor of Arts (General)/Bachelor of Education #
Melissa Ethel Mary Power
Jaclyn Michelle Lozon
Gabriela Susana Adan
Ashley Ann Prantera
Michelle Marjorie Lynn Mackie *
Jordan Joanna Breault *
Megan Rose Renaud
Victoria Anne McKay
Melissa Ann Erwin
Rebecca J. Riddick *
Kaitlyn Mae McMillan **
Sara Lynn Oliveira Estoesta *
Laura Maria Rocca
Ashley Elizabeth Diane Metcalfe
Alessandro Angelo Galifi *
Shannon Alyssa Simpson
Kathryn Moore
Amy Lyn Johnston **
Heather Marie Stewart
Georgia Elizabeth Morris *
Kate Elisabeth Lamoure *
Iuliana Nicoleta Tibrianu *
Heather Marie Parrish
Kayla Sue Lamoureux
Flora Ching Sum Wong *
Nicolina Victoria Patafio
Karmen Alexandria Lo *
Certificate in Second Language Education
Jeffrey Knapp *
Page 28 Early
of 167
# Also receiving
Childhood Education Diploma from St. Clair College
FOURTH SESSION
Wednesday Afternoon, June 17, 2015 at 3 o'clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
on
ERNEST LARRY EVES
•••••••••
The Chancellor will call upon Dr. Eves to address Convocation.
•••••••••
Page 29 of 167
Faculty of Arts, Humanities, and Social Sciences:
General Program - Arts – Jennifer Ann Martens*
Communication, Media and Film – Douglas David Cunningham*
Dramatic Art – Tita Magdeline Kyrtsakas*
English – Sarah Margaret Pennington**
History – Carol A. Reader**
Labour Studies – No Eligible Candidates
Music – Wilma Marlyse Bergstra*
Political Science – James Dunn*
Sociology, Anthropology and Criminology – Brett John Severin**
Visual Arts – Chantelle Jacqueline Boismier*
Women’s Studies – Daphne Vanessa Sheridan*
President’s Medal
The Provost and Vice-President, Academic, Dr. Douglas Kneale will present the recipient to the President.
CHANTELLE JACQUELINE BOISMIER *
FACULTY OF ARTS, HUMANITIES, AND SOCIAL SCIENCES
Dean of the Faculty: Dr. Nancy Wright
(First Reader: Dr. Nancy Wright)
Master of Arts
Natalie Marie Armbruster
Communication and Social Justice
Melodie Cardin
Daniela Mastrocola
Jennifer Geryk
Criminology
Herman Singh Gill
Runxue Zhang
Courtney-Anne Beatty
Brittni Ann Carey
Jasper Autumn Appler
Omar Mohamad Kanawati
Donna Marie Sabrina Baskey
Kristen Emma Diotte
Page With
30 ofGreat
167 Distinction
** Graduating
English: Creative Writing
Emilia Danielewska
English: Literature and Language
Lisa M. Salfi
Jevon Scott Kimmerly-Smith
History
Frank A. Garcia-Mina
Lydia Clare Friesen
Shawna Diane Partridge
Andrew Clayton Kovacevic
Joseph LaBine
Allison Michelle Smyth
Courtney Christine Tripney
Political Science
Barbara Fitzgerald
Mark Kenneth Fortier-Brynaert
Peter Ateh-Afac Fossungu
Michael Gibbons
Schantal Darlene Hector
Corinne Mary Allsop
Tihana Antic
Louie Bruni
Sarah Megan Cipkar
Begüm Daloglu
Hagar E. Elsayed
Rahma Ismail
Borislav Jovic
Robert Tyson James McMann
Akwasi Owusu
Robert Salvatore Powers
Miroslav Tomoski
Sociology
Yu Shan
Michelle Emily Gajewski
Andrew Godwin
Wenzhu Sun
Darci Thomson
Master of Fine Arts
Patricia Marie Coates
Vanessa Christina Frances Cornell
Amanda Rachel Dudnik
Jorge Arturo Herrera Nunez
Aaron Moran
Bachelor of Arts
Honours Anthropology
David St. Aubin *
Honours Anthropology and History
Raven Wynona Allen
Nicholas Girard *
Honours Anthropology and Political Science
Michael Joseph Simard
Noor Alhuda Al Garousha
Adamo Barbieri
Nada Batat
Leith Haley Bergenhus
Georgia Renèe Bondy
Jayden Leslie Burns
Seanpreet Singh Chooti
Mercedes Ildiko Coyle
Douglas David Cunningham *
Natalie Lynn Dupuis
Ansam El-Hayek
Samantha Fernandez
Honours Communication, Media, and Film
Danielle Nicole Gadishaw
Jessica Anne Hoffman *
Sarah Elizabeth Ashley Hurst *
Faridah Aliyu Kama
Andra Cristina Latiu *
Peng Luo
Phu Luong
Melissa Marie Maestre
Ciara Maurice
Sarah Katherine-Anne McNeil
Xuefei Ni
Uchenna Amarachi Nnadi
Sierra Parr
Naomi A. M. Pelkey
Michelle Nicole Ransley *
Courtney Reaume
Thomas Santoro *
Yaqob Adam Sayami
Sharon Rose Suitor *
James Tracey
Yikang Wang
Rachel Justine Willson
Haoqi Yang
Saima Zaman
Honours Communication, Media, and Film and Drama
Natilee Elaine McPherson
Honours Communication, Media, and Film and Music
John Norman Moore
Kyle Adam Ali
Tyler John Benn
Danielle Shanice Blackwood
Kathryn Brown *
Nathan Connel *
Samantha C. Dalo
Jamie Ann Darling *
Page 31 of 167
Honours Criminology
Bianca DeGannes
Khushwant Dhillon
Jon-Codee Emery *
Kent John Essex
Molly-Gloria Harper
Cezara Ioanesiu
Samantha Evelyn John
Edward William Kewley
Pierre Nathan Labbé
Curtis Mitchell LaBute
Christopher James Leeming
Dana Nicole Lucier
Nathanial Mackenzie *
Andrew James Murray
Cynthia Putrus
Robbie Roy Raheb
Mackenzie Morgan Rees
Mitchell James Renaud
Nour Shoka
Albert Steven Naklie
Sonja Judith O'Halloran
Drew Palmer
Adi Pasalic
Matthew Alexander-Gerard Slipchuk
Diane Marie Smith
Kevin Alexander Wallace
Jake Alexander Bruce Wintemute
Honours Criminology & Biological Sciences
Dane Rebkowec
Honours Criminology & French
Shereka Adelle Murray
Honours Criminology and Family and Social Relations
Deborah Melicia Bryan
Honours Criminology and Political Science
Nicole Dawn Phaneuf
Brett John Severin **
Honours Criminology and Psychology
Mustapha Dakroub
Honours Criminology and Sociology
Dylan Joseph Grech
Burcu Bayraktar
Awstin Evan Davies
Daniel Alexander Del Pup *
Spencer Holden
Jennalyn Nicole Kelly
Andrei Alexandru Unc
Honours Drama
Hanna Katharine Krehling
Kristen Nuhn
Michelle Segal
George Taylor Syme
Nathaniel VeltKamp
Honours Drama and Communication, Media, and Film
Amal Nassereddine
Liam Edward Price
Sruthi Suresan
Honours Drama and English Literature and Creative Writing
Angeli Christiane Desaulniers *
Honours Drama and History
Krysta Ching Man
Honours Drama and Women's Studies
Jessica Nichole-Schell Glass
Jocelyn Jasmine Bedard
Justin S. Caruana
Mark Alec Cvetkovski
Hannah Donaldson
Sydney Leigh Holmes
Honours Drama in Education and Community
Elyse Lauren Martin
Andrew Anthony McCarthy
Christie Lee Palazzolo
Samantha-Jo Mari Prieur
Mariam I. Sbeiti
Melissa Marie Smyth
Honours English and Communication, Media, and Film
Emily Marie Ierullo
Honours English and Drama
Tita Magdeline Kyrtsakas *
Page 32 of 167
Samantha Ashley Tuer
Devin Shane Vandenborn
Daniel Vorwerck
Cara Elizabeth Whitfield
Zane Wong
Honours English and French
Travis James Fauteux *
Honours English and History
Catherine Cahill
Honours English and Philosophy
Keith Douglas Allen
Honours English and Psychology
Zahraa Al Shamari
Dana Alsafi
Philip Babbey
Christina Elizabeth Barile
Natalie Jean Isabel Brander
Jessica Lynn Brisson
Nicole Clare Bryce
Chase Jordan Copat *
Haley Patricia Dagley
Christina Elizabeth Angeli *
Simina Banu *
Rebecca Black
Sara Ali Sleiman
Honours English Language and Literature
Sarah Michelle Goldstein
Morgan Rae Laramie
Shannon McLaughlin
Sarah Marie Meeke
Kaitlyn Menard
Katherine G. Merucci *
Angelo Philip Minardi
Alyssa Lynn Morris
Sara Moubarak
Lanette Marie Perry
Justin Lawrence Robinet
Lauren Marie Robinet
Katherine A. Showers
Steven Marc St. Pierre
Samuel Leonard Mcauley Whittaker
Honours English Literature and Creative Writing
Mark Joseph Oriet
Amber Marie Regina Dilabbio *
Katerina Mathias Stavridis
David Samuel Fine
Hannah Elizabeth Marie Watts **
Kendra Marie Kirby *
Honours English Literature and Creative Writing and Communication, Media, and Film
Micaela Lisa Muldoon *
Honours English Literature and Creative Writing and Physics
Samantha Lynn Bauder *
Vanessa Lynn Cinat
Lucas Douglas Amormino *
Joshua Patrick Thomas Deehan
Corey Nelson Desjarlais
Sabrina Felicia DeVito
Honours Family and Social Relations
Vanessa Channelle Davis
Srila Perine
Honours History
Allison Nicole Terese Gesuale
Adam John Gyetvai
Dustin Jones
Gillian Kornacki *
Elizabeth Magdaline Robinson
Kasey Lee Martin
Sydney Katelyn Lee Murray *
Jonathan Andrew Quint
Carol A. Reader **
Honours History and English
Sarah Margaret Pennington **
Honours History and Philosophy
Robert Domenico DeRose *
Honours History and Political Science
Sean Patrick Nolan
Honours History and Sociology
Patrick Louis Ferlaino
Page 33 of 167
Honours International Relations and Development Studies
Boris Muya Blasberg
Greg Honywill
Kayla Lynne Kiteley
Betul Celebi
Mariline Jean Louis
Katy Kobersi
Honours Liberal Arts and Professional Studies
Heather Leandra Hughes
Honours Music
Tanya Theresa Currie
Drew Alan Bechard
Michelle Leigh Naarden
Honours Music and Visual Arts
Molly Anne Higgins
Tarek Al Smoudi
Derrick Becking
Giordan Luke Boin
Keshawna Blossom Campbell
Trevor John Fairlie *
Honours Political Science
Adam James Foran
Ashley Breanna Francis
Caroline Anne Jacobson
Matthew T. Kosnik
Urosh Opacic *
Kevin Jeffrey Patterson
Rebecca Elizabeth Robinet *
Samir A. Saad
Tina Savic *
Kyle Andre Sousa
Honours Political Science and Communication, Media, and Film
Jessaline Rose Marie Fynbo *
Honours Political Science and Labour Studies
Andrew Payne
Samantha Jamie Toyne
Honours Political Science and Philosophy
James Dunn *
Honours Political Science and Sociology
Mayame Hermiz
Honours Political Science with Law and Politics Specialization
Ryan Michel Beauchamp *
Honours Social Justice and Anthropology
Emma C. Brew *
Justine Marie Crease
Kyle Martin Eve
Bailey Victoria Eve Black *
Shannel Cara Diewold *
Sasha Dyer
Honours Sociology
Schaunda Farquharson
Sara Elizabeth Jacques
Honours Sociology and Criminology
Sikne Nadim Hammoud
Grid Minga
Katelyn Marie Olivito
Ryan Michael Perry
Honours Sociology and English
Rasha Ashraf Qaisi
Honours Sociology and French
Amylynn Rose Laframboise
* Graduating
PageWith
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167
Satpreet Sidhu
Kathleen Williams
Lauren Elizabeth Robinet
Nadia Carla Soulliere
Sean Ghadsar Tannous
Honours Sociology and Psychology
Mary Ellen Catindig
Honours Sociology and Social Justice
Trichelle Ashley Primo
Honours Visual Arts and Art History and Visual Culture
Finlay Stonehouse Traynor MacDonald MacLeod
Sixu Chen
Honours Visual Arts and Communication, Media, and Film
Nesma Ghaly
Jennifer Jane Ymana
Win Shi Wong
Honours Women's Studies
Melissa Lewis
Melissa Marie Baker
Ianthe Elizabeth Dunn
Jessica Abigail Monteith
Shelbie-Rae Thompson
Communication, Media, and Film
Trixie Blair D'Souza
Franceline Kingu
Communication, Media, and Film and Psychology
Joel Mathew Francis Ducharme
Albert William Falkestajn
Robert Michael Crawford
Monica Louise Crowley
Criminology
Martin Sysackda Inthachack
Evan R. Rodd
Thushan Sabaratnam
Criminology and Psychology
Michael Joseph Diemer
Patricia Diane Miller
Drama and Psychology
Theresa Trad
English and Political Science
Asmaa Alsafadi
Efenosa W. Ogumbor
English and Women's Studies
Roya Al Hakani
Bailey Morgan McCoy
Jenna Alyssa Monczak
Samantha Rose Albano
English Language and Literature
Eric J. Morin
Family and Social Relations
Alicia Marie Lauren Blair
Madeleine Rose-Marie Fillion
Nicole Staudt
Andrew Sulja
Morgan Victoria Elizabeth Stahl
History
Jasvir Kaur Bhogal
Taylor Alice Mary Masse
History and Sociology
Ryan Conti
Page 35 of 167
International Relations and Development Studies
Renan Fava Serafim
Kris Baraslievski
Daniel Philipp Hoffmann
Music
Akindele Harold Faulkner
Natasha Saliba
Political Science
Katrina Julia Kryza
Gan Aduok
Ashley Marie DiMenna
Luther King Nyarko
Rogelio Rivas
Political Science with Law and Politics Specialization
Sarah Limbombe
Sociology
Marija Kufner
Esther Ebunoluwa Oyeniyi
Sarah E. Antaya
Erik Cirovski
Maureen Louise Goze
Christopher Robert Reynolds
Gorica Savcic
John Paul Sedano
Sociology and Social Justice
Jennifer Mansah Barimayena
Visual Arts and Communication, Media, and Film
Anthea Wen-Yan Chan
Women's Studies and Sociology
Kimberley Facey
Bachelor of Fine Arts
Gwendolyn Sophia Tofano Hodgson *
Kyle Arthur Kimmerly
Chantelle Jacqueline Boismier *
Jenara Ashley Bravo
Yan Yung Cheng *
Kristy Cons
Elizabeth Maria Dalla Bona
Alexandra Nina-Marie Ducharme
Carissa May Fontana
Honours Acting
Vanessa Lancione
Alice Amazona Fox Lundy *
Breanna Lynne Maloney
Daniela Piccinin *
Rebecca Ruth Young *
Honours Visual Arts
Mark Clifford Gasparovic *
Kristina Marie Greco
Chloe Marie Klein *
Brandon Lachance *
Miranda Leigh Lauzon *
Adria Joy Macri
Domenica Mediati *
Heather Ann Metcalfe
Elayna Anne Rajsigl *
Lauren Reaume
Michelle Katherine Riddolls
Alyssa Marie Rigney
Yuan Shao
Han Wang
Xiao Xiao Zhang *
Honours Visual Arts and the Built Environment
Weslie Joseph Strain
Bachelor of Music
David Johnathan Bergeron *
Benjamin Andreas Broll
Jonathan Christopher Chaif
* Graduating
Page With
36 ofDistinction
167
Honours Music
Christopher Maurice Chamberlain *
Aaron Peter Eichler
Sondra Gallina
Mitchell Ryan Glover
Monika Kristina Hakala
Zackary Harley Jacob Harrison *
Richard Jon Kelly
Monica Anna Lamos
Mark Kenneth McCorkle
Sarah Elizabeth Mitchell
Jocelyn Elise Putnam *
Breanna Roles
Meagan Emily Reid Rowatt
Kelsey Alexandra Sim *
Alexandra Kathleen Simpson
Elizabeth Zuwala *
Honours Music (Comprehensive)
Victoria Cole Turner *
Bachelor of Music Therapy
Jihyun Hong *
Honours Music Therapy
Hoi Ian Lam
Donja Jean Trivers *
Elyse Vezina-Martel
Bachelor of Arts
Jamie Abram
Viktorija Acovska
Alexis Anne Agnolin
Faisal Ahmed
Hassan Jihad Ahmed
Hussein Hassan Ahmed
Judith Onyemowo Ali
Tareg Saleh Alomair
Sultan Ishq Z. Alqahtani
Lindsey Rene Andali *
Taylor Dahn Anderson
Mohammad Omer Ashraf
Nicole Mary Atkins
Manraj Singh Aujla
Simon Emmanuel Azzopardi
Jacqueline Bagley
Layan Barakat
Ophelia Ama-Takyiwa Barnes
Dalise Ann-Marie Bernett
Sasha Bezarevic
Lauren Bradley
Tiffany Breitkopf *
Matteo Buldo
Kristen Calibaba
Taylor Therese Campbell
William Patrick Cashin
Michael Chahine
Sameer Chawla
Shenikia Bianka Clarke
Shannon Tamara Clarke-Black
Troy Cox
Jenna Rene Cumming
Madison Grace Daneliuk
Chelsea Marie Delaurier
Joshua Gary Demars
Christopher Paul Deneau
Samantha Elizabeth De Pasqua
Alison Nicole Dolata
Nicole El-Chammas
Saly Fares
Anne Elizabeth Feiler
Page 37 of 167
General Program
Sean Fox
Sarah Fram
Joe Furj
Sandra Gebauer
Katherine Anne Geiger
Nouran Ghaly
Nicole Jacqueline Gibbs
Megan Annette Girard
Ryan Goncalves
Cody Steven Gow *
Ali Hallal (posthumously granted)
Houssam Hamadeh
Jennifer Han
Lam Hang
Cheryl Anne Marie Lesperance Hardcastle
Felicia Meenakshi Harricharan
Francine Annette Herlehy
Haley Victoria Hetzel
Noor Harbi Hjjih
Lydon Stephen Thomas Horvath
Elie Jordon Houad
Dennise Howells
Shelby Elizabeth Francesca Hudon
Amber Nichole Hudson
Tessa Elizabeth Hutt
Jennifer Jackson
Zosia Katrina Jarvis
Matthew Marshall Jones
Samantha Kaldeway
Jennifer Darlene Keddy
Scott William Kelly
Stefan J. Kern
Kenneth Shadab Khokhar
Jordan Kolaski
Nicholas George Kotselidis
Candace Marie Kourounis
Larissa Dawn Kranz
Lacey Marie Kupko
Elizabeth Ashley Ladouceur
Mackenzie Laforest
Laura V. Laframboise
Amanda Louise Lafrance
Nicole Christina Lamos
Kelsie Linnea Laroche
Nicholas Leonidakis
Holly Marie Lesperance
Kreg Lewenza
Melanie Anne Lindsey
Karyn Nicole Little *
Katelyn Emily Longo
Thomas Lynch
Fahad Ali Malik
Anthony Mallette
Scott Roland Mason
Patrick John McKinlay
Andrew McLean *
Brent Aaron McVicar
Amber Ashlee Mei
Megan Meisner *
Sarah Katlynn Merner
Ladan Mohamed
Khotan Montazeri-Davoudi
Tetyana Viktori Morgach
Janeena Francis Morris
Stephanie Nahdee
Susan M. Nantais *
Lea-Maria Nasrallah
Abdulqadir Nor
Ali Odawa
Uzoamaka Nelson Okoroigwe
Abiola Ibukunoluwa Omotara
Derrick John O'Toole
Kofi Asamoah Owusu-Ansah
Roxanne A. Peralta
Breehan Alissa Polci
Carresse Shanice Porter
Shannon-Marie Martina Rabathaly
Rachel Reed
Nicholas Kristian Reid
Hassan Saad
Justin Sacripanti
Barbara R. Sadai
Samantha Ashlyn Wauthier
Angelika Wesolowska
Lynn-Marie Rose Williams
Brittany Floranna Alexandra Wysman
Michelle Lynn Yan
Taressa Zambito
Dylan Michael Zimmerman
Daniel Pierre Antoine Zompanti
Maxwell Nicholas Strohmeier
Sarah Takach
Nicholas Raymond Tennant
Erin Danelle Tope
Vincent Tran
Meaghan Jean Troup
Tanya Marie Van Raes
Nicole Ann Vien
Michael Umberto Vuocolo
Lina Saffarini
Meng Shi
Aasha Shonek
Joseph Spurdza
Philip Richard St. Pierre
Sarah Stannard
Shanice Stephenson
Scott St Jacques
Concurrent Bachelor of Arts (General) / Bachelor of Education
Concurrent Bachelor of Arts (General)/Bachelor of Education #
Margaret Ann Vassallo Bedard
Jennifer Ann Martens *
Kendra Leigh Parkhill **
Loredana Belciug *
Sarah M. Mickle
Jessica Colleen Roy St.Pierre *
Leslie Erin Furlan
Melissa Sue-Allen Vandenborn *
Certificate in Arts Management
Gwendolyn Sophia Tofano Hodgson *
Vanessa Lancione
Christopher Adam Rafinski
Certificate in Law and Politics
Aubree Grace Bearden
Noor Harbi Hjjih
Certificate in Public Administration
Asmaa Alsafadi
Adam James Foran
Matthew T. Kosnik
Certificate in Women's Studies
Aasha Shonek
Page 38 of 167
# Also receiving Early Childhood Education Diploma from St. Clair College
FIFTH SESSION
Thursday Morning June 18, 2015 at 10 o’clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
on
MARTIN JOSEPH GIRASH
•••••••••
The Chancellor will call upon Dr. Girash to address Convocation.
•••••••••
Page 39 of 167
FACULTY OF ENGINEERING
Dean of the Faculty: Dr. Mehrdad Saif
(Reader: Dr. Mehrdad Saif)
Civil Engineering
Hossein Ghaednia
Burst Strength of NPS30 Pipes with Dent-Crack Defect
Electrical Engineering
Mehmmood Abdulla Abd
Game Theoretic Energy Balanced Georgraphical Routing Protocols for Wireless Sensor Networks
Ali Attaran
Chipless Radio Frequency Identification (RFID) Tag Utilizing Beamforming Technique
Seyed Mahdi Mousavi Sangdehi
Optimal Design of Battery-Ultracapacitor Hybrid Sources Light/Heavy Electrified Vehicle
Dibyendu Mukherjee
Enhancing the Potential of the Conventional Gaussian Mixture Model for Segmentation: from Images to Videos
Ashirbani Saha
Investigating Potential Combinations of Visual Features Towards Improvement of Full-Reference and No-Reference
Image Quality Assessment
Engineering Materials
Hoda Eiliat
Tribological Study on Plasma Electrolytic Oxidation Treatment in Al-Si Alloys for Engine Application
Madhavan Manivannan
Ferritic Nitrocarburizing of Plain Carbon Steels
Industrial and Manufacturing Systems Engineering
Lutfi A. Aniza
Development of Quality Cost Models within a Supply Chain Environment
Mohamed Nabil Abdullatif Kashkoush
Knowledge Discovery Models for Product Design, Assembly Planning and Manufacturing Systems Synthesis
Mohammed Najeeb Shaik
Comprehensive Performance Measurement Methodology for Reverse Logistics Enterprise
Mechanical Engineering
Peter Guba
Development of Novel Nano-Single Si Phase Cast Hypereutectic Al-Si Alloys
Ghassan Nasif
CFD Simulation of Oil Jets with Application to Piston Cooling
Page 40 of 167
Mehrdad Shademan
CFD Simulation of Impinging Jet Flows and Boiling Heat Transfer
Master of Applied Science
Carlo Gambino +
Craig Gerald Leroy Taylor
Automotive Engineering (International)
Teron James Patrick Matton +
Civil Engineering
Yuanli Wu
Yu Xie
Yuan Xue
Ali Dianat
Vladimir Mashkovtsev
Jenita Priya Rajamanickam Manokaran
Liang Jin
Guang Wang
Bojun Xiong
Environmental Engineering
Andrew Edward Schoof
Industrial Engineering
Bita Ghazanfari
Kourosh Khedri Liraviasl
Maedeh Amirmaleki
Jia Cheng
Kazimierz Andrzej Czubernat
Gowtham Pandia Rajan Ravi Sankara Pandian
Hamid Tabti
Maral Zafar Allahyari
Yohance Bakari Henry
Fei Hu
David Impens
Bita Mohajernia
Kevin Mrozinski
Abhishek Nayyar
Shravan Kumar Sadhu
Master of Engineering
Nagendar Reddy Komati Reddy
Changye Lu
Sai Krishna Medarametla
Olajide Olawale Ojo-Olajire
Rahul Channamaneni
Karanbir Singh
David Michael Rowlinson Skillings
Matthew Anthony Soda
Kai Xiao
Computer Engineering (Co-operative Education/Internship)
Sreejith Mohan
Amit Rawal
Prateek Naveen Ahuja
Siddharth Ashokbhai Ajmera
Rajesh Babu
Abhinay Balamuri
Lalithkumar Balasundaram
Saurav Bhardwaj
Sameer Bhaskarla
Tushar Ashokbhai Bhingradiya
Padma Rao Boggavarapu
Long Chen
Prince Chopra
Page 41 of 167
Civil Engineering
Gurpreet Singh Pelia
Bikramjeet Sandhu
Jagandeep Singh Sandhu
Harman Preet Singh
Electrical Computer Engineering
Arashdeep Singh Dhaliwal
Karthik Gaddam
Shravanthi Gadi Shivashankar Reddy
Isha Gandhi
Sohan Raja Garnepudi
Alekhya Golla
Xin Gu
Budha Kumar Gundasi
Weidong Han
Gurpreet Jaura
Sandeep Jukareddy
Amrinder Singh
Bhanu Chand Reddy Kalakota
Dhavalbhai Rameshbhai Kalariya
Manoj Kasanneni
Javed Akhtar Khan
Ishan Mahavir Khobare
Anup Kumar Konka
Vikas Reddy Koppula
Naga Vamsi Krishna Korrapati
Sandeep Koruth Johnsi
Giri Raja Naga Pavan Kumar Kukkala
Janmeet Singh Lumay
+ Offered jointly at the University of Windsor campus, &
Politecnico di Torino campus
(Master of Applied Science (International))
Karthik Machavarapu
Abinesh Mageswaran
Karun Malik
Avneet Kaur Midha
Sunil Devilal Mistry
Abdul Junaid Mohammed
Abdul Waseem Mohammed
Anil Varma Mudunuri
Abdul Rehman Mulla
Kanwarvir Singh Narwal
Oluwaseun Ogunnubi
Vikas Prem Parapogu
Chirag Patel
Fenil Chetanbhai Patel
Achyut Ajmera
Musa Amer Almasari
Livingstone Arjunan
Saba Awais
Kiran Ayyalasomayajula
Mohammed Azmath
Hetal Baldha
Sachin Beniwal
Shuvagata Bhattacharjee
Swathi Bodduluru
Randy Bousaba
Rakesh Burri
Chiragkumar Vallabhbhai Butani
Ubong Etuk
Shaoliang Gu
Aakash Sanjaykumar Gupta
Md Maruf Hossain
Md Jamil Hossain
Reashad Hossain
Mandeep Jangra
Jaimin Patel
Nishant Kaushikbhai Patel
Prem Rajendraprasad Patel
Rahul Satishkumar Patel
Viralkumar Pravinbhai Patel
Bhavin Pravin Poladia
Venkatnarayan Raj Pothula
Paramdeep Saini
Ramana Sagar Sampath Rao
Neha Sangwan
Ramesh Babu Seshadri
Suhani Shah
Khalid Ahamed Shaik
Harmanbir Singh
Inderpreet Singh
Jaspreet Singh
Karmjeet Singh
Navjot Singh
Parvinder Singh
Yadwinder Singh
Srivibhu Ramanuja Srinivasan
Ubedulla Syed
Sarang Hasmukhbhai Vandara
Vijaya Krishna Vasireddy
Heena Verma
Cheng Xu
Xiaozhe Xu
Yuting Zhu
Ashok Kantipudi
Muhammad Owais Khilji
Sai Pramod Kumar Korada
Zhen Lyu
Muhammad Shahid Mahar
Darpan Dadarao Mankar
Nagachaitanya Mannem
Chaitanya Reddy Midudula
Srdjan Miskovic
Saad Mazhar Naeemi
Kesava Naga Durga Anvesh Pandiri
Sri Sairam Pasumarthi
Pratik Patel
Sagar Jaykrushnbhai Patel
Swapan Bakuleshbhai Patel
Yunce Qin
Phaneendra Ramineni
Sachin Rana
Ajith Rengaraj
Noor Salout
Gaurangi Sane
Shaunak Sethi
Kewal Harnish Shah
Om Shukla
Avninderpal Singh
Sanket Sonawane
Ge Song
Naveen Reddy Thati
Venkat Sai Sudeep Valluru
Mani Gopal Vattikuti
Nikitha Velagapudi
Haipeng Wang
Tinghui Wang
Hongchuan Yan
Weiran Yan
Zhuo Yan
Sravya Reddy Yeramreddy
Xun Zhang
Chenfei Zhao
Haiying Zhu
Electrical Engineering (Co-operative Education/Internship)
Blessing Obianuju Okoji
Syed Danish Raza
Masood Ahmed Siddiqui
Hao Chen
Alvin Jens John
Arjun Sajeev Krishnan
Chen Liang
Chandra Kiran Achanta
Mohammad Zubair Alam
Muhammad Ali Alvi
Savinay Arora
Saleh Mahfoudh Bagalagel
Page 42 of 167
Enemibhadegbe Otoide
Environmental Engineering
Qian Liang
Wenwei Ma
Industrial Engineering
Anqi Chen
Longgang Hu
Mohammed Sameemuddin Khan
Xiaonan Liu
Andrew Kevin Menon
Parthkumar Manilal Patel
Tianqi Su
Shan Wang
Qingheng Yu
Yue Zhao
Vishwanth Kumar Racha
Rajat
Artem Rashchepkin
Raju Harish Thaggela
Zheng Yang
Industrial Engineering (Co-operative Education/Internship)
Maria Fernanda Mora Cavazos
Palam Singh
Jashanpreet Singh Malhi
Satbir Singh Mann
Abhishek Mathur
Sahil Midha
Dhruv Girishbhai Patel
Harshal Bharatbhai Patel
Parthkumar Patel
Priyank Dilipkumar Patel
Meghal Raval
Qiuying Ren
Yuxi Chen
Parth Jagdishkumar Gajjar
Mandeep Singh Ghataurey
Abazar Ali Khalifa Hussain
Navneet Jha
Jackson Joya
Baljeet Singh Kalsi
Amer Ahmed Khan
Manish Kumar
Nan Li
Jaskeerat Singh Salaria
Maninder Sallan
Mandeep Singh Sidhu
Amandeep Singh
Hitesh Chaturbhai Solanki
Kalyan Vericherla
Sahajbeer Singh Virk
Mingyang Wei
Bolin Yang
Zihuan Zhang
Mechanical Engineering (Co-operative Education/Internship)
Seyedmehdi Mousavidehaghani
Asim Sadiq
Mechanical Engineering-Automotive Option
Ravi Teja Kondaveeti
Jong Beom Kwak
Xiao Leng
Qiuyun Li
Yue Li
Yuanyuan Liu
Zhe Liu
Zhihao Lu
Ruiling Ma
Munawar Ali Mohammed
Dhruv Patel
Chaitanya Varma Pericherla
Ravindra Babu Pogula
Boxuan Qu
Anirudh Addala
Chen Chen
Mengcheng Duan
Pradheep Erode Sakthivel
Jessie Johnson Gangavarapu
Feng Gao
Amanjot Singh Gill
Pengyu Han
Mohammed Mujtaba Hasan
Juntong Hou
Yao Huang
Shanthan Reddy Kalakoti
Yadwinder Singh Khatrha
Bhalaji Sadagopa Ramanujam
Manbir Singh
Youchang Sun
Xiaoyang Wang
Yatong Wang
Yuchen Wang
Bin Wen
Qi Wu
Xufeng Wu
Shiyu Yin
Li Zhang
Zeping Zhou
Feng Zuo
Mechanical Engineering-Automotive Option (Co-operative Education/Internship)
Sambath Kumaar Balasubramanian Thangamani
Karthick Prakash
Prateek Gupta
Mahmoud Eid
Deepak Sachidanandan
Wenjun Hu
Nonyenum Enebeli
Raghu Balachandar Sivaji
Harpreet Singh Joshi
Suresh Kanna Ganesan
Deeksha Vashisht
Jagdev Singh Khakh
Bachelor of Applied Science
Honours Civil Engineering
Cory Donald Connelly-Fox
Michael Denteh
Ali Ghamari
Tareq Zeyad Al-Shabaa
Goran Arnaut
Yasser Issa J. Madkhali
Juan Felipe Paramo
Honours Civil Engineering Co-operative Education
Melaney Adale Stanberry
Jonathan Omar Stephen Herman
Honours Electrical Engineering
Bo Peng
Richard J. Starosielski
Honours Environmental Engineering
Sayedeh Baharak Sadeghian Dehkordi *
Page 43 of 167
Honours Industrial Engineering
Rithvik Kumar Godas
Mohammed Kareem Joudeh
Ragheb Nazmi Ragheb Kamal
Eshcol Akonu
Tameem A. M. Alghamdi
Zohaib Umer Sharif
Omar Ashraf Wasfy
Honours Industrial Engineering with Minor in Business Administration
Mosab Abu Issa
Honours Industrial Engineering with Minor in Business Administration Co-operative Education
Laura Tina-Maria Chiandussi *
Ehigieme Eigbe *
Jui Kulkarni *
Blake Joseph Gecse **
Hesham Abdulaziz M. Bin Ateeq
Hassam Waqar Cheema
Kai Ding
Honours Mechanical Engineering
Zhong Xuan Han
Avleen Kaur
Ning Liang
Victor Onyeka Osondu
Yanran Song
Honours Mechanical Engineering Co-operative Education
Saiful Islam
Radin Muhammad Mehrab
Honours Mechanical Engineering with Automotive Option
Joshua James Holland
Yijia Wang
Ke Wu
Honours Mechanical Engineering with Automotive Option Co-operative Education
Richard Michael Kachler
Joseph Robert Mancini
Bachelor of Engineering Technology
Adeoluwa Ayodeji Ijogun
Boris Novakovic *
Khalid Rahman
Usama Saeed
Aveneet Singh Sandhu
Luyi Li **
Certificate in Civil Engineering
Jehad Alkatan **
Page With
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167 Distinction
** Graduating
SIXTH SESSION
Thursday Afternoon, June 18, 2015 at 3 o’clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
on
THE HONOURABLE JOHN P. MANLEY, P.C., O.C.
•••••••••
The Chancellor will call upon Dr. Manley to address Convocation.
•••••••••
Page 45 of 167
Board of Governors Medal
Odette School of Business:
Business Administration – Gianluca Vincenzo Tucci**
ODETTE SCHOOL OF BUSINESS
Dean of the Faculty: Dr. Allan Conway
(First Reader: Dr. Vincent Georgie)
Master of Business Administration
Brittany Adamic
Samuel Oluwaseun Adeyemi
Michael Benson
Travis Donald Bondy
Taylor Allen Brydges
Yaojian Chen
Jaimie Christmas
Ryan J. Donally
Emma Nicole Feiler
Dillon James Freeman
Robert Andrew Gilmore
Ziheng Huang
Sarkar Sadiqur Jahan
Alexander Jovaisas
Danielle Nicole Kibler
Jeffrey John Korhonen
Horis Mansuri
Ahad Manzoor
Erin Michelle Master
Andre Roger Miglietta
Brandon Narsingh
Jillian Anice Peters
Adam Ellery Philp
Marcin K. Pulcer
Gina M. Read
Jaismeet Sandhu
Amrit Sangha
Mia Tovah Segal
Stephanie Ann Shaw
Omair Abdul Rehman Sheikh
Yanran Sun
Jennifer M. Wang
Nayoung (Natalie) Yun
Phillip M. Zampini
Master of Management
Adeoluwa Joseph Adeyemi
Neaz Mohammad Adnan
Joseph Ekor-Eshowo Aggrey
Farzana Akter
Salem Mansour Aldosari
Ebtihal Awadhallah Alharbi
Rayan Khalid Alhumaid
Imran Ali
Zeeshan Nizar Ali
Gbemisola Olawunmi Alo
Arunnatraj Anandarajan
Nafis Anjum
William Apraku
Ali Muslim Bin Aqeel
Kirthana Ashok
Shareen Aulakh
Xiaoning Bai
Benedict Samuel Balasingh
Abdul Basit
Olamitoke Emmanuel Bayode
Yuqing Cai
Han Cao
Amrita Charan
Chisom Juliet Charles-Aniekwe
** Graduating
Page With
46 ofGreat
167 Distinction
Cong Chen
Ding Chen
Nan Chen
Siyu Chen
Xinya Chen
Yichun Chen
Lu Cheng
Supti Chowdhury
Ling Dai
Arjun Anant Dakshindas
Kirk Ohene Danso
Yawen Deng
Yacine Diaw
Lulu Ding
Yuan Ding
Jie Dong
Yuhan Dong
Mengyue Dou
Bertrand D'Souza
Shaochen Du
Beiheng Duan
Christabel Ovoke Egbikuadje
Eman Elajaili
Yannan Fu
Min Gu
Yu Gu
Moeid Gul
Cong Guo
Mengdi Guo
Sujin Guo
Yuanyuan Guo
Arshjot Singh Gurm
Enjie Han
Syed Hadi Hasan
Jinyuan He
Leixin He
Weiqiang He
Xiaoru He
Haoyue Hu
Yang Hu
An Huang
Lifang Huang
Ruiwen Huang
Ehitohameh Ehimeh Idiahi
Anto Deepak Ignatius
Oluwatosin Ijogun
Tochi Oti Iroegbu
Ede Isibor
Yue Jiang
Yuxin Jiang
Neville Katrak
Ravneet Kaur
Swathilekha Keshavan
Lelebari Sonpie Kpone-Tonwe
Zhen Lei
Beibei Li
Chengcheng Li
Conghua Li
Dan Li
Danjiao Li
Huida Li
Jing Li
Linzhe Li
Luqi Li
Meilin Li
Meng Li
Mengzhuo Li
Rui Li
Rui Li
Sixuan Li
Wei Li
Wei Li
Ximei Li
Xuechun Li
Yifei Li
Yong Li
Weiyu Liao
Feifan Lin
Jianning Lin
Lu Lin
Xiaosi Lin
Chong Liu
Da Liu
Dan Liu
Gang Liu
Jingwen Liu
Nan Liu
Wanying Liu
Yao Liu
Di Lu
Ling Lu
Xuan Lu
Yuping Lu
Minsheng Luo
Yi Luo
Chaowei Ma
Raghav Mahajan
Wanyi Mao
Nikhil Reddy Mareddy
Oscar Alberto Marquez Del Moral
Jesuvin Samuel Francis Michael
Sachin Joseph Miranda
Debdutta Mukherjee
Ikram Hussain Muzaffer Hussain
Ali Nasir
Rohit Nimbekar
Page 47 of 167
Aizehinowan Toritseju Ogbeide
Olayinka Mary Omole
Fan Pan
Mengxi Pan
Rong Pan
Ankit Pandya
Praneeth Pedarla
Liuzhi Peng
Adawari Precious Peterside
Tianchi Qi
Xu Qiu
Yi Qiu
Ahmed Razak
Ammar Riaz
Juan Cristobal Ruiz Trias
Faisal Sajjad
Raghuram Sankaran
Gaurang Shah
Imam Shakeer As Shams
Rong Shang
Hao Shen
Yishi Shi
Yue Shi
Jing Shuai
Natasha Sial
Malkeet Singh
Simrat Singh
Maruti Viswanath Sistla
Hang Song
Ye Su
Raghavendra Kanchana Subba Rao
Pei Tang
Yuhan Tang
Waqas Tariq
Kavindu Jayawardana Thammita Arachchige
Ye Tian
Adekunle Elias Tijani
Xin Tong
Faizan Ahmed Usmani
Mahesh Reddappa Venkadari
Saikrishnan Venkatasubramanian
Chen Wang
Haojun Wang
Juan Wang
Siyang Wang
Xixi Wang
Yize Wang
Yue Wang
Qi Wei
Jiaqi Wen
Ling Wu
Sen Wu
Shuang Wu
Xinqi Wu
Youli Wu
Zexiao Xia
Jianwu Xiao
Junxia Xiao
Yina Xie
Yu Xie
Zhan (Jeslyn) Xie
Xiaotian Xing
Jialiang Xu
Junjie Xu
Lingbin Xu
Liya Xu
Ran Xu
Xiao Xu
Xiaona Xu
Moonhee Ya
Huan Yan
Hui Yan
Jie Yan
Maopin Yan
Xi Yan
Chengyu Yang
Keming Yang
Long Yang
Shuo Yang
Yusha Yang
Min Yin
Panpan Yin
Jiachao Yu
Jiaxi Yu
Qiao Yu
Siqi Yu
Qazi Zaeem
Saad Ali Zahid
Didi Zhang
Fan Zhang
Jiayi Zhang
Jiayuan Zhang
Le Zhang
Linfang Zhang
Xi Zhang
Yajing Zhang
Yanli Zhang
Zhewei Zhang
Hanqing Zhao
Ke Zhao
Weicheng Zhao
Zhinan Zhao
Wenting Zheng
Xuhu Zheng
Bixin Zhong
Wei Zhong
Libo Zhou
Lin Zhou
Shiyu Zhou
Yakun Zhou
Yujing Zhou
Renhan Zhu
Xiao Zhu
Zhengyi Zong
Yuqin Zou
Bachelor of Commerce
Farah Abu Khatir
Adebola Adetoye Adejumo
Michael Ryan Agar
Sheila Resia Agha
Adil Mohammed Ali
Zeinab Ammar
Daniel Ansah
Noon Mahmoud Atieh
David Ayoub
Kara Kendall Badder
John Bahdi
Marco Angelo Battisti
Matthew J. Beaudoin *
Sejal Behl
Jadran Beljo
Adrian Beqaj
Jonathan Issac Bernal *
Matthew John Cooper Bessey
Shejuti Biswas
Stefanie Anne Bodnar
Codie James Bouliane
Steven Boyle
Kyle William James Brady
Laura Catherine Branton
Stephen John Brugge
Eric Patrick Carducci
Shari Jean Carpenter *
Po Kwong Ivan Chan
Shahroz Yousaf Chaudhry
Gurvinder Singh Chauhan
Jia Ying Chen
Jieyu Chen
Xudong Chen
Corey Kwok Luong Cheung
Joey Ting Feng Chin
Matt Robert Ciarma *
Ryan Connor
Jonathan Michael Cordeiro
Blair Evelyn Corey
David Robert Correia
David Michael Coscarella
Carlie Sarah Coutts
Xinxin Cui
Alaa Daghache
Minh Duc Dao
Justin Christopher Dearden
Genggeng Deng
Devin Dijkhuizen
Adam Mario DiMenna
Courtney Nicole Dixon *
Petar Dobric
George Edward Dosen
Jeffrey Thomas Dossenbach
Jesse Drennan
Brittany Lee Pearl Dumeah
Andrew Dziamarski
PageWith
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167
* Graduating
Honours Business Administration
Brittany Alice Easton *
Collins Nnabuihe Ebo
Noah John Ellenberger
Francesco Falsetta
Leesa Imelda Farah
Austin Karn Faulkner
Jaimie Sandra Fox
Brandon Dorell Francis
Kathryn Ruth Anna Frederick
Laura Marie Fritz
Giulia Germani
Andrea Nicole Gerrard *
Eric Ross Gietz
Teila-Marie Giglione
Jessica Lynn Gigliotti
Dylan Giovenazzo
Catherine Anne Griffin
Josselyn Argentina Gutierrez
Sharisse Marie Guyton
Rafif Hajsaleh
Evan James Harmer
Jialing He
William Joshua-John Heath
Matthieu Daniel Hébert
Zachary David Hicks *
Yongcong Hu
Huixian Huang
Xiaodan Huang
Raza Hussain Hussaini
Matthew Iannuzzi
Andjela Ilic
Martin Jerzy Jacewicz
Chirag Manoj Kumar Jethwa
Jia Jia
Ziliang Jiang *
Joshua Jraige
Michael Keane
Ali Hassan Khan
Steven Kuli
Margaret R. Kus
Kristine Elizabeth Lloyd Lalonde
Brendan Caleb Lambert
Rory Austin Lauder
Jiajie Li *
Luyao Li *
Shuxian Li *
Zhongyuan Li
Meehyon Lim
Lu Liu *
Yihui Liu
Yu Liu
Zefang Liu
Stella Ma
Jiamin Ma
Kevin Scott MacSween
Damiano Francesco Marcangelo
Nikita Verna Maria
Lauren Rae Martinuik *
Griffin Alexander Matte
Robert Maurice
Michael James Amigon McDonnell
Michael McGibbon
Brendan Michael McGivern
Daniel McIntyre
Bryan McLachlan
Kristy McLean
Spencer Tristan Meloche *
Emmanual Mikhael
Catherine Lena-Anne Milani
Stephon Hussine Miller
Dalia Mohamed
Kyle Nicholas Moore *
Maha Mosa
Andrew Paul Moukled *
Safwan Naeem Muhammad
Branden Alexander Mullins
Matthew Stewart Murphy *
Sadaf Naeem
Lauren Patricia Nantau *
Stephen Ng
Ellen Marie O'Connor
Christopher Joseph Osborne
Damilola Oluwafolake Oyenuga
Lisa Ozog
Gurinder Pahal
Kathryn Pasquach
Adam James Penner
Awstin Michael Pettit
Huy Quoc Pham
Craig Dante Piccinato
Dilani Nadeesha Pieris
Michael Robert Piroli
Mark Everett Plante
Kandice Nicole Pretty
PeiQin Qiao
Robert Quenneville
Phillip William Ramus
Muhammad Haider Raza
Mehwish Razzak
Louis Jason Regan
Stephen Kenneth Renton
Jordan Matthew Rivait
Brendan Ruggaber
Mark Anthony Santoro
Debika Sarker
Si Shen
Dylon Michael Alphonse Shepley
Mohammad Rafi Siddique
Jaideep Singh
Rizki Arya Ramadhan Sirois
Alazhar Sisay *
Dominik Gabriel Skrzypek *
Alexandra Sarah Smith
Daniel Mark Smith
Catherine Sobczak *
Dorcas Omotola Solomon
Ron Soucie
David Andrew Spence
Jonathan Teixeira
Mirko Todorovski
Nicholas Gregory Toldo
Mengying Tu
Travis Keith Burton Turnbull
Parker Van Buskirk
Joshua Alexander Matthew St. Denis
Miguel Antonio Raymundo B. Velasquez
Danielle Sterling
Max Stuckey
Madison Studnicka
Emmi Sud
Zhan Yi Sun
Mustafa Naeem Suria
Emily Rose Swain
Brian Tang
Adrian Taropa
Andy Tavares
James Verkuyl
Michael Singh Virk
Anzhe Wang
Dian Wang
Jianxin Wang
Mian Wang *
Xian Wang
Chathura Wathuge
Yacheng Wen
Kunal Kumar Chopra
Korissa Austina Williams
Maxwell Winkler
Jocelyn Winter *
Corey Wisdom
Bruce Robert Wood
Zilin Yan
Ruijia Yang *
Alain Robert Yelle
Tara Youde
Xiaobo Yu
Abdul Rafae Zaman
Chu Kun Zhang
Fan Zhang *
Zhiyang Zhang
Jieyu Zhao
Jinling Zhou
Yanlin Zhu *
Honours Business Administration and Computer Science
Kayla Rae Dumouchelle
Emmad Khan
Brysen Kevin LaBute
Honours Business Administration and Economics
Daniel Nicholas Sgro
Fahad Ayub *
Jennifer Leigh Cattai
Michael Anthony Ciuro
Neda Demiri
Kim Anh Dinh
Dino Hodzic
Honours Business Administration Co-operative Education
Kevin Matthew Reaburn
Imran Jawed
Evan James Rhyno *
Austin James Kennedy *
Sonja Sarenac
Bo Ra Lee
Ryan Louis Smith
Chad Lawrence Martin
Edward Tran *
Simon Yavor Neshkov Martinez *
Gianluca Vincenzo Tucci **
Ali Nasri
Bachelor of Business Studies
Jennifer Bernadette Taylor
Certificate in Business Administration
Linda Imad George
Adam John Gyetvai
Christopher Adam Rafinski
Post Graduate Certificate in Accounting
Christopher Douglas Gregg
Jared Guttman
Faareha Khalid
Jahanzeb Khan
Mark Maione
Samantha Meneses
Lianna Ragula
Harsha Rathod
Malinda Carole Shaw Wagner
Dylan Taylor
Fan Zhang
Xiang Zhang
Page 49 of 167
SEVENTH SESSION
Friday Morning, June 19, 2015 at 10 o'clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
on
CATHY CROWE
•••••••••
The Chancellor will call upon Dr. Crowe to address Convocation.
•••••••••
Page 50 of 167
Faculty of Hunam Kinetics:
Kinesiology – Heather Marie Tamminen**
Faculty of Nursing:
Nursing – Heather Bucciachio**
FACULTY OF HUMAN KINETICS
Dean of the Faculty: Dr. Michael Khan
(First Reader: Dr. Michael Khan)
Master of Human Kinetics
James Walker Anderson
Brittany Joanne Becker
Brett Michael James Bulmer
Stephanie Lauren Cleary
Alexander Dean DiBiase
Emily Anne Guerin
J. Craig Harwood
Kaitlin Jackson
Julie Legg
Jeffrey Lidstone
Spencer Evan Lightfoot
Kevin Mageto
Keenan Marcel O'Brien
Erin C. Porter
Dillon William Richardson
Yasina Begum Somani
Jennifer Ann Tomayer
Yu Zhou
Bachelor of Human Kinetics
Honours Leisure and Sport Management
Valene Brighton
Ozcan Selim Aktas
Erin Rita Margaret Allan
Samantha Allen
Ala Abeer Altamimi *
Irvin Otmaro Alvarez
Adriana Angela Antogiovanni
Brett Matthew Babkirk
Andrew Bacha
Adriana Baggio *
Connor Balzer
Michelle Bibeau *
Victoria Bivins
Dana Nicole Bodi
Russel Gerald Boglitch *
Stephanie Lynn Bonneau *
Derek Philip David Bornath
Re'gina Helena Brown
Randall Paul Busch *
Chloe Caran
Amanda Erin Carscadden
Page 51 of 167
Joshua Douglas Way
Honours Movement Science
Bozidar Cavrag
Andrew Lucas Chelladurai *
Jason Matthew Clarke *
Caitlin Mary Connell
Suzana S. Cortijo *
Kendall Elizabeth Darnay
David Jordan de Boer
Jessie Anne Doerner
Michael A. Doher
Ryanne Margaret Driscoll
Chelsey Rosalie Drouillard
Rita Eid *
Nicholas Ellul
Meaghan Susan Felet
Charles Earl Fuhr
Kaydeen Kemara Fyffe
Joelle Nicole Garant
Rachel Lynn Green *
Eric William Gutpell
Lauren Alexandra Gyemi **
Patrick Hao
Tatiana Donna Iorio **
Robert David Ivison
Peter James Jensen *
Matthew Michael John *
Kevin Stuart Johnston
Amanda Bianca Keller *
Hayfa Kilani
Lara Ann Kispal *
Evin Paul Kolm
Douglas Ekow Koomson
Olivia Kostadinovski
Jacinta Marie Langlois
Christopher Carmen Victor Lanni *
Jocelyn Jeannette LaRocque
Taylor David Laszewski
Hailey June Lauzon
Laura Deanna Lecce *
Elyza Laureen Macher
Matthew J. Malandruccolo
Gabrielle Francis Malette *
Iram Malik
Michael Richard Reid Manley
Jesse D. Martin *
Jessica Lynn Mastronardi
Jemimah Mayanja *
Branden Mcknight
David Andrew Meloche
Laura Ashley Milan
David James Miller
Joshua Richard Moore
Kyle Richard Morand *
Irene Leigh Muir
Ezzat Jamil Nazzali
Nathan Gerald Nicholls
Brianne Nouvion
Kyle Dennis O'Grady
Connor Paul Joseph O'Neill
Chad Thomas Bezaire *
Kayla Dodson
Tyler Jeffrey Hay *
Igor Stjepanovic
Katrine Marie Stolarchuk *
Sarah Anne Swain
Heather Marie Tamminen **
Ashley Marie Tayles
Adam Walter Thompson
Anthony Joseph Tocco *
Basil Emmanuel Tsakonas
Kyle Anthony Bruce Tyo
Elizabeth Theresa Vandenborn *
Jessica Anne Verbora
Aaron Brian Verschraegen *
Cassandra Viselli
James Patrick White
Bradley Anthony Whitehead
Michelle Anna Wielink *
Jonathan Woelk *
Angelika Maria Wojtal
Honours Movement Science - Co-operative Education
Erika Koppert Tse *
Caitlin Marie MacLean
Kelsey Diane Willms *
Gregory Alexander McPhee
Katherine Alexandra Zajner
Joshua Michael Synnott *
Shaquilla Josann Alexander
Michael Douglas Anderson
Tinisha Andrew-Llewellyn
David Lorne Anthony Bacho *
Jesie Marie Cashin
Brock Taylor Dease
Brandon Alleyn Drew
Daniel Martin Grant
Raynard Orlando Harrison
Joshua Joseph Hebert *
Hannah Emily Orange
Joshua Thomas Paine
Kourtlan Brian David Pearce
Sarah Peck
Patricia Katrina Poczekaj
Brandon Cyril Prisciak
Piotr Jerzy Pryjda *
Jared Jeffrey Richards
Hannah Margaret Robson *
Amanda Lynn Ruccolo *
Ashley Marie Ruccolo
Hilary Ryall
David Philip Salinitri *
Luke Allan Scholl
Mallie Semus *
Kristine Megan Silva
Kaitlyn Denise Slawik
Anna Maria Sokol
Remi Anthony Sovran *
Honours Sport Management
Justin Carl Huffman
Paul Jan Janikowski
Devon C. Janisse
Tyler C. Kirby *
Matthew Steven Leixner
Zachary Miletic
Johnathon C. Moynahan
Honours Sport Studies
Donovan Travers Jacko
Erin Patience Jackson
Daniel Jacobs
Danielle Janette Salters *
Dylan Patrick Polfliet
Evan Stuart Denis Pszczonak
Spencer John Riehl *
Austin Edward Roth
Luigi P. Saroli
Steven Ian Weingarden
Michael Raymond Willigenburg
Chad Wayne Shepley
Gregory Andrew Simone
Meghan Vittoria Sprague
FACULTY OF NURSING
Dean of the Faculty: Dr. Linda Patrick
(First Reader: Dr. Linda Patrick)
Master of Science
Nursing
Tomasina Olivia Malott
Master of Nursing
Ujwala Bhandari
Shelley Fazekas
Afolabi O. Itayemi
PageWith
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167
* Graduating
Distinction
Joanne Lee Jacobs
Christine Diane Lauzon
Paul Arthur Lesny
Kevin Micheal Matte
Johanna Marian McEwan
Michael Liviu Seicean
Sharanjeet Sekhon
Bachelor of Science in Nursing
Honours Nursing - Collaborative Program
Kristin Daneluzzi
Patrick Aliverti
Daniela Marie Danese
Eduardo Alves
Bogdan Adrian Deaconu
Mario Alves
Kristin DeBoer
William Al-Youssef
Lauren Elaine De Jong
Rami Ammar
Alaina Catherine Delaney *
Amanda Lynn Ashley *
Erica Lynn Demers
Florence Olufunke Atoyebi *
Alyssa Kim Desjardins
Megan Amelia Louise Austin
Jennifer Elisabeth Doermer
Michelle Bajura *
Angela Marie Driessen *
Kaitlyn Elizabeth Bakos
Alicia M. Duri
Ramandip Kaur Bal
Melissa Dwyer
Camillia Barakat Matz
Kaitlyn Marie Elizabeth Easton
Janelle Ashley Marie Bardoel *
Jessica Lynn Louise Ecker
Elaine Bashura
Ku Shee Eh
Victoria Beaubien
Naphtali Precious Empedrad
Kate Belawetz
Sean Christopher James Ennis
Puneet Bhardwaj *
Robert Michael Fairs
Inderpreet Bhatia
Sidney Lynn Ferriss *
Kyle William Borlase
Keri Fitzjohn
Nicole E. Brabec
Julie Lynn Fortier
Kelly Bradley
Linda Franken
Samantha Cecile Briggs-Crawford *
Alyssa Clare Fratarcangeli
Heather Bucciachio **
Jaime Lynne French
Sarah Buckle
Desiree A. Fryer
Ashley Bulley **
Paul John Fuentebella
Kendall Christine Butler
Jessica Julie Gabrieau *
Jody Cabrera *
Melenia Gacanin
Iris Caburao
Kaitlyn Elizabeth Gagnon
Christopher Campeau
Brandon Stephen Garant
Shaylyn Candido
Tijana Gasic
Justin Lorne Carlsen
Chelsie George
Courtney Carroll
Lu-Andre Anton Gerber
Ashley Cassat
Jacob William Gibb
Joshua Gregory Cavers *
Amryta Gill
Kristy Chappell
Sarah Elizabeth Gledhill *
Britney Charron
Bryan Peter Josef Gobet
Casey-Lee Blair Chartier
Jaclyn Suzanne Goggin
Marie Louise Evelina Chartier
Katherine Elizabeth Golden *
Mackenzie Ray Chauvin
Kayla M. Gordon *
Trisha Chauvin
Helen Goro
Aimee Lauren Chernawski *
Miranda Marie Gray
Jessica Emma Chiesa
Kenneth Joseph Greer
Tony Lorenzo Jr. Coates
Laura McCaffrey Griffin
Jennifer Lynn Cochrane
Mona Habib
Katherine Cohoe
Denise Halliday
Sarah Jessica Cole
Alexis Ann Nobes Hamill *
Kaitlyn Blaire Colling *
Melissa Hayes
Jordan Cook
Shilynn Hearn
Edward Lee Cooper
Brielle Claire Alexandrea Hebert **
Nolan Thomas Paul Cooper
Natalie Ruth Hedges
Michelle Brittany Cowell *
Ashley Hibbert
Ashley Curran
Cole Hicks
Jessica Brooke Cziraky
Meghan Alyssa Holmes
Vanessa Dam
Steven James Homick
Widanagamage Priyadarshini Abeytunge *
Page 53 of 167
Ashley Marlene Marie Hopkins *
Dawn Hopper
Brittany Michele Hromi
Chantal Hubbard-Warwick
Carter T. Hughes
Fatima Nassim Mustafa Ibrahim
Nicole Marie Ireland
Robert Daniel Ireland
Isabelle Michelle Jodoin
Megz Leandra Johnson
Craig James Karpala
Ryan Kehoe
Cheryl Lee Kennedy
Mervat Khalil
Aiysha Ahsan Khan
Sarah Klingbyle
Jennifer Knapp *
Bojana Kovacevic
Katrina Crystal Kraayenbrink
Stephanie Rae Kubis
Lindsey Laing
Gina Lynn Lam
Danielle LaMantia
Chantal Lechicky
Elliot Lee *
Jazz Elizabeth Leibur *
Tori Laura Lerock
Victoria Beth Lester
Amanda C. Levesque
Jordynne Nicole Lindsay *
Brandi Lynne Livingstone
Kimberlyn Hanna Lott
Amanda D. Louzon *
Megan Lyon
Simrat Kaur Maan
Hailey J. MacInnis
Sarah Elizabeth MacKinnon
Adam Macyshyn
Kimberly Joyce Mahon
Alyssa Marion
Rovene Marogi
Kristina Marie Marr
Emanuela Mateiu
Kortney T. Matthew
Janelle Grace Matthews
Emily McCorkle
Meagan McGraw
Jessica McIntyre
Michael Roderick McKenzie
Amy Mclean
Jacob Daniel Mcleod *
Sarah McNamara
Stacey Naayi Mensah
Alison Messina
Alexandra Messina-Ferguson
Lindsay Miernecki
Louisa Miletic
Chelsea Jade Miller *
Lauren Miller
Lauren Gloria Mitchell *
Leannah Maria Joy Mitic
Brittany Morgan *
Cameron Taylor Morrison *
Shannon Elizabeth Morse *
Rachel Lynn Murphy
Mary Anne-Rose Murray
Rebecca Rae Nash
Lisa Nguyen
Tien Thi Nguyen
Devon Danielle Normandeau *
Kristina Marie Enriquez Nuqui
Jessica Obeid
Veronique Cordelia O'Kane
Kristen Jennifer Oleynik
Keith Kofi Opoku
Laura Ruth Orsatti
Fergy Daniela Ospina
Brittany Rose Ouellette
Dawn Marie Ouellette *
Carlee Owens
Madeleine Pagaduan
Michael J. Paglia
Paula Pajak
Elaiza Parado
Emily Pare *
Nehal Patel *
Jacob Patterson
Ryanne Alyn Pepin
Jessica Petz-Spence
Katie C. Pfaff
Courtney Sarah Phair
Alanna D. Piché
Ashley Pierce
Kristin Patricia Plantus
Sara Maria Poggio
Brittany Alisha Pretty
Leentje Jacoba Mary Prins
Daniela Pugliese
Blake Quinlan
Maria Wall Quiring *
Rica Rose Rabanes
Shayna Lee Raby
Marta Raczka
Brianna Ratushny
Julia Anna-Marie Rawlings
Maria Raymond *
Shayna Gabrielle Renaud
Syed Hadeeque Ahmad Rizvi *
Rachel Jenelle Robinson
Mahad Abukar Roble
Jane Marie Yee Rosete
Brandon Ruxton
Marilyn Holly Salmon
Harleen Kaur Sanghera *
Elvira Satikova
Patricia Lynn Sawatzky *
Divina Connie Schneider-Price *
Robin Nicole Schreiner *
Valerie A. Seawright
Mallory Segade *
Erin Marie Seguin *
Avneet Kaur Sekhon
Renee Sharma
Jennifer Grace Louise Sharrow
Laura Shore *
Leslie Skakun
Dino Skenderovic
Adam Snively
Kathleen Margaret Sokol
Krista Marie Sorrell
Michelle Elizabeth Soucie
Sophia Patricia Sousa *
Breanne Alexandra Marie Spratt *
Randal Elizabeth Stenger
Simon Ross Stephens
Danielle Brooke Stephens-Downes
Jenna Alexandria Stepniak
Vanessa Amelia Stone
Trisha Strickland
Joshua Francis Strong-Gates
Leslie Jayne Strugnell
Shunay Sydney
Mary Helen Symes
Amanda Taggart
Courtney Lynn Taylor
Rachel Tetreault
Mackenzie Heather Therrien
Jared Thibert
Hyacinth E. Thomas
Amanda Nicole Thomson
Jessica Suzanne Thorn *
Rosa Tiberia
Kaitlin Elizabeth Timmins
Gregory George Tobin
Brittany Lee Toomer
Ahmet Braco Topcagic
Patrick L. Torti
Sylvia Jane Trdina *
Giovannina Louise Tristaino
Annya Yvette Agnus VanBeest
Emily Rose Vandenham
Micah Vander Vaart
Brenda VanderWal *
Chantel Stephany Van Every
Emily Van Gorp *
Karla Elizabeth Vasquez
Vicente Francisco R. B. Velasquez
Erika Ricardo Verissimo
Jennifer A. Vickers
Raymond Vinuya
Tiana M. Vollrath
Cynthia Walls
Nicole Marie Watson *
Carlene Grace Whitlock
Ann Marie Wieringa
Emily Williams *
Keirsten Wipperman
Paulina Wojcik
Danique Wolters
Vivian Kar-Hay Wong
Kelsey Brooke Worsfold *
Lok Y. Yick
Falan Zakoor
Sean Zaleski
Afef Zghal *
Linshu Zhang *
* Graduating
Distinction
PageWith
54 of
167
EIGHTH SESSION
Friday Afternoon, June 19, 2015 at 3 o'clock
Presiding
The Chancellor
P.C., C.M.
and
ALAN WILDEMAN
on
JAMES LOCKYER
•••••••••
The Chancellor will call upon Dr. Lockyer to address Convocation.
•••••••••
Page 55 of 167
Class of 1990 Presentation
JUSTICE LLOYD DEAN
Valedictorian
KATELYN MAY SCORER
Juris Doctor:
Juris Doctor – Jillian Elizabeth Mulroy
Juris Doctor (Canadian & American Dual Program):
Juris Doctor – Daniel Jacob Conrad
Governor General’s Silver Medal
The Provost and Vice-President, Academic, Dr. Douglas Kneale will present the recipients to the Chancellor
DANIEL JACOB CONRAD
FACULTY OF LAW
Dean of the Faculty: Professor Camille Cameron
Dean, UDM School of Law: Professor Phyllis Crocker
(1st Reader: Professor Camille Cameron)
Juris Doctor / Master of Social Work
Alexis Jade Chernish
Rebecca Ernst
Chres Minsun Lee
Krutika Patil
Stephanie Leigh Skinner
Juris Doctor
Tamara Adler
Iman Ahsan
Justine Ajandi
Clayton Allen
Sara Amini
Stanislav Aranush de Krupe
Victoria Antoinette Asikis
Nizar Ayoub
Nathan Ayres
Hanieh Bahmanpour
Nikhil Bajaj
Jacqueline Bartlett
Max Beck Rubin
Kathryn Betty Bell
Page 56 of 167
Shaun Aaron Bernstein
Nicholas Peter Bourolias
Inesa Buchyn
Tomasz Budziakowski
Juliene Yu-Mei Cawthorne-Hwang
Zohrina N. Champsi
Jennifer Chan
Reema Chawla
Samantha Anne Chrisanthus
Sari Rose Conter
Emily Siobhan Crawford
Michael Patrick Dean
Julia De Carli
Anthony Deiana
Mark Anthony De Sanctis
Jennifer Lynn Devos
Andrew Francesco Di Lullo
Katherine S. Donovan
Alyson Dorin
Janine Kimberley D'Souza
Alison Duffy
Christopher Cameron Duncan
Lisa Mariko Ellins
Andrea Fammartino
Bobby Fedder
Katharine June Fisher
Guillermo Enrique Flores
Sloan Galler
Joshua Marcel Gautreau
Alyssa Gebert
Zachary Isaac Gerard
Steven Dias Gonçalves
William Good
Benjamin Ryan Goodis
Lauren Victoria Groen
Jacqueline Michelle Hardy
Dara Hirbod
Nicholas Richard Hofley
Philip Hsiung
Anthony Imbesi
Paul Alexander Ingrassia
Peter D. Isajev-Balanyk
Amy Jean Johnson
David Frederick Johnston
Christopher Anthony Junior
Erin Gail Kadwell
Khalid Shah Karim
Hakim Kassam
Erin Jennifer Kelly
Candice Alyse Kennedy
Charnaha Bill Kim
Marinela Kraju
Edward Landa
Christine Lau
Courtney Jasmine Ann Lavigne
Huy-Can Le
Desiree Lee
Diana Lee
Peter Gordon Leigh
Aaron Lewicki
Michael Julian Lippa
Jesse Aaron Mack
Samantha Maharaj
Mark Cooper Mandelker
Jaspreet Kaur Mann
Stephanie April Manson
Amanda Lee Mariuz-Camlis
David Justin Master
Caroline Mayowski
Laine McGarragle
Shivan Praim Micoo
Whitney Jordan Miller
Ida Mirzadeh
Omar-Sadique Mohamed
Chantel Morrison
Shaya Motamed
Jillian Elizabeth Mulroy
Alexandra Myers
Nazgol Namazi
Tamar Ohanian
Laura Angela Paris
Carolina Flora Patricia Paterson
Lindsey Elizabeth Peyer
Andrew David McCauley Pike
Scott Pollock
Stephanie Provato
Jessica Lynn Radersma
Melissa Brandie Ragogna
Lauren Elizabeth Ray
Sheldon Roy Reiche
Daria Risteska
Melinda Marie Robertson
Anca Cristina Rosu
Artur Rozumek
Heather Gill Salter
Purushoth Nathan Saravana
Prabmeet Singh Sarkaria
Leann Sassine
David Jeremy Sazant
Adina Esther Mann
Katelyn May Scorer
Justine Chalons Seguin
Damir Selimovic
Gloria Yi Fei Shu
Kirstin Melissa Silvera
Manpreet Singh
Laina Morgan Smith
Zev Michael Smith
Edward W. Snetsinger
Matthew Bradley Donald Snow
Tracy Solhi
Nicholas Blaise Soulliere
Nathan Spaling
Melissa Teresa Spano
Jessica Elvira Spina
Jason Stitt
Adina Strom
Michelle Denise Sutherland
Lindsey Caitlyn Symsyk-Dekker
Kathleen Tate
Sara Kathleen Thompson
Sean Turkenicz
Panagiotis Tzavidas
Mark Ungar
Alan Uribelarrea
Tristen Janelle Watmough
Adrian Werkowski
Megan Elizabeth Whelan
Brent Douglas Cameron Wiancko
Kristoffer Robert Wilkins
Andrea Shui-Lam Wong
Colin Daniel Campbell Wood
Mingzhu Xu
Jonathan Zameret
Joshua Andrew Zelikovitz
Juris Doctor
Julia Abd Elseed
Peter Krikor Adourian
Qasim Ali
Harneet Bajwa
Emily Elizabeth Banks
Andrew Cheng
Daniel Jacob Conrad
Phillip Moerlein Crannell
Adele Anna Di Paola
Jason Michael Duyck
Irene Fatehi
Jared Matthew Gillespie
Maria Habib
Canadian & American Program
Eva Alexandra Janta
Theresa Ann Kennedy
Ji Yeon Kim
Stephen Kirby
Thomas Paul Lambert
Mimi Lee
Christina Loebach
Chenchen Lu
Athanasios Anastasios Makrinos
Bogdan Miscevic
Amar Mohammed
John William Murray
Sundip Singh Natt
Brent Thomas Pickard
Emily Suzanne Piercell
Stephanie Rose Pietrangelo
Sabrina Kazimiera Rewald
Babaneet Sandhu
Scott Geoffrey Seabrooke
Bryan Thomas Smits
Tamara Lisa Thomas
Stefan Venier
Michael Samuel Weisbrot
Matthew Wolfson
Spencer F. York
Page 57 of 167
Sa150612-4.1
Motions 10 & 11
Senate
4.1:
Convocation Awards - Board of Governors Medals & Governor General’s Gold Medal – Spring
2015 and Addendum
Item for:
Approval
2015 Spring Convocation Medals Recipients
DEPARTMENT
NAME
DRAMATIC ART
ENGLISH
LANG. LIT. & CULTURES
MUSIC
PHILOSOPHY
VISUAL ARTS
FAHSS - ARTS
COMMUNICATION, MEDIA & FILM
HISTORY
LABOUR STUDIES
POLITICAL SCIENCE
PSYCHOLOGY
SOCIAL WORK
SOCIOLOGY, ANTHROPOLOGY & CRIMINOLOGY
WOMEN’S STUDIES
FAHSS- SOCIAL SCIENCE
BIOLOGICAL SCIENCES
CHEMISTRY & BIOCHEMISTRY
COMPUTER SCIENCE
EARTH and Enviro SCIENCES
ECONOMICS
MATH. AND STATS.
PHYSICS
GENERAL PROGRAM - FACULTY OF SCIENCE
BUSINESS ADMINISTRATION
EDUCATION
INTER-FACULTY PROGRAMS
KINESIOLOGY
LAW
LAW - JD/LLB PROGRAM
NURSING
PRESIDENT’S MEDAL
GOVERNOR GENERAL’S MEDAL
Tita Magdeline Kyrtsakas
Sarah Pennington
Felicia Colleen Margaret Abela
Wilma Marlyse Bergstra
Jason Robert Menzies
Chantelle Jacqueline Boismier
Jennifer Ann Martens
Douglas David Cunningham
Carol A. Reader
No Eligible Student
James Dunn
Linda Wiebe
Cessidia Vittoria DeBiasio
Brett John Severin
Daphne Vanessa Sheridan
Amy Lyn Johnston
Alyshia Phillips
Andrei Zaharia
Chance Chase
Joshua Benjamin Finn
Qinshu Shi
Mai Mahmoud Ghannam
Travis Robert Valdez
Peter K. Boateng
Gianluca Vincenzo Tucci
Lisa M. Large
Daniel Tarade
Heather Marie Tamminen
Jillian Elizabeth Mulroy
Daniel Jacob Conrad
Heather Bucciachio
Chantelle Jacqueline Boismier
Daniel Jacob Conrad
Page 58 of 167
Motion 12
Addendum – Spring 2015
Faculty of Arts, Humanities, and Social Sciences
Saad, Hassan – Bachelor of Arts, General
Odette School of Business
Freker, Hayden Stanley – Bachelor of Commerce, Honours Business Administration
Inter-Faculty Programs
Boateng, Jeremiah Osei – Bachelor of Forensic Science, Honours, Forensic Science with Molecular Biology and
Biochemistry Specialization
Page 59 of 167
Sa150612-5.3
Senate
5.3:
Report of the Academic Colleague
Academic Colleagues met in Toronto on May 26 and 27, 2015.
Dinner Meeting Discussion: What is the value of a Humanities Education?
Liliane Dione, Academic Colleague from Ottawa, made a presentation on a variety of topics related to
the importance of a humanities based education. Following there was a general discussion. Issues are
not unique to the Humanities. Two items of importance to all disciplines were noted, the importance of
cooperation and partnership in bringing excellent educational opportunities to students, and the issue
of entrepreneurship, that is lacking in many program models.
COU Update to Academic Colleagues
Budget. Ongoing investment is a positive sign with the MTCU budget increasing by $68M. There is a
commitment to funding enrolment growth during the next three years. When growth does not occur,
earmarked funds provide a buffer in the ministry budget. Last year, undergraduate growth was lower
than budgeted and graduate expansion also failed to meet targets, resulting in the MTCU “saving”
$39M. Investment is seen in the Ontario Online Initiative, support for Francophone programs, support
for mental health, and the Ontario Tuition Grant. Overall student financial assistance is increasing at
about 4% per year over the next three years over the 2014-5 year. The Youth Jobs Strategy continues
over the next two years with investments focused on skills development, labour market connections,
entrepreneurship and innovation. In part, this program will support campus-linked accelerators.
Additional funds are also available through the Ontario Youth Investment Accelerator fund. CFI funds
will continue to be matched. Overall MTCU budget increase is 1%, similar to that of Health and Long
Term Care.
Funding review. The real work in this area starts this summer in a highly consultative process that is
challenged by extreme policy objectives and rhetoric. The mandate of the Executive Lead, Suzanne
Herbert, is to talk to everyone. Ms. Herbert’s role is not to develop recommendations, but rather to
lead consultation and reflect that to the MTCU. Various groups are already meeting.
The COU is being proactive, has built a task force, and will work toward proposing a funding model that
addresses MTCU goals. Consideration will be given to the impact of implementation, while continuing
to support the funding formula review consultative process.
http://news.ontario.ca/tcu/en/2015/03/ontario-launches-consultations-on-university-fundingreform.html
Graduate Survey. COU intends to support the administration of survey of graduates and a methodology
has been proposed. It is intended to be administered every 5 years and will target multiple cohorts
each time. This survey is designed to improve on the continuing 2 year out survey run by the MTCU.
Ontario On Line. The founding CEO should be announced soon. A vendor has been chosen to develop
the portal and the contract needs to be finalized before development begins. The board is nearly
complete, only lacking a couple of public members. There is expectation of a third call for proposals for
courses and modules. In the last round, 102 of 340 proposals were funded.
Page 60 of 167
Part Time and Sessional. Often in the news, these University workers were brought back to the public’s
attention by the York strike. The rhetoric around sessionals, part time, and limited term employees is
confounded by a lack of good quality data about who these varied individuals are. The universities need
to work to collect better data and apply metrics. The Ontario Council of Academic Vice-Presidents is
seeking to get a better understanding of the group and the challenges facing subgroups. A pilot study is
underway.
Credential Review. The review of credentials given by Colleges and Universities has been completed, but
there has been no release of a final report. COU considers that the delay may be a result of a finding of
support for the status quo.
Academic Colleagues Meeting
Committee Membership and Academic Colleague Leadership. Most of the business conducted by
Colleagues centered on a discussion of the desire to link or not link the chairing of the Colleagues as a
group to membership on the COU Executive Committee. Participation on the Executive Committee is
important in communications between Executive Heads and Academic Colleagues and in setting the
tone (and agenda) for Council meetings. Membership on the Executive Committee is designated by the
Nominating Committee and follows a variety of rules designed to give wide-ranging representation (for
example; large and small institutions; north and south). This limits the colleagues who are able to sit on
the Executive. The Colleagues felt that the group better chooses the leadership of our group, and so it
was determined that we would delink the Co-chair positions of Academic Colleagues from the
Executive Committee membership. In addition, in principle, we would like to have staggered terms for
Co-chairs and Executive committee members so that there is always at least one experienced Colleague
in these important positions. Therefore, Co-chair terms will be for up to two years, and may be renewed
once for an additional term of up to two years. Difficulties arise due to the nature of the Nominating
committee rules and unexpected departures from COU, but we agreed in principle upon working toward
staggered membership.
Advice to the Nominating Committee. Resulting from the above discussion, and in association with
committee reports, and upcoming requests for nomination, it was decided that at one of the spring
meetings nominations for the various committee vacancies would be discussed and recommendations
made. This would not preclude an individual being nominated outside of the Colleagues discussion, but
would provide the Colleagues on the Nominating committee advice on whom to support in the various
roles supported by Colleagues. Although not in the rules, we intend to encourage similar terms to
committee appointments as to the Co-chair restrictions, and in principle limit reappointment to one
additional term. This is advisory only.
Committee workload. An additional reason for delinking the Co-chair positions from the Executive
committee was to share the workload out amongst colleagues. In the discussion it was recognized that
a few committees have very significant workloads. In particular the Quality Council appointment (5
years) is coupled with a steep learning curve and a significant amount of work monthly. Travel is
required. The OUAC representatives also have significant workload and travel expectation. It would
seem that Co-chairing the Academic Colleagues, Budget and Audit, and the Executive committee, come
in tied for third place in terms of workload. Other committees are not onerous, but require various
levels of participation.
Respectfully Submitted
P.J. Dutton, Academic Colleague.
Page 61 of 167
Sa150313-5.5.1a
Senate
*5.5.1a:
University Program Reviews and Response
Item for:
Information
Forwarded by: Program Development Committee
Background
The attached reviews have been conducted under the new Institutional Quality Assurance Process (IQAP)
(combining undergraduate and graduate program reviews) which was developed in accordance with the COU’s
Quality Assurance Framework. As of Fall 2011, the Ontario universities’ Quality Council is responsible for reviewing,
auditing and approving all new undergraduate and graduate programs and new cyclical reviews.
University Program Reviews
Bachelor of Arts and Science
Master of Human Kinetics
Page 62 of 167
New Report
New Report
UNIVERSITY OF WINDSOR
UNIVERSITY PROGRAM REVIEW (UPR)
REPORT ON: BACHELOR OF ARTS AND SCIENCE
UNDERGRADUATE PROGRAMS
June 2015
EXECUTIVE SUMMARY
Review Preparation
In preparing this document, the Program Development Committee reviewed the following: Bachelor of Arts and
Science (BAS) Self-Study (SS) (September 2013), the report of the external reviewers (ER) (December 2013), and the
response from the BAS Program Chair, and the response from the Assistant Provost, Inter-Faculty Programs to the
above material. The external reviewers were: Dr. Suzanne Bailey, Director, Bachelor of Arts and Science Program,
Trent University, Dr. Jean Wilson, Director, Arts and Science Program, McMaster University, Dr. Michael Crawford,
Professor, Biological Sciences, University of Windsor.
Program Overview
The Bachelor of Arts and Science Honours program is housed in the Centre for Inter-Faculty Programs. The BAS is a
challenging inter-disciplinary program geared to high-achieving students. The program provides students with the
critical thinking and research skills to approach and resolve problems from the lens of an artist/humanist and a
scientist. The intent of the program is to challenge students to look beyond discipline-specific expertise and modes
of inquiry by blending seemingly disparate areas of knowledge and research within the framework of a set of core
inter-disciplinary courses that “foster the integration of knowledge, methodologies, theory and practice not usually
available in discipline-centered programs.” (SS, p.4, p.5)
Enrolments
Undergraduate Full-Time
Undergraduate Part-Time
Fall 2010
53
5
Fall 2011
73
5
Fall 2012
81.5
2
Fall 2013
47
3.5
Human Resources
Faculty/Instructors
Program Chair
Sessional Lecturer – continuous 8 month positions
Full/Part-time Staff
Academic Coordinator
Receptionist
Receptionist
1
1/3 (joint appointment with 2 other areas)
1 full-time
1 full-time
0.5 part-time
FINAL ASSESSMENT REPORT (with Implementation Plan)
Page 63 of 167
Fall 2014
67
3
Significant Strengths of the Programs
The BAS program attracts academically strong students dedicated to making the most of their university education
and experience. As noted by the reviewers, “[s]tudents in this program enjoy an unusually developed feeling of
cohort. They are self-organizing, proactive, and keep in touch long after graduation. They are also, many of them,
quite successful”. (ER, p.11) Students are given individualized advising and support on a continual basis and their
progress closely monitored by the Program Chair and the Academic Coordinator. (ER, p.7)
Opportunities for Program Improvement/Enhancements
More regular and consistent review of the BAS curriculum by a committee of those involved in teaching for the
program would ensure relevant program renewal and address the reviewers concern with the overuse of DARs
exemptions and the need “to ensure that faculty are contributing to program renewal and growth, not merely to
isolationist pedagogy.” (ER, p. 9, p.11)
In addition, the structure of Inter-Faculty Programs needs to be addressed. The way in which the BAS program was
established and the administrative structure put in place to run the program have been its greatest impediment.
“[T]he single most challenging and problematic feature of the program [is that] it was born an orphan and, a decade
later, in effect it has yet to be adopted. In terms of administrative structures, ongoing governance, and clear lines of
reporting, authority, and participation, there are ambiguities and uncertainties sufficient to impede effective
maintenance, renovation, and marketing of the program.” (ER, p. 3) Thus, the greatest opportunity for improvement
for the BAS program is to address the issue and status of IFP. However, this University Program Review (UPR) is
about a single program administered by the Centre for Inter-Faculty Programs and not about a review of IFP itself.
The issue of the status of IFP does not fall under the purview of the BAS program and is more appropriately
addressed elsewhere, outside of this UPR. The issue of the structure and status of IFP, including the question of
incorporating it in the bylaws, must be dealt with by the University and has been forwarded to the Provost and
Deans Council.
IMPLEMENTATION PLAN
Recommendations (in priority order)
(Final recommendations arrived at by the Program Development Committee, following a review and assessment of
the External Reviewers report, the Program Chair’s response and the Assistant Provost’s response.)
Curriculum and Degree Requirements:
Recommendation 1: Review and re-articulate the rationale and sequencing for core BAS courses, as well as the
rationale for required courses (major and minor concentrations) in the degree program. Review calendar copy at the
end of this process.
Agents: BAS Program Committee, IFP Council, Relevant Departments, Deans of FAHSS and Science
Completion by: Fall 2018
Recommendation 2: Review the DARs exemption process and examine other ways to assist students in meeting
Honours requirements.
Agents: BAS Program Chair, Assistant Provost
Recommendation 3: Work to meet with the Deans of Science and Arts, Humanities and Social Sciences to
coordinate curricular plans and teaching resources for the BAS.
Agents: Assistant Provost, Program Chair, Deans of FAHSS and Science
Completion
by: Ongoing
Page 64 of 167
Program Growth:
Recommendation 4: That there be no further expansion of the BAS program until recommendations 1-3 are
completed.
Agents: Provost, Assistant Provost
Completion by: Annual Report
Student and Alumni Engagement:
Recommendation 5: Enhance the visibility of the BAS program and strengthen student and alumni engagement by,
among others:
 Developing and maintaining a greater web presence
 Continually conveying student and alumni success stories on the IFP website and in collaboration with Public
Affairs and Communication
 Circulating a newsletter to current students, alumni and others
 Continuing to utilize BAS students in promotional materials and recruitment activities
Agents: Program Chair, Assistant Provost, Public Affairs and Communication, Student Recruitment Office
Learning Outcomes:
Recommendation 6: That the Department submit learning outcomes and assessment methods for the program and
each of its courses that clearly correspond to the University's stated "Characteristics of a University of Windsor
Graduate".
Agents: Program Chair, Assistant Provost, CTL, Vice-Provost, Teaching and Learning
Page 65 of 167
UNIVERSITY PROGRAM REVIEW (UPR)
REPORT ON: MASTER OF HUMAN KINETICS
GRADUATE PROGRAM
June 2015
EXECUTIVE SUMMARY
This review covers the Master’s program offered by the Department of Kinesiology. However, to provide context,
some information on the area’s undergraduate programming and PhD has also been included.
Review Preparation
In preparing this document, the Program Development Committee reviewed the following: Kinesiology’s MHK SelfStudy (SS) (February 2014), the report of the external reviewers (ER) (April 2014), the response from the
Department Head (HR) (April 2014), and the response from the Dean (DR) (January 2015) to the above material. The
external reviewers were: Dr. Mary Louise Adams, Professor, School of Kinesiology and Health Studies, Queen’s
University, Dr. M. Michelle M. Porter, Professor, Faculty of Kinesiology and Recreational Management, University of
Manitoba, Dr. Darren Stanley, Professor, Faculty of Education and Academic Development, University of Windsor.
Undergraduate and Graduate Programs
At the undergraduate level, the Department offers a Bachelor of Human Kinetics (Honours Kinesiology) with
Movement Science Major, a Bachelor of Human Kinetics (Honours Kinesiology) with Sport Management Major, and
a Bachelor of Human Kinetics (Honours Kinesiology) with Sport Studies Major. The Department also offers two
degree completion programs, which enables graduates from specific programs to obtain their degrees with the
successful completion of 20 courses. These degree completion programs are: the Bachelor of Human Kinetics
(Honours Kinesiology) with Sport Management Major for Graduates of Lambton College's Sport and Recreation
Administration program, and the Bachelor of Human Kinetics (Honours Kinesiology) with Sport Management Major
for Graduates of Durham College's Sport Management program.
At the graduate level, the Department offers a PhD in Kinesiology and a Master of Science in Human Kinetics (MHK)
with the following two streams: 1) Sport Management and 2) Applied Human Performance. In both streams, MHK
students may select the thesis option, generally leading to doctoral work, or the internship option, which combines
a practical work term placement with research.
Enrolments
Undergraduate
Full-Time
Part-Time
Fall 2010
717
40
Fall 2011
737
54
Fall 2012
760
66
Fall 2013
758
56
Fall 2014
772
71
Fall 2010
53
0
---------
Fall 2011
70
0
---------
Fall 2012
64
0
---------
Fall 2013
61
0
---------
Fall 2014
58
0
5
0
Graduate
MHK Full-Time
MHK Part-Time
PhD Full-Time
PhD Part-Time
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Human Resources
(as of January 2015)
Faculty/Instructors
Tenure/tenure-track faculty
AAS as Learning Specialists
Limited-Term faculty
Faculty members involved in graduate program delivery
20 (including the Dean of HK and
the Dean of Graduate Studies)
3
4
21
Full/Part-time Staff
Administrative Assistant to the Dean
Research Technologist IV
Secretary
Secretary/Receptionist
1
2
1
1
FINAL ASSESSMENT REPORT (with Implementation Plan)
Significant Strengths of the Programs
The Faculty of Human Kinetics is a strong, cohesive unit where, as the Head noted, “all are committed to excellence
in teaching and advisement at all program levels”. (HR, p. 3) This focus on creating an exceptional student learning
environment, combined with the impressive research profile and productivity of the faculty, and the emphasis on
research and study out in the (local, national and international) community, which provides for practical application,
in both the thesis and internship, are all significant strengths of the program. (ER pp. 2, 5, 7)
Other initiatives that enhance the learning environment and the quality of the program include the Faculty-run
graduate program Research Colloquium and the Research Day student conference, the Faculty’s Distinguished
Speakers’ Series, the new research space in the renovated building, and the Department’s two research centres –
the International Centre for Sport and Leisure Studies, and the pilot Centre for Human Performance and Health. (ER,
pp.2, 6, 9, DR, p.3)
Opportunities for Program Improvement/Enhancements
The program would benefit from a central online application system, curriculum review in the area of writing skills,
and continued close monitoring and alignment of departmental activities and developments to ensure the program
is properly resourced. Increased efforts to build graduate student cohesion and community would also benefit the
program and the overall student experience.
IMPLEMENTATION PLAN
Recommendations (in priority order)
(Final recommendations arrived at by the Program Development Committee, following a review and assessment of
the External Reviewers report, the Head’s response and the Dean’s response.)
Recommendation 1: That, given the recent introduction of a PhD program to the department and increasing
numbers of students, HK consider how secretarial support is provided to this program pending an assessment of its
efficiencies.
Agents: Dean of HK, Department Head
Recommendation 2: That Kinesiology continue to explore how it might provide additional entrance scholarships to
international students.
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Agents: Dean of HK, Department Head
Completion by: Annual Review
Recommendation 3: That, with the assistance of the Graduate Coordinator and graduate students, the department
establish a Kinesiology Graduate Student Association.
Agents: Dean of HK, Department Head, Graduate Coordinator
Recommendation 4: That the department assist graduate students in developing their writing skills through, for
instance:
 the delivery of writing skills courses/workshops, focusing on thesis and grant writing for its graduate students;
 the incorporation of writing skills development into the seminar course as the department has done with
modules on GA effectiveness, online course instruction, and research ethics. [Dean’s response, Head’s Response]
Agents: Department Head, HK Council faculty members, Graduate Coordinator
Recommendation 5: That the Department submit learning outcomes and assessment methods for each of its
Master’s-level courses that clearly correspond to the University's stated "Characteristics of a University of Windsor
Graduate".
Agents: Department Council, Head, CTL, Vice-Provost, Teaching and Learning
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Response to PDC Comments on the IQAP Review, Bachelor of Arts and Science
Inter-Faculty Programs is pleased to advise Senate that we are ahead of schedule in implementing the
recommendations made in this review. During the 2014-2015 academic year, the Bachelor of Arts and Science
Program Chair and Program Committee undertook a major review of the program. This review was supported and
passed by Inter-Faculty Council, PDC, and Senate. As a result, we have already made significant progress in
implementing these changes:
Recommendations 1 and 2 were implemented by Spring 2015.
Recommendation 3 is ongoing.
Recommendation 5 is ongoing.
Recommendation 6 has been initiated.
The Bachelor of Arts and Science – the program now renamed Interdisciplinary Arts and Science – has thrived, and
will continue to be successful in Inter-Faculty Programs.
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Sa150612-5.5.1b
Senate
*5.5.1b:
Undergraduate Program Review Annual Status Report - Sociology, Anthropology and Criminology
Item for:
Information
Forwarded by: Program Development Committee
Background
 As publicly funded institutions, Ontario universities are mandated by the Government to undergo a cycle of
program reviews for the purpose of quality control and accountability.
 The Undergraduate Program Review Process operates on a seven-year cycle and is part of a larger process of
quality assurance that was mandated by the government and supervised by the Council of Ontario Universities
through the Undergraduate Program Review Advisory Committee (UPRAC) of the Ontario Universities of the
Ontario Council of Academic Vice Presidents (OCAV). The Undergraduate Program Review process is being
phased out and replaced by the Institutional Quality Assurance Process (IQAP) (combining undergraduate and
graduate program reviews) which was developed in accordance with the COU’s Quality Assurance Framework.
As of Fall 2011, the Ontario universities’ Quality Council is responsible for reviewing, auditing and approving all
new undergraduate and graduate programs and new cyclical reviews.
 Some of the information contained in the UPR annual status reports may seem outdated since these reports
provide a historical look at the department’s actions over a review cycle, showing a progression of changes
over the years.
Undergraduate Program Review Annual Status Reports
Sociology, Anthropology and Criminology
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5th Annual Status Report
PROGRAM DEVELOPMENT COMMITTEE
UNDERGRADUATE PROGRAM REVIEW (UPR)
FIFTH ANNUAL STATUS REPORT ON: SOCIOLOGY, ANTHROPOLOGY AND CRIMINOLOGY
June 2015
Recommendation 1:
That the Department continue to reconsider curriculum with particular respect to attracting
more students to the first year by aligning course content with student interest and changing faculty complement.
Agent: Undergraduate Committee, AAU Council
Actions taken (2010):
Curriculum reviews for all programs have begun and are progressing.
Further Actions:
Each of our Program Committees (Sociology, Anthropology, Criminology, Family) will be tasked to undertake review of its
program curriculum including consideration of both course offerings and course content that meets the needs and
interests of a range of students.
Program Committees will be asked to re-evaluate currently offered courses in terms of their fit with the overall program,
student interests, and faculty strengths and to consider developing new courses that better fit with student interests and
faculty research areas and strengths.
PDC recommended further actions to be taken (2011)
PDC notes the efforts made with regard to this recommendation and looks forward to hearing the results of the
curriculum reviewing exercise.
Actions taken 2011:
Program Committees are currently engaged in this curriculum review process, with some achieving more success than
others at this stage.
Further Actions:
Program Committees will be strongly encouraged to complete this curriculum review exercise in a timely fashion and
report to the AAU Head. Also, consideration of the development of an overall Curriculum Committee may be prudent to
coordinate the work of the four Program Committees.
PDC-recommended further actions to be taken (2012):
PDC urges the area to complete its curriculum review and to submit proposed changes, as appropriate. PDC looks
forward to reviewing proposed changes.
Actions taken 2012:
Apart from the general desirability of efficiency, this department has to cope with a serious loss of faculty members (8 in
the past few years, 2 since our last report, and at least 1 to come during the summer of 2013). In 2012 we struck a
committee to review departmental governance. We have also appointed a task force which is consulting widely with
faculty to recommend restructuring of our programs. The departmental Coordinating Committee, in reviewing the report
of the governance committee, is considering where the responsibility for coordination of programs should take place.
The review of programs being undertaken by the task force is broader than what was envisaged in the report of 2011, and
has therefore taken longer, but we expect its report in March. This will be followed by extensive discussions.
PDC Recommended further actions to be taken (2013):
PDC notes that the task force report will be submitted to the Department in March 2013 and looks forward to receiving
the ensuing curriculum revisions for attracting more students to the first year by aligning course content with student
interest and changing faculty complement.
Actions taken 2013:
The recommendation of the Task Force was to develop two introductory courses – one for majors and one for non-majors
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that are intended to replace existing introductory courses in Sociology and Anthropology. The aim of these new course
paths is to streamline our programs of study and to better target student interest within the framework of existing faculty
resources. The major course (48-110) aims to provide student majors with a foundation from which subsequent courses
in our program will build by sparking students’ sociological imaginations by providing the basics for theorizing and
researching social life, highlighting faculty research and linking the discipline to possible career paths. The course also
aims to integrate our programs of study by approaching material from sociological, anthropological and criminological
perspectives. The non-major course (48-100) aims to provide student non-majors with a general understanding of how
sociologists approach a variety of social issues that may interest students in other disciplines who are seeking an elective.
The 48-100 course is currently being offered while 48-110 is set to be offered Fall 2014.
PDC recommended further actions to be taken (2014):
PDC notes that the area has revised and streamlined its curriculum. With the implementation of 48-110 and a final report
next year on the success of the revised curriculum, PDC would consider this recommendation satisfied.
Recommendation satisfied. (2013-2014)
Recommendation 2:
That the Department reconsider the effectiveness of students declaring their major in the first
year of study. Early declaration would help clarify the patterns of student enrolment especially with respect to
Criminology and Sociology, and more effectively enable the renewal of curriculum.
Agent: AAU Council
We have: discussed the need to encourage incoming students to identify as program-specific majors, beginning in the first
year; identified the need during student recruitment events to emphasize the value in declaring a major early on in
students’ academic careers; encouraged current student majors in our program to participate in recruitment events to
emphasize identity with program-specific majors.
Further Actions:
We intend to develop strategies to enable students to identify with our programs of study at all levels and to continue to
emphasize the value of declaring a major in first year in student recruitment initiatives.
PDC looks forward to a report next year on the success of the area’s efforts to develop strategies to enable students to
identify with their program of study at all levels and its continued efforts to emphasize the value of declaring a major in
first year in student recruitment initiatives.
Actions taken 2011:
We have begun to more actively encourage early declaration of program-specific majors during student recruitment
events (Ontario Universities Fair, Fall/Spring Open House), student orientation (Windsor Welcome Week Orientation),
and through regular departmental academic advising. In addition, attempts at enhancing student major identification
have been made through student socials and mid-year get-togethers as well as presentation of awards for academic
excellence. Student majors are also being encouraged to form clubs, organizations, and study groups in order to enhance
a sense of major-identity.
Further Actions:
We intend to continue consideration of how we can involve current student majors in our department in developing and
implementing further strategies.
PDC commends the area on its efforts with regard to this recommendation and encourages it to continue them.
Actions taken 2012:
We continue to encourage early declaration of majors. To assist with this, students have created student-led
organizations (Sociology & Criminology Student Society; Anthropology Society) that are aimed at encouraging students to
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identify with a major. Well informed sources tell us that incoming majors are likely to be up in the Fall of 2013.
PDC congratulates the area for reaching out to student-led organizations clubs to help undeclared students identify a
major. The area should encourage its student clubs to apply to the student life enhancement fund for funding to assist in
their
efforts
to
promote
their
discipline
and
encourage
students
to
identify
a
major.
http://www.uwindsor.ca/sia/blog/2013-02-10/student-life-enhancement-fund
Actions taken 2013:
We continue to liaise with our student clubs in this regard and intend to direct these student-led organizations to sources
of funding, as suggested. Further efforts have been made during recruitment and orientation events (Open House,
Windsor Welcome Week, Head Start) to emphasize to students the benefits of declaring a major in their first year of study
as a way of enhancing a sense of identity and community.
PDC notes the efforts made during the course of this review to encourage early declaration of majors and encourages the
area to continue its efforts.
Actions taken 2014:
We continue to encourage early declaration of majors through recruitment and orientation events as well as to assist our
student-led organizations in promoting our disciplines and extoling the value of identifying with a particular major. In
addition, promotional materials have been developed that are aimed at highlighting ‘famous’ persons who studied
sociology, criminology or anthropology as a way of making connections with our majors and potential majors. Moreover,
our Academic Advisor continues to encourage students who have not yet declared a major to consider one of our
programs of study. While the newly formed 48-110 is intended to be an introductory course for majors, there is attention
paid to those who are considering sociology or criminology as a major or a combined major.
PDC Comments:
Although this recommendation has not been satisfied, PDC notes that progress has been made and that the monitoring of
48-110 may reveal more information on the number of students declaring their major in the first year of study. The area
should address the status of this recommendation in the self-study it will prepare for its next external review.
Status: _ ahead of target
on target
X behind target
__recommendation satisfied.
Recommendation 3:
That enrolment trends in the Anthropology, Criminology and Sociology programs be closely
monitored to determine the efficacy of their curriculum reforms.
Agent: AAU Head, Dean, Vice-Provost, Students and Registrar
We have engaged in dialogue with the Dean’s Office concerning program enrolments with the aim of setting enrolment
targets for each of our programs of study.
Further Actions:
We intend to develop an effective department-wide enrolment plan that includes: enrolment targets for each of our
programs of study as well as a projected timeline for achieving these targets. We will further maintain a dialogue with the
Dean’s Office with respect to program enrolment monitoring.
PDC looks forward to hearing of the establishment of a department-wide enrolment plan.
Actions Taken (2011):
We continue to face challenges with respect to developing a department-wide enrolment plan.
Further Actions:
Continued efforts at developing an effective enrolment plan that includes enrolment targets for each of our programs of
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study as well as a projected timeline for achieving these targets will be undertaken as well as continued dialogue with the
Dean’s Office with respect to program enrolment monitoring.
PDC directs the area to work with the Dean and the Assistant Provost, Admissions and Recruitment to develop a
department-wide enrolment plan and to include the plan in next year’s submission.
Actions taken 2012:
With the departure of two Anthropology faculty in the summer of 2012, and at least one to leave sociology in the summer
of 2013, we are rethinking what we can continue to offer, and will define recruitment strategies in light of the new reality
after considering the report from the restructuring task force. We have been told that some of our smaller programs will
have no new admissions to Honours, but it appears that our incoming enrolment will nonetheless be up this coming Fall.
PDC notes that the submission of the task force report is imminent and looks forward to receiving the ensuing curriculum
revisions. PDC understands that the department will be developing student recruitment strategies in light of the program
restructuring recommendations of the task force.
Actions taken 2013:
We have recently modified our governance structure so that tasks are more clearly delineated within broader committees
in the Department. Specific subcommittees within our Undergraduate Committee are now tasked with tracking first year
and program major enrolment as well as developing student recruitment strategies. It is expected that this will allow the
Department to gain a better sense of enrolment trends and to be able to gauge student interest that will assist in program
planning and determining course offerings.
PDC commends the area on its modified governance structure and looks forward to a report next year on the success of
the new structure in helping “the Department to gain a better sense of enrolment trends and to be able to gauge student
interest that will assist in program planning and determining course offerings.”
Actions taken 2014:
Enrolments in courses at all levels are being tracked by our Scheduling Coordinator as well as the Undergraduate Chair.
This has aided the Department in identifying issues with course enrolments, which also often highlights issues that may be
linked to program requirements. Tracking course enrolments allows us to determine future course offerings based on
student interest and to assist in the scheduling of these courses. Members of our Student Recruitment Subcommittee
have been very busy the past year developing promotional materials for use at recruitment events. Particular attention is
being paid to the kinds of questions prospective students ask at these events in order to better understand both the aims
and challenges of students interested in our programs of study and to use such information to modify our programs and
courses.
PDC Comments:
PDC commends the area on its efforts with regard to this recommendation.
X on target
behind target
Recommendation 4:
That the Department redefine its Criminology programs, re-examine the mix between applied
and critical approaches to Criminology, and consider including additional applied experiences through internship and
practica.
Actions taken: (2010)
Our Criminology Committee is undertaking a review of its overall program, courses offerings, course content (curriculum,
descriptions, titles), and opportunities for combining critical and applied approaches. We are in the process of developing
a proposed new practicum/internship course that would allow majors to gain applied experience by completing an
internship with a local criminal justice oriented agency. We are also in the beginning stages of developing a new program
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for consideration by members of the AAU that would offer student majors the opportunity for experiential learning in
conjunction with a more traditional but focused critical academic approach.
Further Actions:
We intend to continue with developing these initiatives with a target date no later than Fall 2012. We will also consider
other initiatives that might further meet these goals.
PDC looks forward to receiving program and courses proposals stemming from this curriculum review exercise.
Our Criminology Committee is continuing to undertake a review of its overall program, course offerings, course content
(curriculum, descriptions, titles), and opportunities for combining critical and applied approaches. To this end, we have
created a new course in Green Criminology that reflects both student interest and faculty expertise and is intended to
offer both a critical and applied activist perspective. Other new courses are being considered, including a course that
focuses on the intersection of crime/criminal justice and media/popular culture that would have both a critical and
applied focus. We have also put together a design for a practicum course in criminology that would allow majors to gain
applied experience by completing an internship with a local criminal justice oriented agency. As well, we are considering
the development of a senior criminology course that would provide the opportunity for students to gain research
experience by working closely with a criminology faculty member.
Further Actions:
We intend to continue these efforts at program re-design, while also considering other initiatives that might further our
goals.
PDC looks forward to receiving proposals for new courses and urges the area to continue and complete its curriculum
review.
Actions taken 2012:
We are awaiting the report of our task force, which we expect will recommend some changes in program design. Such
options as fourth year ‘capstone’ courses may well be suggested.
revisions.
Actions taken 2013:
Following the recommendations of the Task Force, a 400-level practicum course (48-467) was created to provide
criminology students with the opportunity to gain experiential learning in conjunction with more traditional methods of
teaching and learning. This course has been approved and will be offered in Winter 2015. We have also restructured the
program and course offerings by moving our 400-level theory course to the 300-level in order to expose criminology
majors to key theoretical perspectives earlier and have redesigned some of our 400-level courses as Advanced Seminars
to reflect the level of learning and expectations for students who complete such courses. Discussions surrounding the
creation of further Advanced Seminars and Capstone courses continue among criminology faculty.
PDC Comments (2014):
PDC commends the area on its efforts with regard to this recommendation. While curriculum review is an ongoing
exercise, PDC notes that this recommendation has been satisfied.
Recommendations Satisfied (2013-2014)
Recommendation 5:
That the Department explore how it can build on the introductory FASS mandatory writing
courses and introduce student research work in the lower level undergraduate courses.
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There has been consideration given by all Program Committees to encourage course designs that contain a written
component in all 100 and 200-level courses offered.
Further Actions:
Program Committees will continue to be encouraged to deliver courses that emphasize the building of academic writing
skills in a logical progression and that foster student research skills including problem-solving and library research.
Nevertheless, we feel challenged to sustain such initiatives given continued reductions in teaching assistance resources.
For example, in courses with enrolments of 100-200 students, the assistance of one or two graduate assistants does not
allow for writing-intense requirements. While we feel that we are attempting to meet this recommendation, it must be
noted that there is clear risk of having our progress eroded based on reduced resources with respect to teaching
assistance.
PDC appreciates the concerns raised with regard to GA/TA resources. PDC encourages the area to avail itself of the
expertise in the Centre for Teaching and Learning for assistance in identifying possible innovative/alternative methods of
assessing writing assignments and research projects.
Program Committees and faculty have been encouraged to deliver courses that contain a written component in all 100
and 200 level courses offered, that emphasize the building of academic writing skills in a logical progression, and that
foster student research skills including problem-solving and library research in order to complement the introductory
FASS mandatory writing courses.
Further Actions:
As recommended, the department will consult with the Centre for Teaching and Learning for assistance in identifying
alternative methods of assessing writing assignments and research projects.
PDC notes the area`s efforts to meet this recommendation and encourages it to continue to encourage faculty to include
a written component and student research work in lower level courses. PDC requests that the area report on the increase
in required written component among 100 and 200 level courses.
Actions taken 2012:
Our task force is carefully reviewing what courses can be offered, by whom, and with what GA support.
We have retained written work in all courses; however, reduced GA/TA support has rendered this problematic in some
courses. Student research work continues in our quantitative and qualitative research methods courses.
PDC recommends that the area meet with the Foundations of Academic Writing (FAW) team and the CTL to examine how
the department might integrate and build on the learning outcomes of FAW I and II in its own courses. Which courses
would lend themselves to enhancements of the FAW I and FAW II learning outcomes, and how could their attainment be
assessed?
Actions taken 2013:
The recommendation suggested has been taken into consideration. We will continue to review courses in light of our
Task Force’s recommendations and consider how the learning outcomes associated with FAW I and FAW II might best be
incorporated given existing faculty resources and GA/TA support.
PDC urges the area to increase its efforts with regard to this recommendation. PDC directs the area to meet with the
Centre for Teaching and Learning for assistance on how the Department can build on the introductory FAHSS mandatory
writing courses and introduce student research work in the lower level undergraduate courses.
Actions taken 2014:
The Department will follow PDC’s advice and meet with the Centre for Teaching and Learning next term for assistance in
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building on FAWI and FAWII in both the first and second years of study. In the meantime, it should be noted that our new
introductory course (48-110) was specifically designed to create a more intensive learning experience for student majors
with writing assignments that are intended to emphasize learning outcomes that encourage critical thinking, application,
and academic writing skills. Although the course was originally designed to accommodate 150 students, enrolment was
increased by the Dean’s Office to 250, which has somewhat hampered the ability to deliver the kind of intensive course
envisioned. Nevertheless, the model used in this course will also be considered for courses at the 200-level as a way of
building on the writing skills of students in FAHSS programs.
PDC Comments:
PDC notes that this recommendation, which speaks to both writing and research in early undergraduate years, has not yet
been satisfied. PDC directs the area to schedule a meeting with the CTL, as it has said it will do, as soon as possible, and to
monitor the success of 48-110. The area should address the status of this recommendation in the self-study it will prepare
for its next external review.
on target
X behind target
Recommendation 6:
That consideration be given to revisiting the role of the Department in the Forensic Science
program.
Agent: AAU Council, Dean
Actions Taken: (2010)
We have remained in dialogue with representatives of the Forensic Science Program through a Criminology Faculty
representative who serves as liaison. We continue to encourage the pursuit of Combined Honours degrees that pair
Forensic Science with Criminology, Anthropology, or any other suitable program.
Further Actions:
It is our intention to continue these efforts, in light of a Combined Honours Program in Forensics having been established.
PDC notes the area’s efforts with regard to this recommendation and encourages it to continue them. PDC requests that
the area report more fully on its role and involvement in the forensics programs, in next year’s annual status report.
We continue to remain in dialogue with representatives of the Forensic Science Program through a Criminology Faculty
representative who serves as liaison. We have also continued to encourage the pursuit of Combined Honours degrees
that pair Forensic Science with Criminology, Anthropology, or any other suitable program.
Further Actions:
We will consider more fully our role and involvement in the Forensics Program in order to provide a more detailed report.
PDC once again requests that the area report more fully, next year, on the role of the department in the forensics
programs currently and future prospects for these programs. PDC notes that, with a more fulsome report on its role and
planned involvement in these programs, it would consider this recommendation satisfied.
Actions taken 2012:
Since his arrival, Dr. John Albanese has taught in the forensics program. His courses follow an introductory course in
physical anthropology taught by a long serving sessional. Since the departure of two anthropologists in the summer of
2011, with no replacements in sight, we now have only two full time teachers in anthropology, and admissions to
Honours in Anthropology is to be halted. Dr. Albanese is expected to continue to be involved in forensics, but what role
anthropology will play in the department in coming years remains unclear, and therefore the departmental role in
forensics is unclear.
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revisions. PDC notes that upcoming programming and curriculum revisions will play a significant role in determining the
future role of the department’s in forensics.
Actions taken 2013:
It is still unclear what role the Department will continue to play in Forensics. Given that we have eliminated the Honours
Anthropology degree program (it cannot be sustained with existing faculty resources), we have had to consult with
multiple other programs, including Forensics, regarding the offering of anthropology courses within these programs of
study. Under current consideration is whether Criminology can play a larger role in Forensics and to what degree Dr. John
Albanese can be integrated into these programs.
PDC directs the area to work towards a timely resolution to this issue in order to ensure the continue success of the
Forensic Science program.
Actions taken 2014:
The Department is now faced with the elimination of the General Anthropology program, which has implications in terms
of rethinking our courses, especially those that focus on physical anthropology. A larger discussion with Forensic Sciences
needs to be had to consider whether some of these anthropology courses might be taken up within that program and/or
whether some of the current courses that we offer (such as Forensic Anthropology) could include aspects of Criminology
to service both of these programs. Unfortunately, discussions thus far have not proved fruitful.
PDC Comments:
PDC recognizes the need for larger discussion on this matter and directs the area to work with the Dean of FAHSS and the
Assistant Provost to determine the role of the department in the Forensics programs, preferably prior to the next external
review. The area should address the status of this recommendation in the self-study it will prepare for its next external
review.
on target
X behind target
Recommendation 7:
That the Department and faculty review pedagogy, class size and modes of delivery to achieve a
teaching course load which allows for the continuation of a high level of research productivity.
Agent: Undergraduate Committee, Graduate Committee, AAU Council, AAU Head, Dean
We have begun to discuss the various ways to achieve a teaching course load which allows for the continuation of a high
level of research productivity, recognizing that programs and faculty are not all at the same stage to be able to achieve
this. This is largely due to differences in faculty resources, enrolment levels, class sizes, and individual beliefs in effective
pedagogical practices and modes of delivery.
Further Actions:
The Department and faculty will continue to discuss and develop strategies, taking in account the above-noted
differences, to achieve a reasonable teaching course load that will allow for high levels of research productivity.
PDC notes the area’s efforts with regard to this recommendation and looks forward to next year’s update.
We continue to discuss various ways to achieve a teaching course load which allows for the continuation of a high level of
research productivity among all faculty in all of our programs of study.
Further Actions:
Discussion and development of strategies will continue in consultation with the FASS Dean.
PDC encourages the area to think creatively as it conducts its curriculum review. Exploring and using different modes of
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delivery could be one way to free-up time for research. The area is encouraged to contact the CTL for assistance and
consultation on possible pedagogical innovations and different modes of delivery.
Actions taken 2012:
The loss of almost a third of our faculty over the past few years, and reduced GA/TA support, makes it difficult to reduce
teaching loads to allow more research time, but our task force is carefully considering how to deliver programs more
efficiently as well as more pedagogically engaging to our students. Our task force is also working diligently with CTL to
achieve these goals.
PDC notes that the submission of the task force report is imminent. PDC looks forward to receiving the results of the
area’s the consultations with the CTL on delivering programs more efficiently and in ways that are more pedagogically
engaging to students.
Actions taken 2013:
This continues to be a challenge, despite the Task Force’s recommendations that have led to the redesign of our programs
and courses. The challenge stems mainly from the disproportionate workload among faculty as a result of broader
university commitments and the willingness of some, but not others, to perform service work in the Department that
takes up a substantial amount of time that could be devoted to research. The reality is that some faculty are able to
maintain a high level of research productivity, while others (who are doing the bulk of the service work in the
Department) are finding themselves less successful in this aim.
Further Actions:
Concerns about disproportionate workload and service commitment among faculty have been and will continue to be
raised and further discussion about how to resolve this challenge will continue.
PDC commends the area on the redesign of its programs and courses. PDC notes the concern raised with regard to service
work and its impact on research productivity and agrees that addressing such issues is challenging. However, PDC also
notes that service work is an expectation of all faculty members under the collective agreement and encourages the area
to work together to share service work.
PDC notes that this recommendation is about the equitable distribution of teaching loads to allow all faculty the same
opportunity to focus on their research productivity, and expects a report next year on the distribution of teaching loads
among faculty members in the Department.
Actions taken 2014:
Teaching loads for faculty are typically a five-course load. Course reductions for service are regularly given for the
Undergraduate and Graduate Chairs. Other course reductions are given by the Dean for faculty holding research grants or by
administration for secondments to administrative positions. The Department has nine sabbatical, family-related, and medical
leaves in the 2014-2015 academic year. The workload issue is further exacerbated by the high number of faculty absences to
share the load. The course reduction for the chairs provides them with inadequate relief to write the undergraduate and
graduate IQAP Reports due in 2015, conduct the other duties associated with their positions, teach four courses, and to be able
to be productive researchers.
Further Actions To Be Taken:
A more equitable distribution of teaching and service would be for the administration to first recognize the problem of faculty
absences and then second offer support by providing some or all of the following: LTA appointments during years of multiple
sabbaticals and leaves, additional course release for faculty members in years that the service work is excessive with more
assistance in, for example, completing the onerous and detailed reports which are over and above the service workload of
faculty. A distribution of teaching loads among faculty does not address the issue of inequitable service loads. Faculty members'
tripartite role is least understood, least valued, and least rewarded in the area of service. There is no language in the collective
agreement or the Senate Bylaws that require faculty members to do service. The only requirement is that the AAU Head has to
provide faculty members with the opportunity to do service. The administration should create and sustain a culture of service.
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on target
X behind target
Recommendation 8:
That the Department be encouraged to explore opportunities that exist to develop teaching and
collaboration with other university departments and outside institutions.
Agent: AAU Head, AAU Council, faculty members
Program Committees have been encouraged to consider opportunities for collaboration with other university
departments and outside institutions. Of note, the new MA in Social Data Analysis is a graduate program that reflects
collaboration between the Department of Sociology, Anthropology, and Criminology and the Department of Psychology.
As well, our Family and Social Relations degree program is an interdisciplinary program joining faculty and students in our
Department with those in Psychology as well as Women’s Studies.
Further Actions:
Encouragement of collaboration with other university departments at the undergraduate level will continue, as well as
potential opportunities to collaborate with outside institutions such as local Community Colleges and organizations.
PDC looks forward to a more detailed report on new collaborations being pursued with partners within and outside the
institution.
We are currently engaged in discussion regarding the proposal of new programs of study that involve collaboration with
other departments within the university, including a Policing and Security program in conjunction with Political Science
and an Animal and Human Studies program that would be interdisciplinary and involve the efforts of several
departments. Our Family and Social Relations program has proposed a combined certificate program with Social Work as
a way of accommodating social work majors with an interest in family issues.
Further Actions:
We intend to continue these efforts of collaboration with other university departments and to consider opportunities for
collaboration with outside institutions such as local community colleges and organizations.
PDC notes the area`s efforts with regard to this recommendation and looks forward to hearing the outcome of these
discussions.
Actions taken 2012:
We await the report of the task force to assess the viability of collaborating with other departments as well as
organizations outside the University.
PDC notes that progress on this recommendation must necessarily await the completion of the area’s internal review of
its structures and programs.
Actions taken 2013:
Due to the recent loss of faculty, many of the initiatives proposed in 2011 have had to be put on hold as we struggle to
sustain our own programs of study. We continue, however, to be open to initiatives that reflect collaboration with other
departments in the University and with outside institutions. For example, we are currently in discussion with Women’s
Studies concerning a joint, integrated program pairing Criminology and Gender Studies and are considering affiliation with
Wilfrid Laurier’s Criminology program in an effort to encourage student networking and faculty collaboration. Our new
practicum course in Criminology will also establish ties with community agencies that may lead to future collaborative
research projects.
PDC looks forward to the results of discussions with Women’s Studies concerning a joint, integrated program pairing
Criminology and Gender Studies and with Wilfrid Laurier’s regarding creating an affiliation between the two Criminology
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programs. PDC also looks forward to hearing of collaborative research projects with community partners resulting from
the new Criminology practicum.
Actions taken 2014:
Discussions concerning an integrated program pairing Criminology and Gender Studies has led to some challenges with
regard to requirements and faculty resources. Nonetheless, we continue to encourage Criminology majors to consider
combining their degree with Women’s Studies in order to obtain a more specialized degree. In addition, two FAHSS
courses which have roots in the Women’s Studies program (02-350 and 02-450) and that are focused on the prevention of
sexual assault are now cross-listed as sociology courses; it is anticipated that such courses will be of interest to
criminology majors, especially those wanting to pursue connections between victimization, criminality and gender. Our
new Criminology practicum course is offered for the first time in Winter 2015. The Department will report on the success
and possibilities for collaboration in the future.
PDC Comments:
PDC thanks the area for its update and encourages it to continue to explore opportunities that exist to develop teaching
and collaboration with other university departments and outside institutions.
X
on target
behind target
Recommendation 9:
That the Department work to address the issue of availability of required courses for the
programs.
Agent: AAU Head
Program Committees have been encouraged to review course requirements for each program of study as the first step
toward addressing the issue of availability of required courses.
Further Actions:
Program Committees will continue to undertake a review of course requirements for each program of study.
PDC appreciates that, as a first step, the area is reviewing its course requirements for each program. PDC looks forward to
receiving the area’s plan for addressing the issue of availability of required courses for the programs, based on this
review.
In addressing the issue of availability of required courses for our programs of study, the Department has been and
continues to be challenged by the loss of several faculty positions in the past two years that make the adequate offering
of both required and optional courses difficult to achieve.
Future Actions:
In light of this challenge, the Department and its Program Committees intend to discuss and develop strategies that would
enable sufficient availability of required courses for each of its programs, including targeting and identification of the
programs most affected.
PDC notes the initial efforts made by the department to address the issue of availability of required courses. PDC
encourages the area to continue to pursue efforts to address this issue at the department/program levels. PDC also
encourages the area to enter into discussions with the Dean with a view to finding ways to resolve this matter,
recognizing that this may not completely be under the control of the department.
Actions taken 2012:
With faculty losses, offering required courses more than once annually has become very difficult. Since we have been
allotted a tenure track appointment in sociological theory, and an LTA in methods, we will find it much easier to staff
courses in these key areas. We are also considering moving faculty from courses they have taught often before to
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required courses, but this will mean fewer options will be offered. We await task force recommendations.
PDC notes that the issue of availability of required courses should be addressed in the task force report and ensuing
curriculum revisions.
Actions taken 2013:
The awarding of a new tenure-track position in sociological theory and an LTA in methods has somewhat resolved the
issue of availability of required courses. In addition, review of our programs has led to the reduction of course
requirements and/or changes to program requirements in order to further address this issue.
PDC notes the area’s efforts to resolve the issue of the availability of required courses, through new appointments and
through the streamlining of the curriculum, and encourages the area to continue its efforts to meet this recommendation.
Actions taken 2014:
We continue to attend to and address the issue of the availability of required courses through discussions that
Involve the Head, the Undergraduate Chair, the Scheduling Coordinator, and our Academic Advisor.
PDC Comments:
PDC notes that, with the new tenure-track appointment granted in 2013 and the area’s curriculum redesign which
streamlined courses to ensure availability of required courses, this recommendation has been adequately satisfied. PDC
encourages the area to monitor its new curriculum to ensure that required courses are offered regularly.
on target
behind target
X__recommendation satisfied.
Recommendation 10:
That the Department review the availability of its courses to ensure that Majors are able to
complete their programs in a timely fashion.
Agent: Undergraduate Committee, AAU Council, AAU Head
Actions taken 2010:
Program Committees are encouraged to review program course offerings with the following in mind: (1) The needs of
students to complete their program of study in a timely fashion; (2) Availability of faculty resources; and (3) Program
requirements
See comments under recommendation 9.
Program Committees continue to review program course offerings with the following in mind: (1) The needs of students
to complete their program of study in a timely fashion; (2) Availability of faculty resources; and (3) Program requirements.
Future Actions:
The Department is in the process of identifying areas in which faculty resources are limited due to several lost positions,
in order to assess course availability and offerings that will allow student majors to complete their programs of study in a
timely fashion. Two key areas in which faculty resources are especially limited is in Theory and in Methods, which
comprise courses that are required for all our programs of study. Strategies to address this resource gap will be
discussed.
See comments under recommendation 9.
Actions taken 2012:
We are heartened by the award of a tenure-track position and an LTA to the department.
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PDC notes that, with these new positions and the curriculum revisions flowing from the task force report, the area should
be able to report more fully on this recommendation next year.
Actions taken 2013:
Changes in program requirements and course offerings recommended by the Task Force have been developed expressly
with the need of students to complete their program of study in a timely fashion in mind. To this end, more flexibility in
requirements and course offerings have been proposed, with many of these changes already taking effect. For example,
we have reduced 100-level course requirements from 2 courses to 1 across our programs and have provided more
flexibility for Criminology majors to complete the 300-level theory requirement by allowing them the option of taking
either criminology theory or sociological theory.
PDC commends the area on its curriculum review and redesign initiative and looks forward to hearing of the positive
impact of these revisions on the students’ ability to complete their program in a timely fashion. PDC notes that a full
analysis of the success of the revised curriculum will only be possible once a full cohort has flowed-through the four-year
revised program, but expects an interim report next year.
Actions taken 2014:
The curriculum redesign is on track with the majority of changes now in effect. The Department is closely
monitoring issues arising as a result of these changes, especially those impacting senior-level students following
previous academic calendars.
PDC Comments:
PDC notes that the area has revised and streamlined its curriculum with a view to ensuring that Majors can complete their
programs in a timely fashion. While this recommendation is deemed satisfied, PDC encourages the area to continue to
monitor this matter.
on target
behind target
X__recommendation satisfied.
Recommendation 11:
That the Department consider establishing a shared theoretical/methodological course or
seminar open to all students in the Department looking at problems in the broader academic arena covered by its four
disciplinary constituents.
Agent: Undergraduate Committee, AAU Council, AAU Head
We intend to begin discussions surrounding the possibility of establishing a shared theoretical/methodological course or
seminar that would bring together the four disciplines and its students.
PDC encourages the area to move forward with this recommendation.
Discussions have begun surrounding the possibility of establishing a shared theoretical/methodological course or seminar
that would bring together the four disciplines and its students.
Future Actions:
The Department intends to present a more detailed plan surrounding these discussions.
PDC urges the area to complete this recommendation and looks forward receiving a more detailed plan surrounding the
discussions. PDC notes that implementing this recommendation might well assist in addressing recommendations 7 and 9.
Actions taken 2012:
We await the report of the task force.
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revisions.
Actions taken 2013:
The recommendations of the Task Force reflect stronger integration among our four programs of study. A new
introductory course for student majors (48-110) has been developed that will highlight the theoretical and
methodological affinities of Sociology, Anthropology, Criminology and Family Studies that will serve as a foundation for
subsequent courses in theory and methods in each of these disciplines. Likewise, upper-level foundational courses in
theory and methods (48-290, 48-291, 48-390, 48-391) are intended to emphasize the connections between these four
disciplines. Changes in program requirements are intended to ensure that our programs of study parallel one another to
further enhance integration.
PDC notes that this recommendation has been satisfied.
Recommendation 12:
That the Department, in consultation and collaboration with the Centre for Teaching and
Learning and the Dean of Graduate Studies,
(a) clarify the responsibilities of GAs and TAs and institute a regular departmental training program for each group.
(b) develop regular workshops on teaching for the TAs (and possibly for sessionals in their first year). Such workshops
would advise instructors about how to foster learning and safe classroom spaces, how to design and mark
assignments, how to encourage effective writing and would help them understand the degree requirement of each
program.
Agent: AAU Head, Dean of Graduate Studies, Centre for Teaching and Learning
Our Undergraduate Committee has developed a TA/GA Training Manual to assist graduate and teaching assistants in
performing their roles effectively and has instituted and delivers a department-specific training program for both TAs and
GAs. It has also, though not regularly, offered workshops to teaching and graduate students relating to Grading, Managing
Discussions, and Professional Development. Faculty members have also participated in delivering the fall workshops
developed by the Centre for Teaching and Learning for Graduate and Teaching Assistants across programs at the
University.
Further Actions:
We intend to continue these efforts, with the aim of offering, on a more regular basis, a workshop series for teaching and
graduate assistants in our department that may be extended to Sessional Instructors as well. Continued consultation and
collaboration with the Centre for Teaching and Learning and the Dean of Graduate Studies with respect to these efforts
will be encouraged.
PDC commends the area on its efforts to clarify the responsibilities of GAs and TAs, and institute a regular departmental
training program and workshops on teaching which could be extended to sessional instructors. PDC looks forward to a
report next year on the area’s continuing efforts to meet this recommendation.
The Department continues its efforts with respect to clarifying TA/GA responsibilities and to provide department-specific
training, although we recognize that these efforts have been inconsistent over the past year given the workload demands
placed on members of both our Undergraduate and Graduate Committees.
Future Actions:
We intend to engage in discussion among members of the Department as well as with the FASS Dean with respect to
establishing a specific GA/TA Coordinator who would be responsible for the assignment, orientation, and training of GAs
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and TAs with the aim of allowing for more focused attention to these initiatives.
PDC encourages the area to make addressing this recommendation a priority. The PDC also encourages the area to
contact the Dean of Graduate Studies and the Centre for Teaching and Learning for assistance in developing discipline
specific GA/TA training.
Actions taken 2012:
The Coordinator’s position has not been filled. We continue with other training activities.
The area should recommend that all GA/TAs attend the CTL’s GATAcademy, which provides general GA/TA training and
can incorporate discipline-specific training. The area should also consider looking to its graduate student complement to
provide leadership in coordinating internal GA/TA training by creating a Coordinator Position, at a modest cost, that
would be filled by a graduate student.
Actions taken 2013:
Currently, all GAs and TAs are required to attend the CTL’s GATAcademy workshops, which counts toward their allotted
assistance hours. In addition, our newly created Professional Development Subcommittee is now responsible for
developing and delivering information and training sessions for GAs/TAs as well as Sessional Instructors in an effort to
ensure consistency and quality in teaching and learning. Consideration will be given to the suggestion of creating a
Coordinator Position, to be filled by a graduate student, to assist in the training of GAs/TAs.
PDC thanks the area for its update and considers this recommendation to be satisfied. PDC encourages the area to
continue to consider creating a Coordinator Position for GA/TA training, at a modest cost, that would be filled by a
graduate student.
Recommendation 13:
That the Department, in conjunction with the Dean, review ways of giving appropriate credit
for graduate supervision.
Agent: AAU Head, Dean
Actions taken 2010:
Discussions pertaining to the ways in which credit for graduate supervision can be given will continue.
Discussions pertaining to the ways in which credit for graduate supervision can be given continue.
PDC requests that the area report on current practice for giving credit for graduate supervision and its proposed new
practice. PDC notes that the Centre for Teaching and Learning can assist in terms of identifying and reviewing institutional
practices, and literature relating to this.
Actions taken 2012:
Giving credit for supervisions means reducing the course loads of those who supervise. Reducing course loads, with the
number of faculty we have lost, is problematic. We hope the task force can offer some suggestions for greater efficiency.
PDC looks forward to hearing of new and innovative suggestions from the task force on giving credit for graduate
supervision.
Actions taken 2013:
Redesigning our programs of study by reducing the number of required courses and providing more flexibility in course
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offerings has been aimed at not only enhancing students’ experiences but also creating greater efficiency in the division
of faculty workloads. Nevertheless, a solution has not yet been found that would allow faculty to receive credit for
graduate supervision. The Department intends to consult with the Dean to discuss ways that this objective can be
achieved.
PDC looks forward to hearing the results of discussions with the Dean.
Actions taken 2014:
The AAU Head has not met with the Dean to discuss graduate supervision credit. The Dean did not support a preapproved schedule for supervision recognition in MASDA and that position was viewed as unsupportive of graduate
supervision credit.
Further Actions to Be Taken:
The Graduate Committee and the AAU Head will explore the supervision credit in the coming months.
PDC Comments:
PDC notes that any practice relating to graduate supervision should be consistent across the Faculty and encourages the
area to discuss the matter with the Dean of FAHSS.
on target
X behind target
Recommendation 14:
That the Department report on its student recruitment and retention activities.
Agent: AAU Head
Completion by: Ongoing
The Department participates in the process of reporting its student recruitment and retention activities.
Further Actions:
The Department will continue to participate in this process.
PDC requests that the area provide a more detailed report on current recruitment and retention activities in which the
Department participates, and that it identify any proposed new initiatives, in its next annual status report.
The Department participates regularly in recruitment events such as the Ontario Universities Fair, Spring and Fall Open
House, and local high school visits. With respect to retention activities, the Department participates yearly in the Windsor
Welcome Week Program Orientation; we also organize student socials, get-togethers and award presentations, and have
recently incorporated Mentors into our introductory sociology course. The Department also continues to encourage and
support student organizations in an effort to increase a sense of identity among its students.
Future Actions:
The Department will continue to participate in these events and initiatives. As well, the Department Head has begun
consulting with current undergraduate students to gain valuable input regarding recruitment and retention initiatives.
PDC notes the area`s efforts with regard to this recommendation and encourages it to continue them. PDC looks forward
to hearing more on the successful impact of incorporating mentors into introductory sociology courses.
Actions taken 2012:
The department continues to participate in these events and initiatives. As well, we have encouraged our students, both
undergraduate and graduate, to participate in these recruitment events and we have been able to garner a steady supply
of enthusiastic student volunteers. We note that well informed sources have pointed out that applications to programs in
this department are likely to be up this coming Fall.
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PDC notes the area’s efforts with regard to student recruitment activities and encourages it to continue them. PDC urges
the area to report on current and new retention initiatives, in its next annual status report, including a report on the
impact of incorporating mentors into introductory sociology courses.
Actions taken 2013:
Under our new governance structure, two subcommittees (Student Recruitment; Student Issues and Retention) within
the Undergraduate Committee are now responsible for recruitment and retention efforts and initiatives. It is believed
that this new structure will aid in developing more efficient and successful initiatives.
In the Fall of 2011, we experimented with incorporating mentors into our introductory sociology class; this initiative,
however, had little success due to the structure of the course and the instructor’s preferred method of teaching. With
the creation of a new introductory course in sociology for majors (48-110), there will be consideration given to
incorporating mentors once again, as it is expected that the structure of the course will better lend itself to the mentor
model.
PDC commends the area on its new initiatives for enhancing the recruitment and retention of students and looks forward
to a report on the results of the subcommittees’ work and on the feasibility of incorporating mentors, once again, into its
introductory courses.
Actions taken 2014:
The Student Recruitment and Retention Subcommittees have been instrumental in:
 reviewing, revising and developing promotional materials for use at recruitment events
 engaging colleagues and students in recruitment events
 reaching out to alumni in an effort to build a sense of community and providing guidance to students
 reinstituting a departmental essay competition
 suggesting career paths for students
 showcasing faculty research
 liaising with student clubs
Although enrolment in the new introductory course was higher than originally planned in its debut term, the overall
model does lend itself to incorporating mentors, which will be considered by the Department for next year.
PDC Comments:
PDC commends the area on its efforts with regard to this recommendation and encourages the area to pursue the
incorporation of mentors in 48-110.
Status: _X ahead of target
on target
behind target
Recommendation 15:
That the Department consider how it might provide more area-specific and timely advice to
students.
Agent: AAU Head, AAU Council
In an effort to provide more area-specific and timely advice to students, faculty members have been encouraged to
actively engage in advising students at all levels of study.
Further Actions:
Faculty members are encouraged to continue these efforts to provide area-specific advice to students at all levels in our
programs of study and to refer students to our departmental Academic Advisor, where necessary. The Department will
further consider other ways it may provide such advice to our students.
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PDC requests that the area provide a more detailed report on its efforts to provide more area-specific and timely advice
to students, and that it identify any proposed new advising initiatives, in its next annual status report.
Actions Taken(2011):
Members of our Undergraduate and Graduate Committees, our designated Academic Advisor, and faculty members in
general have been encouraged to continue providing area-specific advice to students at all levels in our programs of
study.
Further Actions:
We are currently considering a strategy in which all faculty members will be well-prepared in being able to provide areaspecific advice to students and to establish a rotational system that would maximize faculty participation in advising
students.
PDC looks forward to receiving a report on the implementation of “a strategy in which all faculty members will be wellprepared in being able to provide area-specific advice to students and to establish a rotational system that would
maximize faculty participation in advising students.” PDC notes that with the dev
Actions taken 2012:
The department makes faculty in each of the programs available at times when many students are likely to want advice,
at which times the departmental counselor is also available. Faculty have been asked about their readiness to serve as
counselors on a regular, rotating, basis, but this has not yet been worked out.
PDC looks forward to a more detailed report next year on its strategy for providing more area-specific and timely advice
to students.
Actions taken 2013:
We continue to rely on our Academic Advisor to provide area-specific and timely advice to students regarding their
programs of study. In addition, the Sociology & Criminology Students’ Society has contributed to providing student
majors with guidance not only regarding their programs of study but also relating to career options, best practices for
studying, and general support. Subcommittees within our Undergraduate Committee are now responsible for ensuring
that our departmental website gets updated so that students have current information about program requirements and
course offerings; we are also in the process of developing information-segments (career information, student
achievements, faculty research) that can be disseminated via the website or through an electronic newsletter. As well, a
First Year Support CLEW site has been created to provide first year majors with information about their program of study
and general university procedures so that students can now get information more readily and efficiently.
Recommendation 16:
That the Department consider how it might help re-invigorate the various student
organizations and ensure their continuity, in part using the website to improve the promotion of and attendance at
Department events, thereby enhancing student engagement in the life of the Department.
Agent: AAU Head
Introduction of student organizations and recruitment efforts have been advanced at the Orientation Session delivered to
first year students during Windsor Welcome Week. Organizations such as the Social Science Society, the Anthropology
Society, and the Criminology Association have traditionally been invited to this session.
Further Actions:
Further efforts need to be made to re-invigorate our student organizations with the aim of enhancing more active student
engagement in the life of the Department. Program Committees, in conjunction with our Undergraduate Committee,
should consider various ways that students may play a role in the department and how student organizations may be
maintained and enhanced.
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PDC looks forward to a report on the initiatives undertaken by Program Committees, the Undergraduate Committee and
the Department as a whole, to re-invigorate the various student organizations and ensure more active student
engagement in the life of the Department.
A new student organization relating to Sociology has been established that now joins the active Anthropology Association
and Criminology Association. More attention has been given to students participating in Departmental Council, with
encouragement of student representatives to take an active role in decision-making processes and in liaising with student
peers. Student Representatives have been encouraged to meet regularly to discuss issues relating to the Department, its
structure, its functioning, and its responsibility to its students. As well, the Department Head is currently consulting with
these student representatives with respect to re-designing our Departmental Website in order to increase student
engagement.
Future Actions: The Department intends to continue these efforts.
PDC commends the area on its efforts to re-invigorate student organizations and engagement. PDC notes that, with the
redesign of the website – following consultation with the students –, it would consider this recommendation satisfied.
Actions taken 2012:
The website has been reviewed, and is being updated on an ongoing basis. The Anthropology Society continues its efforts
in linking anthropology and sociology majors. As well, the newly created Sociology & Criminology Student Society has
been very successful in encouraging students to contribute to our department as well as to the university in a myriad of
ways (this society has over 100 members).
PDC thanks the area for reviewing its website and for ensuring that it is updated on a regularly basis. PDC notes that this
recommendation has been satisfied.
As a way to help re-invigorate the various student organizations and ensure their continuity, the area should encourage
its student clubs to apply to the student life enhancement fund for funding support for some of their activities.
http://www.uwindsor.ca/sia/blog/2013-02-10/student-life-enhancement-fund
Recommendation satisfied (2012-2013)
Future Actions 2013:
The Department will encourage its student clubs and organizations to apply to the student life enhancement fund for
funding support for its activities.
Recommendation satisfied (2012-2013)
Recommendation 17: That the Department reconsider its structure of defining itself as four distinct programs both
administratively and pedagogically, which may tend to slow departmental processes, to a more integrated model.
Agent: AAU Head, AAU Council
As one step toward integration, previously formed area committees within Sociology have been melded together into one
Program Committee – Sociology Program Committee.
Further Actions:
Program Committees (Sociology, Anthropology, Criminology, Family) will be tasked to enter discussions to consider and
develop a more integrated model that will facilitate administrative effectiveness and bring our programs together based
on pedagogical commonalities.
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PDC looks forward to hearing the results of discussions between the current four Program Committees to “develop a
more integrated model that will facilitate administrative effectiveness and bring programs together based on pedagogical
commonalities”.
Program Committees continue to discuss the development of a more integrated model. As well, we are proposing the
establishment of a Governance Committee, an ad-hoc committee serving in an advisory capacity to the Head, that would
facilitate restructuring and redefinition of our programs of study that would allow for a more integrated model.
Future Actions:
The Department intends to consider recommendations from this newly-formed Governance Committee.
PDC urges the area to move forward with the recommendation and looks forward to the establishment and report from
the Governance Committee.
Actions taken 2012:
The Governance Committee’s recommendations are being reviewed. A separate task force is considering how to
structure programs in light of reduced faculty numbers. The task force is taking the possibilities of integration,
particularly at the introductory level, very seriously.
PDC looks forward to the receiving results of the Governance Committee and task force reports, through proposed
curriculum revisions and structural reorganization.
Actions taken 2013:
Under our new governance structure, two primary committees remain: Graduate Committee and Undergraduate
Committee, effectively doing away with the pre-existing Area Committees that tended to divide the Department
structurally and pedagogically. In addition, recommendations made by the Task Force have encouraged stronger
integration among our programs of study by ensuring the programs contain a core set of foundational courses that
emphasize the link between disciplines.
PDC notes that the Department did reconsider its structure, as requested in the recommendation, and has made changes
as deemed appropriate. Having reorganized its governance structure, PDC notes that this recommendation has been
satisfied.
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Sa150612‐5.5.2a University of Windsor Senate *5..5.2a: Chemistry and Biochemistry ‐ Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree requirements for the Honours Chemistry, Honours Chemistry with Thesis, Honours Chemistry and Physics, Honours Chemistry and Physics with Thesis, Combined Honours Programs – Chemistry, Major and Minor Concentrations ‐ Bachelor of Arts and Science (BAS) – Chemistry, Honours Biochemistry, Honours Biochemistry with Thesis, Honours Biology and Biochemistry (Health and Biomedical Stream), Combined Honours Programs – Biochemistry, and the Major and Minor Concentrations ‐ Bachelor of Arts and Science (BAS) – Biochemistry, be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Science Coordinating Council and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.4 . Page 91 of 167
Sa150612‐5.5.2b University of Windsor Senate *5.5.2b: BA Combined Honours Digital Journalism and Communication, Media and Film ‐ Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree requirements for the BA Combined Honours Digital Journalism and Communication, Media and Film be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.5 . Page 92 of 167
Sa150612‐5.5.2c University of Windsor Senate *5.5.2c: Music Program Regulations ‐ Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the Music Program Regulations be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.6 . Page 93 of 167
Sa150612‐5.5.2d University of Windsor Senate *5.5.2d: Item for: Forwarded by: MOTION: Behaviour, Cognition and Neuroscience – Minor Program Changes (PDC Form C) Approval Program Development Committee That the degree requirements for BSc Honours in Behaviour, Cognition and Neuroscience be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Science Coordinating Council, the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee.  The Faculty of Kinesiology has been consulted and is in support of the proposed changes.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.7 . Page 94 of 167
Sa150612‐5.5.2e University of Windsor Senate *5.5.2e: Liberal Arts and Professional Studies: Aeronautics Leadership ‐ Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree requirements for the Liberal Arts and Professional Studies: Aeronautics Leadership – Flight Option be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.8 . Page 95 of 167
Sa150612‐5.5.2f University of Windsor Senate *5.5.2f: Liberal Arts and Professional Studies: Aeronautics Leadership ‐ Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the Liberal Arts and Professional Studies: Aeronautics Leadership ‐ Ground Option be deleted. *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.9 . Page 96 of 167
Page 1 of 1 Sa150612‐5.5.2g University of Windsor Senate *5.5.2g: Physics – Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree requirements for Physics (BSc Honours) (with thesis option and with co-op
option); Physics (Medical Physics) (BSc Honours) (with thesis option and with co-op option)
Physics (Physics and High Technology) (BSc Honours) (with thesis option and with co-op
option) be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Science Coordinating Council and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.10 .
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Sa150612‐5.5.2h University of Windsor Senate *5.5.2h: MA Sociology and MA Criminology (Graduate) Minor Program Changes Item for: Approval Forwarded by: Program Development Committee MOTION: That the degree regulations for the M.A. Sociology (Course Stream Option) and the M.A. Criminology (Course Stream Option) be changed according to the program/course change forms.* *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council, the Faculty of Graduate Studies and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.11 . Page 98 of 167
Sa150612‐5.5.2i University of Windsor Senate *5.5.2i: Item for: Forwarded by: MOTION: Women’s and Gender Studies ‐ New Course Proposal Approval Program Development Committee That the following course additions be made*: 53‐275. Boys to Men: A critical exploration of masculinities *Subject to the approval of expenditures required. Rationale/Approvals:  The proposal has been approved by the Faculty of Arts, Humanities and Social Sciences Coordinating Council and the Program Development Committee.  Supporting documentation on the proposed changed can be accessed by contacting the University Secretariat at ext. 3317, or through the May 28, 2015 Combined Program Development Committee PDF file posted on the PDC website. To access this particular item go to 5.13 . Page 99 of 167
Sa150612‐5.5.3 University of Windsor Senate *5.5.3: Learning Outcomes (01‐34‐224, Business Ethics) Item for: Information Forwarded by: Program Development Committee COURSE NUMBER AND TITLE: 01‐34‐224, Business Ethics Learning Outcomes 34‐224, Business Ethics This is a sentence completion exercise. At the end of this course, the successful student will know and be able to: A.  discuss and evaluate philosophically different approaches to, or theories of, ethics;  identify and explain some of the more common ethical problems in business contexts. B.  define and interpret different philosophical approaches to ethical problems in business contexts. C.  formulate and assess ethical arguments. D.  write systematically and critically in both expository and argumentative modes. E.  reflect critically on some of the different proposed sources of obligation and their limits. F.  engage in philosophical discussions about business ethics (also applies to G). G. H. I.  develop critical reflection and writing skills applicable to future learning endeavors. Page 100 of 167
Characteristics of a University of Windsor Graduate A U of Windsor graduate will have the ability to demonstrate: A. the acquisition, application and integration of knowledge B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem‐solving skills D. literacy and numeracy skills E. responsible behaviour to self, others and society F. interpersonal and communications skills G. teamwork, and personal and group leadership skills H. creativity and aesthetic appreciation I. the ability and desire for continuous learning Sa150612‐5.5.4 UNIVERSITY OF WINDSOR Senate GLIER – Learning Outcomes *5.5.4: Item for: Information Forwarded by: Program Development Committee PROGRAM TITLE: The Master of Environmental Science (MSc) Degree DEPARTMENT/FACULTY: Great Lakes Institute for Environmental Research COMPLETE THIS TABLE FOR GRADUATE DEGREE PROGRAMS In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows. A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework. Proposers are strongly encouraged to contact the Office of the Vice‐Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations). Program Learning Outcomes (Degree Level Characteristics of a OCGS‐approved Graduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: A. A. the acquisition, 1. Depth and Breadth of • Acquire, assess and combine relevant information application and Knowledge in environmental science integration of 2. Research and Scholarship • Identify current challenges and gaps in knowledge 3. Level of Application of environmental science Knowledge • Recognize societal policy implications of 6. Awareness of Limits of environmental scientific research Knowledge B. B. research skills, 2. Research and Scholarship • Locate and access resources (peer‐reviewed or not) including the ability to 3. Level of Application of and integrate information to address specific define problems and Knowledge environmental‐science subject areas. access, retrieve and 6. Awareness of Limits of • Propose, design and construct task(s) appropriate Knowledge Page 101 of 167
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Program Learning Outcomes (Degree Level Characteristics of a Expectations) University of Windsor This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: to research methodologies relevant to environmental evaluate information science. (information literacy) • Integrate facts and methods from multiple disciplines and apply to environmental problems C. critical thinking and C. problem‐solving skills • Formulate and test hypotheses • Employ practical skills for scientific problem‐
solving, using laboratory and field instrumentation D. • Write formal papers with the correct scientific structure (e.g. include hypotheses, proper citations, references, etc.) • Select and execute appropriate technical and analytical methods E. • Gain proper training in safe practice in a laboratory or field situation • Relate environmental issues to challenges facing human societies F. • Effectively communicate ideas and information in graphic, oral and written formats • Produce scientific reports and/or articles in peer‐
reviewed journals G. • Participate constructively and cooperatively as members of academic‐research teams H. • Identify new avenues of pursuit in the study of environmental science issues I. • Practice and improve knowledge of and skills in environmental science • Keep abreast of careers and professions available in environmental science Page 102 of 167
OCGS‐approved Graduate Degree Level Expectations 1. Depth and Breadth of Knowledge 2. Research and Scholarship 3. Level of Application of Knowledge 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge D. literacy and numeracy 2. Research and Scholarship skills 5. Level of Communication Skills E. responsible behaviour 4. Professional to self, others and Capacity/Autonomy society 6. Awareness of Limits of Knowledge F. interpersonal and 5. Level of Communication Skills communications skills G. teamwork, and personal and group leadership skills 4. Professional Capacity/Autonomy 5. Level of Communication Skills H. creativity and 2. Research and Scholarship aesthetic appreciation 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge I. the ability and desire 4. Professional for continuous Capacity/autonomy learning Page 2 of 4
UNIVERSITY OF WINDSOR PROGRAM DEVELOPMENT COMMITTEE PROGRAM LEARNING OUTCOMES FORM PROGRAM TITLE: The Doctor of Philosophy (PhD) Degree DEPARTMENT/FACULTY: Great Lakes Institute for Environmental Research COMPLETE THIS TABLE FOR GRADUATE DEGREE PROGRAMS In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows. A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework. Proposers are strongly encouraged to contact the Office of the Vice‐Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations). Program Learning Outcomes (Degree Level Characteristics of a OCGS‐approved Graduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: A. A. the acquisition, 1. Depth and Breadth of • Acquire, assess and combine relevant information application and Knowledge in environmental science integration of 2. Research and Scholarship • Identify current challenges and gaps in 3. Level of Application of knowledge environmental science Knowledge • Appraise the inter‐relatedness of multiple 6. Awareness of Limits of disciplines in modern environmental science Knowledge • Recognize societal policy implications of environmental scientific research B. B. research skills, 2. Research and Scholarship • Locate and access resources (peer‐reviewed or not) including the ability to 3. Level of Application of and integrate information to address specific define problems and Knowledge environmental‐science subject areas. access, retrieve and 6. Awareness of Limits of • Propose, design and construct task(s) appropriate evaluate information Knowledge to research methodologies relevant to environmental (information literacy) science. • Integrate facts, concepts, and methods from multiple disciplines and apply them to environmental problems C. C. critical thinking and 1. Depth and Breadth of • Analyze and assess limitations of experimental problem‐solving skills Knowledge designs and methodologies 2. Research and Scholarship Page 103 of 167
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Program Learning Outcomes (Degree Level Characteristics of a Expectations) University of Windsor This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: • Formulate and test hypotheses • Employ practical skills for scientific problem‐solving using laboratory and field instrumentation D. • Write formal papers with the correct scientific structure (e.g. include hypotheses, proper citations, references, etc.) • Select and execute appropriate technical and analytical methods to answer questions in environmental science E. • Gain proper training in safe practice in a laboratory or field situation • Evaluate multiple solutions to various environmental and scientific questions and assess potential outcomes to justify optimal and ethical solutions. • Relate environmental issues to challenges facing human societies F. • Work within teams toward common shared goals • Effectively communicate ideas and information in graphic, oral and written formats, while demonstrating fluency in the terminology of environmental science G. • Participate constructively and cooperatively as members of academic‐research teams H. • Apply creative and innovative solutions to existing and emerging problems in environmental science I. • Keep abreast of current new related discoveries and developments in environmental science methodology OCGS‐approved Graduate Degree Level Expectations 3. Level of Application of Knowledge 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge D. literacy and numeracy 2. Research and Scholarship skills 5. Level of Communication Skills E. responsible behaviour 4. Professional to self, others and Capacity/Autonomy society 6. Awareness of Limits of Knowledge F. interpersonal and 5. Level of Communication Skills communications skills G. teamwork, and personal and group leadership skills H. creativity and aesthetic appreciation 4. Professional Capacity/Autonomy 5. Level of Communication Skills 2. Research and Scholarship 4. Professional Capacity/autonomy 6. Awareness of Limits of Knowledge I. the ability and desire 4. Professional for continuous Capacity/autonomy learning Page 104 of 167
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Sa150612‐5.5.5 University of Windsor Senate 5.5.5: Item for: Forwarded by: MOTION: Bachelor of Computer Science (General) ‐ Articulation Agreement ‐ (Major Program Changes) Approval Program Development Committee That the Articulation Agreement for the Bachelor of Computer Science (General) and Qualifying Ontario CAAT (or equivalent) Students with 2 Years of Study in a CAAT (or equivalent) diploma program be approved. *Subject to approval of the expenditures required. Rationale/Approvals:  The proposal has received approval from the Departmental Council, the Faculty of Science Council, the Provost and the Program Development Committee.  See attached. Page 105 of 167
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PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” A. Basic Program Information FACULTY: Science AAU: Computer Science Articulation Agreement Program for BCS(General) for Qualifying Ontario CAAT (or equivalent) Students with 2 Years of Study at CAAT (or equivalent) diploma program Bachelor of Computer Science(General) Program Title: Name of Program as it Will Appear on the Diploma (e.g., Bachelor of Arts Honours Psychology with thesis) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall 2015 Mode of Delivery: Lecture, online, distance education Planned Student Enrolment (per section B.4.2) 3, 5, 8, 10, 10 Normal Duration for Completion: 2 years Will the revised program be run on a cost‐recovery basis? No B.
Major Program Changes ‐ Overall Plan B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president) The Articulation Agreement proposes admitting students from eligible 3 or 2 year Computer Science related diploma programs from Ontario Colleges of Applied Arts and Technology (CAAT) and other equivalent colleges, who have successfully completed 2 years at a CAAT (or equivalent). Eligible students can be admitted into University of Windsor’s Bachelor of Computer Science (General). With regards to the intended impact of the articulation agreement, the agreement serves to promote student mobility and transfer from a CAAT diploma program to University degree programs as encouraged by the Ontario Council on Articulation and Transfer (ONCAT) and serves to increase student employability. The articulation also aims at increasing student enrolment and providing more quality education to both Canadian and International students, which is in line with the University mission, goals and objectives as defined in the Strategic Plan. B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study. The articulation agreement would help to make the current program more accessible to eligible students as the agreement will be advertised through the calendar. Page 106 of 167
Page 2 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere. Articulation and degree completion agreements exist for eligible students who have completed their 3‐year CAAT (or equivalent) diploma; and those students who have completed 3 years are awarded 15 University of Windsor transfer credits for their 3 years at the CAAT (or equivalent). However, there are no agreements for admitting students who have completed only 2 years of the 3‐year program or have completed 2 years of a 2‐year similar diploma program at a CAAT (or equivalent). This proposal applies a similar course equivalency matching scheme used for defining existing articulation and degree completion agreements for 3‐year diploma holders to award 8 University of Windsor transfer credits to eligible students who have completed 2 years at the a CAAT (or equivalent). B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline The degree designation remains unchanged. The degree to be received at completion is the BCS (General). The admission requirements, and the scope of eligible CAAT (or equivalent) program (completion of 2 years in an eligible 3 or 2 year Ontario or other CAAT (or equivalent) college diploma programs) are outlined in the agreement. B.4 DEMAND FOR THE MODIFIED PROGRAM [Major program changes requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.] B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions. Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.). Evidence comes from: 1. Increased student interest and inquiries from contacts sent to Computer Science through counseling. The recently created degree completion agreements also have 4 students in its General program in 2013 that I have data for now. 2. ONCAT’s focus on the need for increased student mobility. The ONCAT web site link: http://www.oncat.ca/?page=news_131120, shows supports for the focus with the following statement: The Ontario government recognizes the potential of an efficient and effective transfer system, and, in 2011, established ONCAT as a means to promote student mobility among Ontario's publicly assisted postsecondary institutions. As part of a 5‐year, $73.7 million commitment from the province, ONCAT is tasked with supporting institutions and government to develop the infrastructure required to promote student mobility, facilitate credit transfer innovation, and create a fully fledged accountability framework. 3. Creation of new computer‐related programs such as a recently created App development program at St. Clair College. A recent meeting with St Clair College School of Business and Computing head and two faculty indicates that they expect 40 student intake in the new program and other programs have about 100 students per annum. Unavailabilty of transfer opportunities may cause students to transfer to US Universities or to other Universities in Ontario. Another report on Computer Science Job Market and Opportunities from the link:http://www.csd.uwo.ca/prospective_students/undergraduate_students/job_market_and_oppurtunitie
s.html, states that “Despite serious economic challenges confronting the nation, computer science‐related jobs are among the fastest‐growing and highest paying over the next decade," said Alfred Spector, vice president of Research and Special Initiatives at Google, Inc.” Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn. Page 107 of 167
Page 3 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” About 75% domestic and 25% visa students, which is consistent with existing such enrolment patterns. B.4.2 Expected Impact of Changes to Estimated Enrolments Provide details on projected enrolments for the revised program in the following tables. For Co‐op programs: normally an annual intake of a minimum of 20 students is required for new co‐op programs or programs with other experiential learning component. Projected enrolment levels for the First Year Second Third Year Fourth Year Fifth Year of first five years of operation of the of Year of of of Operation revised program. Operation Operation Operation Operation (Steady‐state student (If the program is in operation, enrolment overall) use actual and projected data.) In the regular program (non‐co‐ 3 5 8 10 10 op) In the co‐op/experiential learning stream (if applicable) For co‐op options: projected number of international students enrolled in the co‐op stream Annual projected student intake into the first year of the revised program: 4 (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co‐op/experiential learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes. No. B.4.4 Evidence of Societal Need for the Revised Program (MTCU section 6) Describe the tools and methodology used to assess societal need. Elaborate on the 1) dimensions of (e.g., socio‐cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction. Evidence of societal need for the articulation includes: 1) The use of ONCAT studies stressing the needs for student mobility as shown in the following link: http://www.oncat.ca/?page=news_131120 Page 108 of 167
Page 4 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” 2) The use of reports indicating that students with a University degree fare better in the job market as shown in the link: http://cou.on.ca/publications/reports/pdfs/cou‐university‐works‐report‐‐‐february‐2014 where it is reported that, University graduates are less likely to be unemployed during recessions, generally earn more and work in their field of study. This COU report highlights one of the reasons students choose to obtain a degree. 3) Informal data from our previous graduates indicate most students are employed who graduated from the BCS(Honours Applied Computing) and associated degree programs. 4) Another report on Computer Science Job Market and Opportunities from the link:http://www.csd.uwo.ca/prospective_students/undergraduate_students/job_market_and_oppurtunitie
s.html, states that “Despite serious economic challenges confronting the nation, computer science‐related jobs are among the fastest‐growing and highest paying over the next decade," said Alfred Spector, vice president of Research and Special Initiatives at Google, Inc.” As the University of Windsor Computer Science programs have room to increase enrolment from this group of students who want to obtain a degree after completing their diploma, it is an excellent market to tap into. B.4.5 Duplication (MTCU section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar program in the geographically contiguous area, e.g., Michigan/Detroit. A number of Ontario and US Universities including Brock at St Catherines, Buffalo State at New York, Carleton at Ottawa, Davenport at Grand Rapids Michigan, Lakehead University at Sudbury, McMaster at Hamilton, Nipissing at North Bay, Queens at Kingston, Trent at Peterborough, Guelph at Guelph, University of Ontario Institute of Technology (UOIT) at Oshawa, Ottawa at Ottawa, Toronto at Toronto, Western Ontario at London, Windsor at Windsor, York at Toronto, offer transfer credits for college computer diploma programs as announced at the link: http://www.humber.ca/transferoptions/transfer_agreements/Computer_Programmer. However, a lot of transfers are through formal articulation agreements that may not explicitly specify or cater to students who have not completed the diploma program. If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs. Following requests from students, this articulation provides the unique opportunity to explicitly specify transfers for those who have only 2 years of CAAT (or equivalent) study. B.5 RESOURCES [In this section, proposers will identify in detail the resources currently available, the anticipated sources of new resources, any reallocation of resources or cost‐savings, and additional resources required to run the revised program. The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary with the modified program proposal.] B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix A] B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s). Existing 19 faculty members with 0.5 undergraduate secretary and 4 technical support staff. Page 109 of 167
Page 5 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.5.1.1a Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU. Faculty Name & Rank (alphabetical) Graduate Program Affiliation Faculty list all programs offered by the AAU and member indicate faculty affiliation to the revised (for graduate and existing program(s) programs only) Category 1: Tenured Professors teaching exclusively in the AAU offering the program Existing program(s) in the AAU Proposed program 19 Professors consisting of: Drs. Imran Ahmad, Subir Bandyopadyhay, Boubakeur Boufama, Jessica Chen, Christie I. Ezeife, Richard A. Frost, Scott Goodwin, Robin Gras, Arunita Jaekel, Robert D. Kent, Ziad Kobti, Jianguo Lu, Joan Morrissey, Asish Mukhopadhyay, Alioune Ngom, Luis Rueda, Yung Tsin, Dan Wu, Xiaobu Yuan. 1. BCS(Gen), 2.BCS(Hons)(Coop), 3.BCS(Hons Appl Compt)(Coop), 4.BSc(Hons CS with SE) (Coop), 5.BSc(Hons CIS)(Coop), 6.BCS(Gen) for UG, 7.BCS(Hons Appl Compt) for UG, DC Agreements: 8.BCS(Gen) CAAT, 9.BCS (Hons Appl Compt) Articulatio
n Agreement
s: 10. BCS(Gen) CAAT after 2 years, Category 2: Tenure‐track Professors teaching exclusively in this AAU See above Same list as above Same list as above Category 3: Ancillary Academic Staff such as Learning Specialists Positions 0 Same list as above Same list as above Same list as above Same list as above 2 consisting of: Drs. Boubakeur Boufama and Robin Gras Same list as above Same list as above Category 6: Sessionals and other non‐tenure track faculty Category 4: Limited‐term Appointments teaching exclusively in this AAU 0 Category 5: Tenure or tenure‐track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU Page 110 of 167
Page 6 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Not sure (may be 6 each term as budget is available) and may include: Ms. Chaturvedi, Mr. Chitte, Mr. Karamatos, Mr. Mayo, Mr. Subhani, Mr. Thistle, Ms. Verner. Same list as above Same list as above Category 7: Others … B.5.1.1b Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program. Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to:  sustain the program, promote innovation, and foster an appropriate intellectual climate. Similar to expertise needed for our regular BCS(General) and therefore no additional faculty resources are required. B.5.1.1c Describe the area’s expected reliance on, and the role of adjunct, limited‐term, and sessional faculty in delivering the revised program. N/A B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program. N/A B.5.1.1e For graduate programs: Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students. N/A B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example:  staff support,  library,  teaching and learning support,  student support services,  space,  equipment,  facilities  GA/TA The current enrolment for BCS(General) is around 70 students (2013/14 enrolment for all BCS(General) programs of BCS(Gen), BCS(Gen) for UG, BCS(Gen) for CAAT). An annual intake of 5 to 10 students from the proposed articulation agreement would not require additional staff, library, space or other resources. Page 111 of 167
Page 7 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example:  existing courses,  equipment or facilities outside the proposer’s control,  external resources requiring maintenance or upgrading using external resources Provide relevant details. None B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revisions to this program. None B.5.1.4 Planned Reallocation of Resources and Cost‐Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for  internal reallocation of resources and  cost savings identified and pursued by the area/department in support of the revisions to this program. None B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program. Faculty: None Staff: None GA/TAs: As per GA formula for courses which depend on the overall course enrolment. Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: None Teaching and Learning Support: None Student Support Services: None Space and Facilities: None Equipment (and Maintenance): None C. Program Details C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to  program‐specific admission requirements,  selection criteria,  credit transfer,  arrangements for exemptions or special entry, and  alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc. Page 112 of 167
Page 8 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Admission Requirements: Students who have successfully completed two years of a qualifying Ontario College of Applied Arts and Technology diploma program (or equivalent) with a cumulative average of 70% (B‐) or higher may receive up to 8 courses of transfer credit toward a Bachelor of Computer Science (General) degree, provided they are within 10 years of the completion of the CAAT (or equivalent) courses, have successfully completed Grade 12U Advanced Functions, and have completed a full 2 years of study at a CAAT (or equivalent) including all recommended sequence of 20 courses as confirmed through audit or CAAT (or equivalent) diploma. Students who completed their courses more than 10 years ago may be admitted through this articulation agreement, following consultation and approval by the Director of the School of Computer Science. Students who have not successfully completed Grade 12U Advanced Functions will be required to take 03‐62‐102 (Access to Algebra) or its equivalent. The 8 University of Windsor courses students may receive transfer credits for consist of: (i) 2 major requirements 03‐60‐367 (Computer Networks) and One other Computer Science major elective; (ii) 6 other requirements from any area: 03‐60‐104 (Computer Concepts for End‐
Users), 03‐60‐305 (Cyber‐Ethics), 4 Science electives (03‐xx‐xxx). Contact the department for the course equivalency table used to determine transfer credit. Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program. Admission requirements are unchanged. Students will have been deemed to have met the admission requirements by successfully completing a minimum of 2 years at a CAAT (or equivalent) and by successfully completing grade 12U Advanced Functions. It should be noted that there are some existing students in our program who completed 2 years at St Clair College and have been academically excellent. C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience. NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two‐thirds of the course requirements from among graduate‐level courses. Include course requirements with course numbers and course names. Identify in BOLD the changes to program requirements. Total courses: 22 or more to be completed (subject to the number of transfer credits awarded) Major requirements: 13 courses – courses to be determined based on the transfer credit awarded Other requirements: 9 courses – courses to be determined based on the transfer credit awarded Recommended options (if any): n/a Description of thesis option (if applicable): n/a Description of experiential learning components (if applicable): N/A Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: N/A 
Most Ontario 3 or 2 year diploma students in a computer related program who have completed 2 years of study at the college, are eligible for admission under these articulation agreements including: St. Clair, Algonquin, Canadore, Cambrian, Centennial, Conestoga, Confederation, Durham, Fanshawe, George Brown, Georgian, Humber, Mohawk, Niagara, Northern, Lambton, St. Lawrence, Seneca, Sheridan, and Sir Sandford Fleming, Sault. Other North American colleges with similar programs may also be eligible and should inquire through the liaison office [email protected]. Page 113 of 167
Page 9 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” For Co‐op components: Guidelines for co‐op work term reports: N/A General length of co‐op work term: N/A Is the completion of the experiential learning/co‐op component a requirement of the program? N/A C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5): Normal Duration for Completion: provide a clear rationale for program length that ensures that the revised program requirements can be reasonably completed within the proposed time period. N/A Program Research Requirements: for research‐focused graduate programs, provide a clear indication of the nature and suitability of the major research requirements for completion of the revised degree program. N/A New or Changes to Fields in a Graduate Program [optional]: Where fields are contemplated, provide the following information:  The master’s program comprises the following fields: ...[list, as applicable]  The PhD program comprises the following fields: ...[list, as applicable] N/A C.3.2 For All Program Proposals: C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for continuation in the experiential learning option or co‐op option of the revised program, where applicable. Same as in the calendar for BCS (General) C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for graduation in the experiential learning option or co‐op option of the revised program, where applicable. Same as in the calendar for BCS (General) C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre‐requisites are met in the sequencing. Page 114 of 167
Page 10 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co‐op version of the revised program. Please ensure that all pre‐requisites are met in the sequencing. For Co‐op programs: The proposed work/study sequence or alternative arrangement should allow for year‐round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co‐
operative education as set out by the Canadian Association for Co‐operative Education (see Policy on Co‐op Programs). POSSIBLE COURSE SEQUENCE (for 2 semester Years) – subject to the transfer credit awarded Semester 1 (Fall): 60‐100, 60‐140, 60‐265, 62‐120(or 62‐125), 65‐205, one Arts/Language elective. Semester 2 (Winter): 60‐141, 60‐266, 62‐130(or 62‐140 or 62‐139), one Social Science elective, 1 course from any area including CS. Semester 3 (Fall): 60‐212, 60‐254, 60‐256, 2 courses from any area including CS. Semester 4 (Winter): 60‐315, 60‐322, 60‐330, 60‐334, 2 courses from any area including CS. C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6) Program Learning Outcomes (Degree Level Characteristics of a OCGS‐approved Graduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: A. the acquisition, 1. Depth and Breadth of A. Design algorithms and create software systems application and Knowledge using a number of programming languages, data integration of 2. Knowledge of Methodologies structures, operating systems, database knowledge 3. Application of Knowledge management systems, computer networks and 5. Awareness of Limits software development techniques. Knowledge Distinguish between details of hardware system components. Define and explain the time and space complexity of an algorithm Explain, use, demonstrate, test, validate, and report on existing software systems. B. Search for suitable information to compare and B. research skills, 1. Depth and Breadth of classify algorithms and tools for solving a wide range including the ability to Knowledge of problems define problems and 2. Knowledge of Methodologies access, retrieve and 3. Application of Knowledge evaluate information 5. Awareness of Limits of (information literacy) Knowledge C. . Analyze the strengths and weaknesses of C. critical thinking and 1. Depth and Breadth of techniques used to solve problems, formulate problem‐solving skills Knowledge strategies, use algorithms and choose appropriate 2. Knowledge of Methodologies tools to solve real‐life problems 3. Application of Knowledge Page 115 of 167
Page 11 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Characteristics of a OCGS‐approved Graduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please provide Graduate a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate At the end of this program, the successful student will have the ability to will know and be able to: demonstrate: 5. Awareness of Limits of Apply concepts and choose appropriate techniques to Knowledge solve problems in specific domains D. Assess interaction with computers with regards to D. literacy and numeracy 4.Communication Skills use of editors, compilers and runtime debugging of skills 5. Awareness of Limits of software systems and programming. Knowledge E. Prepare programming solutions to real life E. responsible behaviour 5. Awareness of Limits of problems following professional principles of to self, others and Knowledge protection of intellectual property society 6. 6. Autonomy and Professional Capacity F. F. interpersonal and 4. Communication Skills communications skills 6. Autonomy and Professional Prepare and explain effective documentation of Capacity software systems Formulate and state logical, programmable solutions and algorithms for real life problems, to desired audiences. (Also relevant to H) G. Employ solving software development problems in G. teamwork, and 4. Communication Skills a team as done in our mandatory laboratories. personal and group 6. Autonomy and Professional leadership skills Capacity H. Devise solution to software development H. creativity and 2. Knowledge of Methodologies problems. aesthetic appreciation 3. Application of Knowledge 6. Autonomy and Professional Capacity I. I. the ability and desire 6. Autonomy and Professional Demonstrate ability for advanced study in for continuous Capacity foundations of computer science and in learning methodologies of application development (e.g. learning new programming language). C.4.1 Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students. Through review by the CS curriculum committee and appropriate course advisory councils. Page 116 of 167
Page 12 of 13 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” C.4.2 For programs with a proposed experiential learning or co‐op component: describe how the experiential learning/co‐op component changes the emphasis or the means of achieving the intended learning outcomes for the program. N/A C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face‐to‐face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes. No change in the regular BCS (General) mode of program delivery consisting of a mix of lecture, tutorial, lab and some online courses. C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.) Expected Workload per 3.0 Course Credit/Week Average Time the Student is Expected to Devote to Each Component Over the Course of the Program per week Lectures 3 hour per course Tutorials 1.5 hours per course (only for some courses) Practical experience 1.5 hours per course (only for some courses) Service or experiential learning Not typically available for this program although there for co‐op programs through work terms Independent study 5 to 10 hours per course Reading and work for assessment, including meeting Part of independent study hours classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 3 to 10 hours per course Other: [specify] Compare the student workload for the proposed revised program with the workload for the existing program and other similar programs in the AAU. The workload is comparable to existing programs. D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations. No change from previous methods. Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations. Use of data and statistics generated from SIS and the University’s Institutional Records and Office of Quality assurance. E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO‐OP COMPONENT ONLY (Senate Policy C5) N/A Page 117 of 167
Page 13 of 13 Sa150612‐5.5.6 University of Windsor Senate 5.5.6 Bachelor of Computer Science (Honours Applied Computing) (Co‐op) ‐ Articulation Agreement ‐ (Major Program Changes) Item for: Approval Forwarded by: Program Development Committee MOTION: That the Articulation Agreement for the Bachelor of Computer Science (Honours Applied Computing) (Co‐op) and Qualifying Ontario CAAT (or equivalent) Students with 2 Years of Study in a CAAT (or equivalent) diploma program be approved. *Subject to approval of the expenditures required. Rationale/Approvals:  The proposal has received approval from the Departmental Council, the Faculty of Science Council, the Provost and the Program Development Committee.  See attached. Page 118 of 167
Page 1 of 15
PROGRAM DEVELOPMENT COMMITTEE
MAJOR PROGRAM CHANGES
FORM “B”
A. Basic Program Information FACULTY: Science AAU: Computer Science Articulation Agreement Program for BCS(Honours Applied Program Title: Computing) (Co‐op) for Qualifying Ontario CAAT (or equivalent) Students with 2 Years of Study at CAAT (or equivalent) diploma program Name of Program as it Will Appear on the Diploma Bachelor of Computer Science(Honours Applied (e.g., Bachelor of Arts Honours Psychology with thesis) Computing) (with or without Co‐op) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: Fall 2015 Mode of Delivery: Lecture, online, distance education Planned Student Enrolment (per section B.4.2) 3, 5, 8, 10, 10 Normal Duration for Completion: 2 years Will the revised program be run on a cost‐recovery basis? No B. Major Program Changes ‐ Overall Plan B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president) The Articulation Agreement proposes admitting students from eligible 3 or 2 year Computer Science related diploma programs from Ontario Colleges of Applied Arts and Technology (CAAT) and other equivalent colleges, who have successfully completed 2 years at a CAAT (or equivalent). Eligible students can be admitted into University of Windsor’s Bachelor of Computer Science(Honours Applied Computing) (Co‐op). With regards to the intended impact of the articulation agreement, the agreement serves to promote student mobility and transfer from a CAAT (or equivalent) diploma program to University degree programs as encouraged by the Ontario Council on Articulation and Transfer (ONCAT) and serves to increase student employability. The articulation also aims at increasing student enrolment and providing more quality education to both Canadian and International students which is in line with the University mission, goals and objectives as defined in the Strategic Plan. B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study. The articulation agreement would help to make the current program more accessible to eligible students as the agreement will be advertised through the calendar. Page 119 of 167
Page 2 of 15 PROGRAM DEVELOPMENT COMMITTEE
FORM “B”
State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere. Articulation and degree completion agreements exist for eligible students who have completed their 3‐year CAAT (or equivalent) diploma; and those students who have completed 3 years are awarded 15 University of Windsor transfer credits for their 3 years at the CAAT (or equivalent). However, there are no agreements for admitting students who have completed only 2 years of the 3‐year program or have completed 2 years of a 2‐year similar diploma program at a CAAT (or equivalent). This proposal applies a similar course equivalency matching scheme used for defining existing articulation and degree completion agreements for 3‐year diploma holders to award 8 University of Windsor transfer credits to eligible CAAT (or equivalent) students who have completed 2 years at the college. B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline The degree designation remains unchanged. The degree to be received at completion is the BCS (Honours Applied Computing) (Co‐op). The admission requirements, and the scope of eligible CAAT (or equivalent) program (completion of 2 years in an eligible 3 or 2 year Ontario or other CAAT (or equivalent) college diploma programs) are outlined in the agreement. B.4 DEMAND FOR THE MODIFIED PROGRAM [Major program changes requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.] B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions. Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.). Evidence comes from: 1. Increased student interest and inquiries from contacts sent to Computer Science through counseling. The recently created degree completion agreements also have 4 students in its General program in 2013 that I have data for now. 2. ONCAT’s focus on the need for increased student mobility. The ONCAT web site link: http://www.oncat.ca/?page=news_131120, shows supports for the focus with the following statement: The Ontario government recognizes the potential of an efficient and effective transfer system, and, in 2011, established ONCAT as a means to promote student mobility among Ontario's publicly assisted postsecondary institutions. As part of a 5‐year, $73.7 million commitment from the province, ONCAT is tasked with supporting institutions and government to develop the infrastructure required to promote student mobility, facilitate credit transfer innovation, and create a fully fledged accountability framework. 3. Creation of new computer‐related programs such as a recently created App development program at St. Clair College. A recent meeting with St Clair college School of Business and Computing head and two faculty indicates that they expect 40 student intake in the new program and other programs have about 100 students per annum. Unavailabilty of transfer opportunities may cause students to transfer to US Universities or to other Universities in Ontario. 4. Another report on Computer Science Job Market and Opportunities from the link:http://www.csd.uwo.ca/prospective_students/undergraduate_students/job_market_and_oppurtunitie
s.html, states that “Despite serious economic challenges confronting the nation, computer science‐related Page 120 of 167
FORM “B”
jobs are among the fastest‐growing and highest paying over the next decade," said Alfred Spector, vice president of Research and Special Initiatives at Google, Inc.” Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn. About 75% domestic and 25% visa students, which is consistent with existing such enrolment patterns. B.4.2 Expected Impact of Changes to Estimated Enrolments Provide details on projected enrolments for the revised program in the following tables. For Co‐op programs: normally an annual intake of a minimum of 20 students is required for new co‐op programs or programs with other experiential learning component. Projected enrolment levels for the First Year Second Third Year Fourth Year Fifth Year of Operation first five years of operation of the of Year of of of (Steady‐state student revised program. Operation Operation Operation Operation enrolment overall) (If the program is in operation, use actual and projected data.) In the regular program (non‐co‐ 3 5 8 10 10 op) In the co‐op/experiential learning 3 5 8 10 10 stream (if applicable) 1 2 2 3 3 For co‐op options: projected number of international students enrolled in the co‐op stream Annual projected student intake into the first year of the revised program: 4 (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co‐op/experiential 4 learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes. No B.4.4 Evidence of Societal Need for the Revised Program (MTCU section 6) Describe the tools and methodology used to assess societal need. Elaborate on the 1) dimensions of (e.g., socio‐cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and Page 121 of 167
FORM “B”
3) anticipated duration of, and trends in, societal need for graduates of the modified program Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction. Evidence of societal need for the articulation includes: 1) The use of ONCAT studies stressing the needs for student mobility as shown in the following link: http://www.oncat.ca/?page=news_131120 2) The use of reports indicating that students with a University degree fare better in the job market as shown in the link: http://cou.on.ca/publications/reports/pdfs/cou‐university‐works‐report‐‐‐february‐2014 where it is reported that, University graduates are less likely to be unemployed during recessions, generally earn more and work in their field of study. This COU report highlights one of the reasons students choose to obtain a degree. 3) Informal data from our previous graduates indicate most students are employed who graduated from the BCS(Honours Applied Computing) and associated degree programs. 4) Another report on Computer Science Job Market and Opportunities from the link:http://www.csd.uwo.ca/prospective_students/undergraduate_students/job_market_and_oppurtunitie
s.html, states that “Despite serious economic challenges confronting the nation, computer science‐related jobs are among the fastest‐growing and highest paying over the next decade," said Alfred Spector, vice president of Research and Special Initiatives at Google, Inc.” As the University of Windsor Computer Science programs have room to increased enrolment from this group of students who want to obtain a degree after completing their diploma, it is an excellent market to tap into. B.4.5 Duplication (MTCU section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar program in the geographically contiguous area, e.g., Michigan/Detroit. A number of Ontario and US Universities including Brock at St Catherines, Buffalo State at New York, Carleton at Ottawa, Davenport at Grand Rapids Michigan, Lakehead University at Sudbury, McMaster at Hamilton, Nipissing at North Bay, Queens at Kingston, Trent at Peterborough, Guelph at Guelph, University of Ontario Institute of Technology (UOIT) at Oshawa, Ottawa at Ottawa, Toronto at Toronto, Western Ontario at London, Windsor at Windsor, York at Toronto, offer transfer credits for college computer diploma programs as announced at the link: http://www.humber.ca/transferoptions/transfer_agreements/Computer_Programmer. However, a lot of transfers are through formal articulation agreements that may not explicitly specify or cater to students who have not completed the diploma program. If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs. Following requests from students, this articulation provides the unique opportunity to explicitly specify transfers for those who have only 2 years of CAAT (or equivalent) study. Page 122 of 167
FORM “B”
B.5 RESOURCES [In this section, proposers will identify in detail the resources currently available, the anticipated sources of new resources, any reallocation of resources or cost‐savings, and additional resources required to run the revised program. The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary with the modified program proposal.] B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix A] B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s). Existing 19 faculty members with 0.5 undergraduate secretary and 4 technical support staff. B.5.1.1a Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU. Faculty Name & Rank (alphabetical) Graduate Faculty Program Affiliation member list all programs offered by the (for graduate AAU and indicate faculty programs only) affiliation to the revised and existing program(s) Category 1: Tenured Professors teaching exclusively in the AAU offering the program Existing program(s) in the AAU Proposed program 19 Professors consisting of: Drs. Imran Ahmad, Subir Bandyopadyhay, Boubakeur Boufama, Jessica Chen, Christie I. Ezeife, Richard A. Frost, Scott Goodwin, Robin Gras, Arunita Jaekel, Robert D. Kent, Ziad Kobti, Jianguo Lu, Joan Morrissey, Asish Mukhopadhyay, Alioune Ngom, Luis Rueda, Yung Tsin, Dan Wu, Xiaobu Yuan. 1. BCS(Gen), 2.BCS(Hons)(Coo
p), 3.BCS(Hons Appl Compt)(Coop), 4.BSc(Hons CS with SE) (Coop), 5.BSc(Hons CIS)(Coop), 6.BCS(Gen) for UG, 7.BCS(Hons Appl Compt) for UG, DC Agreements: 8.BCS(Gen) CAAT, 9.BCS(Hons Appl Compt), Articulatio
n Agreement
s: 10. BCS(Hons Appl Compt) CAAT after 2 years. Page 123 of 167
FORM “B”
Category 2: Tenure‐track Professors teaching exclusively in this AAU See above Same list as above Same list as above Category 3: Ancillary Academic Staff such as Learning Specialists Positions 0 Same list as above Same list as above Same list as above Same list as above 2 consisting of: Drs. Boubakeur Boufama and Robin Gras Same list as above Same list as above Category 6: Sessionals and other non‐tenure track faculty Not sure (may be 6 each term as budget is available) and may include: Ms. Chaturvedi, Mr. Chitte, Mr. Karamatos, Mr. Mayo, Mr. Subhani, Mr. Thistle, Ms. Verner. Same list as above Same list as above Category 7: Others … Category 4: Limited‐term Appointments teaching exclusively in this AAU 0 Category 5: Tenure or tenure‐track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU B.5.1.1b Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program. Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to:  sustain the program  promote innovation, and  foster an appropriate intellectual climate. Similar to expertise needed for our regular BCS(Hons Applied Computing) and therefore no additional faculty resources are required. B.5.1.1c Describe the area’s expected reliance on, and the role of adjunct, limited‐term, and sessional faculty in delivering the revised program. N/A Page 124 of 167
FORM “B”
B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program. N/A B.5.1.1e For graduate programs: Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students. N/A B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example:  staff support,  library,  teaching and learning support,  student support services,  space,  equipment,  facilities  GA/TA The current enrolment for BCS (Honours Applied Computing) is around 34 students (2013/14 enrolment for all BCS(Honours Applied Computingl) programs of BCS(Hons Applied Computing)(Co‐op), BCS(Hons Applied Computing) for UG, BCS(Honours Applied Computing)(Co‐op) for CAAT). An annual intake of 5 to 10 students from the proposed articulation agreement would not require additional staff, library, space or other resources. B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example:  existing courses,  equipment or facilities outside the proposer’s control,  external resources requiring maintenance or upgrading using external resources Provide relevant details. None B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revisions to this program. B.5.1.4 Planned Reallocation of Resources and Cost‐Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for  internal reallocation of resources and  cost savings identified and pursued by the area/department in support of the revisions to this program. None Page 125 of 167
FORM “B”
B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program. Faculty: None Staff: None GA/TAs: As per GA formula for courses which depend on the overall course enrolment. Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: None Teaching and Learning Support: None Student Support Services: None Space and Facilities: None Equipment (and Maintenance): None C. Program Details C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to  program‐specific admission requirements,  selection criteria,  credit transfer,  arrangements for exemptions or special entry, and  alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc. Admission Requirements: Students who have successfully completed two years of a qualifying Ontario College of Applied Arts and Technology diploma program (or equivalent) with a cumulative average of 70% (B‐) or higher may receive up to 8 courses of transfer credit toward a Bachelor of Computer Science (Honours Applied Computing) (with or without Co‐op) degree, provided they are within 10 years of the completion of the CAAT (or equivalent) courses, have successfully completed Grade 12U Advanced Functions, and have completed a full 2 years of study at a CAAT (or equivalent) including all recommended sequence of 20 courses as confirmed through audit or college diploma. Students who completed their courses more than 10 years ago may be admitted through this articulation agreement, following consultation and approval by the Director of the School of Computer Science. Students who have not successfully completed Grade 12U Advanced Functions will be required to take 03‐62‐102 (Access to Algebra) or its equivalent. The 8 University of Windsor courses students may receive transfer credits for consist of: (i) 2 major requirements 03‐60‐367 (Computer Networks) and One other Computer Science major elective; (ii) 6 other requirements from any area: 03‐60‐104 (Computer Concepts for End‐Users), 03‐60‐305 (Cyber‐Ethics), 4 Science electives (03‐xx‐xxx). Contact the department for the course equivalency table used to determine transfer credit. 
MostOntario3or2yeardiplomastudentsinacomputerrelatedprogramwhohavecompleted2yearsofstudyatthecollege,are
eligibleforadmissionunderthesearticulationagreementsincluding:St.Clair,Algonquin,Canadore,Cambrian,Centennial,Conestoga,
Confederation,Durham,Fanshawe,GeorgeBrown,Georgian,Humber,Mohawk,Niagara,Northern,Lambton,St.Lawrence,Seneca,
Sheridan,andSirSandfordFleming,Sault.OtherNorthAmericancollegeswithsimilarprogramsmayalsobeeligibleandshouldinquire
[email protected].
Page 126 of 167
FORM “B”
Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program. Admission requirements are unchanged. Students will have been deemed to have met the admission requirements by successfully completing a minimum of 2 years at a CAAT (or equivalent) and by successfully completing grade 12U Advanced Functions. It should be noted that there are some existing students in our program who completed 2 years at St Clair College and have been academically excellent. C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience. NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two‐thirds of the course requirements from among graduate‐level courses. Include course requirements with course numbers and course names. Identify in BOLD the changes to program requirements. Total courses: 32 to be completed (subject to the number of transfer credits awarded) Major requirements: 20 courses – courses to be determined based on the transfer credit awarded Other requirements: 12 courses – courses to be determined based on the transfer credit awarded Recommended options (if any): Description of thesis option (if applicable): Description of experiential learning components (if applicable): [Describe how the program requirements differ for students who complete the experiential learning option and those who opt not to.] no change Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: No change For Co‐op components: Guidelines for co‐op work term reports: no change General length of co‐op work term: no change Is the completion of the experiential learning/co‐op component a requirement of the program? No C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5): Normal Duration for Completion: provide a clear rationale for program length that ensures that the revised program requirements can be reasonably completed within the proposed time period. N/A Program Research Requirements: for research‐focused graduate programs, provide a clear indication of the nature and suitability of the major research requirements for completion of the revised degree program. N/A Page 127 of 167
FORM “B”
New or Changes to Fields in a Graduate Program [optional]: Where fields are contemplated, provide the following information:  The master’s program comprises the following fields: ...[list, as applicable]  The PhD program comprises the following fields: ...[list, as applicable] N/A C.3.2 For All Program Proposals: C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for continuation in the experiential learning option or co‐op option of the revised program, where applicable. Same as in the calendar for BCS (Honours Applied Computing) (with or without Co‐op) C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for graduation in the experiential learning option or co‐op option of the revised program, where applicable. Same as in the calendar for BCS (Honours Applied Computing) (with or without Co‐op) C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre‐requisites are met in the sequencing. Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co‐op version of the revised program. Please ensure that all pre‐requisites are met in the sequencing. For Co‐op programs: The proposed work/study sequence or alternative arrangement should allow for year‐round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co‐
operative education as set out by the Canadian Association for Co‐operative Education (see Policy on Co‐op Programs). POSSIBLE COURSE SEQUENCE (for 2 semester Years) – subject to the transfer credit awarded Semester 1 (Fall): 60‐100, 60‐140, 60‐265, 62‐120(or 62‐125), 65‐205, one Arts/Language elective. Semester 2 (Winter): 60‐141, 60‐266, 62‐130(or 62‐140 or 62‐139), one Social Science elective, 1 course from any area including CS. Semester 3 (Fall): 60‐212, 60‐254, 60‐256, 2 courses from any area including CS. Semester 4 (Winter): 60‐315, 60‐330, 60‐334, 60‐340, 60‐425, 1 course from any area including CS. Semester 5 (Fall): 60‐322, 60‐422, 60‐499, 60‐415, 1 CS major elective Semester 6 (Winter): 60‐422, 60‐499, 3 courses from any area including CS Page 128 of 167
FORM “B”
*** A 4 semester Co‐op year is suggested for those in Co‐op option starting Summer term after Semester 4 and to return after 16 months to resume with Semester 5 schedule. If students opt to do 3 Co‐op work terms, they are required to also register for at least 2 courses (selected by them) in the Summer term preceding Semester 5. The suggested Co‐op schedule is: Year Fall Winter Summer 2 Study 1 Study 2 Off 3 Study 3 Study 4 Work 1 4 Work 2 Work 3 Work 4 or Study 5 Study 5 Study 6 C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6) COMPLETE THIS TABLE FOR UNDERGRADUATE DEGREE PROGRAMS In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows. A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework. Proposers are strongly encouraged to contact the Office of the Vice‐Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations). Program Learning Outcomes (Degree Level Characteristics of a COU‐approved Undergraduate Expectations) University of Windsor Degree Level Expectations This is a sentence completion exercise. Please Graduate provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate will At the end of this program, the successful student have the ability to will know and be able to: demonstrate: A. Design algorithms and create software systems A. the acquisition, 1.Depth and Breadth of using a number of programming languages, data application and Knowledge structures, operating systems, database integration of 2.Knowledge of Methodologies management systems, computer networks, applied knowledge 3. Application of Knowledge software systems such as in web app, software 5.Awareness of Limits of engineering, advanced database and its Knowledge administration, and software development techniques. Page 129 of 167
FORM “B”
Characteristics of a Program Learning Outcomes (Degree Level University of Windsor Expectations) Graduate This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate will At the end of this program, the successful student have the ability to will know and be able to: demonstrate: Distinguish between details of hardware system components. Define and explain the time and space complexity of an algorithm Explain, use, demonstrate, test, validate, and report on existing software systems. Use emerging technologies or theories in developing new computer science applications. B. Search for suitable information to compare and B. research skills, classify algorithms and tools for solving a wide including the ability to range of problems define problems and access, retrieve and evaluate information (information literacy) C. Analyze the strengths and weaknesses of C. critical thinking and techniques used to solve problems, formulate problem‐solving skills strategies, use algorithms and choose appropriate tools to solve real‐life problems Apply concepts and choose appropriate techniques to solve problems in specific domains D. Assess interaction with computers with regards D. literacy and numeracy to use of editors, compilers and runtime skills debugging of software systems and programming. E. Prepare programming solutions to real life E. responsible behaviour problems following professional principles of to self, others and protection of intellectual property society COU‐approved Undergraduate Degree Level Expectations 1. Depth and Breadth of Knowledge 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits Knowledge 1. Depth and Breadth of Knowledge 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge 4.Communication Skills 5. Awareness of Limits of Knowledge 5. Awareness of Limits of Knowledge Autonomy and Professional Capacity F. Prepare and explain effective documentation of F. interpersonal and 4. Communication Skills software systems communications skills 6. Autonomy and Professional Capacity Page 130 of 167
FORM “B”
Characteristics of a Program Learning Outcomes (Degree Level COU‐approved Undergraduate University of Windsor Degree Level Expectations Expectations) Graduate This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate will At the end of this program, the successful student have the ability to will know and be able to: demonstrate: Formulate and state logical, programmable solutions and algorithms for real life problems, to desired audiences. (Also relevant to H) G. Employ solving software development problems G. teamwork, and in a team as done in our mandatory laboratories. personal and group leadership skills H. Device novel and understandable solution to H. creativity and aesthetic complex software development problems. appreciation I. Recognize the importance of the specific computer science area methods and techniques used Demonstrate ability for advanced study in foundations of computer science and in methodologies of application development. 4. Communication Skills 6. Autonomy and Professional Capacity 2. Knowledge of Methodologies 3. Application of Knowledge 6. Autonomy and Professional Capacity I. the ability and desire Autonomy and Professional for continuous learning Capacity C.4.1 Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students. Through review by the CS curriculum committee and appropriate course advisory councils. C.4.2 For programs with a proposed experiential learning or co‐op component: describe how the experiential learning/co‐op component changes the emphasis or the means of achieving the intended learning outcomes for the program. N/A C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face‐to‐face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes. No change in the regular BCS(Hons Applied Computing) (with or without Co‐op) mode of program delivery consisting of a mix of lecture, tutorial, lab and some online courses. C.5 Student Workload Page 131 of 167
FORM “B”
Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.) Expected Workload per 3.0 Course Credit/Week Average Time the Student is Expected to Devote to Each Component Over the Course of the Program per week Lectures 3 hour per course Tutorials 1.5 hours per course (only for some courses) Practical experience 1.5 hours per course (only for some courses) Service or experiential learning co‐op programs through work terms Independent study 5 to 10 hours per course Reading and work for assessment, including Part of independent study hours meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Studying for tests/examinations 3 to 10 hours per course Other: [specify] Compare the student workload for the proposed revised program with the workload for the existing program and other similar programs in the AAU: The workload is comparable to existing programs. D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations. No change from previous methods. Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations. Use of data and statistics generated from SIS and the University’s Institutional Records and Office of Quality assurance. E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO‐OP COMPONENT ONLY (Senate Policy C5) N/A Page 132 of 167
Page 15 of 15 Sa150612‐5.5.7 University of Windsor Senate 5.5.7 Liberal Arts and Professional Studies for Career Professionals Degree Completion Program ‐ (Major Program Changes) Item for: Approval Forwarded by: Program Development Committee MOTION: That the Liberal Arts and Professional Studies for Career Professionals degree completion program be approved. *Subject to approval of the expenditures required. Rationale/Approvals:  The proposal has received approval from the Faculty of Arts, Humanities and Social Sciences, the Provost and the Program Development Committee.  See attached. Page 133 of 167
Page 1 of 15
PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” A. Basic Program Information FACULTY: FAHSS AAU: FAHSS B.A. Liberal Arts and Professional Studies for Career Advancement (General) B.A. General Liberal Arts and Professional Studies Program Title: Name of Program as it Will Appear on the Diploma (e.g., Bachelor of Arts Honours Psychology with thesis) [Please note that, for general degrees, the discipline is not included on diplomas.] Proposed Year of Offering [Fall 20xx]: September 2015 Mode of Delivery: No program requirement changes Planned Student Enrolment (per section B.4.2) 20 per year Normal Duration for Completion: 2‐6 years some students will be attending part‐time Will the revised program be run on a cost‐recovery basis? No. It will not be run on a cost recovery basis. Students will be able to enrol in existing courses B. Major Program Changes ‐ Overall Plan B.1 Objectives of the Program/Summary of Proposal (QAF section 2.1.1; MTCU section 4) Please provide a brief statement about the direction, relevance and importance of the revised program. Describe the overall aim and intended impact of the revised program. Describe the consistency of the revised program with the institution’s mission, goals and objectives as defined in its strategic plan. (to view the strategic plan go to: www.uwindsor.ca/president) A number of college graduates seek career opportunities that require a university degree. Sometimes students need to obtain a degree for professional certifications and/or to be more competitive when applying for positions in their organizations. Applicants receiving admission to the program will meet with the program coordinator to devise a recommended strategy of course selection to meet their individual interests and needs. Applicants would need to have one of the following admission requirements: 1) A CAAT Diploma (or equivalent) or an Advanced CAAT Diploma (or equivalent) that is academic in nature with a minimum suggested average of 3.0 in their final year of study. Similar credentials offered by colleges in other provinces will be considered. 2) Have ten CAAT college courses (or equivalent) that are eligible for transfer credit with a suggested minimum cumulative average of 3.0. The overall aim of broadening the admission policy is to provide better access to education for academically qualified college graduates and transfer students. Liberal Arts and Professional Studies at the University of Windsor provides students with a degree that can be individually tailored for career focused students. Based on focus groups conducted in 2011 through an ONCAT funded project, students reported that they felt there was too much variation and uncertainty in the assessment of transfer credit. Based on personal communications with College program coordinators, degree completion programs eliminate the uncertainty for students attending university and provide for a more equitable evaluation of transfer credits. Page 134 of 167
Page 2 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” B.2 Changes to Program Content (QAF Section 2.1.4) Evidence that the revised curriculum is consistent with the current state of the discipline or area of study. The program will be identical to the degree completion program offered to Lambton College graduates of the Liberal Studies program except that Advanced Diploma holders from specified degrees may receive an additional 5 semester courses towards their degree. State the unique or innovative curriculum, program delivery, or assessment practices distinguishing the revised program from existing programs elsewhere. This program is unique because the scope of admission is much broader and more streamlined than other college/ university articulation agreements. Currently many agreements will use the words “up to x number of credits”. This program will provide students and the admissions office with an easier‐to‐interpret framework for credit transfer. The admission process will also allow the program coordinator and/or designates (such as advisors in the student success centre under the direction of the Dean’s office) to meet and make specific recommendations about course sequencing and course selection. B.3 Changes to Program Name and Degree Designation/Nomenclature (QAF Section 2.1.1; MTCU section 1) Explanation of the appropriateness of the proposed new name and degree designation for the program content and current usage in the discipline The new program name better reflects and broadens the target audience to include other colleges and programs. “B.A. Liberal Arts and Professional Studies for Career Advancement (General)” Having this specific stream for college diploma graduates will also allow us to specifically track the success of college transfer students at the University of Windsor. B.4 DEMAND FOR THE MODIFIED PROGRAM [Major program changes requiring new/additional resources should be accompanied by a strong argument and clear evidence of student and market demand, and societal need.] B.4.1 Expected Impact of the Proposed Changes to Student and Market Demand Describe the tools and methodology used to conduct the market assessment in support of the proposed program revisions. Provide Quantitative evidence of student and market demand for the revisions to the program, both within and outside the local region (e.g., responses/statistics from surveys, etc.). According to the Ministry statistics the following college enrolments exist within a 200 km radius (see College Enrolment: https://www.ontario.ca/data/college‐enrolment): Fanshawe College: 14,228 St. Clair College: 8,058 Lambton College: 3,484 The Liberal Arts is one of Ontario’s top 5 programs for transfer according to ONCAT. See: http://www.oncat.ca/?page=news_131120 University graduates are less likely to be unemployed during recessions, generally earn more and work in their field of study. According to COU report (see: http://cou.on.ca/publications/reports/pdfs/cou‐university‐works‐report‐‐‐
february‐2014). This is one of the reasons students choose to obtain a degree. As the University of Windsor offers more online courses, LAPS can become an excellent option for working professionals who want to obtain a degree after completing their diploma. Page 135 of 167
Page 3 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Expected proportion (percentage) of domestic and visa students. For graduate programs, identification of undergraduate or master’s programs from which students would likely be drawn. The initial cohorts will likely be 100% domestic, however we are open to accepting international students if they can show an equivalency to the Ontario CAAT college diploma or advanced diploma. B.4.2 Expected Impact of Changes to Estimated Enrolments Provide details on projected enrolments for the revised program in the following tables. For Co‐op programs: normally an annual intake of a minimum of 20 students is required for new co‐op programs or programs with other experiential learning component. Projected enrolment levels for the First Year of Second Third Year Fourth Year Fifth Year of first five years of operation of the Operation Year of of of Operation revised program. Operation Operation Operation (Steady‐state (If the program is in operation, use student enrolment actual and projected data.) overall) In the regular program (non‐co‐ General General General General General op) 20 40 65 85 85 In the co‐op/experiential learning N/A N/A N/A N/A N/A stream (if applicable) For co‐op options: projected N/A N/A N/A N/A N/A number of international students enrolled in the co‐op stream Annual projected student intake into the first year of the revised program: General 20 (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) Annual projected student intake into the first year of the co‐op/experiential N/A learning version of the revised program: (this may differ from the “first year of operation” projected enrolments which could include anticipated enrolments from students transferring into the second, third, or fourth year of the program) B.4.3 New Involvement in a Collaborative Program/Changes to Collaborative Program (QAF section 1.6) If this is a new collaborative program with another college/university, or revision to a collaborative program, identify partners and institutional arrangements for reporting eligible enrolments for funding purposes. N/A B.4.4 Evidence of Societal Need for the Revised Program (MTCU section 6) Describe the tools and methodology used to assess societal need. Elaborate on the 1) dimensions of (e.g., socio‐cultural, economic, scientific, or technological), 2) geographic scope of (e.g., local, regional, provincial, or national), and 3) anticipated duration of, and trends in, societal need for graduates of the modified program Page 136 of 167
Page 4 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Provide evidence that the proposed program revisions respond to societal need for graduates of the revised program and/or changes in the field, including sources of data and expert input or feedback collected to support this change in direction. 1) According to the Ministry of Training, Colleges and Universities, diploma and advanced diploma graduates must: . . .have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically involve students taking 3 to 5 courses (or the equivalent) designed discretely from vocational learning opportunities. This learning would normally be delivered using a combination of required and elective processes.1 The degree completion program will enable college graduates a much broader opportunity to take courses that will teach them to consider methods for resource and knowledge gathering, vetting information, learning how to work within other cultures and environments, and learning how to collaborate with people from other disciplines. 2) As our community stake‐holders solicit new organizations to move to Windsor, it will be beneficial to have an increased number of university graduates in the Windsor‐Essex region. 3) Allowing students the opportunity to combine the tacit teaching in college with the critical skills gained at a university means that we are providing better access to education and increasing the career related content in the higher education credential. However, education facilities should not exist implicitly for employment standards. It is important that we have leaders in the work force and in community who understand societal trends, economic trends, technological trends and the effects of our actions within large systems and organizations. According to Ikujiro Nonaka (2000, 97): New knowledge always begins with the individual. A brilliant research has an insight that leads to a new patent. A middle manager’s intuitive sense of market trends becomes the catalyst for an important new product concept. A shop‐floor worker draws on years of experience to come up with a new process innovation. In each case, an individual’s personal knowledge is transformed into organizational knowledge valuable to the company as a whole.2 4) Universities offer students the opportunity to access life‐long learning strategies so that graduates can continue to evolve beyond graduation. 1. Ministry of Training, Colleges and Universities, colleges of Applied Arts and Technology Policy Framework, taken from: http://www.accc.ca/wp‐content/uploads/archive/es‐ce/MTCUCollegeFramework.pdf, page 12 2. Nonaka, I. (1991). The knowledge‐creating company. Harvard business review, 69(6), 96‐104. B.4.5 Duplication (MTCU section 7) List similar programs offered by other institutions in the Ontario university system. Resources to identify similar programs offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html. Also, list similar program in the geographically contiguous area, e.g., Michigan/Detroit. N/A If the revised program is similar to others in the system, demonstrate that societal need and student demand justify the duplication. Identify innovative and distinguishing features of the revised program in comparison to similar programs. N/A B.5 RESOURCES [In this section, proposers will identify in detail the resources currently available, the anticipated sources of new resources, any reallocation of resources or cost‐savings, and additional resources required to run the revised program. Page 137 of 167
Page 5 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” The resource impact of a proposal is almost never neutral. Note: Proposers must also complete and submit the attached Budget Summary with the modified program proposal.] B.5.1 Resources Available [Complete Budget Summary Sheet – Appendix A] B.5.1.1 Available Faculty and Staff Resources (QAF sections 2.1.7, 2.1.8, 2.1.9 and 2.1.10) Describe all faculty and staff resources (e.g., administrative, teaching, supervision) from all affected areas/departments currently available and actively committed to support the program change(s). N/A – These students will be in classes that are already offered. There will be no budgetary implications. B.5.1.1a Complete the following table listing faculty members in the AAU offering the program as well as faculty members from other AAUs who are core to the delivery of the revised program. Indicate in the table the involvement of each faculty member in the revised and existing program(s) offered by the AAU. N/A – Such a list would be too broad to complete as students can take courses from any faculty that will allow them to enroll in their courses. However, the flexibility of the program means that students can easily navigate changes to complete the degree and no further resources are required of the university that do not currently exist. The program is housed under the Dean’s office in FAHSS and is not an official AAU. There is one LTA AAS teaching in the program however that position is not required for students to complete their degree. Faculty Name & Rank (alphabetical) Graduate Faculty Program Affiliation member list all programs offered by the (for graduate AAU and indicate faculty programs only) affiliation to the revised and existing program(s) Category 1: Tenured Professors teaching exclusively in the AAU offering the program Existing program(s) in the AAU Proposed program … Category 2: Tenure‐track Professors teaching exclusively in this AAU … Category 3: Ancillary Academic Staff such as Learning Specialists Positions … Category 4: Limited‐term Appointments teaching exclusively in this AAU Tim Brunet Category 5: Tenure or tenure‐track or LTA professors involved in teaching and/or supervision in other AAUs, in addition to being a member of this AAU ... Category 6: Sessionals and other non‐tenure track faculty Page 138 of 167
Page 6 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” … Category 7: Others … B.5.1.1b Assess faculty expertise available and actively committed to supporting the revised program. Provide evidence of a sufficient number and quality of faculty who are qualified to teach and/or supervise in the revised program, and of the appropriateness of this collective faculty expertise to contribute substantially to the revised program. Include evidence (e.g., qualifications, research/innovation/scholarly record) that faculty have the recent research or professional/clinical expertise needed to:  sustain the program  promote innovation, and  foster an appropriate intellectual climate. The program has been in existence for many years. This proposal is designed to attract a few more students each year. B.5.1.1c Describe the area’s expected reliance on, and the role of adjunct, limited‐term, and sessional faculty in delivering the revised program. N/A B.5.1.1d For graduate programs: Explain how supervisory loads will be distributed, and describe the qualifications and appointment status of faculty who will provide instruction and supervision in the revised program. N/A B.5.1.1e For graduate programs: Where appropriate to the revised program, provide evidence that financial assistance for graduate students will be sufficient to ensure adequate quality and numbers of students. N/A B.5.1.1f Other Available Resources Provide evidence that there are adequate resources available and committed to the revised program to sustain the quality of scholarship produced by undergraduate students as well as graduate students’ scholarship and research activities, including for example:  staff support,  library,  teaching and learning support,  student support services,  space,  equipment,  facilities  GA/TA Same as currently used in our existing Liberal Arts and Professional Studies program. B.5.1.2 Resource Implications for Other Campus Units (MTCU sections 3 and 4) Describe the reliance of the proposed program revisions on existing resources from other campus units, including for example: Page 139 of 167
Page 7 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B”  existing courses,  equipment or facilities outside the proposer’s control,  external resources requiring maintenance or upgrading using external resources Provide relevant details. N/A B.5.1.3 Anticipated New Resources (QAF sections 2.1.7, 2.1.8 and 2.1.9; MTCU section 4) List all anticipated new resources originating from within the area, department or faculty (external grants, donations, government grants, etc.) and committed to supporting the revisions to this program. N/A B.5.1.4 Planned Reallocation of Resources and Cost‐Savings (QAF section 2.1.7 and 2.1.9; MTCU section 4) Identify all opportunities for  internal reallocation of resources and  cost savings identified and pursued by the area/department in support of the revisions to this program. N/A B.5.1.5 Additional Resources Required – Resources Requested (QAF section 2.1.7 and 2.1.9) Describe all additional faculty, staff and GA/TA resources (in all affected areas and departments) required to run the revised program. Faculty: None Staff: None GA/TAs: None Describe all additional institutional resources and services required by all affected areas or departments to run the revised program, including library, teaching and learning support services, student support services, space and facilities, and equipment and its maintenance. Library Resources and Services: none Teaching and Learning Support: none Student Support Services: none Space and Facilities: none Equipment (and Maintenance): none C. Program Details C.1 Admission Requirements (QAF section 2.1.2) Describe new or changes to  program‐specific admission requirements,  selection criteria,  credit transfer,  arrangements for exemptions or special entry, and  alternative admission requirements, if any, for admission into the program, such as minimum average, additional language requirements or portfolios, recognition of prior work or learning experience (and how this will be assessed), etc. Students who have graduated with a suggested minimum average of 3.0 in their final ten courses will be considered for the program. Students must be a graduate from one of the following CAAT diplomas (or an equivalent diploma as determined by the program coordinator): Page 140 of 167
Page 8 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Two‐year CAAT Diploma Programs (or equivalent)  Border Services  Business programs  Developmental Service Worker  Dental Hygiene  Early Childhood Education  Educational Support  Engineering  General Arts and Science  Journalism  Liberal Arts  Music – Industry Arts  Paramedic  Police Foundations  Protection, Security, and Investigation  Recreation and Leisure Services  Social Service Worker Three‐year Advanced CAAT Diploma Programs (or equivalent)  Business Administration  Child and Youth Care/Child and Youth Worker  Computer Science or Computer Programming or Information Technology  Dental Hygiene (The province has recently changed the program to an advanced diploma)  Diagnostic Medical Sonography  Engineering  Massage Therapy  Medical Laboratory Science  Respiratory Therapy  Sport and Recreation Management *Currently there are 8 college transfer students listed in the general Liberal Arts and Professional Studies program. The cohort average is 75.37%. They are the strongest academic group in the program. We should expand this group as they are generally focused, employed, and determined to complete their degree. Demonstrate that admission requirements for the revised program are sufficient to prepare students for successful attainment of the intended learning outcomes (degree level expectations) established for completion of the program. Students who have graduated from college with 3.0 minimum average or above have excelled in the Liberal Arts and General Studies program. The general Liberal Arts and Professional Studies program should be uniquely placed as having an accessible admission standard. Currently we admit students who are required to withdraw to the program. College graduates with a 3.0 or higher would be in a much better position to succeed in the program. C.2 Program Curriculum Structure/Program of Study (QAF sections 2.1.4 and 2.1.10) Provide evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience. NB: For graduate programs, provide evidence that each graduate student in the revised program is required to take a minimum of two‐thirds of the course requirements from among graduate‐level courses. Include course requirements with course numbers and course names. Identify in BOLD the changes to program requirements. Page 141 of 167
Page 9 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Liberal Arts and Professional Studies for Career Professionals Degree Completion Program (for Graduates of Qualifying CAAT (or equivalent) Diploma Programs) Total courses: 20 (This is the same structure as Liberal Arts Degree completion program from Lambton College) At least 16 courses must be at the 200 level or above, and 4 of these must be at the 300 level or above. No more than eight courses may be taken in any one area. Major requirements: (a) four courses from Arts and Humanities; (b) four courses from Social Sciences (c) two courses from Business Administration (d) two courses from Science, Engineering or Computer Science Other requirements: eight additional courses from any area of study. Liberal Arts and Professional Studies for Career Professionals Degree Completion Program (for Graduates of Qualifying CAAT (or equivalent) Advanced Diploma Programs) Students who have graduated with a suggested minimum average of 3.0 on their final ten courses at college will be considered for the program. Students who graduate from on of the advanced diplomas from a CAAT college (or equivalent) with a minimum 3.0 cumulative average will receive an additional 5 electives toward their degree. Students who receive an additional 5 credits from an Advanced Diploma programs will complete the following 15 courses: Total courses: 15 (This is the same structure as Liberal Arts Degree completion program from Lambton College) At least 15 courses must be at the 200 level or above, and 4 of these must be at the 300 level or above. No more than eight courses may be taken in any one area. Major requirements: (a) four three courses from Arts and Humanities; (b) four three courses from Social Sciences (c) two courses from Business Administration (d) two courses from Science, Engineering or Computer Science Other requirements: eight five additional courses from any area of study. Major requirements: No changes have been made for students receiving a diploma and minor changes have been made for applicants with an advanced diploma. Other requirements: Students are recommended to complete an e‐portfolio and present it to the program coordinator or designate before they graduate. Recommended options (if any): The courses Ways of Knowing and Ways of Doing are designed to target College transfer students and distance education learners. Students should consider taking these courses so that they develop a sense of cohort. Description of thesis option (if applicable): N/A Description of experiential learning components (if applicable): N/A Explanation of how credit will be awarded for the experiential learning component (length of component, credit weighting, etc.), if applicable: Page 142 of 167
Page 10 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” N/A For Co‐op components: Guidelines for co‐op work term reports: N/A General length of co‐op work term: N/A Is the completion of the experiential learning/co‐op component a requirement of the program? No C.3.1 For Graduate Program Only (QAF sections 2.1.3 and 3; Senate Policy C5): Normal Duration for Completion: provide a clear rationale for program length that ensures that the revised program requirements can be reasonably completed within the proposed time period. N/A Program Research Requirements: for research‐focused graduate programs, provide a clear indication of the nature and suitability of the major research requirements for completion of the revised degree program. N/A New or Changes to Fields in a Graduate Program [optional]: Where fields are contemplated, provide the following information:  The master’s program comprises the following fields: ...[list, as applicable]  The PhD program comprises the following fields: ...[list, as applicable] N/A C.3.2 For All Program Proposals: C.3.2.1 New or Changes to Standing Required for Continuation in Program Minimum average requirements for continuation in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for continuation in the experiential learning option or co‐op option of the revised program, where applicable. No changes: 60% cumulative is required for the general program. There is no major average. C.3.2.2 New or Changes to Standing Required for Graduation Minimum average requirement to graduate in the program. Must conform to the regulations for standing required for continuation in the program described in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars]. Specify new or changes to standing required for graduation in the experiential learning option or co‐op option of the revised program, where applicable. No changes ‐ 60% cumulative for the General program. There is no major average for the general program. C.3.2.3 New or Changes to Suggested Program Sequencing Provide suggested program sequencing for each year of the revised program, ensuring that all pre‐requisites are met in the sequencing. Page 143 of 167
Page 11 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Where applicable, provide work/study/placement sequencing for each year of the experiential learning/co‐op version of the revised program. Please ensure that all pre‐requisites are met in the sequencing. For Co‐op programs: The proposed work/study sequence or alternative arrangement should allow for year‐round availability of students for employers (if appropriate) and, wherever possible, should meet the guidelines for co‐
operative education as set out by the Canadian Association for Co‐operative Education (see Policy on Co‐op Programs). Since LAPS has no specific courses listed other than FAW 1 and FAW 2 there are no new challenges with program sequencing. However, admitted students will be required to meet with an advisor to ensure that they will get the prerequisites they need to get upper level courses. C.4 NEW OR CHANGES TO LEARNING OUTCOMES (Degree Level Expectations) (QAF section 2.1.1, 2.1.3, and 2.1.6) No Changes have occurred. COMPLETE THIS TABLE FOR UNDERGRADUATE DEGREE PROGRAMS In the following table, provide the specific learning outcomes (degree level expectations) that constitute the overall goals of the program (i.e., the intended skills and qualities of graduates of this program). Link each learning outcome to the Characteristics of a University of Windsor Graduate” by listing them in the appropriate rows. A learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. All University of Windsor programs should produce graduates able to demonstrate each of the nine characteristics. Program design must demonstrate how students acquire all these characteristics. All individual courses should contribute to the development of one or more of these traits: a program in its entirety must demonstrate how students meet all of these outcomes through the complete program of coursework. Proposers are strongly encouraged to contact the Office of the Vice‐Provost, Teaching and Learning or the Centre for Teaching and Learning, for assistance with the articulation of learning outcomes (degree level expectations). Liberal Arts and Professional Studies – Learning Outcomes Program Learning Outcomes (Degree Level Characteristics of a COU‐approved Undergraduate Expectations) This is a sentence completion University of Windsor Degree Level Expectations exercise. Please provide a minimum of 1 learning Graduate outcome for each of the boxes associated with a graduate attribute. A UWindsor graduate will At the end of this program, the successful have the ability to student will know and be able to: demonstrate: A. 
B. 
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A. the acquisition, application 1.Depth and Breadth of and integration of Knowledge Communicate intelligently with people knowledge 2.Knowledge of Methodologies from diverse professional and 3. Application of Knowledge disciplinary backgrounds (also relevant 5.Awareness of Limits of to F and H). Knowledge B. research skills, including 1. Depth and Breadth of the ability to define Knowledge employ the foundational research skills problems and access, 2. Knowledge of Methodologies and major research tools of at least two 3. Application of Knowledge retrieve and evaluate chosen disciplines information (information 5. Awareness of Limits demonstrate an ability to participate in Knowledge literacy) scholarly or creative enquiry Page 144 of 167
Page 12 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Expectations) This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. At the end of this program, the successful student will know and be able to: 
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debate cogently and coherently about various issues from several critical perspectives and analyze the assumptions of those arguments and perspectives (relevant to F) analyze scholarly and/or creative arguments, including their own function as an agent of positive change within multiple social and organizational contexts D. 
COU‐approved Undergraduate Degree Level Expectations A UWindsor graduate will have the ability to demonstrate: Initiate and conduct scholarly and/or creative inquiry C. 
Characteristics of a University of Windsor Graduate Articulate the limits of their own knowledge and how those limits might influence their analysis and interpretations E. 
C. critical thinking and problem‐solving skills 1. Depth and Breadth of Knowledge 2. Knowledge of Methodologies 3. Application of Knowledge 5. Awareness of Limits of Knowledge D. literacy and numeracy skills 4.Communication Skills 5. Awareness of Limits of Knowledge E. responsible behaviour to self, others and society 5. Awareness of Limits of Knowledge Autonomy and Professional Capacity practice values of academic integrity and social responsibility  take personal responsibility for their own inquiries and their creative or scholarly expression  apply the principles of academic integrity F. communicate effectively orally and in writing F. interpersonal and communications skills G. collaborate productively with diverse colleagues in support of a culture of inquiry H. See A. 4. Communication Skills 6. Autonomy and Professional Capacity G. teamwork, and personal 4. Communication Skills and group leadership skills 6. Autonomy and Professional Capacity H. creativity and aesthetic 2. Knowledge of Methodologies appreciation 3. Application of Knowledge 6. Autonomy and Professional Capacity Page 145 of 167
Page 13 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” Program Learning Outcomes (Degree Level Expectations) This is a sentence completion exercise. Please provide a minimum of 1 learning outcome for each of the boxes associated with a graduate attribute. At the end of this program, the successful student will know and be able to: I.
express a broad self‐identification with chosen disciplines and fields collaborate and contrast disciplinary approaches to investigation, interpretation and problem solving to arrive at novel insights Characteristics of a University of Windsor Graduate COU‐approved Undergraduate Degree Level Expectations A UWindsor graduate will have the ability to demonstrate: I. the ability and desire for continuous learning Autonomy and Professional Capacity C.4.1 Describe how the revised program’s structure and regulations ensure that the specified learning outcomes can be met by successful students. Same as current agreement with Lambton College C.4.2 For programs with a proposed experiential learning or co‐op component: describe how the experiential learning/co‐op component changes the emphasis or the means of achieving the intended learning outcomes for the program. N/A C.4.3 Mode of Delivery (QAF section 2.1.5) Demonstrate that the proposed modes of delivery are appropriate to meet the new or revised program learning outcomes. Discuss online vs. face‐to‐face (e.g., lecture, seminar, tutorial, lab) modes of delivery, as well as specialized approaches intended to facilitate the acquisition of specific skills, knowledge, and attitudes. The modes of delivery are equivalent to the Liberal Arts and Professional Studies programs. C.5 Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this revised program. (For assistance with this exercise, proposers are encouraged to contact the Centre for Teaching and Learning.) No changes will occur for this degree completion program. Expected Workload per 3.0 Course Credit/Week Average Time the Student is Expected to Devote to Each Component Over the Course of the Program per week 3 hours/wk/course
Lectures 0
Tutorials 0
Practical experience Service or experiential learning 0 2 hours/wk/course
Independent study Reading and work for assessment, including meeting 2 hours/wk/course
classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.) Page 146 of 167
Page 14 of 15 PROGRAM DEVELOPMENT COMMITTEE MAJOR PROGRAM CHANGES FORM “B” 2 hours/wk/course
Studying for tests/examinations Other: [specify] Compare the student workload for the proposed revised program with the workload for the existing program and other similar programs in the AAU. The student workload for this program is comparable with other
programs within the Faculty. D. MONITORING AND EVALUATION (QAF section 2.1.6) Describe and explain the appropriateness of the proposed methods of assessing student achievement given the new or revised intended learning outcomes and degree level expectations. There are no new learning outcomes for the program based on the proposed changes. Describe the plan for documenting and demonstrating student performance level and demonstrate its consistency with the new or revised stated learning outcomes and degree level expectations. No learning outcomes will be changed for the program. Having a specific degree completion stream will allow us to more easily track the academic and post degree successes of college transfer students entering the program. E. NEW OR REVISIONS TO EXPERIENTIAL LEARNING/CO‐OP COMPONENT ONLY (Senate Policy C5) N/A Page 147 of 167
Page 15 of 15 Sa150612‐5.6.1 University of Windsor Senate *5.6.1: Comprehensive Student Discipline Annual Report Item for: Information Forwarded by: Academic Policy Committee 1. Executive Summary A. Introduction  This is the tenth annual Comprehensive Student Discipline Report, prepared by the Academic Integrity Officer (“AIO”) according to Section 6 of the Senate Bylaw 31: Student Affairs and Integrity. The report is to inform the University community about student discipline in the 2013/14 academic year, to compare the results with the data from the previous two years and to help identify trends or new developments. Information contained in this report has been provided by offices across campus that is responsible for student discipline:  Academic Integrity Office  University Secretariat  Disciplinary Tribunals (Judicial Panel and Discipline Appeal Committee)  [Senate Bylaw 31: Student Affairs and Integrity (processing of academic/non‐academic complaints)]  Faculty of Law [Policy Statement on Student Discipline]Information Technology Services [Senate Policy: Unacceptable Use of Computer Resources]  Leddy Library [Senate Bylaw 31]  Campus Recreation and Athletics [Intramural Policies and Procedures]  Student Residences [Senate Bylaw 31: Student Affairs and Integrity, para. 3.8 ] This report is part of University of Windsor’s efforts to reinforce its commitment to learning and discovery and a place that encourages, values and expects from its member’s high ethical standards and academic integrity. The AIO portion of the report provides information on discipline only. Following are details of the AIO’s current awareness campaign, ongoing projects and educational initiatives: Awareness campaign: Posters, brochures, bookmarks, sticky note pads, pens, distribution of print and online resources Educational initiatives: Providing academic integrity presentations in many program orientations, including: The Centre for Executive and Professional Education, International Students’ Centre, Graduate Studies and large introductory classes B. Goals and Objectives of Reporting Year In line with the University of Windsor’s Strategic Plan we list below the goals and objectives of the Academic Integrity Office for the reporting year . 1.
Provide an exceptional undergraduate experience:  Continue the implementation of strategies to educate our students, faculty members and staff member about academic integrity (AI) issues and possible violations. o Examples: the “Earn your Degree” tag line, promotional items, such as sticky notes and bookmarks. Page 148 of 167
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Continue fostering engagement of the University of Windsor Community in activities that promote academic integrity. Continue working on a systematic approach to support prevention of any activity or conduct that falls below the level of integrity expected by all students. o Orientation sessions were conducted in several first year courses to increase AI awareness. Continue encouraging the increasing participation of our students in activities or programs related to Academic Integrity. o Example: the Ambassadors of Academic Integrity: undergraduate and graduate students volunteer helping us to promote integrity at orientations and student events 2.
Pursue strengths in research and graduate education:  Continue working on initiatives targeted at graduate students and graduate faculty to prevent AI violations; such as orientation sessions in several graduate programs focused on research ethics, plagiarism and falsified data. 3. Recruit and retain the best faculty and staff:  Continue reinforcing the importance of AI to new and current faculty and staff through constant dialog, in class educational activities and development of information materials. 4. Engage and build the Windsor and Essex County community through partnerships:  Posters and website. 5. Promote international engagement:  Continue providing education to our international students on AI values and potential key differences between Canada and their home country.  Continue encouraging their academic engagement and facilitate their transition to the University of Windsor. o Example: the Ambassadors of Academic Integrity: a good portion of our volunteers are international students C. Successes  Reduction of the litigious nature of student discipline process – only three cases required a hearing, meaning 70% less cases then the previous year were processed by Judicial Panels  Ambassadors of Academic Integrity ‐ the volunteers continue promoting the academic integrity values of: honesty, trust, respect, responsibility, and fairness; they also continue participate in round table discussions by providing ideas, suggestions, feedback; and they also participate in AIO educational and social initiatives in promoting academic integrity to students. Impressive numbers of volunteers – total of sixty students involved; in the previous year we had the total of 11 Ambassadors.  Host of the Academic Integrity Council of Ontario (AICO)Semi‐Annual Meeting on May 28, 2014, including topics of discussion such as Culture of Academic Integrity, and the University of Windsor part of the International Center for Academic Integrity (ICAI) Canadian(regional) consortium  Workshops on Academic Integrity ‐ *McMaster’s AIO presentation, February 2014 *Brock University AIO presentation, May 2014 D. Challenges  The Academic Integrity Office is challenged by lack of resources which makes difficult to increase the visibility of the office, or to keep offering the promotional items.  The Academic Integrity Office continues to be challenged by the amount of time for the cases to be processed and finalized. Page 149 of 167
Page 2 of 3 2. A. REPORT Area’s Goals and Objectives and the University’s Strategic Plan The University of Windsor must have an environment in which Academic Integrity and honesty is upheld in order to achieve the highest possible standards in teaching, learning and research; without it, the value of our degree is diminished and impacts all those who have earned their degree – past, present and future. Our objective is to maintain the value of the University’s degree by encouraging our faculty, staff and students to uphold academic integrity and apply honesty in all their endeavours. B. Future Actions/Initiatives  Continue working to increase our office participation at the University’s events to increase the AIO visibility and the University’s concern and commitment to AI as part of students’ academic experience  Working with the Associate Deans and University Secretariat on the implementation of the new Academic Integrity system  Working with CTL to provide support for instructors on the following points:educate instructors on how to encourage academic honesty and prevent academic dishonesty among their students; communicate to instructors and Department Heads when and how to file a complaint with respect to the new academic integrity system  Continue increasing a direct communication between our office and faculty members and develop a consistent relationship with faculty members  Strengthen our relationship with all Associate Deans – attend monthly meetings starting Fall 2015  Communicate with Associate Deans or Department Heads how to ensure departmental policies are consistent with Senate bylaws and policies that cover academic integrity, student conduct and due process, including recommending appropriate language for those policies.  Develop partnerships with other offices on campus:  AIO and Writing Support Desk to deliver presentations across campus ‐ Academic Integrity and Citations Workshops;  AIO and Student Counselling Centre – work together to support our students with behavioural issues *To view the full report see the Academic Policy meeting of May 7, 2015. Page 150 of 167
Page 3 of 3 Sa150612-‐5.6.2 University of Windsor Senate Granting a Certificate or Diploma to a Posthumously or to a Terminally Ill Student 5.6.2: Item for: Approval Forwarded by: Academic Policy Committee MOTION: That the proposed revisions to the Policy on Granting a Degree Posthumously or to a Terminally Ill Student be approved. Policy on Granting a Degree, Certificate or Diploma Posthumously or to a Terminally Ill Student A degree, certificate or diploma may be granted posthumously or to a terminally ill student, where a student has completed almost all substantive degree, certificate or diploma requirements. Courses where the main requirement is attendance at seminars will not be considered as substantive requirements for the purpose of this policy. Degrees A student in an undergraduate program will have completed all but the last semester of courses (or equivalent) of a program. A student in a thesis or major paper based graduate program will have completed all course work as well as a majority of the thesis or major paper. A student in a course-‐based graduate program will have completed all but two courses. Certificates or Diplomas An undergraduate student in a certificate or diploma program will have completed in full approximately 85% of the course requirements (e.g., 7/8 courses, 8/10 courses, or 10/12 courses). A student in a graduate diploma program will have completed all but two courses. Procedure 1. A request to have a degree, certificate or diploma granted posthumously or to a terminally ill student may be submitted to the Dean of the Faculty in which the student was registered. The person making the request will be referred to herein as the applicant. In the event that there is more than one requestor, the Dean will determine which requestor will be known as the applicant. 2. Prior to consideration of the granting of a degree, diploma or certificate under this policy, the Dean will determine which, if any, courses merit completion with aegrotat standing. 3. The Dean will consult with the AAU Head and the Registrar and then submit a recommendation to the Provost. 4. The decision to grant the degree, certificate or diploma posthumously or to the terminally ill student will be made by the Provost and communicated to the Dean of the Faculty. 5. The Dean of the Faculty will inform the applicant of the decision. 6. If the decision is to award the degree, certificate or diploma posthumously, the applicant will be invited to attend the next appropriate convocation ceremony. If the applicant so chooses, the applicant (or designate) may cross the stage carrying the appropriate hood and any cords of distinction that have been earned. The deceased’s name and degree, certificate or diploma will be read with the statement “awarded posthumously, being accepted by (applicant’s (or designate’s) name)”. Otherwise, the name will not be read. In any event, the name will be published in the convocation program followed by “(posthumously granted)”. If the decision is to award the degree, certificate and diploma to a terminally ill student, arrangements will be made with the applicant. Rationale: • At its November 2014 meeting, Senate asked APC to consider amendments to the policy on the granting of Page 1 of 2 Page 151 of 167
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Deleted: either 1) Renee Wintermute 2015-4-13 9:55 AM
Deleted: or 2) satisfied all of the requirements for the certificate or diploma program with aegrotat standing awarded, where appropriate for the courses not completed
degrees posthumously, which would allow for the granting of certificates and diplomas to deceased or terminally ill students. • This revision allows the university to recognize the efforts of a deceased or terminally ill University of Windsor student prior to completion of a certificate or diploma, provided that the student has completed almost all substantive requirements. • Minors are not included in the policy, as parchments are not issued upon their completion. Page 2 of 2 Page 152 of 167
Sa150612‐5.7.1 University of Windsor Senate *5.7.1: Senate Standing Committee Membership 2015‐2016 Item for: Approval Forwarded by: Senate Governance Committee *See attached Page 153 of 167
Program Development Committee
Member
Term
Provost and Vice President, Academic
(or designate)
Dr. Douglas Kneale
Ex-officio
President
Dr. Alan Wildeman
Ex-officio
Dean of Graduate Studies (or designate)
Dr. Patricia Weir
Ex-officio
Vice-Provost, Teaching and Learning (or
designate)
Dr. Erika Kustra (designate)
Notations
Ex-officio
Faculty of Business Administration
Dr. Maureen Gowing
2015-2017
Faculty of Education & Academic Development
Dr. Larry Glassford
2015-2017
Faculty of Engineering
Dr. Edwin Tam (S-2017)
2015-2017
Faculty of Human Kinetics
Dr. Marijke Taks (S-2017)
2015-2017
Faculty of Law
Ms. Maggie Liddle
2014-2016
Faculty of Nursing
Dr. Jamie Crawley
2014-2016
Faculty of Science
Dr. Zhiguo Hu
2015-2017
Dr. Nurlan Turdaliev
2015-2017
Faculty of Arts Humanities & Social Sciences (at least one from Social Science & one from Arts)
Arts/Humanities - Prof. Lionel Walsh (S-2016)
Chair
2015-2017
Dr. Jill Singleton-Jackson (S-2016)
2014-2016
Social Sciences - Dr. Valerie ScatamburloD’annibale (S-2016)
2015-2017
Librarian Representative
New University Librarian (S-Ex-officio)
2015-2017
Student Representation (1 year terms)
Five students(including at least one graduate, one part-time undergraduate, two full-time undergraduates)
Christopher Langley (UWSA), Dhouha Triki (UWSA), Sanam Mehta (GSS), Hussein Elnimairi (OPUS), TBA () (additional).
*At least half of the faculty members that make up the Program Development Committee must be from Senate. (6)
Page 154 of 167
Academic Policy Committee
Member
Term
Associate Vice President Academic (or
designate)
TBA
Ex-officio
President
Dr. Alan Wildeman
Ex-officio
Vice-Provost, Teaching and Learning (or
designate)
Dr. Erika Kustra (designate)
Ex-officio
Notations
Dr. Mitch Fields
2015-2017
Faculty of Education & Academic Development
Dr. Karen Roland
2015-2017
Faculty of Graduate Studies
Dr. Katherine Quinsey (S-2017)
2015-2017
Dr. Mitra Mirhassani
2014-2016
Faculty of Law
TBA
2015-2017
Dr. Scott Martyn
2015-2017
Faculty of Nursing
Dr. Lorna de Witt (S-2016)
Chair
2014-2016
Faculty of Science
Dr. Chris Weisener
2015-2017
Faculty of Arts, Humanities & Social Sciences (One from Social Science & one from Arts)
Arts/Humanities – Dr. Antonio Rossini (S-2016)
2015-2017
Social Sciences – Dr. Anna Lanoszka
2014-2016
Ms. Shuzhen Zhao
2015-2017
Student Representation (1 year terms)
Four students (including one graduate, one part-time undergraduate, two full-time undergraduates).
Emmanual Igodan (UWSA), Hassan Shahzad (UWSA), Sanam Mehta (GSS), Shaista Akbar (OPUS)
*At least three members must be elected members of Senate.
Page 155 of 167
Senate Student Caucus
Member
Term
Vice-Provost, Students Affairs & Dean of
Students (or Director, Student Affairs as
designate for one or more meetings)
Dr. Clayton Smith
Ex-officio
President
Dr. Alan Wildeman
Ex-officio
Director, Campus Services
Ms. Anna Kirby
Ex-officio
Notations
Dr. Gurupdesh Pandher (S-2017)
2014-2016
Faculty of Education
Dr. Geri Salinitri
2015-2017
Dr. Tirupati Bolsetti
2014-2016
Faculty of Law
Prof. Gemma Smyth
2015-2017
Dr. Ryan Snelgrove
2015-2017
Faculty of Nursing
Ms. Kathy Pfaff
2015-2017
Faculty of Science
Dr. Ziad Kobti (S-2016) Chair
2014-2016
Faculty of Arts, Humanities & Social Sciences
Arts/Social Sciences/Humanities– Dr. Tina
Pugliese
2014-2016
Ms. Vicki Jay Leung (S-2016)
2014-2016
Student Representation (1 Year Terms)
Eleven Students (2 graduate students, 2 part-time undergraduate, 4 full-time undergraduate, 1 international, 1 residence student, 1 student at large)
(1 student from this group would be elected co-chair)
Amin Safaei (GSS), Morteza Lalmazloumian (GSS), Bernarda Doctor (OPUS), TBA (OPUS), Ghadeer Alghosein (UWSA), Dhouha Triki
(UWSA), Emmanual Igodan (UWSA), Ronald D’Aguilar (UWSA), TBA (International), John O’Reilly (Residence), TBA (Student At-Large)
*At least three members must be elected members of Senate.
Page 156 of 167
Senate Governance Committee
Member
Term
President (Chair)
Dr. Alan Wildeman
Ex-officio
Provost and Vice President, Academic
(or designate)
Dr. Douglas Kneale
Ex-officio
Notations
Dr. Fazle Baki (S-2017)
2015-2017
Faculty of Education
Dr. Darren Stanley (S-2017)
2015-2016
Dr. Majid Ahmadi (S-2016)
2014-2016
Faculty of Law
Profl Camille Cameron (S-Exofficio)
2014-2016
Dr. Kevin Milne
2015-2017
Faculty of Nursing
Dr. Linda Patrick (S-Ex-officio)
2014-2016
Faculty of Science
Dr. Charles Macdonald (S- 2016)
2014-2016
Faculty of Graduate Studies
Dr. Katherine Quinsey (S-2017)
2014-2016
Faculty of Arts, Humanities & Social Sciences
Arts/Humanities – Dr. Joanna Luft (S-2017)
2014-2016
Social Sciences – Dr. Nancy Wright (S-exofficio)
2014-2016
New University Librarian (S-Ex-officio)
2015-2017
Student Representation (all vacant 1 year terms)
Five student Senate members (including at least one graduate, one part-time undergraduate, two full-time undergraduates).
Ronald D’Aguilar (UWSA), Hassan Shahzad (UWSA), Amin Safaei (GSS), Ed King (OPUS).
*At least half must be elected members of Senate.
Page 157 of 167
Sa150612-5.8.1
REVISED
Senate
5.8.1:
Revisions to Bylaws 2, 3, 20, 22, 23, 30
Item for:
Approval
Forwarded by: Senate Governance Committee
MOTION 1: That the revisions to Bylaw 2 be approved.
Proposed Revisions
I.
Rules of Order for Senate Committees and Subcommittees
[…]
Subject to other bylaw provisions, Normally, all meetings shall be normally held in person and only members
present shall be permitted to vote, subject to other bylaw provisions. A Chair may permit members to
participate by videoconference (or other mechanism, which allows all members to see and hear each other),
technology permitting, subject to the following:
a) For committees with seven or more members, no more than two members may participate by
videoconference. For the months of May-August, all student members may participate by
videoconference, plus two other members.
b) For committees with six or fewer members, no more than one member may participate by
videoconference. For the months of May-August, all student members may participate by
videoconference, plus one other member.
c) Requests to participate by videoconference are to be accompanied by a strong rationale for not
attending in person (e.g., at a conference or other work-related activity) and should be submitted at
least 48 hours prior to the meeting. Requests will be assessed and approvals granted by the Chair on
a first come, first serve basis.
d) In the case of secret ballot votes, members participating by videoconference waive their right to
anonymity and may submit their vote in confidence to the recording secretary.
Members participating by videoconference will have all the rights and responsibilities as those attending in
person and will count towards quorum.
Rationale:
 The revision upholds the good governance practices to hold meetings in person, while acknowledging that some
limited provisions, should be made for members that cannot attend for legitimate reasons in light of
technological tools, which allow for full participation.
 Not all meeting rooms are equipped with screens, data projectors, or outfitted with full videoconferencing
capabilities. In these cases, videoconferencing will not be an option.
 Consistent with bylaw 40 and 44, students can participate by video or teleconference in the months of MayAugust.
Page 158 of 167
Page 1 of 5
MOTION 2: That the revision to Bylaw 20 be approved.
Proposed Revision:
Bylaw 20 – Types and Terms of Appointments
2.2.1 An appointments committee shall seek applications for faculty vacancies, review credentials of applicants,
and make recommendations a single candidate for the consideration of the AAU Council or Councils and the executive
of the other body, if any.
Rationale:
 While the current wording is grammatically preferable, it has caused some confusion in that it seems to be
inconsistent with 2.2.3 which clearly states that the Committee shall propose the name of a single candidate. In
fact, paragraph 2.2.1 simply outlines, in broad terms, the mandate of the Appointments Committees. More
detailed information follows in the subsequent paragraphs.
 The revision is intended to remove any possible confusion.
Proposed Revisions:
4.5
Any untenured faculty member at the Assistant level can be considered for tenure after two full years of
employment at the University. In such cases, s/he shall initiate the process by making an application to the AAU
Head by September 15. If the early tenure application is unsuccessful, the untenured faculty member will
continue in his/her probationary appointment according to the normal timelines. Where a faculty member’s
early tenure application falls in his/her year of renewal, an unsuccessful tenure application will default to a
review for renewal of contract. In such cases, a separate submission by the faculty member is not required.
The maximum length of employment at the probationary level is six full years of employment.
[…]
6.4
The recommendations of the AAU RTP Committee on contract renewals, with all the necessary supporting
documents as directed by the UCAPT, and the recommendations from the Dean shall be submitted to the Chair
of the UCAPT on or before October 31. The recommendations of the AAU RTP Committee concerning tenure,
with all the necessary supporting documents as directed by the UCAPT, and the recommendations from the
Dean shall be submitted to the Chair of UCAPT by December 15 by the AAU Head. The recommendations of
the AAU RTP Committee for promotions, with all the necessary documents as directed by the UCAPT, and the
recommendations from the Dean shall be submitted to the Chair of the UCAPT by January 31.
8.5.2 The Dean (or designate) and the AAU Head (or designate) may be requested to appear before the UCAPT to
elucidate the Dean’s comments and the AAU RTP Committee's recommendations on promotion, tenure, or the
renewal of contract, respectively. and i In such case(s), the Dean (or designate) and the AAU Head (or
designate) shall withdraw from the meeting before a vote is taken. Deans (or designates) and AAU Heads (or
designates) who are requested to appear before the UCAPT should receive such request in writing with a clear
indication of the issues or concerns the UCAPT wishes to raise. The UCAPT will not reject any recommendations
of a Dean or an AAU RTP Committee without first giving the Dean (or designate), the AAU Head (or designate)
and the faculty member an opportunity to make representation before it (see 8.6).
Page 159 of 167
Page 2 of 5
9
The Role of the President in Renewal, Tenure and Promotion of Contract Deliberations and in Appeals
9.1
The President (or designate) shall review all recommendations of the UCAPT. In those exceptional cases in
which s/he overrides the positive recommendations of the UCAPT, s/he shall provide reasons in writing for his
or her action to both the AAU RTP Committee, and to the UCAPT and, in the case of an adverse decision, to the
faculty member concerned.
9.2
The President shall hear appeals made in writing by either the Chair of the AAU RTP Committee or the faculty
member concerned, as the case may be, on the grounds of procedural irregularity on the part of the UCAPT or
on the merits of the case. Such appeals must be submitted within two weeks after notification of the decision
by the UCAPT. In the case where the appeal is successful on the grounds of procedural irregularity, the
President shall remit the case to the UCAPT for reconsideration according to the proper procedures within one
week. In the case of an appeal on the merits of the case, the President's decision shall be final.
[…]
Rationale:
 The proposed revision clarifies what happens in cases of unsuccessful tenure applications. Because a tenure
application is much more involved than the documentation required for renewal of contract, consideration of
renewal of contract will be based on the tenure application. No additional or separate submission should be
required of the faculty member.
 Deans have a responsibility to comment on files forwarded to UCAPT. This is clear in 8.1.1, which speaks to
support of the Dean. However, the process for appearing before UCAPT should be outlined in greater detail.
 Clarification of the practice of the office of the President to delegate review of the numerous files, but not in
cases of appeals.
Proposed Revisions:
Bylaw 30 - Election Procedures for Student Representation
[…]
2. The regulations which are adopted pursuant to paragraph A1 shall be reported by the Head of the AAU to the Chair
of the Senate Student Caucus by October 15 annually, unless after the first such report there is no amendment to
the regulations adopted.
3. If the regulations required by this paragraph are not submitted by October 15, or if, in the opinion of the chair of
the Senate Student Caucus, the regulations do not meet minimum standards set out in the above paragraph, the
chair of the Senate Student Caucus shall conduct elections in the AAU according to established electoral
procedures.
4. Elections in all AAUs of undergraduate and graduate student representatives shall be held annually no later than
September 30 in September or October. The nomination and election of student representatives shall be by and
from eligible students. Students normally will hold office for one year from the date of election or for such other
annual period as may be agreed by the AAU Council.
B Eligibility of Students to Vote and to Run for Election
Page 160 of 167
Page 3 of 5
a) All uundergraduate students in the AAU’s program(s) are eligible to be nominated, vote and stand for election to
the AAU Council, in accordance with the regulations set out by the AAU. must be honours or majors students in
that AAU. Efforts shall be made to include at least one undergraduate part-time student on AAU Council.
b) Undergraduate honours or majors students in an AAU are eligible to vote for undergraduate students nominated
to the AAU Council.
bc) All full-time Ggraduate students in the AAU’s program(s) are eligible to be nominated, vote and stand for election
to the AAU Council, in accordance with the regulations set out by the AAU. shall be full-time graduate students
in that AAU.
c)d) Full-time and pPart-time graduate students in an AAU are eligible to vote for graduate students nominated to the
AAU Council.
Rationale:
 Removed redundancies and streamlined wording.
 Provided more flexibility for the timing of elections. This is particularly needed for areas where students are on
Co-op in the Fall term. In either case, elections must be completed no later than September 30th.
 Paragraphs 2 and 3 are not practicable. The AAU Head is responsible for ensuring that the student elections are
properly run, in accordance with the regulations in place. Where the basic regulations outlined in the bylaw have
not been followed, the election is void and, as per current practice, it is the responsibility of the AAU Head to
ensure that the election is re-run. The same holds true for other types of Departmental or Faculty elections.
 The revisions address the concerns raised at the September 2014 Senate Governance Committee meeting, which
were to clarify that all undergraduate students (part-time, full-time, honours and general) are eligible to serve on
Council.
MOTION 5: That the revisions to Bylaw 23 be approved and that the Policy on Faculty Duties and Responsibilities
be deleted.
Proposed Revisions:
Bylaw 23 - Criteria for Renewal, Tenure and Promotion
1. Preamble
The academic profession is the only group recognized by society to have the primary purpose of discovering and
disseminating knowledge and understanding. In order to pursue this purpose, members of the academic
profession must be ensured conditions, as much as possible, which permit the free pursuit of truth and this
involves freedom to discuss and to criticize. Academic freedom is a fundamental prerequisite for the academic
profession. Academic freedom is intended as a safeguard against all those who would challenge the
intellectual autonomy of the University and its members, or who would seek to utilize its resources exclusively
for the propagation of their own ideologies. However, academic freedom that promises the common good by
ensuring the search for truth and its exposition must not be abused. Therefore, the proper exercise of
academic freedom is contingent upon the recognition and adequate discharge of duties and responsibilities.
Tenure, a continuing full-time appointment with the University, is one of the basic means of protecting and
encouraging the exercise of academic freedom.
Rationale:
 At the April 10, 2015 Senate meeting, there was general consent that the policy on Faculty Duties and
Responsibilities should be deleted, given that the provisions are covered in Bylaw 51, Bylaws 22/23 and the
Collective Agreement, subject to the preservation of the statement on academic freedom elsewhere in Senate
bylaws or policies. It seems logical and appropriate to merge the statement from the policy with the preamble in
Bylaw 23.
Page 161 of 167
Page 4 of 5
Proposed Revisions:
Bylaw 3 - Senate Standing Committees
1.2.1 Program Development Committee
1.2.1.1 Membership, (The total number of members is twenty):
[…]
 twelve regular faculty members, at least half three of whom shall be members of the Senate, […]
Rationale:
 This change provides consistency with composition requirements of the Academic Policy Committee and the
Senate Student Caucus, allows for greater flexibility in populating the committees, and provides more volunteer
opportunities for those not on Senate.
Page 162 of 167
Page 5 of 5
Sa150612-‐5.8.1 University of Windsor Senate 5.8.1: Revisions to Bylaws 2, 3, 20, 22, 23, 30 Item for: Approval Forwarded by: Senate Governance Committee MOTION 1: That the revisions to Bylaw 2 be approved. Proposed Revisions I. Rules of Order for Senate Committees and Subcommittees […] Subject to other bylaw provisions, Normally, all meetings shall be normally held in person and only members present shall be permitted to vote, subject to other bylaw provisions. A Chair may permit members to participate by videoconference (or other mechanism, which allows all members to see and hear each other), technology permitting, subject to the following: a) For committees with seven or more members, no more than two members may participate by videoconference. For the months of May-‐August, all student members may participate by videoconference, plus two other members. b) For committees with six or fewer members, no more than one member may participate by videoconference. For the months of May-‐August, all student members may participate by videoconference, plus one other member. c) Requests to participate by videoconference are to be accompanied by a strong rationale for not attending in person (e.g., at a conference or other work-‐related activity) and should be submitted at least 48 hours prior to the meeting. Requests will be assessed and approvals granted by the Chair on a first come, first serve basis. d) In the case of secret ballot votes, members participating by videoconference waive their right to anonymity and may submit their vote in confidence to the recording secretary. Members participating by videoconference will have all the rights and responsibilities as those attending in person and will count towards quorum. Rationale: • The revision upholds the good governance practices to hold meetings in person, while acknowledging that some limited provisions, should be made for members that cannot attend for legitimate reasons in light of technological tools, which allow for full participation. • Not all meeting rooms are equipped with screens, data projectors, or outfitted with full videoconferencing capabilities. In these cases, videoconferencing will not be an option. • Consistent with bylaw 40 and 44, students can participate by video or teleconference in the months of May-‐
August. Page 163 of 167
Page 1 of 5 MOTION 2: That the revision to Bylaw 20 be approved. Proposed Revision: Bylaw 20 – Types and Terms of Appointments 2.2.1 An appointments committee shall seek applications for faculty vacancies, review credentials of applicants, and make recommendations a single candidate for the consideration of the AAU Council or Councils and the executive of the other body, if any. Rationale: • While the current wording is grammatically preferable, it has caused some confusion in that it seems to be inconsistent with 2.2.3 which clearly states that the Committee shall propose the name of a single candidate. In fact, paragraph 2.2.1 simply outlines, in broad terms, the mandate of the Appointments Committees. More detailed information follows in the subsequent paragraphs. • The revision is intended to remove any possible confusion. MOTION 3: That the revisions to Bylaw 22 be approved. Proposed Revisions: 4.5 Any untenured faculty member at the Assistant level can be considered for tenure after two full years of employment at the University. In such cases, s/he shall initiate the process by making an application to the AAU Head by September 15. If the early tenure application is unsuccessful, the untenured faculty member will continue in his/her probationary appointment according to the normal timelines. Where a faculty member’s early tenure application falls in his/her year of renewal, an unsuccessful tenure application will default to a review for renewal of contract. In such cases, a separate submission by the faculty member is not required. The maximum length of employment at the probationary level is six full years of employment. […] 6.4 The recommendations of the AAU RTP Committee on contract renewals, with all the necessary supporting documents as directed by the UCAPT, and the recommendations from the Dean shall be submitted to the Chair of the UCAPT on or before October 31. The recommendations of the AAU RTP Committee concerning tenure, with all the necessary supporting documents as directed by the UCAPT, and the recommendations from the Dean shall be submitted to the Chair of UCAPT by December 15 by the AAU Head. The recommendations of the AAU RTP Committee for promotions, with all the necessary documents as directed by the UCAPT, and the recommendations from the Dean shall be submitted to the Chair of the UCAPT by January 31. 8.5.2 The Dean (or designate) and the AAU Head (or designate) may be requested to appear before the UCAPT to elucidate the Dean’s comments and the AAU RTP Committee's recommendations on promotion, tenure, or the renewal of contract, respectively. and i In such case(s), the Dean (or designate) and the AAU Head (or designate) shall withdraw from the meeting before a vote is taken. Deans (or designates) and AAU Heads (or designates) who are requested to appear before the UCAPT should receive such request in writing with a clear indication of the issues or concerns the UCAPT wishes to raise. The UCAPT will not reject any recommendations of a Dean or an AAU RTP Committee without first giving the Dean (or designate), the AAU Head (or designate) and the faculty member an opportunity to make representation before it (see 8.6). Page 164 of 167
Page 2 of 5 9 9.1 9.2 The Role of the President in Renewal, Tenure and Promotion of Contract Deliberations and in Appeals The President (or designate) shall review all recommendations of the UCAPT. In those exceptional cases in which s/he overrides the positive recommendations of the UCAPT, s/he shall provide reasons in writing for his or her action to both the AAU RTP Committee, and to the UCAPT and, in the case of an adverse decision, to the faculty member concerned. The President shall hear appeals made in writing by either the Chair of the AAU RTP Committee or the faculty member concerned, as the case may be, on the grounds of procedural irregularity on the part of the UCAPT or on the merits of the case. Such appeals must be submitted within two weeks after notification of the decision by the UCAPT. In the case where the appeal is successful on the grounds of procedural irregularity, the President shall remit the case to the UCAPT for reconsideration according to the proper procedures within one week. In the case of an appeal on the merits of the case, the President's decision shall be final. […] Rationale: • The proposed revision clarifies what happens in cases of unsuccessful tenure applications. Because a tenure application is much more involved than the documentation required for renewal of contract, consideration of renewal of contract will be based on the tenure application. No additional or separate submission should be required of the faculty member. • Deans have a responsibility to comment on files forwarded to UCAPT. This is clear in 8.1.1, which speaks to support of the Dean. However, the process for appearing before UCAPT should be outlined in greater detail. • Clarification of the practice of the office of the President to delegate review of the numerous files, but not in cases of appeals. MOTION 4: That the revisions to Bylaw 30 be approved. Proposed Revisions: Bylaw 30 -‐ Election Procedures for Student Representation […] 2. The regulations which are adopted pursuant to paragraph A1 shall be reported by the Head of the AAU to the Chair of the Senate Student Caucus by October 15 annually, unless after the first such report there is no amendment to the regulations adopted. 3. If the regulations required by this paragraph are not submitted by October 15, or if, in the opinion of the chair of the Senate Student Caucus, the regulations do not meet minimum standards set out in the above paragraph, the chair of the Senate Student Caucus shall conduct elections in the AAU according to established electoral procedures. 4. Elections in all AAUs of undergraduate and graduate student representatives shall be held annually no later than September 30 in September or October. The nomination and election of student representatives shall be by and from eligible students. Students normally will hold office for one year from the date of election or for such other annual period as may be agreed by the AAU Council. B Eligibility of Students to Vote and to Run for Election Page 165 of 167
Page 3 of 5 a) All uundergraduate students in the AAU’s program(s) are eligible to be nominated, vote and stand for election to the AAU Council, in accordance with the regulations set out by the AAU. must be honours or majors students in that AAU. Efforts shall be made to include at least one undergraduate part-‐time student on AAU Council. b) Undergraduate honours or majors students in an AAU are eligible to vote for undergraduate students nominated to the AAU Council. bc) All full-‐time Ggraduate students in the AAU’s program(s) are eligible to be nominated, vote and stand for election to the AAU Council, in accordance with the regulations set out by the AAU. shall be full-‐time graduate students in that AAU. c)d) Full-‐time and pPart-‐time graduate students in an AAU are eligible to vote for graduate students nominated to the AAU Council. Rationale: • Removed redundancies and streamlined wording. • Provided more flexibility for the timing of elections. This is particularly needed for areas where students are on Co-‐op in the Fall term. In either case, elections must be completed no later than September 30th. • Paragraphs 2 and 3 are not practicable. The AAU Head is responsible for ensuring that the student elections are properly run, in accordance with the regulations in place. Where the basic regulations outlined in the bylaw have not been followed, the election is void and, as per current practice, it is the responsibility of the AAU Head to ensure that the election is re-‐run. The same holds true for other types of Departmental or Faculty elections. • The revisions address the concerns raised at the September 2014 Senate Governance Committee meeting, which were to clarify that all undergraduate students (part-‐time, full-‐time, honours and general) are eligible to serve on Council. MOTION 5: That the revisions to Bylaw 23 be approved and that the Policy on Faculty Duties and Responsibilities be deleted. Proposed Revisions: Bylaw 23 -‐ Criteria for Renewal, Tenure and Promotion 1. Preamble The academic profession is the only group recognized by society to have the primary purpose of discovering and disseminating knowledge and understanding. In order to pursue this purpose, members of the academic profession must be ensured conditions, as much as possible, which permit the free pursuit of truth and this involves freedom to discuss and to criticize. Academic freedom is a fundamental prerequisite for the academic profession. Academic freedom is intended as a safeguard against all those who would challenge the legitimate autonomy of the University, or who would seek to utilize its resources exclusively for the propagation of their own ideologies. However, academic freedom that promises the common good by ensuring the search for truth and its exposition must not be abused. Therefore, the proper exercise of academic freedom is contingent upon the recognition and adequate discharge of duties and responsibilities. Tenure, a continuing full-‐time appointment with the University, is one of the basic means of protecting and encouraging the exercise of academic freedom. Rationale: • At the April 10, 2015 Senate meeting, there was general consent that the policy on Faculty Duties and Responsibilities should be deleted, given that the provisions are covered in Bylaw 51, Bylaws 22/23 and the Collective Agreement, subject to the preservation of the statement on academic freedom elsewhere in Senate bylaws or policies. It seems logical and appropriate to merge the statement from the policy with the preamble in Bylaw 23. Page 166 of 167
Page 4 of 5 MOTION 6: That the revisions to Bylaw 3 be approved. Proposed Revisions: Bylaw 3 -‐ Senate Standing Committees 1.2.1 Program Development Committee 1.2.1.1 Membership, (The total number of members is twenty): […] § twelve regular faculty members, at least half three of whom shall be members of the Senate, […] Rationale: • This change provides consistency with composition requirements of the Academic Policy Committee and the Senate Student Caucus, allows for greater flexibility in populating the committees, and provides more volunteer opportunities for those not on Senate. Page 167 of 167
Page 5 of 5

NOTICE OF MEETING There will be a meeting of the

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