ARTS FACULTY COUNCIL

Agenda

Friday, November 25, 2011

1:00 – 4:00 Room B140

1) ADOPTION OF AGENDA Adopt the Arts Faculty Council Agenda for November 25, 2011

2) APPROVAL OF MINUTES Approve Arts Faculty Council Minutes of October 28, 2011

3) BUSINESS ARISING

• Support Staff Representative – Election Results 4) GUESTS

a) Canada Research Chair – Lenore Newman b) Mennonite Studies – Steven Schroeder

5) SENATE SUBCOMMITTEE REPORTS 6) FOR DISCUSSION

a) Introduction to MyUFV Arts Faculty Council Group – Stephen Piper b) Revised Program Approval Criteria – Chantelle Marlor

7) FOR DECISION

a) New Major; Economics – Vlada Dvoracek

8) FOR INFORMATION

• ARTS 100 – Updates from UEC • Faculty of Humanities and Faculty of Social Sciences Terms of Reference • Amended Continuance Policy • Amended Course and Program Approval Policy

Next Meeting: December 16, 2011 (Agenda Deadline December 7, 2011)

 

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DRAFT 

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o Universidad San Carlos (an Agriculturally based university) o Canadian Studies Centre o Stael Ruffinelli de Ortiz English Institute

They also visited Mennonite colonies (Filadelfia, and Loma Plata) Throughout their trip there were many future opportunities for UFV including creating:

study tours, internships, practicums, forming research partners, and educational exchanges

S. Piper and G. Fehr will be putting together a written document on their Paraguay trip to be sent out to all members of Arts Faculty Council

4) SENATE REPORT BACK

Senate Governance is currently reviewing the following items:

o Senate Terms of Reference and membership o Streamlining processes and procedures for institutional policies

All senate agendas and minutes are available online It was suggested that informal means of communication between Senate and other

committees be streamlined It was suggested that councils should be a structural part of senate to ensure that

discussions are actually brought forward ACTION: Jacqueline to ask deans’ assistant to send a memo to Senate regarding an adhoc caucus that could meet two times per semester to clarify senate happenings

5) ACADEMIC PLANNING & PRIORITIES COMMITTEE

Six months ago the adhoc Academic Planning & Priorities Committee met for the first time,

and had their second meeting this week This committee was established in response to the establishment of Senate’s Academic

Planning & Priorities Committee An extremely rough draft of a document that establishes the criteria by which programs will

be prioritized in appearing at UFV was discussed. It was mentioned that this document is not official in any way and is simply an amended version of the original document that was submitted to APPC.

There was a large number of concerns with the lack of discussion and communication in regards to this document

S. Murray will bring forward AFC’s concerns A concern was raised that there is a large increase in the number of committees, and yet

they are becoming less and less effective There was some discussion revolving around the original purpose of the APPC adhoc

committee. APPC members were directed to review previous minutes to determine the original purpose of creating this committee.

A concern was raised that if all of the faculty councils return a different draft of criteria that Senate will approve the document the way they would like it

DRAFT 

3  

MOTION: B. Kirkley/M.Kloster CARRIED Arts Faculty Council moves that the criteria by which programs will be prioritized be approved at all Faculty Council meetings prior to approval by senate.

6) ELECTIONS COMMITTEE The Nominations and Elections Committee provided an update on current elections:

o There are currently 2 openings for student reps on AFC. Call for nominations will be taking place October 31-November 11. The election will happen during the week of November 14.

o There is one opening for a Faculty at Large member on AFCC. This election will be taking place at today’s AFC meeting.

o There is one opening for a support staff member on AFC. The call for nominations is currently in progress and the election will be taking place after November 2, 2011.

7) BUSINESS ARISING / DISCUSSION a) International Travel Policy The travel policy is a rough draft created by International Education, the Chief Financial

Officer and the VP External. This document was created as a result of previous occasions where UFV students were

in the field, and UFV was unaware of the situation. International Travel Policy does not have a current implementation date (could possibly

be in the next year or so) The risk presented with travel will be determined by DFAIT (Department of Foreign

Affairs and International Trade) There is currently a Risk Management position that is unfilled. This person will be

involved with the implementation of the policy. J. Nolte to invite those involved with the policy (insurance information, policy creators

etc.) to a future AFC meeting when the policy is closer to being finalized. It was suggested that AFC members highlight their concerns in the Arts Faculty Council

MyUFV group. M. Rhodes, S. Piper and G.Fehr are in the process of drafting a letter in regards to this

policy. This letter will address the length, specificity, and the difficulty involved with editing the document in the future. It will also address the increase of department head liability by placing responsibility on the department heads, instead of the travel agent.

Some of the concerns raised in association with this policy were: o How this policy would affect faculty travel, and why there is a need to routinize

faculty travel. o The procedure around Faculty travel when on sabbatical, but travelling on UFV

funds o There is no reference to financial responsibility o The policy advocates registering with private firms o A $200.00 deposit is often insufficient. If a student cancels their travel

arrangements, it often costs the department more than this amount. Some departments are currently requesting $500.00 deposits.

o The scope of this document often changes from travel to International travel. Scope should be limited or separated throughout the document.

DRAFT 

4  

o Lack of employee / faculty consultation before creating the Travel Policy o There should be standardization of study tours – instead of just creating a travel

policy G. Fehr mentioned that A&R and UFV Security are currently trying to

streamline the study tour process ACTION: Please send an email to Jacqueline with you name, and what type of travel you arrange (if you are responsible for organizing travel). This information will be used to organize and compile a list of offsite student activities.

b) Student Academic Misconduct Policy

Current misconduct policy is from 2000 This policy has been adapted into two distinct policies: academic and non-academic

misconduct These drafts originated from the VP Students – looking for feedback ASAP It was suggested that the definition of plagiarism be simplified, unless the intent of the

document is to spell it out. Procedures and guidelines are vague. There is no mention of what will happen if this

occurs, and on what timeline. The policy does not clearly identify what to do and when. The policy has too much detail but no clear timeline or procedure Visual Arts students often create work and then sell it. This is not seen as misconduct,

but rather, encouraged by the department. It was suggested that a working group be created to work on this policy. M. Hardin / M.

Rhodes volunteered to be a part of this group. o J. Nolte to bring this offer forward

It was mentioned that in several cases students are unaware that their actions constitute academic misconduct – and what are the steps in this situation?

It was requested that Visual Arts post their areas of concern regarding this policy to the AFC MyUFV forum

S. Fisher suggested that the Visual Arts department offer wording to assist with their concerns.

No ethics are mentioned in section 7 in regards to improper research It was suggested that section 7 be brought to Research Council for evaluation

c) Student Non-Academic Misconduct Policy

Section 3.6 – definitions of material is problematic. o Difficult to police o Should only be if the student is deliberately trying to inflict harm

The policy should be based on the purpose for which the material is being used, rather than the material itself.

DRAFT 

5  

o Suggested wording for section 3.6: “Students shall not use material for offensive racist pornographic or discriminatory purposes. This can include receiving, uploading, downloading or distributing information.

An issue was raised with the lack of a firearms policy within the document Some members of AFC felt that this policy restricted academic freedom Several faculty members indicated that they use material that could be seen as offensive

for the purpose of teaching and learning. Section 3.6 and 3.7 simply re-state other policies. Is this document trying to re-write

these principles in conduct language or is it an indication of when a line is being crossed? If it is the latter, a line being crossed may not be the same for all instructors.

At what point is non-academic misconduct up to instructor discretion? Does this override instructor discretion, or set a cap on it?

Section 3.8.3 – The question was raised as to whether or not this would affect study tours.

Section 3.2 states that students shall not damage remove or make unauthorized use of university property. This is redundant with section 3.4 that states “Students shall not remove books, equipment, or other library material from the University libraries without proper authorization”

Policy lacks uniformity throughout the document

d) Budget Summary

All figures in this summary are ongoing funds Historically, one time funds are easier to come by than ongoing commitments The summary will be presented to the VP, CFO and those in finance who make final

budgetary decisions Some of the priorities are driven by site visits and/or program reviews All of the figures listed in the summary are rough figures of the requests submitted All department requests will be submitted regardless of priority standing Some of the following issues were raised in regards to the budget summary:

o No standardization of course releases for department heads o Large areas are receiving more funding, while smaller areas are not receiving

enough funding o Smaller programs require resources to offer the courses that they need to offer o Does POSC/PHIL fall under humanities or social sciences? (currently listed

under Social Sciences in the budget summary) o In response to issues regarding budget allocation, J. Nolte offered to present

information on funded sections and fill rates in a future meeting.

8) NOMINATIONS AND ELECTION FOR (1) AFCC Faculty at Large Member

Douglas Hudson was acclaimed to the position 9) FOR INFORMATION

DRAFT 

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2011/12 Call for Nominations -Teaching Excellence Award Selection Committee – Lisa Tassone

The following items were approved at Arts Faculty Curriculum Committee (AFCC) October 14, 2011:

a) New Courses: o ARTS 100 o SOC 430 o SOC 352 o SOC 353 o MACS 350 o CRIM 435

b) Crosslisting: o SOC 250 with GDS 250

c) Six Year Course Reviews: o ANTH 102 o MACS 240 o MACS 490 o SOC 101 o SOC 210

d) Six Year Course Review with Prerequisite Changes: o VA 371

e) Next Meeting: November 25, 2011

10) ADJOURNMENT C.Forster/S.Hardman

(revised November 16, 2011) 1

Program Evaluation Grid*

* This grid is intended for degree level programs such as minors, majors, Bachelor and Master’s

degrees. It is not intended for concentrations and certificates.

APPC members should use this grid to calculate a score for each program proposal submitted to APPC

for recommendation and ranking. This score will then be used by APPC to inform their discussion and

ranking of the various proposed programs. The maximum a program can score is 50 and the

minimum is 0. At present, there is no minimum score a program needs to achieve to be considered

for ranking.

PROGRAM EVALUATION GRID will be considered in conjunction with the BUDGET ANALYSIS to provide

a final ranking of program proposals.

No

Ye

s

Ex

cee

ds

ex

pe

cta

tio

ns

0 1 2

Quality of the Proposal (prerequisite condition)Quality of the Proposal (prerequisite condition)Quality of the Proposal (prerequisite condition)Quality of the Proposal (prerequisite condition)

0 Approved by UEC or GSC Proposals that don't satisfy this Proposals that don't satisfy this Proposals that don't satisfy this Proposals that don't satisfy this criterion will not be considered.criterion will not be considered.criterion will not be considered.criterion will not be considered.

Strategic direction #1: UFV will provide the best undergraduate education in Canada

I. Meets the needs of students I. Meets the needs of students I. Meets the needs of students I. Meets the needs of students

1 Creates a substantially new area of study for students insubstantial new to UFV new to lower mainland

2 Improves the range of options

3 Adds value to an existing credential or creates new credential

marginal value

adds to existing

new credential

4 Provides students with multiple perspectives for

addressing complex problems/issues

5 Innovative in goal or method of delivery (or both) no yes both/one strongly

(revised November 16, 2011) 2

6

Accessible to a broad range of students (can include, but is not limited, to: attention to diverse learning styles;

multiple delivery options, such as online, evening, or weekend courses; bridging courses; financial assistance, such as tuition waivers).

7 Incorporates a sensitivity to the needs of Aboriginal learners either in curricular content or method of delivery

(or both).

no yes both/one strongly

II. Offers student adequate preparation for II. Offers student adequate preparation for II. Offers student adequate preparation for II. Offers student adequate preparation for citizenship, and a general education to meet the citizenship, and a general education to meet the citizenship, and a general education to meet the citizenship, and a general education to meet the needs of a changing economy needs of a changing economy needs of a changing economy needs of a changing economy

8 Builds skills in critical thinking, communication, dialogue, and leadership.

9 Provides skills suitable for employment.

10 Encourages creative thinking.

11 Creates opportunities for student research and/or creative enterprises

12 Includes experiential learning in the program none some major

component

13 Enhances cross-cultural awareness (in a global context)

III. Demand and Employability III. Demand and Employability III. Demand and Employability III. Demand and Employability

External demand:External demand:External demand:External demand:

14 Student demand for the program currently exists low medium high

15 Student demand for the program will be ongoing

Internal demand:Internal demand:Internal demand:Internal demand:

16 Provides students with work-related skills they could not

otherwise obtain at UFV

17 UFV students prefer this program over existing UFV programs

18 Strengthens existing programs by offering complementary program opportunities

(revised November 16, 2011) 3

Strategic direction #2: UFV will be a leader of social, cultural, economic, and environmentally-

responsible development in the Fraser Valley

IV. Positions UFV locally, nationally, and IV. Positions UFV locally, nationally, and IV. Positions UFV locally, nationally, and IV. Positions UFV locally, nationally, and internationally internationally internationally internationally

19 Addresses local issues

20 Addresses national/global issues

21 Creates or enhances relationship with Fraser Valley communities, including businesses, industry and/or social organizations

22 Increases awareness of local Indigenous practices,

issues and perspectives

Strategic direction #3: UFV will be innovative, entrepreneurial, and accountable in achieving our

goals

V. Demonstrates efficiency in utilizing existing V. Demonstrates efficiency in utilizing existing V. Demonstrates efficiency in utilizing existing V. Demonstrates efficiency in utilizing existing resources and innovationresources and innovationresources and innovationresources and innovation

23 Comprehensively utilizes the expertise of existing faculty.

24 Offers students efficient routes to completion without

unnecessary duplication of curriculum

25 Collaborations and partnerships with other institutions were investigated and (where appropriate) incorporated

Total score ____________________________________

VI. Budget VI. Budget VI. Budget VI. Budget (to be completed by APPC, after (to be completed by APPC, after (to be completed by APPC, after (to be completed by APPC, after consulting the budget report)consulting the budget report)consulting the budget report)consulting the budget report)

Cost for implementation: Low Medium High

Are the costs of offering this program justified by the advantages?

NO MAYBE YES

(revised November 16, 2011) 4

Any comments in relation to how the program meets or exceeds particular criteria? Please

identify which item number(s) you are commenting on.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Note to APPC: APPC needs the Budget Committee to provide an analysis of all the costs related to the

implementation of a program, both in the short and long term and including facilities, technology,

faculty, staff and impact on support services. This report should also include an analysis of any off-

setting revenues. This report will be considered in conjunction with the Program Evaluation Grid and a

recommendation regarding the ranked priority of programs will be forwarded to Senate.

(revised November 16, 2011) 5

Definition and clarification of criteria:

1. 1. 1. 1. Creates a substantially Creates a substantially Creates a substantially Creates a substantially new area of studynew area of studynew area of studynew area of study for studentsfor studentsfor studentsfor students

Provides a substantially new option for students who would otherwise have to leave the Fraser Valley to

study or select a program that is less closely aligned with their interests.

2.2.2.2. Improves the range of options at the undergraduate levelImproves the range of options at the undergraduate levelImproves the range of options at the undergraduate levelImproves the range of options at the undergraduate level. . . .

Meets the Strategic Plan goal of providing the best undergraduate education in Canada.

4. Provides students with multiple perspectives for addressing complex problems/issuesProvides students with multiple perspectives for addressing complex problems/issuesProvides students with multiple perspectives for addressing complex problems/issuesProvides students with multiple perspectives for addressing complex problems/issues....

To address the strategic plan goal of incorporating multi-disciplinarity, or multiple perspectives for solving

problems, into each program.

5. Innovative in goal and/or method of deliveryInnovative in goal and/or method of deliveryInnovative in goal and/or method of deliveryInnovative in goal and/or method of delivery

Creates a new model for teaching or program structure that is unique to UFV

7. Incorporates a sensitivityIncorporates a sensitivityIncorporates a sensitivityIncorporates a sensitivity to the needs of Aboriginal learners both in curricular content and method of to the needs of Aboriginal learners both in curricular content and method of to the needs of Aboriginal learners both in curricular content and method of to the needs of Aboriginal learners both in curricular content and method of delivery.delivery.delivery.delivery.

Has specifically thought about how to make a program accessible to Aborignal learners and identified and

reduced potential barriers for Aboriginal students.

13. EnhEnhEnhEnhances crossances crossances crossances cross----cultural awareness (in a global context)cultural awareness (in a global context)cultural awareness (in a global context)cultural awareness (in a global context)

Possibilities include access to study abroad, courses that improve cultural sensitivity, bringing international

students into the classroom, and acquisition of an additional language

14. Student demandStudent demandStudent demandStudent demand for the program currently existsfor the program currently existsfor the program currently existsfor the program currently exists

At present there is demand for this program

15. Student demand for the program will be ongoingStudent demand for the program will be ongoingStudent demand for the program will be ongoingStudent demand for the program will be ongoing

Will the program serve a need 5 years from now

16. Provides students with workProvides students with workProvides students with workProvides students with work----related skills they could not otherwise related skills they could not otherwise related skills they could not otherwise related skills they could not otherwise obtain at UFVobtain at UFVobtain at UFVobtain at UFV

Increases the employability of students who are presently at UFV

(revised November 16, 2011) 6

17. UFV students prefer this program over existing UFV programsUFV students prefer this program over existing UFV programsUFV students prefer this program over existing UFV programsUFV students prefer this program over existing UFV programs

This is a program that students would prefer to take over the program they are presently in

18. StrengthensStrengthensStrengthensStrengthens existing programs by offering complementary program opportunitiesexisting programs by offering complementary program opportunitiesexisting programs by offering complementary program opportunitiesexisting programs by offering complementary program opportunities

For example, a skills-based program may be complemented by a program offering a critical theoretical

perspective on the application

19. Addresses local issuesAddresses local issuesAddresses local issuesAddresses local issues

Addresses pressing social, cultural, environmental or economic issues in the Fraser Valley. These can be

addressed either in the coursework or at the level of the program

20. Addresses national/global issuesAddresses national/global issuesAddresses national/global issuesAddresses national/global issues

Addresses important issues arising in the national/global context

23. Comprehensively utilizes the expertise of existing faculty.Comprehensively utilizes the expertise of existing faculty.Comprehensively utilizes the expertise of existing faculty.Comprehensively utilizes the expertise of existing faculty.

For example, if a statistics course is required, then a faculty member from any of the departments currently

offering statistics should be considered first.

24. Offers students efficient routOffers students efficient routOffers students efficient routOffers students efficient routes to completion without unnecessary duplication of curriculumes to completion without unnecessary duplication of curriculumes to completion without unnecessary duplication of curriculumes to completion without unnecessary duplication of curriculum

Ensure that students get credit for the learning they have already done; does not unnecessarily have

students complete redundant coursework (unless there is an explicit reason why this redundancy is

important in terms of learning)

25. Collaborates with other postCollaborates with other postCollaborates with other postCollaborates with other post----secondary institutions where such collaboration could benefit studentssecondary institutions where such collaboration could benefit studentssecondary institutions where such collaboration could benefit studentssecondary institutions where such collaboration could benefit students

Collaborations and partnerships with other institutions were considered and were taken advantage of,

when possible, in instances where they were of benefit to students. This includes helping students to have

access to graduate school, providing degree completion opportunities for students who have taken short

programs elsewhere, and arranging block transfer from other institutions.

 

1  

UNIVERSITY OF THE FRASER VALLEY

Proposal for a Bachelor of Arts with a major in economics Version: August 15, 2011

 

2  

Table of Contents

1. Academic Merit 3 2. Importance to University 11 3. Implementation 16 Appendices Appendix A: Reference Group Comments, Responses, and Changes

Appendix B: Resumes of Economics Department Faculty and Sessional Instructors Appendix C: Letters of Recommendation Appendix D Economics Major Review by Library Collections and Services

 

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Proposal for a Bachelor of Arts with a major in economics 1. Academic Merit 1.1. Quality in terms of accepted criteria of academic, professional and/or occupational merit. 1.1.1. Degree level standard The curriculum is similar to those at other Canadian and US universities both in terms of specific mandatory courses and in terms of total number of economics courses (and credits) required. In the first two years students are required to take:

Principles of Microeconomics (ECON 100) and Principles of Macroeconomics (ECON 101); 4 economics courses in total; One course in each area for calculus (Calculus for Business, MATH 141), statistics (Statistics I

MATH 106), accounting (Accounting I, BUS 143), and finance (BUS 149, Essentials of Finance). In the third and fourth years, students are required to take:

courses covering material in intermediate microeconomics (ECON 307, Managerial Microeconomics), intermediate macroeconomics (ECON 410, Macroeconomics and Financial Markets), and an introductory course in econometrics (BUS 301, Economic and Business Statistics);

a finance course (BUS 349, Financial Management I); 10 economics courses in total.

A more detailed discussion of the course requirements is contained in section 1.1.3. There are six courses that are cross-listed between the Business and Economics Departments (BUS/ECON 301, 349, 433, 434, 435, and 449)1 and one course cross-listed between Math and Economics (MATH/ ECON 308). These courses are all taught by faculty with specialized training in the relevant area. There has been a long working relationship between the Business and Economics Departments at UFV. The two departments work closely together and faculty in the Economics Department are very familiar with the content of the business courses that count as economics courses. This familiarity comes through several channels: there is a cross-appointed faculty member that teaches in both departments, the departments attend each other’s departmental meetings, and the members of the departments sit on each other’s curriculum committees and hiring committees.

                                                            1 It is common for finance material to be taught in economics departments.  For example, at Princeton, which does not have a business department, courses in the economics department include Portfolio Theory and Asset Management, Corporate Restructuring, Cases in Financial Risk Management, and Option, Futures and Financial Derivatives. 

 

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A typical bachelor’s degree in economics includes courses in intermediate microeconomics and in intermediate macroeconomics. ECON 307, Managerial Microeconomics, covers the material typically covered in an intermediate microeconomics course. The textbook used in ECON 307, Michael Baye’s Managerial Economics and Business Strategy, is used at other universities such as University of California at San Diego for courses in intermediate microeconomics1. ECON 410, Macroeconomics and Financial Markets, covers the material and topics typically found in an intermediate macroeconomics course. Evidence of this is seen in chapter titles of Robert Barro’s seminal textbook, Macroeconomics: they include “The Demand for Money and the Price Level”; “Inflation, Money Growth, and Interest Rates”; “Money and Business Cycles” (2 chapters); “World Markets in Goods and Credit”; and “Exchange Rates. “ All of these chapters contain material included in the learning outcomes of ECON 410. The proposed economics major focuses on computer skills and the application of economic theory to real world problems. Nonetheless, the core curriculum for the proposed major in economics at UFV is similar to majors at other universities in BC:

The lower level requirement of 4 economics courses is the same as the requirement for economics majors at both UBC and SFU.

The upper level requirement of 10 economics courses is the same as the requirement for economics majors at both UBC and SFU.

The econometrics course at SFU, BUEC 333, is similar to the econometrics course, BUS/ECON 301, in the UFV proposal.

The required upper-level theory courses at UFV – one in micro theory, one in macro theory, and one in econometrics – mirror the requirements at UNBC. 1.1.2. Credential Recognition and Nomenclature All, or almost all, universities in North America similar to UFV offer an undergraduate degree in economics, typically as a major in a BA degree. UFV already successfully offers a minor in economics: BA and Bachelor of Business Administration students who have completed this minor have gone on to obtain employment in their area of study. 1.1.3. Curriculum/Program Content All of the courses in this proposed degree program already exist and are currently offered. In addition to meeting the Bachelor of Arts requirements (see the UFV calendar), students must complete the following courses to complete a BA with a major in economics. Lower level requirements: All of the following: ECON 100, Principles of Microeconomics ECON 101, Principles of Macroeconomics MATH 141, Calculus for Business; or, MATH 111, Calculus

 

5  

MATH 106, Statistics I BUS 143, Accounting I BUS 149 Essentials of Finance Any two of the following courses: ECON 203 Comparative Economic Systems ECON 207 Introduction to Strategic Thinking ECON 215 Canadian Economic Issues The lower-level requirements ensure that students obtain appropriate technical skills, acquire an understanding of economic theory and institutional knowledge, and develop the ability to apply this theory and skills to real-world problems. In their (lower-level) economics elective courses, students will be exposed to two particular areas of economics in greater detail. Upper-level requirements: Students must complete the following 4 courses: ECON 307 Managerial Microeconomics ECON 410 Macroeconomics and Financial Markets BUS/ECON 301 Economic and Business Statistics BUS/ECON 349 Financial Management I Additionally, students must complete 6 of the following courses: ECON 341 International Trade ECON 352 Technological Progress and Economic Growth ECON 360 Labour Economics ECON 361 Environmental Economics ECON 365 Transportation Economics ECON 388 Law and Economics ECON 397 Regulatory Economics ECON 398 Development Economics BUS/ECON 433 Investments BUS/ECON 434 Risk Management and Financial Engineering BUS/ECON 435 International Finance BUS/ECON 449 Financial Management II MATH/ECON 308 Linear Programming The upper-level requirements enhance the students’ technical skills, further develop economic theory, and provide institutional knowledge that is expected of economics graduates. The required courses, and, to a further extent, the elective courses develop more specialized skills applicable to a particular area of economics and require students to apply their expertise to real-world problems and policy issues.

 

6  

One possible program sequencing for a BA with a major in economics is given in the table below (the table includes reference to the general BA requirements). Semester 1  2  3  4  5  6  7  8 

ECON 100  ECON 101 2nd year ECON 

2nd year ECON 

ECON 307 

BUS/ECON 301 

ECON 410 

Upper‐Level ECON 

MATH 106  MATH 141  BUS 143 Lab Science Requirement

Upper‐Level ECON 

BUS/ECON 349 

Upper‐Level ECON 

Upper‐Level ECON 

Writing Requirement 

Humanities I 

Reasoning Requirement

Humanities II 

Upper‐Level ECON 

Upper‐Level ECON  Elective  Elective 

Elective  Elective  Elective  BUS 149  Elective  Elective  Elective  Elective 

Elective  Elective  Elective  Elective  Elective  Elective  Elective  Elective 

1.1.4. Learning Methodologies/Program Delivery The distinguishing feature of the BA with a major in economics at UFV will be the systematic development of computer skills along with the consistent application of this expertise. The study of economics is ideally suited for learning these skills alongside theories and models pertaining to the social and behavioural sciences that develop critical thinking and problem solving. Specifically, these skills will be applied in every course in a manner that allows for a systematic development of expertise as students progress through the program. These skills include efficient data entry and checking, along with the processing, mining, use, and presentation of this data. Students will utilize these skills to answer real-life economic questions utilizing the abundance of economic data available. Student presentations and papers on real-life topics are essential to all economics courses. These activities teach students research methods, the application of knowledge to problems, and communication skills. Upper-level courses involve in-depth study in specific areas. This work will provide students with possible research topics if they choose to continue their studies in graduate school. It will also expose them to some of the difficulties and limitations of scientific analysis. The University of the Fraser Valley is particularly well suited to implementing an economics program with these characteristics. The institution has a strong commitment and record pertaining to small class sizes. For upper-level courses, maximum enrolment is 28 students while at the lower level it is 36 students per section. Furthermore, for Principles of Microeconomics (ECON 100) and Principles of Macroeconomics (ECON 101), there are tutorials or study halls scheduled in addition to lectures. These classes, therefore, will be a mix of standard lecture, in which economic theory and models are presented, and smaller labs in which these skills are applied. In these tutorials, students work in small groups and have the ability to interact more directly with faculty. Working in small groups and close student faculty interaction will be key

 

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characteristics in classes requiring problem solving involving actual economic data. The computer instructional labs at UFV will provide an ideal setting for these smaller groups. 1.1.5. Admission and Transfer/Residency Admission and Transfer/Residency is governed by the Bachelor of Arts requirements. 1.1.6. Faculty There are four regular faculty in the Economics Department: three hold PhD’s (one of whom is also a CFA charter holder) and have published articles in refereed journals within the last two years. Institution-wide standards are geared to hiring research active faculty who hold PhD’s, as the Economics Department has done with its last three hires. The resumes of regular faculty and for Michael Solyom, sessional instructor, are in Appendix B. 1.1.7. Program Resources i) Library resources The Economics and Business Departments have existed for over 20 years and have built significant holdings. Appendix D contains the library analysis, Economics Major Review by Library Collections and Services, that establishes that the UFV library has sufficient holdings to support an economics major. ii) Computers and computer access It is anticipated that students in the economics major will use the UFV’s existing computing and media services facilities and software2. Existing computer labs and support will be sufficient for implementation of the program. iii) Classrooms, laboratories and equipment No additional classrooms, laboratories and equipment are needed. iv) Existing and shared resources at the institution or at other institutions UFV has all the necessary student support resources in place. The department will work with the Admissions and Records and UFV International offices to ensure integrity of the program in management of admissions, registration of courses, and articulation with other universities and colleges. v) Additional resources that will be required to offer this program No additional resources are required to implement this program. 1.1.8. Program Consultation This proposal has been written by the Curriculum Working Group, approved by the Dean of Arts, Jacqueline Nolte:

 

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Vladimir Dvoracek (Chair), cross-appointment Business Administration and Economics ; Michael Maschek, Ding Lu, and Sean Parkinson, all Economics; Ian Affleck (Math), Keith Lownie (Business Administration), and Moira Kloster (Philosophy and Political Science). This proposal has also greatly benefited from the comments and suggestions made by the reference group. Appendix A contains comments from the Reference Group along with the responses from the economics department and a list of the changes made to the proposal in response to the Reference Group comments. Appendix C contains letters of recommendation from the Reference Group. The members of this group are Mohamed Samman VP, Credit – Envision Financial; Bruce Howell, CGA, President and Chief Executive Officer; Zena Seldon, Chairperson, Department of Economics, TRU; Peter Wylie, Program Head Unit 6, Department of Economics, UBCO; Brian Krauth, Undergraduate Chair and Associate Professor, SFU Economics Department; Kevin Richter, Chair, Economics Department, Douglas College; and David Green, Professor and Department Head, UBC Economics Department. The Economics Department has worked with the Business Department on both the Aboriginal Business Education Initiative at UFV (Vladimir Dvoracek sits as the Business Department liaison on this committee) and the province-wide Ch’nook Scholar Program. The Economics Department is committed to working with the university to increase enrolment of Aboriginal students. The department also monitors students that self-identify as Aboriginal to increase retention and success for these students. 1.1.9. Program Review and Assessment The Economics Department is scheduled for review in 2013. UFV’s policy and schedule for program reviews is available at http://www.ufv.ca/vpacademic/ProgramReviews.htm. 1.2. Originality, particularly in relationship to academic programs offered by other universities in British Columbia. Preparing students for the workplace and laying the foundation for their career development has become overwhelmingly important for the success of any undergraduate program in the current university education system. Based on feedback from our alumni, we conclude that the biggest challenge our graduates face in the workplace is how to apply their knowledge of economics to analyze business data and use computer software to solve real-world problems. The ability to meet the challenge has been the competitive advantage of our most successful recent-year graduates. We have therefore designed this economics major program to include the following outcomes:

Students will be able to apply economic and financial knowledge to evaluate and analyze financial statements and business data;

Students will be able to use computer software for economic and business analysis and problem solving;

Students will be able to present their findings in a professional manner.

 

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To deliver these outcomes, , in addition to taking standard economics courses, our students will be required to take BUS 143 (Accounting I) and BUS 349 (Financial Management I). In these courses students will learn how to read and evaluate financial statements. Students will also have the option to enhance their finance skills by taking additional upper-level finance courses. In our courses, students will work on real economic problems, using real data sets. In doing so, they will learn skills such as collecting, downloading and processing data; checking data quality and consistency; using statistical software to analyze data; and presenting data research results with graphs and tables. We will develop students’ computer skills for use in economics and other applications in the following ways:

Each course includes work that must be completed on a computer; Skill development advances systematically through the program; Choice of software used across economics courses is made according to the popularity of the

software in the workplace. Therefore, we focus on developing students’ ability to use Microsoft Excel, a spreadsheet software which is extremely powerful for a wide variety of data processing tasks; Microsoft Office Access, a relational database management system; and Visual Basic for Applications, a powerful programming tool to automate common tasks and perform more complex calculations.

Students are required to use Word and Powerpoint to write reports and prepare presentations in all economic courses. The following are some specific examples of how computer skills will be advanced in courses through the program:

ECON 100 Principles of Microeconomics: Students will use Excel to plot and analyze budget constraints, and supply and demand curves.

ECON 101 Principles of Macroeconomics: Students will download data from the internet and use Excel to perform calculations such as finding the correlations between per capita income, educational attainment, and life expectancy.

ECON 410 Macroeconomics and Financial Markets: Students will collect online data to show statistical distributions of stock returns and identify data outliers. They will also use Excel spreadsheet to perform calculations such as bond yields, bond durations, reserve and capital adequacy requirements, and present values of cash streams. 1.2.1. Verify that there is no unnecessary duplication with existing programs at UFV and other institutions. UFV is the closest university for the roughly 800,000 residents of Surrey, Langley, Abbotsford, Aldergrove, Mission, Maple Ridge, and Chilliwack. Economics is universally recognized as a separate discipline, so there is no duplication within UFV. Similar programs exist at SFU, UBC, and University of Victoria, but none of these is within commuting distance for the community UFV serves.

 

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1.3. Fit with faculty, school, and/or departmental priorities and stated goals in teaching and research. The academic goals of UFV include the expansion of programs by adding degree options. Economics is a logical choice since all ten of the Canadian universities that UFV could be compared to offer an undergraduate degree with an economics major3. Further, and perhaps more importantly, a major in Economics is officially included in UFV’s 2009/2011 Education Plan under section 10, Program and curriculum changes and link to institutional priorities, and in the Institutional Accountability Report and Plan 2010-11 to 2012-13under the section Faculty of Arts Department Initiatives. 1.4. Alignment with existing academic strengths. The Economics Department has long term relationships with the Business and Math departments and the program makes use of courses already offered in the Economics, Math and Business Departments. Although the department has relatively few faculty members, it is not small in terms of publications, professional and academic presentations, or the acquisition of research resources. Economics courses are popular with students and it is time for UFV to offer a major in the area. 1.5. Potential to foster and facilitate interdisciplinary and inter-institutional connections. Upper-level economics courses are a part of the curriculum for several other programs. Having an economics major will strengthen the upper-level economics course offerings in terms of diversity of offerings and in terms of student quality. Programs that require upper-level economics courses include the Bachelor of Arts in Global Development Studies and the Bachelor of Business Administration. Ding Lu has worked with the Centre for Indo-Canadian Studies and students who are economics majors would make strong candidates for involvement in research projects relevant to the centre. Students will be able to go to SFU or UBC for a year (so long as those universities admit them) and transfer their courses back to UFV. This visit to a research university may be of particular interest to students wishing to go on to graduate school. Students from Douglas College, BCIT, and Kwantlen Polytechnic University may choose to transfer to UFV to enroll in an economics major at a standard university. Trinity Western in Langley, a private university 25 km from UFV, does not currently offer an economics major. 1.6. Potential to stimulate the development of centres of excellence in teaching and research. The Economics Department has a strong record of research as evident in the attached faculty resumes. Students with an economics major will be able to take advantage of the Gladys & Harvey Kipp Research Lab, which provides a gathering place for those in the UFV community actively involved in social research. Economics faculty will now have the opportunity to

 

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introduce upper-level students in economics to research; some of this research will likely be in conjunction with the Centre for Indo-Canadian Studies. 2. Importance to the University 2.1. Relationship to the university’s strategic directions and stated mission in teaching and research. 2.1.1. Fit with institution mandate and education plan. A major in economics is officially included in UFV’s 2009/2011 Education Plan and in the Institutional Accountability Report and Plan 2010-11 to 201213. In fact, all ten of the Canadian universities that UFV is compared to in the Education Plan offer an undergraduate degree with an economics major. 2.2. Relevance to external communities’ (regional, provincial, national and international) strategic needs and aspirations. UFV’s proposed strategic plan for 2009/2010 states that “The University of the Fraser Valley will be a leader of the social, cultural, and economic development in the Fraser Valley”. The availability of a BA with a major in economics in UFV will benefit the economic development of the Fraser Valley. Studies indicate that, as a group, graduates with a BA with a major in economics do well in the workplace4. Locally, the financial firms Prospera Credit Union and Envision Financial have their head offices in the Fraser Valley (Abbotsford and Langley respectively). Since many economics graduates go on to careers in banking and finance, this close proximity provides opportunities for both employer and employees. Typical entry level positions at financial firms include account managers and assistants to investment advisors. In Canada, virtually all large corporations and many medium-sized firms employ economists to help make pricing decisions, to evaluate the impact of government regulations, and to forecast demand and supply conditions. Smaller firms more often contract for economic advice through research firms and trade organizations. Of course, we expect that the majority of graduates with a BA with a major in economics from UFV will not go on to be economists, particularly not immediately following their undergraduate studies. Rather, economics graduates end up in a variety of careers including sales, marketing, management, finance, and operations. An economics degree sends a strong signal to employers that the graduate can reason critically, has solid quantitative skills, can adapt to changing circumstances, and can link local observations to macro contexts. Given this, it is not surprising that the senior executives in many large corporations have a background in economics, and small businesses started by entrepreneurs with an economics degree are often among the most successful. 2.3. Potential to attract new students and faculty to the university. UFV is the closest university for roughly 800,000 residents that live in the communities of Surrey, Langley, Abbotsford, Aldergrove, Mission, Maple Ridge, and Chilliwack. If residents of one of these communities wish to pursue an economics degree, they are currently forced to move

 

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away from home. An economics major at UFV would allow these students to follow their academic aspirations without having to move. The economics major would also attract students from outside the Fraser Valley, including students from the rest of BC, other parts of Canada, and international students. International students make up 8% of the students at UFV and economics is one of the most popular majors for international students at other North American universities. In the fall of 2010 the department hosted a visiting scholar: Lijun Zhang, PhD in economics from University of Toronto and Assistant Professor at the Antai College of Economics & Management at Shanghai Jiao Tong University, taught several classes and took part in departmental activities. In particular, she worked with the Economics Department on making the economics degree and courses attractive to international students. Three members of the Economics Department regularly collaborate with faculty from other universities, attend conferences, and visit other universities. Ding Lu is the president-elect for the Chinese Economists Society in North America (2011-2012). Sean Parkinson has co-authored work with Steeve Mongrain, Associate Professor at Simon Fraser University. Michael Maschek has co-authored papers with Jasmina Arifovic, Professor of Economics at Simon Fraser University. Vladimir Dvoracek has co-authored papers with Dan Bernhardt, IBE endowed Professor of Economics and Finance at the University of Illinois, Urbana-Champaign, and Ingrid M. Werner, Martin and Andrew Murrer Professor of Finance and Finance Department Chair at The Ohio State University. An economics major will increase the incentive for faculty at other universities to visit UFV. As well, the creation of a major will make UFV more attractive to potential new economics faculty. 2.4. Effects on current student patterns of enrolment within the university. A Bachelor of Arts with a major in Economics will allow students living in the Fraser Valley to pursue a major in economics without having to leave the region. To gauge student interest, students enrolled in both lower and upper level economics courses during the Winter 2011 semester were asked by email to participate in a voluntary online survey regarding the possibility of an economics major being offered at UFV. It was made very clear that the survey was voluntary and completely anonymous. While all the surveys were conducted in economics classes, these students represent a relatively broad cross-section of the student population. Roughly one third are business students, one third are students trying to get into a business program, and one third are Arts or Science students taking an economics course as an elective. Three key questions were at the heart of the survey. Students were asked to respond to each of the following statements on a scale of one to five (with five being the highest rating). Question #1 How strongly do you feel UFV should offer an Economics Major? Question #2 If UFV had offered an Economics Major, how interested would you have been in taking it? Question #3 If UFV had offered an Economics Major, how likely would you recommend others (siblings, friends, etc.) to take it?

 

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Summary statistics and the distribution of responses are contained in the table below. The response to this survey was very positive. Not only were students willing to take the time to complete this voluntary survey away from class, their responses were significantly positive towards the possibility of an Economics major at UFV. Notably, of the 128 responses, fifty percent of them responded with the highest possible response when asked whether UFV should offer an Economics Major (Question #1). When one includes the top two highest responses possible, the ratio of students responding positively to the potential offering increases to seventy-three percent and ninety-two percent responded with a rank at or above three. Similarly positive was the response regarding students’ interest in taking an Economics major (Question #2). Fifty percent of respondents selected one of the two highest possible responses with respect to this question and seventy-two percent of students had a response at or above the response of three. Frequency (# of Responses) Question Mean Std.Deviation 1 2 3 4 5 1 4.14 1.032 2 8 24 30 64 2 3.34 1.393 20 15 29 30 34 3 3.73 1.161 10 7 27 48 36 Almost a quarter of the students chose the highest ranking; there are approximately 300 new students that take principles of economics each year so 25% of that would yield 75 students. Of course, just because a student indicates interest, even strong interest, there is no guarantee that the student will complete the program. That said, even if only 10% of the 300 students decided to pursue an economics major, the program would have sufficient numbers. Students completing this survey were also given an opportunity to include their comments on the potential of a BA Economics major at UFV. These comments were significantly positive, and highlight the need for an Economics major. A sample of these comments is included below: I would really love to see an economics major at UFV. I am considering transferring to SFU if I decide to do my major in economics, but would love to stay at UFV. It would help attract students to come to UFV, I personally have to leave UFV for SFU since a degree in economics isn't offered here. I was hoping UFV would offer an economics major when I first started at UFV. I contemplated transferring to another university in order to take economics but decided to take a philosophy major through UFV instead. If UFV introduced an econ major I would likely switch to that as a major or try and do an econ phil double major. Either way having an Econ major is a great idea

 

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I have really enjoyed taking economics at UFV, unfortunately I didn't realize how much I enjoyed econ until the latter years of my degree. Now I am graduating this year with my BBA and if econ had been an option for me before, I think I would have preferred to take it. Who knows, maybe I’ll return to school later in life anyways! I hope UFV does offer an Econ degree, I think it would be well received. I think this is a great idea! Many of the recognized universities offer a degree in Economics and it is quite successful. This would be an amazing degree option and if it is to be implemented immediately I would definitely change my major option now[and] switch into Economics. Further estimates of student demand for an economics major come from examining enrolment patters at other institutions. Assuming that students at UFV choose an economics major in roughly the same proportion as do students at other universities, we expect 20 to 40 students per year to choose an economics major at UFV: 1. The B.C. University Student Outcomes 2006 Survey of 2004 Baccalaureate Graduates reported 515 graduates in economics and 1365 graduates in business administration programs (economics graduates are roughly two-thirds that of business graduates). It is reasonable to think that the ratio at UFV would be similar to the ratio in the rest of BC. At UFV there are roughly 60 Bachelor of Business Administration degree graduates per year; if economics graduates were 38% of that, there would be 23 economics graduates per year. 2. In 2006, there were 14,360 bachelor degrees awarded in BC; assuming the economics graduates remained unchanged from 2004 at 515, approximately 3.6% of bachelor's degrees awarded in BC were economics degrees. UFV awards approximately 650 degrees each year; 3.6% of that would yield 24 economics graduates per year. 3. The numbers in the United States show a similar pattern to those in Canada. Many of the students attracted to this major likely already come to UFV – it is the closest university for Fraser Valley students. Offering an economics major gives students interested in the subject an opportunity to pursue their interests in a more comprehensive manner than the current minor allows. All Canadian institutions of comparable (or larger) size offer an economics major; the absence of such a degree at UFV forces students to compromise on program choice. 2.5. Potential to interest students not previously attracted to the university or underrepresented in the university. Vladimir Dvoracek, Economics Department Chair, sits as the liaison for the Aboriginal Business Education Initiative. The Economics Department has attended meetings of the Ch’nook Scholar Program and has held discussions with the Business Department on how UFV could attract more Aboriginal students to the business administration and economics programs. 2.6. Potential to interest faculty and staff not previously attracted to the university or underrepresented in the university.

 

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The creation of a major will make UFV more attractive to potential new economics faculty. An economics major will allow the department to offer a wider variety of upper-level courses which will make UFV more attractive to faculty with a wider range of teaching and research interests. 2.7. Potential to offer research opportunities for students in the program. Many of the upper-level economics courses will require students to write a paper, conduct a simulation, or give presentations. For example, in a recent section of ECON 410 Macroeconomics and Financial Markets, students conducted the following activities: they wrote papers and gave presentations on current monetary topics such as the Greek debt crisis, the bailout of AIG, and the recent developments of the Doha round of World Trade Organization negotiations; they developed spreadsheets in Excel to simulate bank capital and reserve requirements; and they conducted stop-loss option hedging strategies using the Stock-Trak proprietary online trading simulation. Further, the department has developed a new course, ECON 490 Directed Studies in Economics, which is running for the first time in the winter 2011 semester. This course is designed for students who wish to examine a particular issue in economics in greater detail and is thus an ideal format for undergraduate students to gain experience in research. 2.8. Potential to generate research opportunities for faculty. Increased offerings of upper-level economics courses will allow economics faculty to teach in their area(s) of expertise and give them increased contact with students who are interested in economics research. 2.9. Prospective employment and/or post-graduate opportunities for students in the program. 2.9.1. Template: Student Demand Please see Section 2.4 of this document. 2.9.2. Template: Labour Market Demand According to Service Canada (http://www.jobfutures.ca), the employment outlook for undergraduate university students who study economics is “fair”. Occupations of graduates include Auditors, Accountants and Investment Professionals (23.0%), Finance and Insurance Clerks (14.0%), Administrative Support Clerks (8.0%), and Policy and Program Officers” (7.0%). Two years after graduation, their unemployment rate was 7.0%, one percentage lower than that of graduates of all programs. Of those employed, 97% are full-time, as compared to the 88% rate for all undergraduate programs. Demand for economics graduates with previous work experience has been particularly strong: 40% of them found a job within one month of graduation5. Starting salaries for economics graduates tend to be above average: for example, one study shows that the starting salary for graduates in economics is 4th highest of 16 disciplines6.

 

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Undergraduate economics majors (especially those with previous work experience) are eagerly recruited by governments, businesses, and non-profit organizations of all sizes and types. A major in economics indicates to employers that a graduate is trained in critical thinking, has solid quantitative skills, and understands financial institutions and the economic environment. Public agencies at the national, provincial and local levels hire economists to monitor the economy, assess the impact of environmental or health regulations, and contribute to policy formation. Economics is listed by the Government of Canada as one of the common disciplines that is hired for in the Post-Secondary Recruitment program. Non-profit groups such as hospitals, community foundations and charitable organizations employ economists to help them decide how best to use their scarce resources. We therefore expect that UFV graduates with an economics major will have many opportunities in both the regional and the national labour markets. During their studies, UFV Economics major students have the opportunity to participate in Co-operative Education (Co-op) that allows students to combine academic studies with paid work experience in a career-related field. Work terms are 4, 8, or 12 months in duration. Co-op work term placements are not guaranteed, but are awarded on a competitive basis. The hiring decision rests with the employer. Examples of previous co-op opportunities include climate change research with the B.C. Public Service Agency, load forecasting with Hydro One in Ontario, and technical and procedural analysis with B.C. Hydro. Economics major students who participate in the co-op program will have relevant work experience when they graduate. 3. Implementation 3.1. Affordability in terms of the existing finances of the home academic unit (faculty, school, department). 3.1.1. Program Resources The economics department plans to increase its offerings by three sections per year when the economics major commences. This has been approved by the dean. 3.2. Ability of current faculty and staff to implement the new program within existing resources and facilities. The major could be launched with no additional resources though it would limit the variety of courses students would be able to take. 3.3. Estimates for both start-up and predicted on-going costs during the initial five years of implementation: When the economics major is implemented, the number of sections of economics course will rise by 3 so students are able to choose from a variety of courses and still graduate within 4 years. 3.3.1. New faculty and/or staff and strategies for their recruitment and retention;

 

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New faculty positions in economics are posted in the typical places for academic positions such as the CAUT Bulletin. Members of the Economics Department attend conferences of the Canadian Economic Association, Western Economic Association, and American Economic Association. At meetings such as these we can, through discussions with colleagues, generate interest in open positions at UFV among candidates who would otherwise not consider applying. Members of the department also have a network of co-authors and colleagues at other institutions that may know of promising candidates for future faculty openings. The Economics Department takes the task of mentoring new faculty seriously. All major activities in the Economics Department – curriculum development, program changes, or course scheduling – are done collaboratively.. The focus in any deliberation is always on teaching and on the experience and training our students receive. The department encourages faculty to be involved in research; this is evident in that two faculty members have received UFV’s Research Option the last three years in a row, and three faculty members have published articles in peer reviewed journals within the last two years. 3.3.2. new and/or redeveloped space/facilities; None. 3.3.3. new and/or redeveloped infrastructure facilities, such as equipment and furnishings; None. 3.3.4. additional library acquisitions and information resources; None. 3.3.5. additional instructional technology and software; None. 3.3.6. specialized training programs; None. 3.3.7. advertising and recruitment. The Economics Department will work with UFV’s marketing and communications office to let UFV’s community know about UFV’s economics major. The department will inform the roughly 300 students who each year take at least one principles course in economics that UFV now offers an economics major. If 10% of these students decide to choose to major in

 

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economics, we will have more than sufficient numbers to run the program. The department will work with other areas in the university such as International Education, Aboriginal Access, Co-op, and Student Advising to raise awareness of the economics major. 3.4. Potential for new or off-setting revenue sources, such as full-cost tuition and fees; overhead costs or levies; government strategic funding envelopes; external funding agencies and organizations. An economics major program may attract international students who pay full-cost tuition and fees. 3.5. Comparison of proposed program costs relative to similar programs delivered through comparable and/or alternative means. (For example only: on-site compared with online delivery, or on-site compared with cooperative education.) None. 3.6. Identified strategies for student recruitment and projected student numbers in the first five years of implementation. These may include specialized access programs, and projected associated costs. Projected student numbers in the first five years are for 10 to 20 students per year. Once the program has been up and running for five years, we expect 20 – 30 economics majors per year. 3.7. Identified strategies for the provision of financial assistance to students. This may include awards and/or bursaries or work-study types of programs. There are none specific to the department, but financial assistance is available through UFV Financial Aid. There may be work-study opportunities for upper-level students to work with faculty engaged in research 3.8. Identified strategies for student retention and projected rates of retention, during the initial five years of implementation. The following features of the program will encourage retention:

The systematic development of software and computer skills; Tutorials in the Principles of Microeconomics and Macroeconomics courses where students

receive close attention from faculty and work in small groups with their peers; A focus on current, real world problems that will make the study of economics more personal

and compelling for students. Faculty are familiar with university resources available to students such as Student Counseling, the Co-op program, Student Advising, and International Education. Faculty will direct students to the appropriate area if they feel that they themselves are not able to fully meet the student’s needs.

 

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                                                            1 http://oak.cats.ohiou.edu/~caob/Courses/paststuff/Econ170BSyllabusBLC.pdf  2 www.ufv.ca/Assets/ITS/LabswF09.pdf 3 UFV 2008 Education plan, p. 84 4 http://www.vanderbilt.edu/AEA/students/Careers.htm  5 The website contents were last updated on 2007-03-31.  6 Anjali Athavaley, “For Class of ’08, A Scramble of Jobs,” Wall Street Journal, April 8, 2008, D1, 3

OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 1)

OFFICIAL UNDERGRADUATE COURSE OUTLINE INFORMATION

Students are advised to keep course outlines in personal files for future use. Shaded headings are subject to change at the discretion of the department – see course syllabus available from instructor

ARTS 100 College of Arts 9 COURSE NAME/NUMBER FACULTY/DEPARTMENT UFV CREDITS

Home and the World: An Interdisciplinary Introduction to University Studies COURSE DESCRIPTIVE TITLE

CALENDAR DESCRIPTION:

In this interdisciplinary course, instructors guide you in exploring a theme from a range of perspectives: practical and theoretical, imaginative and analytical, contemporary and historical, global and local. The lectures, seminars, and tutorials in ARTS 100 will help you to develop skills in critical reading, research, writing, and participation in dialogue.

This course meets the writing and the reasoning requirement for the Bachelor of Arts and the Liberal Arts Diploma. It is worth 9 credits, the equivalent of 3 courses. In determining maximum permissible course loads, ARTS 100 will count as 3 courses.

Note: ARTS 100 may include field trips.

For information on the specific theme(s) being taught in Fall 2012, please see the ARTS 100 website at …

PREREQUISITES: Admission to BA degree program plus prerequisites for ENGL 105 COREQUISITES: PRE or COREQUISITES:

SYNONYMOUS COURSE(S): SERVICE COURSE TO: (department/program) (a) Replaces: (b) Cross-listed with: (c) Cannot take: for further credit.

TOTAL HOURS PER TERM: 135 TRAINING DAY-BASED INSTRUCTION: STRUCTURE OF HOURS: Length of course: Lectures: 22.5 90 Hrs Hours per day: Seminar: 45 22.5 Hrs Laboratory: Hrs OTHER: Field experience: 22.5 Hrs Maximum enrolment: 60 Student directed learning: 22.5 Hrs Expected frequency of course offerings: Annually Other (specify): tutorial 22.5 Hrs (every semester, annually, every other year, etc.)

WILL TRANSFER CREDIT BE REQUESTED? (lower-level courses only) x Yes No WILL TRANSFER CREDIT BE REQUESTED? (upper-level requested by department) Yes No TRANSFER CREDIT EXISTS IN BCCAT TRANSFER GUIDE: Yes No

COURSE IMPLEMENTATION DATE: September 2012 COURSE REVISED IMPLEMENTATION DATE: COURSE TO BE REVIEWED: February 2013 (four years after UPAC approval) (month, year)

Course designer(s): Susan Fisher

Department Head: Jacqueline Nolte Date approved:

Supporting area consultation (pre-UPAC) Date of meeting:

Curriculum Committee chair: TBA Date approved:

Dean/Associate VP: Jacqueline Nolte Date approved:

Undergraduate Education Committee (UEC) approval Date of meeting:

ARTS 100 COURSE NAME/NUMBER

OFFICIAL UNDERGRADUATE COURSE OUTLINE (page 2)

LEARNING OUTCOMES:

Upon successful completion of this course, students will be able to:

1. Locate, gather, and organize various types of research material in response to a question or problem, and assess the probable reliability of the research

2. Use at least one method of documentation 3. Describe (in a written assignment) how knowledge and skills from an academic field can be applied to a local

issue or question 4. Explain (in a written assignment) how two academic fields might differ in their approach to a problem or

question 5. Summarize an academic article 6. Use at least one form of information gathering in the field (e.g., interviews, observation) 7. Extract useful insights from common forms of statistical data (e.g., tables, graphs) and apply them to support

an argument (both in discussion and in written work) 8. Describe how cultural perspectives could affect interpretations of and approaches to a significant local issue 9. Collaborate productively with fellow students

METHODS: (Guest lecturers, presentations, online instruction, field trips, etc.)

Lecture, tutorial, field trips, guest lecturers METHODS OF OBTAINING PRIOR LEARNING ASSESSMENT RECOGNITION (PLAR):

Examination(s) Portfolio assessment Interview(s)

Other (specify): x PLAR cannot be awarded for this course for the following reason(s): Each offering will be different. TEXTBOOKS, REFERENCES, MATERIALS:

[Textbook selection varies by instructor. An example of texts for this course might be:]

For an offering of this course entitled “Culture and Agriculture” (on the theme of land use), incorporating interdisciplinary perspectives from Geography and literary studies: Required text (as per current recommendation for GEOG 140 Human Geography): Rubenstein, J. 2009. Contemporary Human Geography. Prentice Hall. Recommended Text: Goodes’ World Atlas, or equivalent, latest edition. Carlson, Keith Thor. The power of place, the problem of time : Aboriginal identity and historical consciousness in the cauldron of colonialism. Toronto: U of Toronto P, 2010. Atwood, Margaret. The Year of the Flood. Toronto: McClelland and Stewart, 2009. Kingsolver, Barbara. Animal, Vegetable, Miracle: A Year of Food Life. New York: HarperCollins, 2007. Course pack of poetry (selections will illustrate the pastoral tradition in Western verse; may include poetry from other traditions) Course pack of readings on local environment and on food issues: - Excerpts from High water: living with the Fraser floods and First nations and first settlers in the Fraser Valley

(1890-1960). - Doré, Anne. "Transnational Communities: Japanese Canadians of the Fraser Valley, 1904-1942." BC Studies 134

(2002): 35. Academic Search Premier. EBSCO. Web. 7 Sept. 2011. - Johnston, Hugh. "Group Identity in an Emigrant Worker Community: The Example of Sikhs in Early Twentieth-

Century British Columbia." BC Studies148 (2005): 3,3-23,141. CBCA Complete. Web. 12 Sep. 2011 - Sen, Amartya. Poverty and Famines: An Essay on Entitlement and Deprivation. Oxford, Clarendon, 1993.

(excerpts) - Stobbe, Tracey, Alison J. Eagle, and G. C. Van Kooten. "Niche and Direct Marketing in the Rural-Urban Fringe: A

Study of the Agricultural Economy in the Lower Mainland and Fraser Valley." BC Studies 167 (2010): 105-134. Academic Search Premier. EBSCO. Web. 7 Sept. 2011.

- Woudneh, Million B., Ziqing Ou, and Mark Sekela. "Pesticide Multiresidues in Waters of the Lower Fraser Valley, British Columbia, Canada. Part I. Surface Water." Journal of Environmental Quality 38.3 (2009): 940-7. Biological & Agr Index Plus. Web. 7 Sep. 2011.

Note: Many other themes could provide both a local focus and a range of scholarly contexts. Instructors from any discipline in the College of Arts (and potentially from other faculties at UFV) could collaborate on a theme:

- Incarceration (e.g., criminological perspectives and literary study of narratives of prison?) - BC 2030: How might factors such as climate change, migration, and rising oil costs shape opportunities and

possibilities in the next twenty years? (economics, biology, geography, anthropology, design?) - Borders (e.g., historical, political, or literary perspectives?) - Childhoods: Work and Play, Home and School (history/ geography/psychology/anthropology/ literary studies) - Natives, settlers, migrants (anthropology/ sociology/history/ indigenous studies/literary studies) - Portraits and People (study of representations of local communities?) Film/ photography/ history/ indigenous

studies/ anthropology - Houses and homes (study of local architecture, historical/contemporary/future) Art History, history, design,

indigenous studies/anthropology)

SUPPLIES / MATERIALS:

STUDENT EVALUATION:

[An example of student evaluation for this course might be:]

Quizzes 10% Summary and contrast of readings from different disciplines 15% (includes draft and revision) Preliminary proposal for course project 5% Midterm 15% Report on field trip/research gathering 5% Final course project 25% Participation in term-end colloquium 5% Final exam 20% COURSE CONTENT:

[Course content varies by instructor. An example of course content might be:]

Land Use: Culture and Agriculture 1. Introduction to human geography: scope, techniques, tools 2. The Fraser Valley: physical features 3. The pastoral tradition 4. Aboriginal peoples of the Fraser Valley: land use practices (Visit from Sto:lo Research and Resource Management) 5. Migrants and settlers in the Fraser Valley 6. The geopolitics of food, the geopoetics of land 7. Agricultural communities 8. Defining environmental sustainability: criteria, values, prospects 9. Industry, agriculture, settlement: Pressures and challenges 10. The Future of Food

F. C. Terms of Reference, as distinct from the UFV Terms of Reference

Last Updated: Thursday, February 17, 2011

UNIVERSITY OF THE FRASER VALLEY

TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF THE

COLLEGE OF ARTS FACULTY COUNCIL 1. Preamble In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership. In accordance with the Act and with the University of the Fraser Valley Terms of References for the Structure and Function of Faculty Councils, the College of Arts shall have a Faculty council referred to as the Arts Faculty Council (AFC). This is a joint faculty council of the Faculty of Humanities and Faculty of Social Sciences. 2. Establishment of Faculty Councils In accordance with the University Act and with the University Amendment Act, 2008, the Arts Faculty Council is hereby established as the senior academic governance body of the College of Arts at the University of the Fraser Valley. The AFC shall be responsible for the governance and management of academic affairs of the College of Arts. 3. Mandate The AFC shall:

(a) serve as the forum for sharing information and the discussion of academic matters (b) receive recommendations related to academic programs, including but not limited

to: development of new programs, program changes, new courses, discontinuation of courses, course changes

(c) vote on recommendations as related to the above (d) transmit recommendations to senate (e) pass policies related to the functioning of the AFC (f) deal with matters assigned by the Board or Senate.

4. Membership

4.1 Voting Membership (a) all Type B Faculty in the College of Arts (b) Faculty academic advisors (c) one student representative elected by students in the Faculty of Social

Sciences for a one year term (d) one student representative elected by students in the Faculty of

Humanities for a one year term

2

(e) one support staff representative employed within the Faculty of Humanities, elected by support staff for a two-year term

(f) one support staff representative employed within the Faculty of Social Sciences, elected by support staff for a two-year term

(g) one Humanities’ sessional instructor representative, elected by sessional instructors for a one-year term

(h) one Social Sciences’ sessional instructor representative, elected by sessional instructors for a one-year term

(i) Senior Advisor on Indigenous Affairs (j) Director of the Centre for Indo-Canadian Studies (k) The Dean of the College of Arts (l) The Associate Deans of the College of Arts (m) The President of the university

4.2 Ex-Officio and Non-voting Members

(a) the Secretary to the AFC (b) the Vice-President Academic and Provost (c) the Registrar (d) one representative each from other Faculty Councils (e) one representative from the Writing Centre (f) one representative from the Library (g) those invited by the Dean in consultation with the AFC.

5. Faculty Business

Faculty Business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The FC has the right to delegate business to Standing Committees and Ad Hoc committees, which may make recommendations to the Council for consideration. The Dean of the College or her delegate will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.

5.1 Standing Committees – Standing Committees will report to the Faculty Council. Standing Committees will consist of FC members elected by the Council and members appointed by the Dean to a maximum of 50% - 1 of the committee members. Members appointed by the Dean need not be members of the FC. The Dean is a non-voting ex-officio member of all Standing Committees.

5.2 Nominations and Elections Committee – 3 elected faculty members, Dean

or delegate ex-officio ensures nomination and election procedures are adhered to receives nominations for Standing and Ad Hoc Committees within

the Faculties and other University Committees reviews composition of committees oversees elections

3

5.3 Curriculum Committee – Dean or delegate (ex-officio); Associate Dean of students; 1 Advisor each from the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre; 10 elected FC members (Chairs of the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre Program Committees; 4 faculty members [a minimum of two representing BA majors]); Program Development Coordinator; and Senior Advisor on Indigenous Affairs.

- Reviews course programs, requests and changes in a timely manner under the Terms of Reference specified by the Faculty Council.

5.5 Ad Hoc Committees – may be struck by the FC for specific purposes and

dissolved upon completion of task.

6. Quorum A quorum will consist of at least twenty five voting members of Council. 7. Chair and Vice-Chair The Dean of the College of Arts shall serve as Chair of its joint Faculty Council. A Vice-Chair will be elected by the Council using the Faculty’s nomination and election procedures. The Vice-Chair will be elected for a two-year term. 8. Agenda and Minutes

(a) Council’s agenda will be set by the Dean (or Vice-Chair) in consultation with the members of the Faculty Council

(b) Minutes will be kept by a secretary appointed by the Dean (c) Agenda, minutes and written reports will be circulated to Council

members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advanced notice on voting matters.

9. Meeting Times The AFC will determine the frequency of its meetings. However, meetings will be held at least three times per year. Notwithstanding, the Dean has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Faculty Council. 10. Review of Terms of Reference These Terms of Reference shall be subject to review every two years or at the discretion of the Arts Faculty Council.

F. C. Terms of Reference, as distinct from the UFV Terms of Reference

Last Updated: Monday, October 31, 2011

UNIVERSITY OF THE FRASER VALLEY

TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF THE

FACULTY OF HUMANITIES ARTS FACULTY COUNCIL 1. Preamble In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership. In accordance with the Act and with the University of the Fraser Valley Terms of References for the Structure and Function of Faculty Councils, the Faculty of Humanities shall have a Faculty council referred to as the Arts Faculty Council (AFC). This is a joint council of the Faculty of Humanities and the Faculty of Social Sciences. 2. Establishment of Faculty Councils In accordance with the University Act and with the University Amendment Act, 2008, the Arts Faculty Council is hereby established as the senior academic governance body of the College of Arts at the University of the Fraser Valley. The AFC shall be responsible for the governance and management of academic affairs of the Faculty of Humanities. 3. Mandate The AFC shall:

(a) serve as the forum for sharing information and the discussion of academic matters (b) receive recommendations related to academic programs, including but not limited

to: development of new programs, program changes, new courses, discontinuation of courses, course changes

(c) vote on recommendations as related to the above (d) transmit recommendations to senate (e) pass policies related to the functioning of the AFC (f) deal with matters assigned by the Board or Senate.

4. AFC Membership As a joint faculty council, the AFC includes members from both the Faculty of Humanities and the Faculty of Social Sciences.

4.1 Voting Membership (a) all Type B Faculty in the College of Arts (b) Faculty academic advisors (c) one student representative elected by students in the Faculty of Social

Sciences for a one year term

2

(d) one student representative elected by students in the Faculty of Humanities for a one year term

(e) one support staff representative employed within the Faculty of Humanities, elected by support staff for a two-year term

(f) one support staff representative employed within the Faculty of Social Sciences, elected by support staff for a two-year term

(g) one Humanities’ sessional instructor representative, elected by sessional instructors for a one-year term

(h) one Social Sciences’ sessional instructor representative, elected by sessional instructors for a one-year term

(i) Senior Advisor on Indigenous Affairs (j) Director of the Centre for IndoCanadian Studies (k) The Dean of the College of Arts (l) The Associate Deans of the College of Arts (m) The President of the university 4.2 Ex-Officio and Non-voting Members

(a) the Secretary to the AFC (b) the Vice-President Academic and Provost (c) the Registrar (d) one representative each from other Faculty Councils (e) one representative from the Writing Centre (f) one representative from the Library (g) those invited by the Dean in consultation with the AFC.

5. Faculty Business

Faculty Business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The FC has the right to delegate business to Standing Committees and Ad Hoc committees, which may make recommendations to the Council for consideration. The Dean of the Faculty of Humanities and the Faculty of Social Sciences or her delegate will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.

5.1 Standing Committees – Standing Committees will report to the Faculty Council. Standing Committees will consist of FC members elected by the Council and members appointed by the Dean to a maximum of 50% - 1 of the committee members. Members appointed by the Dean need not be members of the FC. The Dean is a non-voting ex-officio member of all Standing Committees.

5.2 Nominations and Elections Committee – 3 elected faculty members, Dean

or delegate ex-officio ensures nomination and election procedures are adhered to receives nominations for Standing and Ad Hoc Committees within

the Faculty and other University Committees

3

reviews composition of committees oversees elections

5.3 Curriculum Committee – Dean or delegate (ex-officio); Associate Dean of students; 1 Advisor each from the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre; 10 elected FC members (Chairs of the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre Program Committees; 4 faculty members [a minimum of two representing BA majors]); Program Development Coordinator; and Senior Advisor on Indigenous Affairs.

- Reviews course programs, requests and changes in a timely manner under the Terms of Reference specified by the Faculty Council.

5.5 Ad Hoc Committees – may be struck by the FC for specific purposes and

dissolved upon completion of task.

6. Quorum A quorum will consist of at least twenty five voting members of Council. 7. Chair and Vice-Chair The Dean of the Faculty of Humanities and the Faculty of Social Sciences shall serve as Chair of its joint Faculty Council. A Vice-Chair will be elected by the Council using the Faculty’s nomination and election procedures. The Vice-Chair will be elected for a two-year term. 8. Agenda and Minutes

(a) Council’s agenda will be set by the Dean (or Vice-Chair) in consultation with the members of the Faculty Council

(b) Minutes will be kept by a secretary appointed by the Dean (c) Agenda, minutes and written reports will be circulated to Council

members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advanced notice on voting matters.

9. Meeting Times The AFC will determine the frequency of its meetings. However, meetings will be held at least three times per year. Notwithstanding, the Dean has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Faculty Council. 10. Review of Terms of Reference These Terms of Reference shall be subject to review every two years or at the discretion of the Arts Faculty Council.

F. C. Terms of Reference, as distinct from the UFV Terms of Reference

Last Updated: Monday, October 31, 2011

UNIVERSITY OF THE FRASER VALLEY

TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF THE

FACULTY OF SOCIAL SCIENCES ARTS FACULTY COUNCIL 1. Preamble In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership. In accordance with the Act and with the University of the Fraser Valley Terms of References for the Structure and Function of Faculty Councils, the Faculty of Social Sciences shall have a Faculty council referred to as the Arts Faculty Council (AFC). This is a joint council of the Faculty of Social Sciences and the Faculty of Humanities. 2. Establishment of Faculty Councils In accordance with the University Act and with the University Amendment Act, 2008, the Arts Faculty Council is hereby established as the senior academic governance body of the College of Arts at the University of the Fraser Valley. The AFC shall be responsible for the governance and management of academic affairs of the Faculty of Social Sciences. 3. Mandate The AFC shall:

(a) serve as the forum for sharing information and the discussion of academic matters (b) receive recommendations related to academic programs, including but not limited

to: development of new programs, program changes, new courses, discontinuation of courses, course changes

(c) vote on recommendations as related to the above (d) transmit recommendations to senate (e) pass policies related to the functioning of the AFC (f) deal with matters assigned by the Board or Senate.

4. AFC Membership As a joint faculty council, the AFC includes members from both the Faculty of Social Sciences and the Faculty of Humanities.

4.1 Voting Membership (a) all Type B Faculty in the College of Arts (b) Faculty academic advisors

2

(c) one student representative elected by students in the Faculty of Social Sciences for a one year term

(d) one student representative elected by students in the Faculty of Humanities for a one year term

(e) one support staff representative employed within the Faculty of Humanities, elected by support staff for a two-year term

(f) one support staff representative employed within the Faculty of Social Sciences, elected by support staff for a two-year term

(g) one Humanities’ sessional instructor representative, elected by sessional instructors for a one-year term

(h) one Social Sciences’ sessional instructor representative, elected by sessional instructors for a one-year term

(i) Senior Advisor on Indigenous Affairs (j) Director of the Centre for IndoCanadian Studies (k) The Dean of the College of Arts (l) The Associate Deans of the College of Arts (m) The President of the university 4.2 Ex-Officio and Non-voting Members

(a) the Secretary to the AFC (b) the Vice-President Academic and Provost (c) the Registrar (d) one representative each from other Faculty Councils (e) one representative from the Writing Centre (f) one representative from the Library (g) those invited by the Dean in consultation with the AFC.

5. Faculty Business

Faculty Business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The FC has the right to delegate business to Standing Committees and Ad Hoc committees, which may make recommendations to the Council for consideration. The Dean of the Faculty of Social Sciences and the Faculty of Humanities or her delegate will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.

5.1 Standing Committees – Standing Committees will report to the Faculty Council. Standing Committees will consist of FC members elected by the Council and members appointed by the Dean to a maximum of 50% - 1 of the committee members. Members appointed by the Dean need not be members of the FC. The Dean is a non-voting ex-officio member of all Standing Committees.

5.2 Nominations and Elections Committee – 3 elected faculty members, Dean

or delegate ex-officio ensures nomination and election procedures are adhered to

3

receives nominations for Standing and Ad Hoc Committees within the Faculty and other University Committees

reviews composition of committees oversees elections

5.3 Curriculum Committee – Dean or delegate (ex-officio); Associate Dean of students; 1 Advisor each from the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre; 10 elected FC members (Chairs of the BA, BGS, BFA, BACRIM, Fashion Design, and Theatre Program Committees; 4 faculty members [a minimum of two representing BA majors]); Program Development Coordinator; and Senior Advisor on Indigenous Affairs.

- Reviews course programs, requests and changes in a timely manner under the Terms of Reference specified by the Faculty Council.

5.5 Ad Hoc Committees – may be struck by the FC for specific purposes and

dissolved upon completion of task.

6. Quorum A quorum will consist of at least twenty five voting members of Council. 7. Chair and Vice-Chair The Dean of the Faculty of Social Sciences and the Faculty of Humanities shall serve as Chair of its joint Faculty Council. A Vice-Chair will be elected by the Council using the Faculty’s nomination and election procedures. The Vice-Chair will be elected for a two-year term. 8. Agenda and Minutes

(a) Council’s agenda will be set by the Dean (or Vice-Chair) in consultation with the members of the Faculty Council

(b) Minutes will be kept by a secretary appointed by the Dean (c) Agenda, minutes and written reports will be circulated to Council

members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advanced notice on voting matters.

9. Meeting Times The AFC will determine the frequency of its meetings. However, meetings will be held at least three times per year. Notwithstanding, the Dean has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Faculty Council. 10. Review of Terms of Reference

4

These Terms of Reference shall be subject to review every two years or at the discretion of the Arts Faculty Council.

Continuance (92) Page 1 of 4

CONTINUANCE IN A PROGRAMUNDERGRADUATE CONTINUANCE

NUMBER 92

APPROVAL DATE 06-04-1991

LAST AMENDMENT 05-08-2009

REVIEW DATE 05-2013

AUTHORITY Senate

PRIMARY CONTACT Provost and Vice-President Academic; Registrar

RELATED POLICIES Academic Warning (79); Re-Admission (91); Grade Point Average (104)

PURPOSE

The purpose of this policy is to describe the criteria and procedures related to academic standing and continuance at UFV. The policy applies to undergraduate students who have not been admitted directly into a program or who are in programs that do not have continuance policies in place. A student’s academic standing, based on grade point averages, determines his or her enrolment status and any conditions associated with that status, including his or her ability to continue as a student of UFV.

POLICY

Students must have a cumulative GPA of at least 2.0 to remain enrolled in good academic standing at UFV. In addition, students admitted directly to a program must meet the continuance requirements set by their program to remain enrolled in the program.

This policy applies to students in programs that do not have program continuance policies in place.

DEFINITIONS

Cumulative Grade Point Average (CGPA): The GPA based on all courses a student has taken.

Good Academic Standing: A student who achieves a CGPA of at least 2.0 will be in Good Academic Standing.

Grade Point Average (GPA): A numerical average of grades on a student’s record as described in the Grade Point Average policy. (If a GPA cannot be calculated, an equivalent will be defined by the Registrar.)

Program continuance requirements: Requirements set by a program that must be met in order to remain enrolled in the program. These requirements may include a GPA equal to or higher than 2.0.

Semester GPA (SGPA): The GPA based on all courses taken in a single semester.

PROCEDURES/GUIDELINES

1. A student whose SGPA falls below 2.0 will be put on Academic Alert (see Appendix, Section 1).

2. A student whose CGPA falls below 2.0 will be put on Academic Warning (see Appendix, Section 2).

3. A student on Academic Warning status whose CGPA remains below 2.0 will be put on Academic Probation (see Appendix, Section 3).

4. A student who raises his or her CGPA to 2.0 or better will be returned to Good Academic Standing.

5. A student on Academic Probation who is unable to meet the requirements for Good Academic Standing will be required to withdraw from UFV (see Appendix, Section 4).

Continuance (92) Page 2 of 4

5.1. A student who is withdrawn may be considered for immediate readmission to a developmental program, or after an absence of two semesters, may reapply to any other program.

5.2. A student admitted under 5.1 will be placed on academic probation and must achieve a CGPA of 2.0 (CGPA ≥ 2.0) within the first two semesters or the student will be withdrawn from UFV.

5.3. A student withdrawn a second time from UFV will not be reconsidered for readmission to any UFV program until a period of two semesters has elapsed.

6. A student who has been required to withdraw from UFV must apply for readmission (see Appendix, Section 5).

7. A student whose academic status has been changed based on the Continuance Policy has the right to appeal (see Appendix, Section 6).

APPENDICES (delete if not applicable) – Start appendices on new page

The processes described in this Appendix apply to all programs that do not have a continuance policy.

1. Academic Alert

1.1. Academic Alert is given to a student who after completing (9) or more credits has a SGPA less than 2.0 and a CGPA greater or equal to 2.0 (GPA < 2.0 and CGPA ≥ 2.0).

1.2. When a student is put on Academic Alert, the Registrar will

1.2.1. notify the student that an Academic Alert note has been placed on his/her record that will permit him/her to register for a maximum of 15 credits in the next semester attended; and

1.2.2. inform the student about UFV’s Continuance requirements and that s/he is required to make an appointment and meet with the appropriate program/educational advisor.

1.3. If after one semester on Academic Alert status, the student’s

1.3.1. SGPA and CGPA are both greater or equal to 2.0 (SGPA ≥ 2.0 and CGPA ≥ 2.0), then the student is given Good Academic Standing, the registration block and the Academic Alert status will be removed, and the student will be permitted to register for more than 15 credits in the next semester attended.

1.3.2. SGPA continues to be less than 2.0 and the CGPA is greater than 2.0 (SGPA < 2.0 and CGPA ≥ 2.0), then the student will remain on Academic Alert and be permitted to register in a maximum of 15 credits in the next semester attended; or

1.3.3. SGPA and the CGPA are both less than 2.0 (SGPA < 2.0 and CGPA < 2.0), then the student will be placed on Academic Warning.

2. Academic Warning

2.1. Academic Warning is given to

2.1.1. students on Academic Alert whose SGPA is less than 2.0 and CGPA is less than 2.0 (SGPA < 2.0 and CGPA < 2.0); or

2.1.2. students who after completing (9) or more credits have a SGPA and CGPA less than 2.0 (SGPA < 2.0 and CGPA < 2.0).

2.2. When a student is put on Academic Warning, the Registrar will

2.2.1. notify the student that an Academic Warning note has been placed on his/her record that will permit him/her to register for a maximum of 10 credits in the next semester

Continuance (92) Page 3 of 4

attended; and

2.2.2. inform the student about UFV’s Continuance requirements, and that s/he is required to make an appointment and meet with the appropriate program/educational advisor.

2.3. If after one semester on Academic Warning, the student’s

2.3.1. SGPA and CGPA are both 2.0 or greater (SGPA ≥ 2.0 and CGPA ≥ 2.0), then s/he will return to Good Academic Standing, the registration block will be removed, and the student will be permitted to register for more than 10 credits in the next semester attended.

2.3.2. SGPA and CGPA are both less than 2.0 (SGPA < 2.0 and CGPA < 2.0), then the student will be placed on Academic Probation.

3. Academic Probation

3.1. Academic Probation status is given to students on Academic Warning whose CGPA is less than 2.0 (CGPA < 2.0).

3.2. When a student is put on Academic Probation, the Registrar will

3.2.1. notify the student that an Academic Probation note has been placed on his/her record that will permit him/her to register for a maximum of 10 credits in the next semester attended; and

3.2.2. inform the student about UFV’s Continuance requirements, and that s/he is required to make an appointment and meet with the appropriate program/educational advisor.

3.3. If after one semester on Academic Probation, the student’s

3.3.1. SGPA and CGPA are both greater than or equal to 2.0 (SGPA ≥ 2.0 and CGPA ≥ 2.0), then s/he will return to Good Academic Standing, the registration block will be removed, and the student will be permitted to register for more than 10 credits in the next semester attended.

3.3.2. SGPA is 2.0 or greater but the CGPA is less than 2.0 (SGPA ≥ 2.0 and CGPA < 2.0), then the student will remain on Academic Probation until such time that both the SGPA and the CGPA are 2.0 or greater (SGPA ≥ 2.0 and CGPA ≥ 2.0), provided the student’s CGPA continues to improve.

3.3.3. SGPA and CGPA are both less than 2.0 (SGPA < 2.0 and CGPA < 2.0), then the student will be required to withdraw.

4. Required to Withdraw

4.1. Required to Withdraw notification is given to

4.1.1. students on Academic Probation whose SGPA and CGPA are both less than 2.0 (SGPA < 2.0 and CGPA < 2.0) in the next semester attended; or

4.1.2. students continuing on Academic Probation who have not shown continuous improvement in their GPA.

4.2. When a student is required to withdraw, the Registrar will

4.2.1. notify the student that a Required to Withdraw note has been placed on his/her record and s/he will not be permitted to register for the current semester and is entitled to a full refund of any monies paid for that semester; and

4.2.2. provide information about the procedure for readmission after an imposed absence from the university of no less than two (2) semesters (summer is one semester).

Continuance (92) Page 4 of 4

5. Process for Readmission

5.1. Students who have been required to withdraw from UFV must apply for readmission by submitting an Application for Admission during the application period for the selected program and intake.

5.2. Students seeking readmission to a program must meet with a program/educational advisor regarding their academic plans.

5.3. Students are required to bring a letter to the meeting with the program/educational advisor that

5.3.1. explains why they had been previously unsuccessful;

5.3.2. outlines their academic plans; and

5.3.3. explains why they are likely to be successful.

5.4. After meeting with a student seeking readmission, the advisor will notify the Admissions Office so the student’s application procedure can be completed.

5.5. Admission is not automatic and will be considered on an individual basis.

6. Appeals

6.1. A student has the right to appeal changes made to his or her academic status based on the Continuance Policy in situations where extreme extenuating circumstances have contributed to the student’s inability to meet the SGPA and/or CGPA required for continuance.

6.2. Appeals are submitted to the Dean of the program to which the student has been accepted.

6.3. Appeals must include the following

6.3.1. the decision being appealed;

6.3.2. a description of the extenuating circumstances that prevented the student from meeting the required SGPA and/or CGPA for continuance;

6.3.3. the action taken by the student to mitigate the situation; and

6.3.4. documentation that supports the appeal.

6.4. Appeals are reviewed by the Dean, who will consider the information and supporting documentation.

Proposed Program Approval Process Flow

Chart (Updated Nov 16/11

Development Group

(Develop Program Vision)

Faculty Dean

Curriculum Working Group

(Develop Concept Paper)

Dean

(Consult & Recommend to move

forward)

Faculty Council (Approval)

Senate Academic Planning and

Priorities Committee

(Consultation)

Deans Council

(Approval to Ed Plan)

Included in Education Plan

Part 1: Concept Paper Stage

Curriculum Working Group

(Develop Program Proposal)

Faculty Council

(Review & Approval)

Undergraduate Education

Committee

(Calendar Copy)

Campus Wide

Consultation

(X weeks)

Undergraduate Education

Committee

(Review & Recommendation)

Senate Academic Planning &

Priorities Committee

(Review, Prioritize, &

Recommend)

Senate

(Approval)

Senate Budget Committee

(Review & Recommendation)

Dean

(Approval)

Board of Governors

(Approval)

Degree Quality Assessment

Board

(Approval)

Part 2: Program Development

& Approval