pdc101102 - 5.1 - phd in kinesiology - new …...pdc101102-5.1 university of windsor program...

PDC101102-5.1 University of Windsor

Program Development Committee 5.1: PhD in Kinesiology - New Program Proposal (Old Form 2) Item for: Approval MOTION: That the PhD in Kinesiology be forwarded to OCGS for approval.* *Subject to approval of the expenditures required. Approvals: The proposal has been approved by the Department of Kinesiology, Faculty of Human Kinetics Council

and the Faculty of Graduate Studies Council. The Provost met with the Dean and the Department Head on April 21, 2010 and approved the

Statement of Intent. The Provost has subsequently reiterated his support (October 24, 2010). Given that this program proposal was initiated under the old process, the following is a Form 2. (NB: The Form 2 mirrors the new Form 1, with the exception of the signature sheet.)

The PDC Advisory Group has reviewed the proposal and has revised it based on questions and feedback provided.

See attached.

PROGRAM DEVELOPMENT COMMITTEE NEW PROGRAM/MAJOR PROGRAM CHANGES

FORM 2

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PART A: Basic Program Information FACULTY: Human Kinetics AAU: Kinesiology Program Title: Ph.D. in Kinesiology Name of Program as it Will Appear on the Diploma (e.g., Bachelor of Arts Honours Psychology) [Please note that, for general degrees, the discipline is not included on diplomas.]

Doctor of Philosophy, Kinesiology

Proposed Year of Offering [Fall 20xx]: Fall 2011 Mode of Study: Planned Student Enrolment: 4 admissions per year Normal Duration for Completion: 4 years B. Overall Program Plan Abstract/Summary of Proposal Please provide a brief statement about the direction, relevance, and importance of the new or revised program.

The foundation of the proposed Ph.D. program in Kinesiology is a “community”- based focus recognized as ensuring the wellbeing of both individuals and the collective at the local, national, and international levels. Graduates will be prepared to provide the resources necessary to sustain the “community” and will represent the glue, alternative ideas, and knowledge. This community-based focus in a Kinesiology program is not represented in any other existing program in Canada. Students will be required to complete four courses, one of which is a community-based internship. The internship will encourage the integration of our students into ongoing community initiatives, enhance responsibility for meeting the needs of others while improving overall well-being, and encourage students to utilize previously acquired skills, while gaining new skills, appropriate to their internship setting. Academic Goal What is the overall aim of the proposed new program/program change? What will the new program/program change accomplish?

The main goal of the proposed Ph.D. program in Kinesiology is to allow students interested in the movement science or socio-cultural aspects of Kinesiology to develop excellence in designing, conducting and disseminating research knowledge to the broader community including: the workplace; sport, teaching, and leisure environments; and exercise, physical activity, and rehabilitation settings. Program Name and Degree Designation Are the proposed program name and degree designation appropriate to program content and consistent with current usage in the discipline? Explain.

Yes, the proposed name “Kinesiology” reflects the breadth and depth of study our faculty are involved in with respect to human movement and its societal impact. This term is used widely in the discipline. RELATIONSHIP OF GOALS AND OBJECTIVES TO UNIVERSITY AND OTHER PRIORITIES Area/Department’s Goals and Objectives How does the proposed new program/program change fit with the area/department’s overall goals and objectives?

The Department of Kinesiology’s growth plan projects that graduate enrolment will increase substantially by 2012/2013, with a projection of four students per faculty member, and a total faculty complement of 25 faculty members. Over the last three years we have hired nine tenure-track faculty members, all of whom are currently supervising and/or co-supervising graduate students.


FORM 2

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We currently have 60 full-time masters students enrolled, distributed across 21 faculty members, for a current ratio of 2.9 students per faculty member. Thus, introducing a new doctoral program will assist in the growth of the graduate program in Kinesiology. The Department of Kinesiology has a proven track record of graduate growth, having doubled enrolment between 1997 and 2004. With new faculty, new facilities and the current level of research funding it is probable that we will be successful in achieving controlled graduate growth. Faculty Five Year Plan How does the proposed new program/program change fit with the Faculty’s overall goals and objectives as defined in its Five Year Plan?

This proposed doctoral program supports the Faculty’s Five Year Plan (2006-2011). Two of the priorities of the plan were: 1) to increase the full-time faculty complement in Kinesiology from 16 to 25, and 2) to continue to foster the research culture in Kinesiology, including, but not limited to, the establishment of a PhD program. The Department is on target to achieve the full-time faculty complement of 25 members with the intention of fulfilling the Human Kinetics Growth plan and maximizing recent facility enhancements. The research culture within the Department has never been stronger. All faculty members are actively engaged in research programs, and are seeking and receiving external funding at historical levels for this program (See Table 1). Table 1. Operating research funding by source and year Year

University of Windsor Granting Councils Contracts Other Sources

2003-2004 $39,268.75 $91,000.00 $21,937.50 $85,500.002004-2005 $6,850.00 $87,690.00 $0.00 $500.002005-2006 $1,250.00 $186,975.00 $0.00 $102,300.002006-2007 $81,750.00 $173,441.00 $0.00 $27,500.002007-2008 $57,550.00 $275,091.00 $0.00 $35,260.002008-2009 $136,250.00 $155,927.00 $1,250.00 $31,340.002009-2010 $86,800.00 $143,625.79 $7,250.00 $60,000.00

Total $409,718.75 $1,113,749.79 $30,437.50 $342,400.00 This funding is a total across all faculty members in the Department of Kinesiology. There are currently 14 faculty members who have funding that would help support a doctoral student. When the program launches there will be 12 faculty members eligible to supervise students. As our tenure-track faculty members gain experience supervising master’s level students, they will be able to begin supervising doctoral students. At the end of 5 years we anticipate that all current faculty members will be involved in the PhD program. ** There is currently SSHRC and NSERC funding through to 2014


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University Strategic Plan How does the proposed new program/program change fit with the University’s overall goals and objectives as defined in “To Greater Heights”?

This proposed program is wholly consistent with President Wildeman’s Thinking Forward – Taking ActionStrategic Plan released April 2010. It is stated that “Universities must contribute to the betterment of society. They have a responsibility through education and enquiry to encourage minds to be creative and entrepreneurial and to help communities be vibrant and sustainable.” This opening emphasis on sustaining communities is the focus of the current doctoral program, and as such, meets the first step in the strategic plan. The program also supports the mission of the University of Windsor, “enabling people to make a better world through education, scholarship, research and engagement”. At a macro level, “world” could be defined globally, encompassing all business markets worldwide devoted to movement, sport and physical activity, and at a micro level, it could be defined locally within Windsor-Essex County. It is this local focus which supports one of the strategic priorities which is to, “engage the community in partnerships that will strengthen the economy, quality of life, and well-being of the Windsor-Essex region”. It is for these reasons that we believe the emphasis in the proposed program of engaging with the broader community fits within this new strategic plan of the University. DEMAND FOR THE NEW PROGRAM/PROGRAM CHANGE Student and Market Demand What tools and methodology were used to conduct the market assessment?

Two online surveys were utilized to conduct the market assessment in the Fall of 2009:

The first online survey was sent to past MHK graduates (who graduated between 2003 and 2009; N=173) using electronic mail or through Facebook, an online social networking site. Students were asked about their status during their MHK program (e.g., graduation date, stream, length of program, internship vs. thesis route, residential status at application, and field of study for undergraduate degree), and whether they have since pursued a PhD. If students responded that they pursued a PhD program, they were asked to list (a) all programs and universities they applied to; and, (b) the program they eventually attended. Students were asked about their enrolment status (i.e., currently attending/graduated, full/part-time), and further, they were asked to respond to the question “Thinking back….If the University of Windsor offered a PhD program in the Department of Kinesiology, would you have considered applying?” (with response options of ”yes”, “no”, “maybe” and an open dialogue box for any comments). Alternatively, if students did not pursue a PhD, they were asked “Would you have considered applying to a PhD program at the University of Windsor if the Department of Kinesiology had offered one at that time?” (with the response options of ”yes”, “no”, “maybe” and an open dialogue box for any comments). Secondly, they were asked “If the Department of Kinesiology at the University of Windsor were to offer a PhD program in the near future, would you consider applying?” (with the response options of ”yes”, “no”, “maybe” and an open dialogue box for any comments), and if applicable, when they would be interested in applying (i.e., “within 3 years” or “after 3 years”). In total, 162 past students were reached via email (n=128) or through Facebook (n=34). A total of 84 surveys were returned, indicating a response rate of 52%.

The second online survey was sent to all of the current MHK students (N=49) using electronic mail. Students were asked about their current status within the MHK program (e.g., start date, current semester, stream, internship vs. thesis route, residential status at the time of application, and undergraduate field of study), and potential future plans for academic study. Students who indicated interest in a PhD program (i.e., answered “yes” or “maybe”) were instructed to list all potential programs and universities they have considered applying to. Students were also asked when they would expect to begin the program, funding expectations, and full/part-time status. Finally, students were asked, “If the Department of Kinesiology at the University of Windsor were to offer a PhD program in the near future, would you consider applying?” with response options of ”yes”, “no”, “maybe” and an open dialogue box for any comments. Alternatively, students who responded that they were not interested in a PhD program (i.e., answered “no” or “I don’t know yet”) were asked, “If the Department of Kinesiology at the University of Windsor were to offer a PhD program in the near future, would you consider applying?” with response options of “yes”, “no”, “maybe” and an open dialogue box for any comments. If applicable, students also indicated when they would consider applying to the program (i.e., “within 3 years” or “after 3 years”). In total, 32 current students responded, indicating a response rate of 65%.


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Please provide quantitative evidence of student and market demand (e.g., responses/statistics from surveys, etc.).

PAST STUDENTS

The 84 past MHK graduates who replied were equally represented over each of the last 7 years (graduating from 2003-2009). Of the 84 students who replied, 52% were thesis students (n=44) and 48% (n=40) were internship students. Typically, it is the thesis students who are interested in pursuing a PhD. The majority of this group were from Ontario (70%), and completed their undergraduate degree in the field of Kinesiology (90%).

In total, 31% (14 out of the 44 respondents) applied for a PhD program after completing their MHK.

For further analysis, we will first focus on the specific responses of those who actually applied for a PhD (n = 14); followed by those who did not pursue a PhD (n=30).

Group of past MHK students who did apply for a PhD program (n = 14)

The 14 students applied to a total of 41 programs/schools of which 24 (or 59%) were in Ontario. Currently, 12 past MHK students actually attend/attended a PhD program at an Ontario university. The majority of the respondents started a full time program in the fall. Two respondents did not complete their PhD program. When asked the question if they would have considered applying at the University of Windsor if the Kinesiology Department of Kinesiology would have offered a PhD program, 12 respondents answered that they would have considered it (9 said ‘yes’ and 3 said ‘maybe’).

Group of past MHK students who did not apply for a PhD program (n = 30)

Interestingly enough, 17 of the past students who did NOT apply to a PhD program indicated that they would have considered applying to a PhD program at the University of Windsor if the Kinesiology Department of Kinesiology would have offered a program. Of this same group, 26 indicated that they will consider applying to a PhD program at the University of Windsor if one is offered; 15 would do so within 3 years, and 8 are interested in applying in more than 3 years.

Table 2 provides the market demand estimations when extrapolating the above sample results for the total population (n = 173).


FORM 2

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Table 2: Estimations of potential market demand for a PhD program at the University of Windsor based on the PAST MHK thesis students’ survey (extrapolations based on a total population of n = 173)

Response (n = 44)

Market demand extrapolation (based on population n= 173)

n % Estimated N GROUP THAT APPLIED TO A PHD PROGRAM IN THE PAST 7 YEARS

14 31 54

Considered applying to a PhD program at UWindsor if available (yes/maybe)

12

27

47

GROUP THAT DID NOT APPLY TO A PHD PROGRAM

30 69 119


17

39

67

Within 3 years 9 20 35

After three years 3 7 12

CURRENT STUDENTS

A total of 32 current Masters’ students responded to the survey, with thesis route students representing 72% of the respondents. The majority of our current students (50%) are from the Windsor and surrounding area, 41% are from Ontario, 3% are from outside Ontario, 6% are International. Nineteen students indicated an interest in pursuing a PhD degree (‘Yes’: n = 6; and ‘Maybe’: n = 13). We further examined the number of students who indicated they would apply to PhD programs to determine how many would choose to stay in Ontario, tallying the responses across their first 4 choices. This analysis revealed that the 19 students selected 28 PhD programs in Ontario universities. Of those students who intend on applying to a PhD program, 6 anticipate starting in the Fall of 2010, and 10 anticipate starting in the Fall of 2011. The important question was how many of these students would choose to remain at the University of Windsor should there be that option. The results indicated that 16 would consider staying (‘Yes’: n = 14 and ‘Maybe’: n = 2). More importantly, of these 16 who indicated they want to stay at the University of Windsor, five would like to start in the Fall of 2010 and nine would like to start in the Fall of 2011. Students who reported they would not be pursuing a PhD degree were asked if they would consider doing so if a program were available at Windsor and of these respondents, 10 indicated they would consider it. Table 3 provides the market demand estimations when extrapolating the above sample results for the total population (n = 44).


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Table 3: Estimations of potential market demand for a PhD program at the University of Windsor based on the CURRENT MHK students’ survey (extrapolations based on a total population of n = 49)

Response (n = 32)

Market demand extrapolation (based on population n= 49)

n % Estimated N GROUP PLANNING TO PURSUING A PHD PROGRAM

19 59 29

Considers applying to a PhD program at UWindsor if available (yes/maybe)

Potential start at UWindsor in Fall 2010

Potential start at UWindsor in Fall 2011

16 5 9

50

16

28

25

8

14

GROUP NOT INTERESTED IN PURSUING A PHD PROGRAM


10 32 16

Within 3 years 7 22 11

After three years 2 6 3 All projections, based on surveys of both past and current MHK students, greatly surpass our target of 4 doctoral students per year in each of the next five years. Even if the extrapolated numbers are inflated (by including those who answered “maybe”), surveying the past and current students clearly indicates a high enough interest to successfully implement a PhD program in the Kinesiology Department of Kinesiology at the University of Windsor.

In addition, the faculty growth plan expects both an increase in undergraduate and graduate enrolment, which will also increase potential recruitment for the PhD program.

While the above surveys were conducted on current and past MHK students they do not reflect other markets that could be attracted to this program.

Please indicate the origin of student demand (% domestic and visa students). For graduate programs also indicate the undergraduate or master’s programs from which students would likely be drawn.

The current applicants to the MHK program are 75% domestic students and 25% visa students. We anticipate a similar distribution of applicants to the doctoral program.This program will draw master’s students primarily from Ontario universities, but we will advertise widely across Canada and the United States. Recently, a number of our MHK students who have pursued doctoral work have done so outside of the Ontario university system. Our MHK program has consistently been a feeder program to doctoral programs in Ontario, across the country, and the United States. Projected enrolment levels for the first 5 years of operation. (If the program is in operation, use actual and projected data.)

Year 1 Year 2 Year 3 Year 4 Year 5

4 4 4 4 4

Projected steady-state student enrolment per year: 1st Year 2nd Year 3rd Year 4th Year

4 8 12 16 Projected steady-state student enrolment overall: 20


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Societal Need What tools and methodology were used to assess societal need?

Several different types of documents were examined to assess societal need. These include government documents, research articles, and articles in the popular press. Please provide information on the dimension of the societal need for graduates of the new program/program change (e.g., socio-cultural, economic, scientific, or technological).

Over the next decade, Canadian universities will face tremendous opportunities for growth that are not without their challenges in terms of human, physical, and financial resources. According to the Association of Universities and Colleges of Canada (AUCC), by next year Canadian universities will likely need:

• To respond to a 20-30% increase in demand for university enrolment;

• Replace more than 60% of current faculty and hire as many as 30% more new faculty to respond to enrolment and research demands;

• Perform significantly more research as a result of a federal objective to make Canada one of the top five countries in R&D;

• Award 1.6 million bachelor’s degrees and 330,000 graduate degrees;

• Triple gross revenues generated by sponsored research; and

• Be even more internationally competitive and internationally collaborative in teaching, research and community development.

To achieve these goals, it is estimated that Canadian universities will need to attract as much as $6.2 billion more annually in operating revenues and $6.4 billion more in research revenues. Insofar as enrolment is concerned, the two key drivers of change that will heighten the demand for a university education are population demographics and factors influencing university participation rates. According to George Keller in his article “The New Demographics of Higher Education,” “higher education leaders and scholars would be prudent to understand the underlying demographic shifts shaping the future.” David Foot, author of Boom, Bust, and Echo, would add that the study of demographic profiles can be “the most powerful – and most underutilized – tool for understanding the past and to foretell the future.” Enrolment, for instance, will continue to see demand positively influenced by a population surge of 18 to 21 year olds in the next decade. Thus, there will be more youth in this major feeder cohort so that even without enhancing the ability of universities to reach out to a broader cross-section of Canadians, demographics will push up demand. The myriad of other factors that will positively influence participation rates include, but are not limited to, growing parental and peer pressure to attend university and strong labour market signals regarding the need for university educated employees. This information comes as no surprise to the Canadian Council of University Physical Education and Kinesiology Administrators (CCUPEKA), with some already beginning to state that “they can’t get any candidates” for the Kinesiology positions advertised. In fact, at the recent June 2010 meeting, it was announced that there are currently 26 unfilled faculty positions in Kinesiology programs across the country. While all the factors that influence demand are important, it is the labour market signals that are focusing attention on university participation in Canada and around the world. Over the last decade, the fastest growing occupations also required the highest levels of university education – for example, 30 to 70 percent of the employees in these occupations have advanced university degrees. By way of background, between 1990 and 2001 over 1.1 million jobs were created for those holding university degrees, and 1.6 million were added for those who had completed trade, vocational and college programs. Meanwhile 1.1 million jobs were lost for those who had not completed high school.


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What is the geographic scope of the societal need for graduates of the new program/program change (e.g., local, regional, provincial, or national)?

The geographic scope of the need for graduates will be at all levels, regional, provincial, national, and international. Please provide information on the anticipated duration of, and trends in, societal need for graduates of the new program/program change.

When assessed collectively, the demographic push and participation pull will significantly affect the demand for the highest levels of university education over the next ten years. Indeed, recent changes in the demand for faculty support the Association of Universities and Colleges of Canada’s (AUCC) contention that the 30 percent growth in full-time students projected, is in itself conservative. This growth would see participation rates among 18 to 21 year olds rise to 23.5 percent overall, which would still mean that fewer than one in four Canadians would have a university experience. The three key drivers of change in the demand for faculty with doctoral degrees are:

• the unprecedented retirement of aging faculty together with the attrition rates of increasingly mobile faculty;

• the need to respond to a 30 percent growth in demand for enrolment; and • the growing demand for research and the need to improve the quality of the educational and

research experiences provided. In focusing attention on faculty requirements, we know that one-third of faculty members in Canada are now over the age of 55, and almost all of these will face retirement by the end of the decade. Based on current projections, Canadian universities will need to hire approximately 20,000 faculty members to replace those who will be lost through retirement or normal attrition. The age distribution in the United States is very similar to that of Canadian universities, and they will also experience similar enrolment growth; thus, the need to attract and retain qualified faculty will be equally shared by both countries in the decade ahead. Competition for faculty will come not only from academic institutions on both sides of the border, but from other sectors within the Canadian and U.S. economy. To complicate matters, Canadian universities are not very well placed to take on many more students without hiring more faculty to teach them, and the additional funds allocated for the growth of graduate programs only addresses this issue by providing additional spots. To summarize, Canadian universities alone will require 20,000 faculty to replace those who will leave and at least 10,000 more faculty to keep pace with current enrolment growth. Were comments/letters obtained from a variety of potential employers who have seen the curriculum and commented on the need for graduates within their organization and, more broadly, in their field of endeavour?

___Yes [If yes, please append letters to this proposal.]

___No [If no, please provide an explanation below.]

Were comments/letters obtained from relevant professional societies and/or associations about the need for graduates based on a review of the curriculum?

_X__Yes [If yes, please append letters to this proposal.]


Were industry employment surveys reviewed for evidence of societal need (indicating numbers of positions in the field, numbers of new positions anticipated in the field, number of positions in the field current being advertised, etc.)?

___Yes [If yes, please append surveys to this proposal.]


Are there any statistics available on the number of Ontario students leaving the province to study in the same field elsewhere in Canada or abroad?

___Yes [If yes, please append statistics to this proposal.]



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Explanation:From our own MHK program, in the graduating class of 2009, seven students went on to study at the PhD level, with two remaining in Ontario, and five studying elsewhere in Canada. From the class of 2010 there were five students who went on to a doctoral degree and all will remain in Ontario.

List other similar programs being offered by other institutions in the Ontario university system. Resources to determine whether other similar programs are being offered in Ontario include www.electronicinfo.ca, www.electronicinfo.ca/einfo.php, and www.oraweb.aucc.ca/showdcu.html.

The currently approved doctoral programs in Ontario that are closely related to Kinesiology are outlined below in Table 4. While many of the areas of study are similar to what we are proposing, the unique aspect of this program, which does not exist in another program in Ontario, is a specific emphasis on community integration and community impact. This is not a niche focus in any other program. This community-based focus will carry throughout all aspects of the proposed program. Table 4 – Approved doctoral programs in Ontario related to Kinesiology

University Discipline PhD Areas of Study

Brock University Applied Health Science

Health Biosciences Population and Behavioural Health Social and Cultural Health Studies

University of Toronto Exercise Sciences Behavioural Biophysical Socio-cultural University of Ottawa Human Kinetics Biophysical Sciences of Sport Psychosocial Sciences of Sport York University Kinesiology and

Health Sciences Integrative Physiology of Exercise Health and Fitness Behaviours Neuroscience and Biomechanics

** specific strengths in health psychology,

health epidemiology, human physiology, neuroscience and fitness

The University of Western Ontario

Kinesiology Integrative Physiology of Exercise

Cultural Studies of Sport and Exercise

Psychological Bases of Physical Activity & Movement Control

University of Waterloo Kinesiology Biomechanics Psychomotor behaviour Work Physiology Work and Health McMaster University Kinesiology Human Performance Physiology Exercise Rehabilitation Motor Behaviour and Control Health Psychology

Biomechanics ** specific emphasis on adaptations to meet special requirements of various populations

Queen's University Physical and Health Education

Applied Exercise Science Social Cultural Aspects of Sport


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Is the evidence of societal need and student demand for the proposed new program/program change sufficient to justify duplication where there are programs in the system that are the same or similar? How does this initiative differ from similar programs in the system? What are its innovative and distinguishing features?

With the shifting demographics of our population and the increased emphasis being placed on community-based interventions for improving the well-being of Canadians, this program will be ideally suited to produce academic specialists with the qualifications necessary to impact change. Again, there is no duplication with the currently existing doctoral programs in Ontario in terms of the stated focus on community. The innovative and distinguishing features of this program are the emphasis on community integration and impact. This emphasis will be incorporated throughout all levels of the program including coursework (internship component), comprehensive examinations and the dissertation research. As additional evidence we provide information on a sample of other doctoral level programs across Canada (see Table 5). Again, there is no duplication in the focus of the proposed program and those from other existing programs. Table 5 – A sample of doctoral programs across Canada related to Kinesiology.

University Discipline PhD Areas of Study University of British Columbia Human Kinetics Physiological, biomechanical, behavioural,

and psychosocial factors influencing human movement Social and cultural transformations in the role and functions of physical activity

Simon Fraser University Biomedical Physiology and Kinesiology

Cardiovascular physiology Chronic disease Environmental physiology Neuromechanics Neuroscience

University of Alberta Physical Education and Recreation

Adapted physical activity Athlete health Exercise physiology and biochemistry Recreation and leisure studies Sociological and cultural studies of sport and

leisure Sport psychology

University of Saskatchewan Kinesiology Biomechanics and Motor Control

Children’s Growth and Development and Bone Research

Functional Physiology Pedagogy Psychological Aspects of Physical Activity & Health


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RESOURCES Please provide detailed information on the resources currently available, anticipated sources of new resources, reallocation of resources or cost-savings, and the additional resources required to run the proposed new program or program change. Incorporate new information or issues raised during or after the review of Form 1. [There is almost never a neutral resource impact of a proposal.] Note: The attached Budget Summary Sheet must also be completed and submitted as part of the complete new program/program change proposal.

RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the initiative (e.g., administrative, teaching, supervision, etc.)?

We are a diverse faculty with a wide variety of academic interests (see Table 6). Table 6 – Kinesiology faculty members. Faculty

Ass

ista

nt

Prof

esso

r

Ass

ocia

te

Prof

esso

r

Prof

esso

r

Are

a

Spec

ialty

Deg

rees

Scholarly Interests

Andrews, David

X AHP Ergonomics/ Biomechanics

B.P.E., M.Sc. (McMaster), Ph.D. (Waterloo)

-Skeletal response and modeling of leg and upper extremity impacts. -Predicting segment tissue masses in living people. -Cumulative loading on the low back and shoulders during work and non-work activities. -Patient handling practices in nurses. -Development and evaluation of biomechanical methods for physical demands assessment.

Azar, Nadia X AHP Ergonomics/ Biomechanics

B.H.K. (Windsor), M.H.K. (Windsor), M.S. (Wayne State), Ph.D. (Wayne State)

-Evaluation of the muscular recruitment patterns and relaxation response of the lumbar and cervical regions of the spine during movements about single axes (i.e. flexion, lateral bend, and axial twist) and in coupled postures (e.g. combined flexion-axial twist). - Effects of motor imagery on the amplitude and timing of knee extensor muscle recruitment. -Quantification of whole-body vibration exposures in infants using commercial products with vibration modules.

Boucher, Bob

X SM Dean and Professor, Sport Management

B.Sc. (Mankato State), M.Sc. (Illinois State), Ph.D. (Ohio State). (Dean of the Faculty of Human Kinetics)

-Transformational Leadership. -Organizational Culture and Sport Participation. -The Management of Elite Sports Events. -The Effects of Heuristics on Administrative Decision-Making.


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Chandler, Krista

X AHP Sport Psychology

B.A. (Prince Edward Island), M.A. (Queen's), Ph.D. (Western Ontario)

-Imagery use in sport and exercise. -Body image concerns in men and women. -The drive for muscularity and exercise dependence. -The application of sport psychology interventions.

Cort, Joel X AHP Ergonomics/ Biomechanics

B.A. (Wilfrid Laurier), M.H.K. (Windsor), Ph.D. (McMaster, in progress)-

-Muscular reflex contribution to joint stability. -Joint movement mechanics. -Architecture of spinal musculature. -Ergonomic threshold tolerance limits -Biomechanical modeling.

Dixon, Jess X SM Sport Management

Hon. B.S.M. (Brock), M.H.K. (Windsor), Ph.D. (Massachusetts)

-Sport management. -Strategic management / business strategy. -Strategic human resource management. - Sport finance and economics. -Professional sports.

Frank, Jim X AHP Dean, Faculty of Graduate Studies

B.Sc. (Waterloo), M.Sc. (Waterloo), Ph.D. (Southern California)

-Current research investigates the control of balance in normal and aging populations and populations with neurological and orthopedic disorders.

Holman, Marge

X SM Legal Issues in Sport, Sociology of Sport, Sport Management

B.A., B.P.H.E., (Windsor), M.Ed. (Wayne State), Ph.D. (Michigan State)

-Sport and the Law, -Sport Ethics, -Sport Management - Gender equity - Hazing - Intercollegiate sport.

Horton, Sean

X AHP Lifespan Development

B.A. (Queens), M.A. (Queen's), PhD. (Queen's)

-Skill Acquisition and Maintenance through the lifespan. -Sport involvement, Physical Activity and Successful Aging. -Societal Stereotypes of Aging.

Kenno, Kenji

X AHP Applied Human Performance

B.P.H.E. (Lakehead), M.H.K., (Windsor), Ph.D. (Toledo)

- Effects of whole body vibration (WBV) training on muscle performance - effects of WBV training on recovering stroke patients - how acute/chronic WBV exposure influences stress hormones, cytokines and smooth muscle vasculature

Loughead, Todd

X AHP Sport and Exercise Psychology

B.Sc. (Ottawa), B.Ed. (Brock), M.Sc. (Toronto), Ph.D. (Western)

-Cohesion in sport and exercise -Athlete leadership in sport -Effectiveness of team building in sport

Marino, Wayne

X AHP Department Head, Professor, Biomechanics

B.A., B.P.E. (McMaster), M.P.E. (Windsor), Ph.D. (Illinois)

-Sport Biomechanics

Martyn, Scott

X SM Sport History, Olympic Sport History, Sport Management

B.A., M.A., Ph.D. (Western Ontario)

- Examining the nexus of sport and commerce, within the historical evolution of the Olympic Games and affiliated insignia as sport marketing properties.

McGowan, Cheri

X AHP Exercise physiology, Pathophysiology of

B.Sc. (Waterloo), M.Sc. (McMaster),

-Mechanisms that alter autonomic function in disease. -Psychological, autonomic and vascular interactions at rest, and in response to


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cardiovascular disease and Exercise rehabilitation

Ph.D. (McMaster)

acute and chronic exercise in both health and disease. -Exercise rehabilitation interventions that target pathological mechanisms of autonomic and vascular function.

McNevin, Nancy

X AHP Motor Behaviour

B.A. (McMaster), M.H.K. (Windsor), Ph.D. (Louisiana State)

-The effect of attentional focus on motor skill acquisition. - Balance and gait disorders

Milne, Kevin X AHP Applied Human Performance

B.H.K. (Windsor), M.Sc. (Western), Ph.D. (Western)

-Sexual dimorphism in human performance and health. -Cardiovascular health, monitoring and rehabilitation, across the lifespan.

Misener, Laura

X SM Sport Management

Hon. B.Kin. (McMaster), M.H.K. (Windsor), Ph.D. (Alberta)

- Social impacts of sporting events; sport and events as a leveraging tool for community development and sport participation; neoliberal discourses of sport; partnerships in physical activity promotion; policy analyses and cross-cultural comparative politics of leisure; and power relations in sport and leisure.

Paraschak, Victoria

X SM Aboriginal sport, Sociology of Sport, Sport and Government, Sport Management

B.P.E. (McMaster), M.H.K. (Windsor), Ph.D. (Alberta)

-Aboriginal peoples and their physical cultural practices. -Marginalized peoples, power relations and sport. -Canadian government policy in sport and recreation. -At risk youth and outdoor education.

Taks, Marijke

X SM Sport marketing; Socio-economic aspects of sport and leisure

B.Sc., M.Sc., Ph.D. (Leuven)

-Socio-economic aspects of sport and leisure; -Sport consumer behaviour; -Impact of sport events. -Sport and employment

Weir, Patricia

X AHP Aging and Movement Performance, Graduate Coordinator

B.H.K., M.H.K. (Windsor), Ph.D. (Waterloo)

-The effects of aging on goal directed movement -The role of physical activity on successful aging. -Sport Commitment, Motivation and lifelong training in Masters athletes. -The role of perception in video-based posture assessment.

Woodruff Atkinson, Sarah

X AHP Health & wellness of Canadians, body weight management , nutrition and physical activity patterns

BPE (New Brunswick), M.Sc. (New Brunswick), Ph.D. (Waterloo)

-Family influences on nutrition and physical activity. -Nutrition and physical activity assessment methodologies. -Sport Nutrition.

Total 8 7 6


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Provide an assessment of faculty expertise available and committed to actively support the new program.

1.0 Faculty expertise

See Table 6.

2.0 Faculty commitment to the PhD program in Kinesiology 2.1 Faculty activities

The entire faculty has demonstrated a commitment to the PhD program in Kinesiology by being actively involved in its development. Activities include:

• Formation of a PhD committee (6 faculty members, 1 student). Formation of four sub-committees

• Review of Canadian PhD programs in Kinesiology • Program goals and objectives were presented and discussed at a preliminary

Kinesiology Council Meeting in the Fall of 2009 • Feedback was gathered from all faculty members • Development of proposed models for course sequencing • Other related activities include a faculty retreat, drafts of Form 1 presented/reviewed at

Grad studies meetings

Additionally, all faculty members have signed a Memorandum of Agreement outlining the parameters of involvement in the doctoral program. Please see Appendix 1.

2.2 Research funding and future consultation

The Department of Kinesiology has been extremely successful in obtaining funding from the University of Windsor, granting councils, contracts, foundations, and research centres (See Table 1). The Brief for the Periodic/Standard Appraisal of the Ph.D. in Kinesiology to be submitted to the Ontario Council of Graduate Studies will be developed by the graduate committee, presented and reviewed by all faculty members. Further consultation may be sought with other academics with an expertise in the development of Ph.D. programs in Kinesiology.

Other Resources What are the resources currently available and committed to actively support the initiative (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)?

3.0 Library resources and services to support the PhD program in Kinesiology

3.1 Print and electronic books and reference materials Financial support for electronic resources has increased significantly in recent years and the Leddy Library has been able to benefit from a variety of consortial arrangements. The Leddy Library contains an extensive number of book titles supporting research and teaching in Kinesiology. Students and faculty thus enjoy access to a wide range of interdisciplinary materials. In addition to the rich print collection, the Leddy Library provides full text access to a number of electronic books and reference materials including netLibrary; myiLibrary; Canadian Health Research Collection; Canadian Public Policy Collection; Springer e-books 2005-2008; Canadian Encyclopedia Online and Britannica Online Encyclopedia.

3.2 Print and electronic serials Kinesiology faculty and students also have access to a wide range of serials in print and electronic formats. The University of Windsor is a member of several consortial groups, which has resulted in library patrons having digital networked access to a variety of electronic databases containing full text journals and citation indices. These consortial groups include the Ontario Council of University Libraries (OCUL); and the Canadian Research Knowledge Network (CRKN/RCDR). The Leddy Library is providing access to an increasing number of electronic resources through the online library catalogue and through the Library’s Home Page at:


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http://www.uwindsor.ca/leddy. Electronic databases and serials packages of interest to Human Kinetics/Kinesiology include:

• SportDiscus • Physical Education Index • ABI/Inform • Business Abstracts • ERIC • Psych Info • PsycINFO (Psychology) • PsycARTICLES (full text) • Sociological Abstracts • WilsonWeb Omnifile (includes access to Education Full Text; Social Sciences Full

Text; Reader’s Guide Full Text; Humanities Full Text; General Science Full Text; and Wilson Business Full Text)

• ERIC (Educational Resources Information Center database) • CBCA Education (Canadian education database) • CBCA Reference • CINAHL (Cumulative Index to Nursing and Allied Health Literature) • MEDLINE (OVID) • PubMed • Social Sciences Citation Index • Science Index • Digital Dissertations

3.3 Interlibrary Loan

Subsidized document delivery services are available to faculty members and graduate students for materials not contained within the Library. The Leddy Library uses RACER (Rapid Access to Collections by Electronic Requesting) an Ontario wide cooperative interlibrary system through the Scholars Portal infrastructure. Faculty, students and staff can go to the Leddy Library’s Home Page and log in to RACER via a link provided on the library’s Home Page. They can then search the catalogues of Ontario universities and create interlibrary loan requests for materials that they wish to receive from other libraries.

3.4 Other Libraries The proximity of the libraries of Wayne State University, University of Michigan and Michigan State University expands the available resources for our users. The Library also subscribes to the WorldCat database which allows users to search the holdings from libraries from 45 countries.

3.5 Academic Data Centre (ADC) The data librarian and the manager for the ADC help faculty and students to access and use a wide variety of statistical data resources, tools, and software. The website for the ADC provides access to these statistical resources (e.g. Statistics Canada; E-Stat; Health Statistics and Data; Inter-University Consortium for Political and Social Research, etc.) as well as statistical resources specific to a wide variety of the subdisciplines of Kinesiology (e.g. Sport Canada; Canadian Fitness and Lifestyle Research Institute; Leisure Information Network; Canadian Centre for Ethics in Sport; Health Canada Physical Activity Unit; Ontario Ministry of Tourism and Recreation, etc.). The ADC staff also provides instruction in quantitative and qualitative research methods.

3.6 Kinesiology Librarian Kinesiology faculty and students also have access to reference assistance through the Leddy Library. A librarian is designated to work as liaison with Kinesiology for collection management to ensure the relevant materials are acquired for the curriculum and research needs of the program. The liaison librarian has posted office hours during the principal terms and is also available by appointment to help faculty and students with more in-depth reference work,


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bibliographic assistance, or effective use of the tools and resources for disciplines encompassed by the department. The librarian supporting Kinesiology is Selinda Berg, a health science librarian at the Leddy Library. Prior to becoming a librarian she worked as a nutritionist in Saskatchewan. Selinda has a Bachelor of Science in Nutrition from the University of Saskatchewan, and a Masters of Library and Information Science from the University of Alberta. While working at the University of Windsor as a Health Sciences Librarian, Selinda is concurrently working on her PhD in Library and Information Science at the University of Western Ontario. Selinda supported the Faculty of Nursing for 5 years at the University of Western Ontario, before moving to the University of Windsor in 2008 to assist with setting up the library services for the satellite medical program at the Windsor Campus. To date, Selinda has been a valuable resource to Kinesiology, providing presentations in a number of graduate courses on the library resources.

4.0 Centre for Teaching and Learning (CTL)

The CTL offers information for instructional design, writing multiple choice questions, plagiarism, and on-line teaching. An on-line quarterly magazine, “reFLEXions”, is provided and back issues are available. Workshops and seminars are regularly provided throughout the year for faculty. Workshops, courses, and half-courses are also provided to support the professional development of Graduate and Undergraduate Teaching Assistants. Travel grants for attending conferences related to teaching and learning are awarded through the CTL. Audio-visual, media production facilities, video conferencing, training sessions for using educational technologies (e.g. “clickers” and course websites) and assistance in distance learning course development are some innovative resources available for faculty at the University of Windsor. The CTL holds an annual conference on teaching and learning on the University of Windsor campus.

5.0 Scholarships

Financial support for PhD students will consist of a combination of scholarships awarded to those with an 11.0 GPA; GA/TA positions as allotted by graduate studies (e.g. for GA’s, a minimum of 6 to a maximum of 8 terms, 140 hours per term at a rate of $34.06/hr); and research assistantships awarded from Human Kinetics faculty grants. Additional scholarships are under development in the Department of Kinesiology, but may not be available by September 2011.

6.0 Space Current space in the Department of Kinesiology includes:

• 25 faculty offices (includes space for Professors Emeriti: 3880 s.f.) • 5 offices for AAS, sessional instructors, and support staff (1490 s.f.) • 6490 square feet of graduate research space • 3613 square feet of multipurpose and undergraduate teaching laboratory space • 1 student computer laboratory (1500 s.f., 60 computer terminals) • 6 graduate student offices housing multiple students (1950 s.f.) • 1 office for holding graduate assistant office hours (550 s.f.) • 4 classrooms (7175 s.f.) • 3 seminar rooms (1060 s.f.) • 1 large conference room (1070 s.f.) • 1 undergraduate student lounge (1410 s.f.) • 1 large front office/reception area for administrative assistants (1410 s.f.). • 1 research technician office and workshop

What are the student support services currently available and committed to actively support the initiative?

As described above, the Academic Data Centre provides statistical data resources and support to faculty and students. The Centre for Teaching and Learning provides workshops, seminars, courses, and half-courses to support the professional development of Graduate and Undergraduate Teaching Assistants. The Academic Writing Centre offers writing support to all students, free of charge. The Kinesiology Librarian offers one-on-one assistance to all graduate students in Kinesiology, to help them identify, locate, and access resources that will address their research needs for class assignments, research grants, and/or dissertation preparation.


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Reliance on Resources from Another Area/Unit Will the new program rely on existing resources of another campus unit (e.g., courses in the calendar, equipment or facilities outside the proposer’s control or use of existing equipment within the proposer’s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details.

No resources from other campus units are required. ANTICIPATED SOURCES OF NEW RESOURCES List all anticipated sources of new resources available from within the area/department or Faculty (external grants, donations, government grants, etc.)

Anticipated sources of new resources include: 1) new research grant funding which will provide research assistant support to new doctoral students, and 2) there is also the potential through the Kinesiology growth plan for new faculty to apply for CFI infrastructure funding for improved facilities and new equipment purchases to support targeted research initiatives. REALLOCATION OF RESOURCES AND COST-SAVINGS In reviewing the resources required to run the proposed program/program change, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department?

PhD students offering teaching services would tend to offset program costs. ADDITIONAL RESOURCES REQUIRED Faculty What additional faculty resources (including faculty resources required by all affected areas/departments) are required to run the proposed program?

The proposed PhD program will be run by our current faculty complement. However, we are currently in the midst of a general growth plan that will allow for future new faculty hires. Staff What additional staff resources (including staff resources required by all affected areas/departments) are required to run the proposed program?

No additional staff resources are required. GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the proposed program?

PhD students will assist as teaching assistants in undergraduate and graduate Kinesiology programs, and as such, additional allocations will be necessary. Library What additional library resources (including library resources required by all affected areas/departments) are required to run the proposed program?

No additional library resources are required. Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the proposed program?

Support will be required to bring in academic experts to participate in seminars and as members of committees. Student Support Services What additional student support services are required to run the proposed program?

No additional student support services are required. Space and Facilities What additional space and facility resources (including space and facilities resources required by all affected areas/departments) are required to run the proposed program?


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No additional space and facility resources are required. Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the proposed program?

Additional computer equipment will be required as well as funds for regular upgrades to both software and hardware. Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area’s Faculty Five Year Plan?

Yes. LEARNING OUTCOMES Please complete the following table. State the specific learning outcomes that make up the goal of the program (what are the intended skills and qualities of graduates of this program?), and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in “To Greater Heights” by listing them in the appropriate rows. Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights. Information on learning outcomes is appended to this form (Appendix A) or may be accessed by clicking here. The information is also available in the “Instructions and Approval Process Manual” available on the PDC Website or through the Senate Office. Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning for assistance with the articulation of learning outcomes.

Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to:

Characteristics of a University of Windsor Graduate

A U of Windsor graduate will have the ability to demonstrate:

- identify and describe the current concepts and issues in Kinesiology - explain the role Kinesiology plays in both local, regional, national and global communities - articulate the role of research, and be able to communicate findings

A. the acquisition, application and integration of knowledge

- define relevant research questions - design and conduct theoretically sound research studies - relate the findings of research to relevant literature

B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy)

- constructively assess relevant research literature - trouble shoot problems in data collection and analysis - critically assess the strength and contribution of his or her own research - critically reflect upon professional and academic research

C. critical thinking and problem-solving skills


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Program Learning Outcomes (see Appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to:

Characteristics of a University of Windsor Graduate

A U of Windsor graduate will have the ability to demonstrate:

- develop research papers and presentations pertaining to his or her particular area of interest (Also relevant to F) - write clearly, integrating relevant literature with his or her own ideas - produce well-grounded, theoretically sound explanations for his or her research findings - use the appropriate statistical analysis techniques in his or her research

D. literacy and numeracy skills

- work successfully with peers, mentors, and community organizations - respect working relationships with peers, mentors and community organizations (Also relevant to G) - develop research ideas using an ethical approach - identify and develop appropriate solutions to deal with potential conflict

E. responsible behaviour to self, others and society

- utilize effective verbal and written communication to present ideas and research findings - explain research findings to all levels of community participants

F. interpersonal and communications skills

- work successfully with peers, mentors and community organizations - lead an effective research meeting

G. teamwork, and personal and group leadership skills

- demonstrate original and creative solutions to lab-based research questions - demonstrate original interventions for community-based research - employ the most aesthetic display of research findings

H. creativity and aesthetic appreciation

- clearly integrate research into teaching - describe the role that Kinesiology plays in the broader community

I. the ability and desire for continuous learning

MONITORING AND EVALUATION How will the success of the program be monitored and evaluated? (include information to be gathered, method, criteria for evaluation, review process, and use of information to adjust activities/plan.)

The Graduate Coordinator, Department Head, and Dean will monitor and internally evaluate the program. They will monitor individual progression through the program by evaluating program benchmarks such as: the number of applicants, the number of jobs secured upon graduation, the number of students who successfully complete the program, the number of students who hold external funding. Additionally, they will solicit feedback from students on the program.


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C. The Program Details Admission Requirements Please provide information on program specific admission requirements, selection criteria, arrangement for exemptions or special entry, credit transfer, etc.

Applicants will be required to have a completed Masters degree, normally with thesis, from a Kinesiology and/or Kinesiology related program. Applicants must have a minimum B+ (77%) average in their Masters program. Program Curriculum Structure/Program of Study Total courses: A minimum of four courses beyond the Masters degree. Major requirements: All students must complete the following 3-credit courses: 95-XXX Independent Study 95-XXX (Community Internship) 95-XXX (Doctoral seminar) (must register for 6 terms) Minimum of one additional graduate level course Other requirements: Students must have graduate level competency in statistics and/or research design. Depending on graduate level courses taken at the Masters level, students may be asked to complete either 95-507 (Quantitative Analysis in Kinesiology) or 95-562 (Research Methods), or their equivalent. Demonstration of teaching competency – In addition to preparing doctoral candidates as researchers, they will also receive preparation for University level teaching in the completion of teaching competency units. All doctoral students must accumulate 10 teaching component points over the course of their degree, with no more than half the points being accumulated in one area (i.e., CTL workshops, G.A. related duties). Please see Appendix 2. Recommended options (if any): Standing Required for Continuation in Program GPA requirements for continuation in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

The Faculty of Graduate Studies and Research requires that students maintain a minimum cumulative average of 8.0. Standing Required for Graduation Minimum GPA requirement to graduate in the program: these should be in-line with the regulations for standing required for continuation in the program as set out in the undergraduate and graduate web calendars [www.uwindsor.ca/calendars].

All program requirements must be met, and the student must have a minimum cumulative average of 8.0. Program Sequencing Provide program sequencing for each year of the program. Please ensure that all pre-requisites are met in the sequencing.


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In Year One of the program (months 0-12) students will normally complete up to three graduate level courses. The internship cannot be taken in year one, to ensure that the students have the appropriate background to be successful in completing the internship. In Year Two of the program (months 13-24): - students will normally complete the comprehensive examinations between 18-24 months (must be done following the completion of all coursework with the exception of the Community Internship) - students will begin preparing their doctoral dissertation proposal - students may complete their internship course In Year Three of the program (months 25-36): - students will propose their dissertation and begin data collection - students may complete their internship course In Year Four of the program (months 37-48)

- students will normally complete their research and defend their doctoral dissertation. Student Workload Provide information on the expected workload per course credit (3.0) of a student enrolled in this new program/major program change.

Expected Workload per 3.0 Course Credit Average Time the Student is Expected to Devote to

Each Component Over the Course of the Program Lectures Min. 3-6 hours per week Tutorials Practical experience (Internship and/or Lab) Min. 6-10 hours per week Independent study 10 hours per week Reading and work for assessment, including meeting classmates for group work/project assignments (essays, papers, projects, laboratory work, etc.)

When applicable – 5 hours per week

Studying for tests/examinations When applicable – 5 hours per week Other: [specify] How does the student workload for this program compare with other similar programs in the department/program area? All components are comparable to the MHK workload with the exception of a higher expectation for independent learning and inquiry.


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FINAL CHECKLIST FOR PROPOSERS

Having completed the program/course change proposal form, please complete the following table by marking an “X” in the appropriate column.

PRIMARY CRITERIA

Yes No N/A

Does the program or course tie into the University’s Strategic Plan? X

Is the program or course “Unique” in Ontario? In Canada? In North America? X

Is there evidence that a market exists for this program or course (a) on-campus; and/or (b) off-campus?

X X

Does this program or course have income potential? (How many students would it generate?)

X 20

Does this program or course address current issues? (e.g., double cohort, large-class problem, absence of upper-level on-line classes, etc.)

X

Are there U of W courses which have been developed for flexible learning indicating either (a) partial development already exists, or (b) a degree of expertise exists?

X

Are there departmental procedures in place for (a) course planning; (b) course development; and, (c) course delivery (Policy documents, Committees, Timelines, etc.)?

X X X

Is there evidence of support from the Dean(s), AAU Head(s)/Director(s)/Chair(s) for this program?

X

SECONDARY CRITERIA

Yes No N/A

Does the new program or course have partnership options (with other departments or faculties, or other universities)?

X

Does the new program or course allow for staggering options (e.g., every other year, or Windsor one year and another site the following year)?

X

Is the new program or course a complement to other Windsor flexible learning programs (will not interfere with other programs)?

X

Is the new program or course a complement to other Windsor on-campus programs (will not interfere with other programs)?

X

Does the department have the “critical mass” to undertake the program or course (a) sufficient interested and capable faculty; (b) academic support; and (c) TA/GA support?

X X

X

Are additional resources required: (a) faculty/staff/GA/TA; * As per the Faculty of Human Kinetics growth plan we are anticipating the addition of 3 more faculty members (b) equipment; (c) library; (d) IT support?

F* GA

X X X

Are there data on (a) incoming student demographics (profiles) that align with flexible learning (age, geographic location, employment, family responsibilities, etc.); and (b) technological profiles (hardware and software resources and skills)?

X X

Does the department have a plan regarding (a) marketing flexible learning courses; (b) the timely appointment of instructors; (c) technical support (CTL, Tutorials, TA/GAs, staff contact person, etc.); (d) intra-departmental communications (committees, policies); and (e) inter-department communications (committees)?

X X X X

X

Are there mechanisms and policies in place to address quality-control of (a) instruction; (b) materials (audio, video, PowerPoint, textual load, discussions and so on; and (c) learning (student assessment)?

X X X


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Budget Summary Sheet Amount Requested Yearly base expenditures Faculty Requests: 3 Faculty members as per Growth

plan (not included in total) Staff/Technician Requests: GA/TA Requests: $132,00 per year from year 3

forward Facilities/Equipment: $2,000 for upgrades to computers Other Operating Expenses (please specify):

Maintenance agreements $10,000 per year Examiners $1,000 in year 3, $2,000 per year

from year 4 forward Total Yearly base expenses: $146,000 per year

One-Time Expenses Facilities: Equipment: $12,000 (5 computers + 1 network

printer) Library Resources Requests: Total One-time expenses

Total (One-time + Yearly base expenses): $158,000

Costs related to use of technology/Centre for Teaching and Learning (CTL) resources: N/A


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Projections of Enrolment, Expenditures and Revenues (20 total enrolments over 5 years)

Year 1 2 3 4 5 Total Total Revenue

Tuition income $6000/ student

$24,000 4 new

$48,000 4 new 4 returning




$312,000

($312,000likely to be redistributed in scholarship monies)

Potential Provincial funding

$110,000 $220,000 $330,000 $385,000 $385,000 $1,430,000 $1,430,000(in light of

scholarship monies)

Expenses G.A. $44,000 $88,000 $132,000 $132,000# $132,000 $528,000 External Examiners

$1,000* $2,000 $2,000 $5,000

Equipment Maintenance

$10,000+ $10,000 $10,000 $10,000 $50,000 $583,000

Net Income $847,000* estimated at $1,000.00 per student ($750.00 from FGS, $250.00 from Kinesiology) + software maintenance and equipment maintenance agreements # These values are based on 12 GAs as the students who return for a 4th year will likely have used up their 6 allocations


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Appendix 1 – Memorandum of Agreement Preamble

The proposed PhD program in Kinesiology at the University of Windsor was developed with controlled growth in mind. The Masters programs in Applied Human Performance and Sport Management have functioned very well for many years and it is the intent that these programs will continue to thrive after the PhD program comes on line.

Given that adding a PhD program will undoubtedly increase the assigned workload of the participating faculty members in the department, the following memorandum of agreement has been struck to assure the Dean of Human Kinetics and the Kinesiology Department Head that we are aware of the workload and funding implications of adding this program and to highlight the terms of operation under which supervision of PhD students in this new program will occur.

Eligibility for PhD Student Supervision

We, the undersigned, agree that to be eligible to supervise a PhD student, professors must meet the following criteria at the time the student is accepted into the program:

1. have graduate faculty status;

2. have successfully supervised a minimum of 3 students that have completed a thesis at the Masters level;

3. have tenure (to be primary advisor); without tenure (co-advisor only, for duration of degree);

4. can provide financial support to the PhD student that is consistent with the funding formula devised by graduate studies;

5. will continue to accept and supervise Masters students and consider the balance between Masters and PhD students that maintains healthy enrolment in the Applied Human Performance and Sport Management graduate programs in the Department of Kinesiology. This will normally mean that an eligible faculty member would be able to accept only 1 PhD student in a given year, and not be able to have more than 2 PhD students at any one time (Note: More information regarding acceptance procedures can be found in the Program Information Package).

6. will accept that PhD student supervision as part of our normal workload. Accepting a PhD student will not be grounds for additional workload relief, other than the one course granted for “graduate involvement”. It is understood that no workload relief requests will be granted by the Dean based solely on supervising a PhD student.

7. the normal expectation is that a graduate advisor with have a 3 to 1 ratio of masters to doctoral students.

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