s-15-26 faculty of science academic committee report to ... · comp 202 foundations of programming...

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S-15-26

FACULTY OF SCIENCE ACADEMIC COMMITTEE Report to Faculty of Science Meeting

The Academic Committee approved the following on Tuesday, 23 February 2016: (1) GEOGRAPHY New Course: GEOG 417/617 Urban Geography AC-15-46/46A 3 credits B.Sc. Program Changes: - Minor in Geographic Information Systems and Remote Sensing AC-15-47 B.A. & Sc. Program Changes: - Minor in Geographic Information Systems and Remote Sensing AC-15-47A For Information Only - Documents available upon request (i) New B.A. Program: - Minor Concentration in Health Geography (ii) B.A. Program Changes: - Minor Concentration in Geography (Urban Systems) - Major Concentration in Geography (Urban Systems) (2) COMPUTER SCIENCE COMP 202 Foundations of Programming AC-15-48 Change: description 3 credits COMP 250 Intro to Computer Science AC-15-49 Changes: description, restrictions 3 credits COMP 322 Introduction to C++ AC-15-50 Changes: prerequisites 1 credit COMP 400 Project in Computer Science AC-15-51 Changes: credits [from 3 to 4], title, description, restrictions 4 credits COMP 557 Fundamentals of Comp. Graphics AC-15-52 Changes: credits [from 3 to 4], description 4 credits COMP 559 Fund. Computer Animation AC-15-53 Change: description, prerequisite 4 credits

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(3) EARTH & PLANETARY SCIENCES/PHYSICS New Double-Prefix Course: EPSC 186 [renumbered from -182]/PHYS 186 (New) AC-15-54/54A Astrobiology 3 credits (4) PHYSICS Course Retirement (formerly double-prefixed with CHEM 334, which is not being retired) PHYS 334 Advanced Materials AC-15-55 3 credits Programs Affected by the Retirement of PHYS 334:

• Bachelor of Arts and Science (B.A. & Sc.) - Major Concentration Physics (36 credits)

• Bachelor of Education (B.Ed.) - Secondary Science and Technology (120 credits)

• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with Minor Biology for Teachers (135 credits)


• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with Minor Chemistry for Teachers (135 credits)


New Course Proposal ReferenceNumber

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PRN Alias :15-16#786Version No :3Submitted By :Prof Benjamin

ForestEdited By :Ms Josie D'Amico

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Subject/Course/Term GEOG 417

one term

Credit Weight or CEU's 3 credits

Course Activities Schedule Type Hours per week

M - Seminar 3Total Hours per Week : 3

Total Number of Weeks : 13

Course Title Official Course Title : UrbanGeography

Course Title in Calendar:

Rationale Beyond the 300-level, the department onlyoffers one field-based urban class (GEOG494), and a specialized 500-level course(GEOG 525). GEOG 417 will provide anadvanced course in general urban geographyand will help complete the sequence of classesthat includes GEOG 217, GEOG 315, GEOG325, and GEOG 331. This will help students inUrban Studies in particular because thatprogram is chronically short of classescompared to the large number of majors. Thecourse will be offered simultaneously and inconjunction with a new graduate seminar(GEOG 617) that will cover similar material,albeit with a higher reading load and adifferent evaluation scheme.

Responsible Instructor Benjamin Forest

Course Description Classic and contemporary perspectives inurban geography. Range of topics includingeffects of capitalism, gender, suburbanism,segregation and inequality, property, urbanlandscapes, and urban space. Emphasizestheoretical issues but includes empiricaland/or case studies.

Teaching Dept. 0288 : Geography

Administering Faculty/Unit SC : Faculty of Science

Prerequisites GEOG 217, and one of the following: GEOG315, GEOG 325, GEOG 331, or GEOG 525

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Web Registration Blocked? : YMinimum Grade or Test Scores : A-Prereq course or test taken at the same time?: N

Corequisites

Restrictions Students must have taken GEOG 217, andone of the following: GEOG 315, 325, 331, or525; or have permission of instructor.

Supplementary CalendarInfo

Additional Course Charges

Campus Downtown

Projected Enrollment 10

Requires Resources NotCurrently Available

N

Explanation for RequiredResources

Required Text/ResourcesSent To Library?

Library Consulted AboutAvailability of Resources?

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201609

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2 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:Benjamin


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Geography 417: Urban Geography Prof. Benjamin Forest Department of Geography McGill University Course Calendar Description: Classic and contemporary perspectives in urban geography. Range of topics including effects of capitalism, gender, suburbanism, segregation and inequality, property, urban landscapes, and urban space. Emphasizes theoretical issues but includes empirical and/or case studies. The course includes classic and contemporary works in urban geography, and both covers topics addressed in undergraduate Urban Studies courses in greater depth and to introduce new subjects and perspectives. The class includes both theoretical and empirical works on urbanism, the effects of capitalism, gender, suburbanism, segregation and inequality, property urban landscapes, and urban space. The class is open to students with prior coursework in urban geography: GEOG 217; and one or more of the following: GEOG 315, GEOG 325, GEOG 331, and GEOG 525. Course Requirements: Students must prepare responses to the readings each week (which serve as a basis for discussion), and must present these to the class on a rotating basis. In addition, students must submit either 3 analytic essays based on the assigned readings. Finally, students may be required to periodically attend talks in the department’s Geospectives lecture series or other venues.

Reading summaries/responses/reviews 35% Class participation 5% 3 analytic essays (6-8 pages) 15%/20%/25%

Information on university and department policies concerning student assessment can be found at the following website: www.mcgill.ca/geography/studentassessment Reading responses: See the response assignment for my expectations and an example. Typically you will need to prepare a ½ to 1 page response for each article or book chapter assigned. These responses should identify the major claims or findings of each work, summarize the essential points, and offer an insightful critique. Your written responses will be collected at the end of each class and will be returned with brief comments. Class participation: Participation is marked based on attendance, the frequency, and quality of your participation in class discussions, each worth approximately 1.67%. I will keep a record of these items, and expect students to attend every class, to be on time, and to contribute regularly to the discussion with thoughtful comments about the readings and your peers’ comments.

© Benjamin Forest 2

Due Dates: All papers are due by email as properly formatted Word documents by 11 PM on the dates listed below.

Analytic Essay 1: February X Analytic Essay 2: March X Analytic Essay 3: April X

Expectations: This class is a seminar. This means that in addition to the usual standards regarding academic integrity (listed below), students have responsibilities and freedoms different from a typical undergraduate class. In particular, all students are expected to take considerable responsibility for understanding, digesting, and synthesizing the material. Taking the class is not a passive activity! You are expected to complete all readings and assignments on time, to actively participate in class discussions, and to generally take the initiative in engaging the material. Analytic Essays. Your analytic essay should address material that we have read for class, but may also include any of the recommended readings. Please do not use texts that I have not assigned for the class. In your essay, you should offer a detailed analysis and critique (typically of two or more readings), rather than broad summaries and general arguments. I am interested more in depth than in breadth; this is your opportunity to explore the nuances and subtle details of the arguments beyond what we can do during class discussions. There are several models for successful essays, but the most common is to explore a particular idea, concept, or theory that is used in several readings. Do the authors mean two different things but use the same term? Do they use different terms for the same concept? What are the (theoretical) consequences of these differences? Similarly, you can offer a critique of the assumptions that underlie a set of readings. The focus here may not be on the explicit disagreements between the texts, but on the (unacknowledged) assumptions that they share. For questions about formatting, advice about writing papers, and for writing tips, please see my Research Paper Guide on my the teaching page of my website:

http://www.geog.mcgill.ca/faculty/forest/teaching.html McGill University policy requires the inclusion and wording of the following sections on Academic Integrity and Language Policy on all syllabi.

Academic Integrity: McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/integrity for more information). L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l'étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site www.mcgill.ca/integrity).


Language Policy: In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded.

Readings: Some books will be available at the McGill Bookstore (see below) and all are on reserve at the Humanities and Social Science Library (some as ebooks). All required readings other than books are available through myCourses (in compliance with copyright regulations). In many cases, I have set one or more chapters from a book. In all cases, I recommend reading the entire work, time permitting. Similarly, some weeks I provide a list of recommended readings as a resource if you want to address the topic further, e.g., for an analytic essay. What to buy: I encourage all of you to buy any of the books that are of particular interest to you, but you probably do not need to buy them because you are typically required to read less than half of the pages. Whether you by these books or not, you are responsible for reading the assigned pages.

Blomley, N. K. 2004. Unsettling the city: Urban land and the politics of property. New York: Routledge.

Bruegmann, R. 2005. Sprawl: A compact history. Chicago: University of Chicago Press. Harris, R. 2004. Creeping conformity: How Canada became suburban, 1900-1960.

Toronto; Buffalo: University of Toronto Press. Harvey, D. 2006. Paris: Capital of modernity. New York: Routledge. Mitchell, D. 2003. The right to the city: social justice and the fight for public space. New

York: Guilford Press. Nightingale, C. H. 2012. Segregation: A global history of divided cities. Chicago:

University of Chicago Press. [available as an ebook for about 2/3 the cost of the hardback]

Topics Week 1: Introduction Week 2: Cities Week 3: The Roots of Modern Urban Studies Week 4: Capitalism and Urbanism Week 5: Workshop: Searching the Scholarly Literature Week 6: Modernity and Urbanism Week 7: Gender and the City Week 8: Segregation and Inequality Week 9: The Origins of North American Suburbanism Week 10: Workshop: Scholarly Writing Week 11: Suburbanism and Sprawl


Week 12: Cities, Rights, and Power Week 13: Property and Urban Space

Schedule of Classes

Week 1: Introduction Modern Cities: The Conventional Wisdom

Mumford, L. 1961. The city in history: Its origins, its transformations, and its prospects. London: Secker & Warburg. Chapters 4-5; 15-18.

Lynch, K. 1960. The image of the city. Cambridge, Mass.: MIT Press. Chapter 1.

Recommended:

Abu-Lughod, J. L. 1999. New York, Chicago, Los Angeles: America's global cities. Minneapolis: University of Minnesota Press.

Southall, A. 1998. The city in time and space. Cambridge; New York: Cambridge University

Press. Chapter 7 (pp.306-419). Week 3: The Roots of Modern Urban Studies

Simmel, G. 2004 [1903]. The Metropolis and Mental Life. In The city cultures reader, eds. M. Miles, T. Hall & I. Borden. London; New York: Routledge.

Wirth, L. 1938. Urbanism as a Way of Life. American Journal of Sociology, 44, 1-24. Park, R. E. 1967 [1925]. Magic, mentality, and city life. In The city: Suggestions for the study of

human nature in the urban environment, eds. R. E. Park, E. W. Burgess & R. D. McKenzie, 123-141. Chicago: University of Chicago Press.

Week 4: Capitalism and Urbanism

Harvey, David. 1989. The urban experience. Oxford: Blackwell. Introduction, chapter 1. Harvey, David. 1985. Consciousness and the urban experience: Studies in the history and theory

of capitalist urbanization. Baltimore, Md.: Johns Hopkins University Press. Chapters 1 and 5.


Week 5: Workshop: Searching the Scholarly Literature This week there is a special workshop on the use of the Web of Knowledge, Scopus, and Google Scholar for searching the scholarly literature. Class will meet in one of the library's computer labs, rather than our regular classroom. The workshop will involve "hands-on" activities so it is very important for you to attend. These research skills will be critical for the course and for any future research endeavour.

Location: XXX Library Week 6: Modernity and Urbanism

Berman, M. 1982. All that is solid melts into air: The experience of modernity. New York: Simon and Schuster. Introduction.

Harvey, D. 2006. Paris: Capital of modernity. New York: Routledge. Introduction,

chapters 1, 3, 4, and 17. Recommended:

Dennis, R. 2008. Cities in modernity: Representations and productions of metropolitan space, 1840-1930. Cambridge; New York, NY: Cambridge University Press.

Domosh, M. 1996. Invented cities: The creation of landscape in nineteenth-century New York &

Boston. New Haven: Yale University Press. Week 7: Gender and the City All students:

Domosh, M. 1998. Those “Gorgeous incongruities”: Polite politics and public space on the streets of nineteenth-century New York City. Annals of the Association of American Geographers 88 (2): 209-226.

Peake, L. and M. Rieker. 2013. Rethinking feminist interventions into the urban. In Rethinking

feminist interventions into the urban, eds. Linda Peake and Martina Rieker, 1-22. London: Routledge.

Pratt, G. 2003. "Valuing childcare: Troubles in suburbia." Antipode, 35: 581-602.


Recommended:

Domosh, M. & J. Seager. 2001. Putting women in place: Feminist geographers make sense of the world. New York: Guilford Press.

McDowell, L. 1997. Capital culture: Gender at work in the city. Oxford, UK; Malden, Mass.:

Blackwell Publishers. Massey, D. B. 1994. Space, place, and gender. Minneapolis: University of Minnesota Press. Varley, Ann. 2008. "A place like this? Stories of dementia, home, and the self." Environment

and Planning D-Society & Space, 26: 47-67. Week 8: Segregation and Inequality

Nightingale, C. H. 2012. Segregation: A global history of divided cities. Chicago: University of Chicago Press. Introduction, chapters 1, 2, 7, 12

Recommended:

Massey, D. S., & Denton, N. A. 1993. American apartheid: Segregation and the making of the underclass. Cambridge, Mass.: Harvard University Press.

Reardon, S. F., & Bischoff, K. 2011. Income inequality and income segregation. American

Journal of Sociology, 116, 1092-1153. Week 9: The Origins of North American Suburbanism All students:

Harris, R. 2004. Creeping conformity: How Canada became suburban, 1900-1960. Toronto; Buffalo: University of Toronto Press. Introduction, chapters 2-3, and 7.

Stilgoe, J. R. 1988. Borderland: Origins of the American suburb, 1820-1939. New Haven: Yale

University Press. Introduction. Recommended:

Teaford, J. C. 2008. The American suburb: The basics. New York: Routledge. Winter Break


Week 10: Workshop: Scholarly Writing This week we will depart from our usual format to address scholarly writing. We will discuss a brief reading, but most of class will be devoted to peer review of either your Proposal or Essay #2. Orwell’s piece is a classic discussion of the political implications of writing, and not as you may have thought, a discussion of Quebec politics! Orwell was an essayist, a form of writing (now sadly in decline) that lies somewhere between political journalism and scholarship. He focuses on the distortions produced by lazy and imprecise prose in political essays, but his comments are directly relevant to scholarly writing as well. The four recommended works are also worth reading, although Miller (2004) will be of use mostly to those of you working with quantitative data. Anyone who works with visual information (images, graphs, charts, maps, and the like) should read something by Edward Tufte. His book listed below is a good place to start. For writing, there are many style guides, including the perennial favourite The Elements of Style, but Williams (2005) is an outstanding modern guide and well worth buying. Finally, Biling (2013) is a delightfully acerbic commentary on contemporary writing in the social sciences. All students:

Orwell, George. (1946) “Politics and the English Language” Horizon. Available from: http://www.orwell.ru/library/essays/politics/english/e_polit

Recommended

Billig, M. 2013. Learn to write badly: How to succeed in the social sciences. New York: Cambridge University Press.

Miller, J. E. 2004. The Chicago guide to writing about numbers. Chicago: University of

Chicago Press. Tufte, E. R. 1997. Visual explanations: Images and quantities, evidence and narrative.

Cheshire, Conn: Graphics Press.

Williams, J. M. 2005. Style: Ten lessons in clarity and grace. New York: Pearson Longman.

Week 11: Suburbanism and Sprawl

Bruegmann, R. 2005. Sprawl: A compact history. Chicago: University of Chicago Press. Introduction, chapters 1, 5, 6; 13.


Recommended: Sewell, J. 2009. The shape of the suburbs: Understanding Toronto's sprawl. Toronto: University

of Toronto Press. Week 12: Cities, Rights, and Power

Lefebvre, H. 1996. The right to the city. In Writing on Cities, eds. E. Kofman and E. Lebas, 147-159. Oxford, UK; Cambridge, MA: Blackwell Publishers.

Mitchell, D. 2003. The right to the city: social justice and the fight for public space. New

York: Guilford Press. Introduction, chapter 1, 2; conclusion Recommended:

Beckett, K. & S. K. Herbert. 2010. Banished: The new social control in urban America. Oxford; New York: Oxford University Press.

Harvey, D. 2012. Rebel cities: From the right to the city to the urban revolution. New

York: Verso. Keller, L. 2010. The triumph of order: Democracy and public space in New York and

London. New York: Columbia University Press.

Lefebvre, H. 1991. The production of space. Oxford, OX; Cambridge, Mass.: Blackwell. Selections.

Week 13: Property and Urban Space

All students:

Blomley, N. K. 2004. Unsettling the city: Urban land and the politics of property. New York: Routledge. Chapters 1-2; Conclusion.

Recommended:

Blomley, N. K. 2011. Rights of passage: Sidewalks and the regulation of public flow. New York: Routledge.

Low, S. M., and N. Smith. 2006. The politics of public space. New York: Routledge. Staeheli, L. A., and D. Mitchell. 2008. The people's property?: Power, politics, and the

public. New York: Routledge.


GEOG 517: Advanced Urban Geography Prof. Benjamin Forest Weekly Reading Response Assignment For every class you should prepare a summary, critique(s), and question(s) for each reading assignment. These should be emailed to me no later than 10:00 AM on the day of class. Please send your responses as a nicely formatted MS Word file. These responses help demonstrate your engagement and knowledge of the readings, and will serve as a basis of discussion each week. Please note that they are worth 25% of your grade. You will need to use your judgment regarding the length of each response. The example below is one page long and addresses one article, albeit a relatively long one, but you cannot include the same level of detail for entire books. For books, you should prepare a response for each chapter, as well as one for the book as a whole (if appropriate). A book response might be two or three pages long in total (chapters plus the book as a whole), but this is not a hard and fast rule. Keep in mind, however, that more is not more. The ability to identify the essential points a long text is an absolutely critical skill for scholarship.

Your response should identify the major point(s) or claims of each article or chapter, noting the structure of the argument (how do the claims fit together?); at least one thoughtful critique or criticism of the work; and at least one question suitable for discussion.

I also expect you to take notes on the readings. These will be longer and more detailed than the summaries that you send to me. You should bring your notes as well as responses to class. Example response Note how the response on the following page is different than notes taken on the article, and how it makes an argument about (or offers an interpretation of) an article rather than condensing the text point by point. You should not think of this as the one “correct” interpretation of her article. There are clearly a lot of things I have left out, and other points that I have chosen to emphasize. One could write an equally good response focusing on other points – as long as you can make a compelling argument that you have identified the most significant aspects of the article. My summary also includes a critique at the end that incorporates some of the other reading that we did for that week. This won’t always be possible (e.g., when we are only reading from one book), but try to think of questions or critiques that can help relate the readings to each other. Finally, I have also given an example of my critique framed as a question.


Marston, S. A. 2000. The social construction of scale. Progress in Human Geography 24 (2): 219–242. Marston makes three major points in the article:

1) Scale can be conceptualized in three different ways: as size, as level, and as relation; traditionally, geography has only used the first two concepts, and have treated them more or less as natural, or objectively true. Recent work has developed the third idea, scale as relation, but this work is been incomplete because it focuses only on the “top-down” construction of scale.

2) She reviews the treatment of scale by political and economic geographers, but focuses on

economic geographers Neil Brenner and Neil Smith. They both argue that scale is produced by global capitalist relations, particularly the tension between capitalism’s tendency toward equalization (uniform wages and labor conditions) and differentiation (uneven development, or the creation regions of economic growth and other of economic stagnation) (pp. 229-231). At particular historical moments, these two forces produce different scales. In the past, economies were defined at the state scale, but recent developments associated with globalization have generated important scales at both the sub-state and super-state level.

Although there are difference between Brenner and Smith, both identify forces of capitalist production as the primary driver of scalar relationships.

3) Finally, Marston turns to her own work on gender and households to argue that these

theorists have ignored the role of social reproduction (as opposed to capitalist production). Social reproduction is as necessary to capitalism as production, but has not been seen as a force (re)creating scalar relationships. She argues, however, that the “bottom up” production of scale is just as important as “top down” forces of production, and illustrates this with examples from 19th and early 20th century efforts by women to extend their political influence beyond the household scale by conceptualizing the neighborhood, city, or region as a kind of “homespace.”

Critique: It is not always clear that Marston is talking about “scale” throughout the article. In particular, her discussion of Brenner and Smith, often seems to concern the idea of “regionalization” – the regions that provide the “best fit” for capitalist relations at particular moments in time. Although she rightly criticizes naturalistic concepts of scale, she often seems to substitute economic forces as the “true” source of scale, and downplays the discursive construction of scale (cf. Murphy 1990, and Newman and Paasi 1998). A true “relational” view of scale would acknowledge the role of discourse, language, and rhetoric in the creation of scalar relationships. Critique framed as a question: Does Marston confuse the idea of “scale” with the idea of “regionalization” in her discussion of Brenner and Smith?


:10964

PRN Alias :15-16#785Version No :3Submitted By :Prof Benjamin

ForestEdited By :Ms Josie D'Amico


New Data

Program Affected? N


Subject/Course/Term GEOG 617

one term



M - Seminar 3Total Hours per Week : 3


Course Title Official Course Title:

Advanced UrbanGeography

Course Title inCalendar :

Rationale The department does not offer an advancedclass in general urban geography, and has onlyone specialized 500-level course in the area(GEOG 525). GEOG 617 will provide graduatestudents with in-depth exposure tocontemporary urban theory and history. Thecourse will be offered simultaneously and inconjunction with a new undergraduate course(GEOG 417) that will cover similar material,albeit with a reduced reading load and differentevaluation scheme.

Responsible Instructor Benjamin Forest

Course Description Classic and contemporary perspectives in urbangeography. Range of topics including effects ofcapitalism, gender, suburbanism, segregationand inequality, property, urban landscapes, andurban space. Emphasizes theoretical issues butincludes empirical and/or case studies.

Teaching Dept. 0288 : Geography

AdministeringFaculty/Unit

GR : Graduate Studies

Prerequisites

Corequisites

Restrictions Permission of instructor.



1 of 2 17/02/2016 4:18 PM


Campus Downtown



N






201609

File Attachments G617-AdvanacedUrbanGeog.pdf View


For Continuing StudiesUse

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3 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:Josie D'Amicoon: Feb 172016

2 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:BenjaminForeston: Jan 292016



2 of 2 17/02/2016 4:18 PM

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Geography 617: Advanced Urban Geography Prof. Benjamin Forest Department of Geography McGill University Course Calendar Description: Classic and contemporary perspectives in urban geography. Range of topics including effects of capitalism, gender, suburbanism, segregation and inequality, property, urban landscapes, and urban space. Emphasizes theoretical issues but includes empirical and/or case studies. The course includes classic and contemporary works in urban geography, and both covers topics addressed in undergraduate Urban Studies courses in greater depth and to introduce new subjects and perspectives. The class includes both theoretical and empirical works on urbanism, the effects of capitalism, gender, suburbanism, segregation and inequality, property urban landscapes, and urban space. Students should have prior coursework in urban geography or urban studies, preferably classes equivalent to GEOG 217; and one or more of the following: GEOG 325, GEOG 331, and GEOG 525. Enrolment by permission of the instructor. Course Requirements: Students must prepare responses to the readings each week (which serve as a basis for discussion), and must present these to the class on a rotating basis. In addition, students must submit a major research paper on a topic related to the student’s thesis or dissertation. Finally, students may be required to periodically attend talks in the department’s Geospectives lecture series or other venues.

Reading summaries/responses/reviews 35% Class participation 5% Proposal for research paper 1 research paper (>20 pages)

15% 45%

Information on university and department policies concerning student assessment can be found at the following website: www.mcgill.ca/geography/studentassessment Reading responses: See the response assignment for my expectations and an example. Typically you will need to prepare a ½ to 1 page response for each article or book chapter assigned. These responses should identify the major claims or findings of each work, summarize the essential points, and offer an insightful critique. Your written responses will be collected at the end of each class and will be returned with brief comments. Class participation: Participation is marked based on attendance, the frequency, and quality of your participation in class discussions, each worth approximately 1.67%. I will keep a record of these items, and expect students to attend every class, to be on time, and to contribute regularly to the discussion with thoughtful comments about the readings and your peers’ comments.


Due Dates: All papers are due by email as properly formatted Word documents by 11 PM on the dates listed below.

Proposal: March X Research paper: April X

Expectations: This class is a graduate seminar. This means that in addition to the usual standards regarding academic integrity (listed below), students have responsibilities and freedoms different from a typical undergraduate class. In particular, all students are expected to take considerable responsibility for understanding, digesting, and synthesizing the material. Taking the class is not a passive activity! You are expected to complete all readings and assignments on time, to actively participate in class discussions, and to generally take the initiative in engaging the material. Research Papers. The research paper is often a useful way to draft a chapter of such a document, or to explore a set of literature relevant to your research. Guidelines for the proposal and papers will be distributed in class. For questions about formatting, advice about writing papers, and for writing tips, please see my Research Paper Guide on my the teaching page of my website:

http://www.geog.mcgill.ca/faculty/forest/teaching.html McGill University policy requires the inclusion and wording of the following sections on Academic Integrity and Language Policy on all syllabi.

Academic Integrity: McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/integrity for more information). L'université McGill attache une haute importance à l’honnêteté académique. Il incombe par conséquent à tous les étudiants de comprendre ce que l'on entend par tricherie, plagiat et autres infractions académiques, ainsi que les conséquences que peuvent avoir de telles actions, selon le Code de conduite de l'étudiant et des procédures disciplinaires (pour de plus amples renseignements, veuillez consulter le site www.mcgill.ca/integrity). Language Policy: In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded.

Readings: Some books will be available at the McGill Bookstore (see below) and all are on reserve at the Humanities and Social Science Library (some as ebooks). All required readings other than books are available through myCourses (in compliance with copyright regulations). In many cases, I have set one or more chapters from a book. In all cases, I recommend reading the entire work, time permitting. For your papers, I expect you to address relevant sections of these books even if they are not required for discussion. Similarly, some weeks I provide a list of recommended readings as a resource if you want to address the topic further, e.g., for a research paper, or comprehensive examinations.


Blomley, N. K. 2004. Unsettling the city: Urban land and the politics of property. New

York: Routledge. Bruegmann, R. 2005. Sprawl: A compact history. Chicago: University of Chicago Press. Harris, R. 2004. Creeping conformity: How Canada became suburban, 1900-1960.

Toronto; Buffalo: University of Toronto Press. Harvey, D. 2006. Paris: Capital of modernity. New York: Routledge. Mitchell, D. 2003. The right to the city: social justice and the fight for public space. New

York: Guilford Press. Nightingale, C. H. 2012. Segregation: A global history of divided cities. Chicago:

University of Chicago Press. [available as an ebook for about 2/3 the cost of the hardback]

Topics Week 1: Introduction Week 2: Cities Week 3: The Roots of Modern Urban Studies Week 4: Capitalism and Urbanism Week 5: Workshop: Searching the Scholarly Literature Week 6: Modernity and Urbanism Week 7: Gender and the City Week 8: Segregation and Inequality Week 9: The Origins of North American Suburbanism Week 10: Workshop: Scholarly Writing Week 11: Suburbanism and Sprawl Week 12: Cities, Rights, and Power Week 13: Property and Urban Space

Schedule of Classes

Week 1: Introduction Week 2: Modern Cities: The Conventional Wisdom

Mumford, L. 1961. The city in history: Its origins, its transformations, and its prospects. London: Secker & Warburg. Chapters 4-5; 15-18.

Lynch, K. 1960. The image of the city. Cambridge, Mass.: MIT Press. Chapter 1.


Recommended:

Abu-Lughod, J. L. 1999. New York, Chicago, Los Angeles: America's global cities. Minneapolis: University of Minnesota Press.

Southall, A. 1998. The city in time and space. Cambridge; New York: Cambridge University

Press. Chapter 7 (pp.306-419). Week 3: The Roots of Modern Urban Studies

Simmel, G. 2004 [1903]. The Metropolis and Mental Life. In The city cultures reader, eds. M. Miles, T. Hall & I. Borden. London; New York: Routledge.

Wirth, L. 1938. Urbanism as a Way of Life. American Journal of Sociology, 44, 1-24. Park, R. E. 1967 [1925]. The city: Suggestions for the study of human nature in the urban

environment. In The city: Suggestions for the study of human nature in the urban environment, eds. R. E. Park, E. W. Burgess & R. D. McKenzie, 1-46. Chicago: University of Chicago Press.

Burgess, E. W. 1967 [1925]. The growth of the city. In The city: Suggestions for the study of


Park, R. E. 1967 [1925]. Magic, mentality, and city life. In The city: Suggestions for the study of


Week 4: Capitalism and Urbanism

Harvey, David. 1989. The urban experience. Oxford: Blackwell. Introduction, chapters 1-2. Harvey, David. 1985. Consciousness and the urban experience: Studies in the history and theory

of capitalist urbanization. Baltimore, Md.: Johns Hopkins University Press. Chapters 1, 2, and 5.


Week 5: Workshop: Searching the Scholarly Literature This week there is a special workshop on the use of the Web of Knowledge, Scopus, and Google Scholar for searching the scholarly literature. Class will meet in one of the library's computer labs, rather than our regular classroom. The workshop will involve "hands-on" activities so it is very important for you to attend. These research skills will be critical for the course and for any future research endeavour.

Location: XXX Library Week 6: Modernity and Urbanism

Berman, M. 1982. All that is solid melts into air: The experience of modernity. New York: Simon and Schuster. Introduction.

Harvey, D. 2006. Paris: Capital of modernity. New York: Routledge. Introduction,

chapters 1, 3-17. Recommended:

Dennis, R. 2008. Cities in modernity: Representations and productions of metropolitan space, 1840-1930. Cambridge; New York, NY: Cambridge University Press.

Domosh, M. 1996. Invented cities: The creation of landscape in nineteenth-century New York &

Boston. New Haven: Yale University Press. Week 7: Gender and the City

Domosh, M. 1998. Those “Gorgeous incongruities”: Polite politics and public space on the streets of nineteenth-century New York City. Annals of the Association of American Geographers 88 (2): 209-226.

Peake, Linda and Martina Rieker. 2013. Rethinking feminist interventions into the urban. In

Rethinking feminist interventions into the urban, eds. Linda Peake and Martina Rieker, 1-22. London: Routledge.

Pratt, G. 2003. "Valuing childcare: Troubles in suburbia." Antipode, 35: 581-602.

Varley, Ann. 2008. "A place like this? Stories of dementia, home, and the self." Environment

and Planning D-Society & Space, 26: 47-67.


Recommended:

Domosh, M. & J. Seager. 2001. Putting women in place: Feminist geographers make sense of the world. New York: Guilford Press.

McDowell, L. 1997. Capital culture: Gender at work in the city. Oxford, UK; Malden, Mass.:

Blackwell Publishers. Massey, D. B. 1994. Space, place, and gender. Minneapolis: University of Minnesota Press.

Week 8: Segregation and Inequality

Nightingale, C. H. 2012. Segregation: A global history of divided cities. Chicago: University of Chicago Press. Introduction, chapters 1, 2, 7, 12; and chapters 3-6 OR chapters 8-11.

Recommended:

Massey, D. S., & Denton, N. A. 1993. American apartheid: Segregation and the making of the underclass. Cambridge, Mass.: Harvard University Press.

Reardon, S. F., & Bischoff, K. 2011. Income inequality and income segregation. American

Journal of Sociology, 116, 1092-1153. Week 9: The Origins of North American Suburbanism

Harris, R. 2004. Creeping conformity: How Canada became suburban, 1900-1960. Toronto; Buffalo: University of Toronto Press. Introduction, chapters 2-7.

Stilgoe, J. R. 1988. Borderland: Origins of the American suburb, 1820-1939. New Haven: Yale

University Press. Introduction; pp. 223-224; Chapters 18, 23, 24. Recommended:

Teaford, J. C. 2008. The American suburb: The basics. New York: Routledge. Winter Break


Week 10: Workshop: Scholarly Writing This week we will depart from our usual format to address scholarly writing. We will discuss a brief reading, but most of class will be devoted to peer review of either your Proposal or Essay #2. Orwell’s piece is a classic discussion of the political implications of writing, and not as you may have thought, a discussion of Quebec politics! Orwell was an essayist, a form of writing (now sadly in decline) that lies somewhere between political journalism and scholarship. He focuses on the distortions produced by lazy and imprecise prose in political essays, but his comments are directly relevant to scholarly writing as well. The four recommended works are also worth reading, although Miller (2004) will be of use mostly to those of you working with quantitative data. Anyone who works with visual information (images, graphs, charts, maps, and the like) should read something by Edward Tufte. His book listed below is a good place to start. For writing, there are many style guides, including the perennial favourite The Elements of Style, but Williams (2005) is an outstanding modern guide and well worth buying. Finally, Biling (2013) is a delightfully acerbic commentary on contemporary writing in the social sciences.

Orwell, George. (1946) “Politics and the English Language” Horizon. Available from: http://www.orwell.ru/library/essays/politics/english/e_polit

Recommended

Billig, M. 2013. Learn to write badly: How to succeed in the social sciences. New York: Cambridge University Press.

Miller, J. E. 2004. The Chicago guide to writing about numbers. Chicago: University of

Chicago Press. Tufte, E. R. 1997. Visual explanations: Images and quantities, evidence and narrative.

Cheshire, Conn: Graphics Press.

Williams, J. M. 2005. Style: Ten lessons in clarity and grace. New York: Pearson Longman.

Week 11: Suburbanism and Sprawl All students:

Bruegmann, R. 2005. Sprawl: A compact history. Chicago: University of Chicago Press. Introduction, chapters 1- 6; 13.

Sewell, J. 2009. The shape of the suburbs: Understanding Toronto's sprawl. Toronto: University

of Toronto Press. Chapters 9-10.


Week 12: Cities, Rights, and Power

Lefebvre, H. 1996. The right to the city. In Writing on Cities, eds. E. Kofman and E. Lebas, 147-159. Oxford, UK; Cambridge, MA: Blackwell Publishers.

Mitchell, D. 2003. The right to the city: social justice and the fight for public space. New

York: Guilford Press. Introduction, chapter 1, 2; 5-6; conclusion Recommended:

Beckett, K. & S. K. Herbert. 2010. Banished: The new social control in urban America. Oxford; New York: Oxford University Press.

Harvey, D. 2012. Rebel cities: From the right to the city to the urban revolution. New

York: Verso. Keller, L. 2010. The triumph of order: Democracy and public space in New York and

London. New York: Columbia University Press.

Lefebvre, H. 1991. The production of space. Oxford, OX; Cambridge, Mass.: Blackwell. Selections.

Week 13: Property and Urban Space

Blomley, N. K. 2004. Unsettling the city: Urban land and the politics of property. New York: Routledge. Chapters 1-5.

Recommended:

Blomley, N. K. 2011. Rights of passage: Sidewalks and the regulation of public flow. New York: Routledge.

Low, S. M., and N. Smith. 2006. The politics of public space. New York: Routledge. Staeheli, L. A., and D. Mitchell. 2008. The people's property?: Power, politics, and the

public. New York: Routledge.


GEOG 517: Advanced Urban Geography Prof. Benjamin Forest Weekly Reading Response Assignment For every class you should prepare a summary, critique(s), and question(s) for each reading assignment. These should be emailed to me no later than 10:00 AM on the day of class. Please send your responses as a nicely formatted MS Word file. These responses help demonstrate your engagement and knowledge of the readings, and will serve as a basis of discussion each week. Please note that they are worth 25% of your grade. You will need to use your judgment regarding the length of each response. The example below is one page long and addresses one article, albeit a relatively long one, but you cannot include the same level of detail for entire books. For books, you should prepare a response for each chapter, as well as one for the book as a whole (if appropriate). A book response might be two or three pages long in total (chapters plus the book as a whole), but this is not a hard and fast rule. Keep in mind, however, that more is not more. The ability to identify the essential points a long text is an absolutely critical skill for scholarship.

Your response should identify the major point(s) or claims of each article or chapter, noting the structure of the argument (how do the claims fit together?); at least one thoughtful critique or criticism of the work; and at least one question suitable for discussion.

I also expect you to take notes on the readings. These will be longer and more detailed than the summaries that you send to me. You should bring your notes as well as responses to class. Example response Note how the response on the following page is different than notes taken on the article, and how it makes an argument about (or offers an interpretation of) an article rather than condensing the text point by point. You should not think of this as the one “correct” interpretation of her article. There are clearly a lot of things I have left out, and other points that I have chosen to emphasize. One could write an equally good response focusing on other points – as long as you can make a compelling argument that you have identified the most significant aspects of the article. My summary also includes a critique at the end that incorporates some of the other reading that we did for that week. This won’t always be possible (e.g., when we are only reading from one book), but try to think of questions or critiques that can help relate the readings to each other. Finally, I have also given an example of my critique framed as a question.


Marston, S. A. 2000. The social construction of scale. Progress in Human Geography 24 (2): 219–242. Marston makes three major points in the article:

1) Scale can be conceptualized in three different ways: as size, as level, and as relation; traditionally, geography has only used the first two concepts, and have treated them more or less as natural, or objectively true. Recent work has developed the third idea, scale as relation, but this work is been incomplete because it focuses only on the “top-down” construction of scale.

2) She reviews the treatment of scale by political and economic geographers, but focuses on

economic geographers Neil Brenner and Neil Smith. They both argue that scale is produced by global capitalist relations, particularly the tension between capitalism’s tendency toward equalization (uniform wages and labor conditions) and differentiation (uneven development, or the creation regions of economic growth and other of economic stagnation) (pp. 229-231). At particular historical moments, these two forces produce different scales. In the past, economies were defined at the state scale, but recent developments associated with globalization have generated important scales at both the sub-state and super-state level.

Although there are difference between Brenner and Smith, both identify forces of capitalist production as the primary driver of scalar relationships.

3) Finally, Marston turns to her own work on gender and households to argue that these

theorists have ignored the role of social reproduction (as opposed to capitalist production). Social reproduction is as necessary to capitalism as production, but has not been seen as a force (re)creating scalar relationships. She argues, however, that the “bottom up” production of scale is just as important as “top down” forces of production, and illustrates this with examples from 19th and early 20th century efforts by women to extend their political influence beyond the household scale by conceptualizing the neighborhood, city, or region as a kind of “homespace.”

Critique: It is not always clear that Marston is talking about “scale” throughout the article. In particular, her discussion of Brenner and Smith, often seems to concern the idea of “regionalization” – the regions that provide the “best fit” for capitalist relations at particular moments in time. Although she rightly criticizes naturalistic concepts of scale, she often seems to substitute economic forces as the “true” source of scale, and downplays the discursive construction of scale (cf. Murphy 1990, and Newman and Paasi 1998). A true “relational” view of scale would acknowledge the role of discourse, language, and rhetoric in the creation of scalar relationships. Critique framed as a question: Does Marston confuse the idea of “scale” with the idea of “regionalization” in her discussion of Brenner and Smith?

From: Sébastien Breau, Prof. [email protected]: RE: New 500-level urban class

Date: October 26, 2015 at 4:15 PMTo: Benjamin Forest, Prof. [email protected], Natalie Oswin [email protected], Sarah Moser, Dr.

[email protected], Kevin Manaugh, Prof. [email protected]

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From: Benjamin Forest, Prof. Sent: October-26-15 12:31 PMTo: Natalie Oswin; Sarah Moser, Dr.; Kevin Manaugh, Prof.; Sébastien Breau, Prof.Subject: New 500-level urban class

Hi all,

My proposed class, GEOG 517 (Advanced Urban Geography) has been approved by UAC, but Michel would likedocumentation that the “urbanish” geography faculty are supportive of it (for when he presents it to the FacScicurriculum committee). I know I have talked to several of you about it before, but could you just send me a brief emailwith your thoughts on the class? Draft syllabus attached.

I may replace “Paris: Capital of Modernity” by David Harvey with "Cities in Modernity" by Richard Dennis in week 6,but I don’t want to revise the syllabus at this point.

Best,

Ben

----Benjamin ForestAssociate Professor | Professeur agrégéDepartment of Geography | Département de géographieMember, Centre for the Study | Chercheur, Centre pour l'étude de laof Democratic Citizenship (CSDC) | citoyenneté démocratique (CÉCD)Associate Member, Department of | Membre associé, départementPolitical Science | département de science politique

1

From: Richard Shearmur, Prof. [email protected]: RE: 500-level urban geography class

Date: July 31, 2015 at 1:32 PMTo: Benjamin Forest, Prof. [email protected]

2

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From: Benjamin Forest, Prof. Sent: Friday, July 31, 2015 9:53 AMTo: Richard Shearmur, Prof.Subject: 500-level urban geography class Hi Richard,

I was just chatting with Sebastien Breau, and he mentioned that you taught a “special topics” class last year onurban geography and planning (perhaps what is now URBP 556?)

I am in the process of proposing a new 500-level class, Advanced Urban Geography, targeting our gradstudents and upper-level Urban Systems majors. I am sure the syllabus will come across your desk during theconsultation process this fall, but I wanted to run it by you now to make sure that there isn’t (excessive)overlap. Let me know what you think.

I may replace “Paris: Capital of Modernity” by David Harvey with "Cities in Modernity" by Richard Dennis inweek 6, but I don’t want to revise the syllabus until it has gone through the next round of review within thedepartment.

Best,

Ben

----Benjamin ForestAssociate Professor | Professeur agrégéMember, Centre for the Study | Chercheur, Centre pour l'étude de laof Democratic Citizenship (CSDC) | citoyenneté démocratique (CÉCD)Associate Member, Department of | Membre associé, départementPolitical Science | département de science politique

2

From: Sarah Moser, Dr. [email protected]: RE: New 500-level urban class

Date: October 26, 2015 at 12:50 PMTo: Benjamin Forest, Prof. [email protected]

Hi Ben,

Here's my blurb:

GEOG 517 would be a valuable and extremely welcome contribution to the current course offerings in urbangeography, particularly at the graduate level, where there is a shortage of urban-related courses. No othercourse at McGill offers this kind of broad yet in-depth exploration into key global urban issues. While my own500 level course, GEOG 525 Asian Cities in the 21st Century, introduces urban themes specific to Asia, GEOG517 would provide a more global foundation for senior undergraduates and graduate students on theoreticalissues and various classic and contemporary approaches to understanding the city. The course would alsonicely round out the urban geography courses that our Urban Studies majors take and would allow topstudents who are planning to do graduate work the chance to deepen their knowledge of contemporaryurban issues. I regret that the course was not able to be offered in Fall 2015 as my own graduate studentsare struggling to find relevant urban courses. GEOG 517 would have helped to round out their coursework atMcGill and positioned them well to write their theses. I anticipate that this will be a popular course,particularly with the growing interest in the Urban Studies major and the recent increase in geographygraduate students who work on urban topics.

Best,Sarah

Dr. Sarah MoserAssistant Professor, Department of Geography Associate Member, School of Urban PlanningDirector, Urban Studies ProgramMcGill University 805 Sherbrooke Street WestMontreal, Quebec H3A 2K6 Canada

Phone: 514-792-5476 E-mail: [email protected] Office: Burnside Hall, Room 413

From: Benjamin Forest, Prof.Sent: October 26, 2015 12:31 PMTo: Natalie Oswin; Sarah Moser, Dr.; Kevin Manaugh, Prof.; Sébastien Breau, Prof.Subject: New 500-level urban class

Hi all,



Best,

Ben

3

From: Kevin Manaugh, Prof. [email protected]: RE: New 500-level urban class


5 5 6 5

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Kevin ManaughAssistant Professor, Department of Geography & McGill School of EnvironmentAssociate Member, School of Urban PlanningMcGill University805 Sherbrooke St. WestMontreal, QC H3A 0B9

[email protected] | 514.709.7853 | kevinmanaugh.com

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Hi all,



Best,

Ben

----Benjamin ForestAssociate Professor | Professeur agrégé

4

From: Natalie Oswin [email protected]: RE: New 500-level urban class

Date: October 27, 2015 at 9:28 AMTo: Benjamin Forest, Prof. [email protected]

Hi Bn,

I think this looks great, and that it will be a much needed addition to our courseofferings. Although we have some urban content at the 500 level (ie. my 507 courseincludes content on race and sexuality in the city, and Sarah M's course is urbanthroughout but with a focus on Asian cities), we do not currently have a general urbancourse for grads and upper level undergrads. So this fills a definite gap.

Best,Natalie

________________________________________From: Benjamin Forest, Prof.Sent: Monday, October 26, 2015 12:31 PMTo: Natalie Oswin; Sarah Moser, Dr.; Kevin Manaugh, Prof.; Sébastien Breau, Prof.Subject: New 500-level urban class

Hi all,

My proposed class, GEOG 517 (Advanced Urban Geography) has been approved by UAC, butMichel would like documentation that the “urbanish” geography faculty are supportive ofit (for when he presents it to the FacSci curriculum committee). I know I have talkedto several of you about it before, but could you just send me a brief email with yourthoughts on the class? Draft syllabus attached.

I may replace “Paris: Capital of Modernity” by David Harvey with "Cities in Modernity"by Richard Dennis in week 6, but I don’t want to revise the syllabus at this point.

Best,

Ben

----Benjamin ForestAssociate Professor | Professeur agrégéDepartment of Geography | Département de géographieMember, Centre for the Study | Chercheur, Centre pour l'étude de laof Democratic Citizenship (CSDC) | citoyenneté démocratique (CÉCD)Associate Member, Department of | Membre associé, départementPolitical Science | département de science politique

McGill University | Université McGillDepartment of Geography | Département de géographie805 Sherbrooke Street West | 805, rue Sherbrooke OuestMontreal, Quebec H3A 0B9 | Montréal (Quebec) H3A 0B9Canada | Canada

Tel/Tél: 514-398-4953Fax/Téléc: 514-398-7437

il/C i l b j i f t@ ill

5

From: Zoua Vang, Dr. [email protected]: RE: New course consultation


Hi Ben,

Finally had a chance to look over your new course syllabus. It looks very interestingand has a nice balance of literatures based on American, Canadian, and Europeancities/experiences. I have no objections to the proposed course and syllabus.

Best,Zoua

PS. Just out of curiosity, is there a reason why Massey & Denton's American Apartheidis not included in the week on segregation and inequality?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Zoua M. VangAssistant ProfessorDepartment of [email protected]: Peterson Hall, Room 340Tel: 514-398-6854 Fax: 514-398-3403http://www.mcgill.ca/sociology/faculty/vang

-----Original Message-----From: Benjamin Forest, Prof. Sent: Tuesday, October 27, 2015 8:18 AMTo: Zoua Vang, Dr.Subject: Re: New course consultation

Hi Zoua,

Thursday would be great! Thanks!

As I said, the comments can be very brief. The committee just wants to know if anyother unit objects to the class.

Best,

Ben

On Oct 26, 2015, at 10:43 PM, Zoua Vang, Dr. <[email protected]> wrote:

Hi Ben,

When do you need a response/comment by? Would Thursday this week be okay or do youneed it sooner?

Best,Zoua~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Zoua M. VangAssistant ProfessorDepartment of [email protected]: Peterson Hall, Room 340Tel: 514-398-6854 Fax: 514-398-3403http://www.mcgill.ca/sociology/faculty/vang

6

Program/Major or Minor/ConcentrationRevision Form

(2013)

P2-1

1.0 Degree Title 2.0 Administering Faculty/Unit Specify the two degrees for concurrent degree programs

Offering Faculty/Department

1.1 Major (Legacy= Subject) (30-char. max.)

3.0 Effective Term of revision or retirement 1.2 Concentration (Legacy = Concentration/Option) Please give reasons in 5.0“Rationale” in the case

If applicable (30 char. max.) of retirement (Ex. Sept. 2004 = 200409) Retirement

Term:

1.3 Minor (with Concentration, if applicable)

(30 char. max.) 4.0 Existing Credit Weight Proposed Credit Weight

1.4 Category 5.0 Rationale for revised program

Faculty Program (FP) Honours (HON)

Major Joint Honours

Joint Major Component (HC)

Major Concentration (CON) Internship/Co-op

Minor X Thesis (T)

Minor Concentration (CON) Non-Thesis (N) Other

Please specify

1.5 Complete Program Title

6.0 Revised Program Description (Maximum 150 words)

Rationale (Continued from Box 5.0) Required introductory programming course (COMP 202); (iii) reorganization of Complementary lists, offering more choices and flexibility. List now includes all courses that were in previous Required list, and a newly created course, GEOG 384.

B.Sc.; Minor in Geographic Information Systems and Remote Sensing

The Department Chair has suggested that we revise the GIS programs, primarily given that we are having trouble ensuring that all Required courses in the current GIS programs are offered on a yearly basis. This makes it difficult for students to meet the requirements of the Minor and leads to regular course substitutions with the advisor. In addition, we may not be able to give certain courses due to alternating teaching loads between years, and due to sabbatical(s). With these revisions, we seek to improve students' ability to complete the program. GIS/RS instructors have agreed to these revisions. Another major change is the incorporation of a Required introductory course on programming (COMP 202), as per GIS/RS instructor suggestion, with approval of the undergraduate student representatives on our Advisory Committee. The changes are: (i) reduction in overall number of Required courses (from 12 credits to 6), (ii) addition of a

Rationale Continued Below (Box 6.0)

18 18Geographic Information Systems and Remote Sensing

201609

Science/Geography

B.Sc. Science/Geography

Attach extra page(s) as needed Program/Major or Minor/ Concentration Revision Form P2-2

7.0 List of existing program and proposed program

Existing program (list courses as follows: Subj Code/Crse Num, Proposed program (list courses as follows: Subj Code/Crse Title, Credit weight, under the headings of: Required Courses, Num, Title, Credit weight, under the headings of: Required Complementary Courses, Elective Courses) Courses, Complementary Courses, Elective Courses)

Minor Geographic Information Systems and Remote Sensing (18 credits) Program Requirements The Geographic Information Systems (GIS) and Remote Sensing Minor program provides B.Sc. students with the fundamentals of geospatial tools and technologies. Required Courses (6 credits)

GEOG 201 Introductory Geo-Information Science (3 credits)

COMP 202 Foundations of Programming (3 credits)

Complementary Courses (12 credits) 3 credits selected from:

GEOG 306 Raster Geo-Information Science (3 credits)

GEOG 307 Socioeconomic Applications of GIS (3 credits)

6 credits selected from:

GEOG 308 Principles of Remote Sensing (3 credits)

GEOG 384 Principles of Geospatial Web (3 credits)

GEOG 506 Advanced Geographic Information

Science (3 credits) GEOG 535 Remote Sensing and Interpretation (3

credits) 3 credits selected from:

ANTH 511 Computational Approaches to Prehistory (3 credits)

ATOC 309 Weather Radars and Satellites (3 credits)

COMP 208 Computers in Engineering (3 credits) COMP 250 Introduction to Computer Science (3

credits) ESYS 300 Investigating the Earth System (3

credits) GEOG 306 Raster Geo-Information Science (3

credits) * GEOG 307 Socioeconomic Applications of GIS

(3 credits) * GEOG 308 Principles of Remote Sensing (3

credits) * GEOG 384 GeoWeb (3 credits) * GEOG 506 Advanced Geographic Information

Science (3 credits) * GEOG 535 Remote Sensing and Interpretation (3

credits) * * may be taken in either list of complementary courses, but credits from one group may not be double-counted in the other.





GEOG 308 Principles of Remote Sensing (3 credits) Complementary Courses (6 credits) 3 credits selected from:

GEOG 506 Advanced Geographic Information Science (3 credits)

GEOG 535 Remote Sensing and Interpretation (3 credits)

3 credits selected from: ANTH 511 Computational Approaches to

Prehistory (3 credits) ATOC 309 Weather Radars and Satellites (3 credits) COMP 202 Foundations of Programming (3 credits) COMP 208 Computers in Engineering (3 credits) COMP 250 Introduction to Computer Science (3

credits) ESYS 300 Investigating the Earth System (3 credits) GEOG 506 Advanced Geographic Information


credits) * * GEOG 506 or GEOG 535 may be taken in either list of complementary courses, but credits from one group may not be double-counted in the other.

Name

Program/Major or Minor/ Concentration Revision Form P2-3

9. Approvals

Routing Sequence Name Signature Date

Department

Curric/Acad Committee

Faculty 1

Faculty 2

Faculty 3

CGPS

SCTP

APC

Senate

Submitted by

To be completed by ARR:

Phone CIP Code

Email

Submission Date

8.0 Consultation with Related Units Yes No Financial Consult Yes No

Attach list of consultations

10. FQRSC (Research) Indicator (for GPS): Yes No

De : Michael Langer [[email protected]]

Envoyé : mercredi 3 février 2016 13:21 À : Michelle Louise Maillet, Mlle Cc : Bettina

Kemme, Prof.; Nigel Roulet, Prof.; Michel F. Lapointe, Prof.

Objet : Re: Geography revising GIS program - Question regarding COMP 202

Hi Michelle,

We have no objections to your department requiring students in the GIS Minor program

to take COMP 202.

Best wishes,

Michael Langer

Chair of Academic Committee

School of Computer Science

Program/Major or Minor/ConcentrationRevision Form

(2013)

P2-1

1.0 Degree Title 2.0 Administering Faculty/Unit Specify the two degrees for concurrent degree programs

Offering Faculty/Department

1.1 Major (Legacy= Subject) (30-char. max.)

3.0 Effective Term of revision or retirement 1.2 Concentration (Legacy = Concentration/Option) Please give reasons in 5.0“Rationale” in the case

If applicable (30 char. max.) of retirement (Ex. Sept. 2004 = 200409) Retirement

Term:

1.3 Minor (with Concentration, if applicable)

(30 char. max.) 4.0 Existing Credit Weight Proposed Credit Weight

1.4 Category 5.0 Rationale for revised program

Faculty Program (FP) Honours (HON)

Major Joint Honours

Joint Major Component (HC)

Major Concentration (CON) Internship/Co-op

Minor X Thesis (T)

Minor Concentration (CON) Non-Thesis (N) Other

Please specify

1.5 Complete Program Title

6.0 Revised Program Description (Maximum 150 words)

Rationale (Continued from Box 5.0) Required introductory programming course (COMP 202); (iii) reorganization of Complementary lists, offering more choices and flexibility. List now includes all courses that were in previous Required list, and a newly created course, GEOG 384.

B.Sc.; Minor in Geographic Information Systems and Remote Sensing

The Department Chair has suggested that we revise the GIS programs, primarily given that we are having trouble ensuring that all Required courses in the current GIS programs are offered on a yearly basis. This makes it difficult for students to meet the requirements of the Minor and leads to regular course substitutions with the advisor. In addition, we may not be able to give certain courses due to alternating teaching loads between years, and due to sabbatical(s). With these revisions, we seek to improve students' ability to complete the program. GIS/RS instructors have agreed to these revisions. Another major change is the incorporation of a Required introductory course on programming (COMP 202), as per GIS/RS instructor suggestion, with approval of the undergraduate student representatives on our Advisory Committee. The changes are: (i) reduction in overall number of Required courses (from 12 credits to 6), (ii) addition of a

Rationale Continued Below (Box 6.0)

18 18Geographic Information Systems and Remote Sensing

201609

Science/Geography

B.A. & Sc. Science/Geography

Attach extra page(s) as needed Program/Major or Minor/ Concentration Revision Form P2-2

7.0 List of existing program and proposed program

Existing program (list courses as follows: Subj Code/Crse Num, Proposed program (list courses as follows: Subj Code/Crse Title, Credit weight, under the headings of: Required Courses, Num, Title, Credit weight, under the headings of: Required Complementary Courses, Elective Courses) Courses, Complementary Courses, Elective Courses)



COMP 202 Foundations of Programming (3 credits)

Complementary Courses (12 credits) 3 credits selected from:



6 credits selected from:

GEOG 308 Principles of Remote Sensing (3 credits)

GEOG 384 GeoWeb (3 credits)




Prehistory (3 credits) ATOC 309 Weather Radars and Satellites (3

credits) COMP 208 Computers in Engineering (3 credits) COMP 250 Introduction to Computer Science (3

credits) ESYS 300 Investigating the Earth System (3

credits) GEOG 306 Raster Geo-Information Science (3

credits) * GEOG 307 Socioeconomic Applications of GIS

(3 credits) * GEOG 308 Principles of Remote Sensing (3

credits) * GEOG 384 GeoWeb (3 credits) * GEOG 506 Advanced Geographic Information


credits) * * may be taken in either list of complementary courses, but credits from one group may not be double-counted in the other.





GEOG 308 Principles of Remote Sensing (3 credits) Complementary Courses (6 credits) 3 credits selected from:




Prehistory (3 credits) ATOC 309 Weather Radars and Satellites (3 credits) COMP 202 Foundations of Programming (3 credits) COMP 208 Computers in Engineering (3 credits) COMP 250 Introduction to Computer Science (3

credits) ESYS 300 Investigating the Earth System (3 credits) GEOG 506 Advanced Geographic Information


credits) * * GEOG 506 or GEOG 535 may be taken in either list of complementary courses, but credits from one group may not be double-counted in the other.

Name

Program/Major or Minor/ Concentration Revision Form P2-3

9. Approvals

Routing Sequence Name Signature Date

Department

Curric/Acad Committee

Faculty 1

Faculty 2

Faculty 3

CGPS

SCTP

APC

Senate

Submitted by

To be completed by ARR:

Phone CIP Code

Email

Submission Date

8.0 Consultation with Related Units Yes No Financial Consult Yes No

Attach list of consultations

10. FQRSC (Research) Indicator (for GPS): Yes No

Revision for COMP 202 Proposal Reference Number

: 11004

PRN Alias : 15-16#825Version No : 1Submitted By : Mr Michael

Langer


Summary of Changes Course Description

Current Data New Data

Program Affected? N

Program Change Form Submitted?

Subject/Course/Term COMP 202

one term

Credit Weight or CEU's

3 credits.

Course Activities A - Lecture L - Laboratory OT - Optional Tutorial

Course Title Course Title on Transcript

Foundations of Programming

Course Title on Calendar

Foundations of Programming.

Rationale The new course description better summarizes the topics that are covered. It will give students who have some exposure to programming a better idea of whether this course is suitable for them, or whether they can proceed directly to a more advanced COMP course such as 206 or 250.

Responsible Instructor

Course Description Introduction to programming in a modern high-level language, modular software design and debugging. Programming concepts are illustrated using a variety of application areas.

Introduction to computer programming in a high level language: variables, expressions, primitive types, methods, conditionals, loops. Introduction to algorithms, data structures (arrays, strings), modular software design, libraries, file input/output, debugging, exception handling. Selected topics.

Teaching Dept. 0155 : Computer Science

SC : Faculty of Science

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Administering Faculty/Unit

Prerequisites Prerequisite: a CEGEP level mathematics course

Corequisites

Restrictions Restrictions: COMP 202 and COMP 208 cannot both be taken for credit. COMP 202 is intended as a general introductory course, while COMP 208 is intended for students interested in scientific computation. COMP 202 cannot be taken for credit with or after COMP 250

Supplementary Calendar Info

1. 3 hours


Campus

Projected Enrollment

Requires Resources Not Currently Available

Explanation for Required Resources

Consultation Reports Attached?

Effective Term of Implementation

201609

File Attachments No attachments have been saved yet.

To be completed by the Faculty


Version No.

Departmental Curriculum Committee

Departmental Meeting

Departmental Chair

Other Faculty

Curric/Academic Committee

Faculty SCTP Version Status

1 Submitted to Faculty Meeting for approval Created on: Feb 8

Page 2 of 3


2016

Page 3 of 3


Revision for COMP 250 Proposal ReferenceNumber

:11005

PRN Alias :15-16#826Version No :3Submitted By :Mr Michael

LangerEdited By :Mr Michael

LangerDisplay Printable PDF

Summary of Changes Course Description, Restrictions, Supplementary Calendar Info


Program Affected? N

Program ChangeForm Submitted?


one term

Credit Weight orCEU's

3 credits.

Course Activities A - LectureOT - Optional TutorialT - Tutorial

Course Title Course Title onTranscript

Intro to ComputerScience

Course Title onCalendar

Introduction toComputer Science.

Rationale [Course Description] Better summarizesthe topics covered. Provides a moreformal guideline for instructors andconsistency between semesters.[Restrictions] The existing Restriction isin the process of being removed sinceCOMP 203 no longer exists. See Reportfrom Enrollment Services to SCTP. SCTPmeeting date Jan 7, 2016.[Supplementary Calendar Information]Elaborates that students should befamiliar with computer programming atthe level of COMP 202.

ResponsibleInstructor

Course Description An introduction to the design of computeralgorithms, including basic datastructures, analysis of algorithms, andestablishing correctness of programs.Overview of topics in computer science.

Mathematical tools (binary numbers,induction, recurrence relations,asymptotic complexity, establishingcorrectness of programs), Datastructures (arrays, stacks, queues,linked lists, trees, binary trees,binary search trees, heaps, hashtables), Recursive and non-recursivealgorithms (searching and sorting,


1 of 3 18/02/2016 8:56 AM

tree and graph traversal). Abstractdata types, inheritance. Selectedtopics.




Prerequisites Prerequisites: Familiarity with a high levelprogramming language and CEGEP levelMath.

Corequisites

Restrictions Restrictions: COMP 203 and COMP 250are considered to be equivalent from aprerequisite point of view, and cannotboth be taken for credit.

None.

SupplementaryCalendar Info

3 hours1. 3 hours1. Students with limitedprogramming experienceshould take COMP 202 orequivalent before COMP 250.See COMP 202 CourseDescription for a list of topics.

2.

Additional CourseCharges

Campus


Requires ResourcesNot CurrentlyAvailable

Explanation forRequired Resources



201609


To be completed bythe Faculty

For ContinuingStudies Use

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DepartmentalMeeting

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3 Submittedto FacultyMeeting


2 of 3 18/02/2016 8:56 AM

forapprovalEdited by:MichaelLangeron: Feb 182016

2 Submittedto FacultyMeetingforapprovalEdited by:MichaelLangeron: Feb 152016

1 Submittedto FacultyMeetingforapprovalCreatedon: Feb 82016


3 of 3 18/02/2016 8:56 AM


: 10897

PRN Alias : 15-16#718Version No : 1Submitted By : Mr Michael

Langer


Summary of Changes Prerequisites


Program Affected? N



one term


1 credits.

Course Activities A - Lecture


Introduction to C++


Introduction to C++.

Rationale This course currently has weak prerequisites (minimum COMP 202 and familiarity with C). This has led to large enrollments (150+) but many of the students have a weak background and accommodating such students slows down those with a strong background. We would like all students taking the course to have more experience in computer science, in particular, with object oriented programming (at the level of COMP 250, at least) and with programming in the C language (at the level of COMP 206 or 208).


Course Description Basics and advanced features of the C++ language. Syntax, memory management, class structure, method and operator overloading, multiple inheritance, access control, stream I/O, templates, exception handling.


Administering SC : Faculty of Science

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Faculty/Unit

Prerequisites Prerequisites: COMP 202 or COMP 250 or COMP 206 or COMP 208. Ability to program in general is presumed. Some familiarity with the C language is assumed.

COMP 250 and either COMP 206 or COMP 208

Web Registration Blocked? : N

Corequisites

Restrictions


1. 1 hour


Campus






201609




Version No.



Departmental Chair

Other Faculty



1 Saved by user Created on: Jan 22 2016

Page 2 of 2



:10770

PRN Alias :15-16#591Version No :3Submitted By :Mr Michael

LangerEdited By :Mr Michael


Summary of Changes Credit Weight or CEU's, Course Title, Course Description, Restrictions


Program Affected? N



one term


3 credits. 4 credits

Course Activities P - Project


Honours Project inComp Sci


Honours Project inComputer Science.

Course Title onTranscript

Project inComputer Science


Rationale Non-Honours students often request totake this course, and have been allowedto do so in the past few years withpermission of the department. We wouldlike to make this option explicit in theRestrictions. To avoid confusion on thetranscript of non-Honours students, wewould like to remove the word 'Honours'from the Course Title. We would also liketo increase the credits from 3 to 4 toincrease the amount of time that studentsspend on it. We have rewritten the CourseDescription to improve clarity andspecificity.


Course Description A computer related project, typically aprogramming effort, along with a reportwill be carried out in cooperation with astaff member in the School of ComputerScience.

A research project in any area ofcomputer science, involving aprogramming effort and/or atheoretical investigation, andsupervised by a faculty member inthe School of Computer Science. Finalwritten report required.



1 of 3 08/03/2016 10:26 AM



Prerequisites Prerequisites: 15 Computer Sciencecredits.

Corequisites

Restrictions Restriction: For Honours students Restriction: For Honours students,or non-Honours students withpermission of the department.


3 hours1.


Campus






201609




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3 Submittedto FacultyMeetingforapprovalEdited by:MichaelLangeron: Mar 42016

2 Submittedto FacultyMeetingforapprovalEdited by:


2 of 3 08/03/2016 10:26 AM

MichaelLangeron: Feb 152016

1 Submittedto FacultyMeetingforapprovalCreatedon: Feb 82016


3 of 3 08/03/2016 10:26 AM


: 10898

PRN Alias : 15-16#719Version No : 1Submitted By : Mr Michael Langer


Summary of Changes Credit Weight or CEU's, Course Description


Program Affected? N



one term





Fundamentals of Comp. Graphics


Fundamentals of Computer Graphics.

Rationale The Faculty of Science has a policy for the expected workload in a course. http://www.mcgill.ca/study/2015-2016/faculties/science/undergraduate/ug_sci_course_reqs#booknode-45488 . For a 3 credit course, the workload is supposed to be 117 hours over a 13 week semester. The workload for COMP 557 is more consistent with the policy for a 4 credit course (156 hours), namely lectures (39 hours), review/study for exams (~60 hours ) and at least four programming assignments (~60 hours). As for the minor changes in Course Description, these better reflect the detailed topics covered in the current version of the course.


Course Description The study of fundamental mathematical, algorithmic and representational issues in computer graphics. The topics to be covered are: overview of graphics process, projective geometry, homogeneous coordinates, projective transformations, quadrics and tensors, line-

Fundamental mathematical, algorithmic and representational issues in computer graphics: overview of graphics pipeline, homogeneous coordinates, projective transformations, line-drawing and rasterization, hidden surface removal, surface modelling (quadrics, bicubics, meshes), rendering (lighting, reflectance models, ray tracing, texture mapping), compositing, color perception, and other selected topics.

Page 1 of 3


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drawing, surface modelling and object modelling reflectance models and rendering, texture mapping, polyhedral representations, procedural modelling, and animation.


Administering Faculty/Unit


Prerequisites Prerequisite: MATH 223, COMP 251, COMP 206

Corequisites

Restrictions


1. 3 hours


Campus






201609




Version No.



Departmental Chair

Other Faculty



1 Saved by user

Page 2 of 3


Created on: Jan 22 2016

Page 3 of 3



:10944

PRN Alias :15-16#765Version No :7Submitted By :Prof Paul KryEdited By :Mr Michael


Summary of Changes Course Description, Prerequisites


Program Affected? N



one term


4 credits.

Course Activities A - LectureP - Project


Fund. ComputerAnimation


Fundamentals ofComputer Animation.

Rationale Course Description: it was elaborated toprovide more details on topics that arecovered. Prerequisites: Having both COMP350 (Numerical Computing) and COMP 557(Fundamentals of Computer Graphics) asprerequisites makes it difficult for manyundergraduate students to take thiscourse, because of scheduling issues. TheCOMP 350 prerequisite is unnecessarysince only basic material from that courseis used and that material is reviewed in thefirst few weeks.


Course Description Physically-based animation, constraints, stiffsystems, motion capture, rigid body motion,collision detection, deformable solids.

Fundamental mathematical andcomputational issues in computeranimation with a focus on physicsbased simulation: overview ofnumerical integration methods,accuracy and absolute stability, stiffsystems and constraints, rigid bodymotion, collision detection andresponse, friction, deformation, stablefluid simulation, use of motioncapture, and other selected topics.



1 of 3 15/02/2016 10:42 AM



Prerequisites Prerequisites: COMP 557, COMP 350 Prerequisite: COMP 557

Web Registration Blocked? : N

Corequisites

Restrictions



Campus






201701




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DepartmentalMeeting

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7 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:Michael Langeron: Feb 152016



2 of 3 15/02/2016 10:42 AM



3 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:Michael Langeron: Jan 222016

2 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:Michael Langeron: Jan 212016



3 of 3 15/02/2016 10:42 AM

2/15/2016 https://horizon.mcgill.ca/pban1/bzskcpwf.p_display_form?form_mode=View_Printable&prn=11013&version_no=3&seq_no=1

https://horizon.mcgill.ca/pban1/bzskcpwf.p_display_form?form_mode=View_Printable&prn=11013&version_no=3&seq_no=1 1/3

Course Number Change for EPSC 182 Proposal ReferenceNumber

: 11013

PRN Alias : 1516#834Version No : 3Submitted By : Ms Jeanne

PaquetteEdited By : Ms Jeanne

PaquetteDisplay Printable PDF

Summary of Changes Subject/Course/Term, Course Description, Restrictions, Supplementary Calendar Info

Current Data New DataProgram Affected? N

Program ChangeForm Submitted?Subject/Course/Term EPSC 182

one term

EPSC 186

one term



Course Activities A Lecture Schedule Type Hours Per WeekA Lecture 3Total Hours per Week : 3 Total Number of Weeks : 13

Course Title Course Title on Transcript AstrobiologyCourse Title on Calendar Astrobiology.

Course Title on Transcript AstrobiologyCourse Title on Calendar Astrobiology.

Rationale There has been an Astrobiology course atMcGill for many years but it needs restructuring.The historical version, EPSC/ANAT 182,emphasized Solar System exploration, i.e.,looking for life on nearby planets and moonsvia robotic and manned missions. But timeshave changed, and nowadays astrobiology isincreasingly focused on the search for, andremote study of, planets orbiting other stars.The curious EPSC/ANAT colisting is ahistorical artifact, and Anatomy retired the ANAT182 course this term. A modern version of thecourse, as has been taught by professorsBoswell Wing and Nicolas Cowan, is roughly2/3 astronomy and 1/3 planetary science. Thisis clearly an interdisciplinary course that wouldbenefit from TAs in PHYS as well as EPSC. Weare therefore recommending the course belisted in both PHYS and EPSC. This alsoensures that students perusing the 100level



ensures that students perusing the 100levelPHYS offerings in the astronomy will see thiscourse. Since PHYS 182 is already taken, andin honor of the Kepler186 planetary system,which harbors the first known Earthlikeexoplanet, we propose EPSC/PHYS186.


Nicolas Cowan

Course Description Astrobiology is the search for the origin,evolution and destiny of life in the universe.The course will provide insight into theformation and evolution of habitable worlds, theevolution of life and the biogeochemical cyclesin the Earth's oceans and atmosphere, and thepotential for biological evolution beyond anorganism's planet of origin.

Astrobiology is the study of life throughoutthe universe. The course will cover thesearch for, and characterization of, habitableworlds. We will explore the formation andevolution of stars and planets, theastronomical and geological factors thatimpact a planet's habitability, the evolution oflife on Earth, and the potential for biologicalevolution beyond an organism's planet oforigin..

Teaching Dept. 0289 : Earth & Planetary Sciences 0289 : Earth & Planetary Sciences


SC : Faculty of Science SC : Faculty of Science

PrerequisitesCorequisitesRestrictions Restriction: Not open to students who have

taken or are taking ANAT 182.Not open to students who have taken or aretaking EPSC 182, ANAT 182, or PHYS 186.


1. Winter2. 3 hours lectures3. This is a doubleprefix course and isidentical in content with ANAT 182.

1. Winter2. This is a doubleprefix course and is

identical in content with PHYS 186

Additional CourseChargesCampus Downtown

Projected EnrollmentRequires ResourcesNot CurrentlyAvailable

N

Explanation forRequired ResourcesConsultationReports Attached?Effective Term ofImplementation

201801


To be completed by



To be completed bythe FacultyFor ContinuingStudies Use

Approvals Summary

Show all commentsVersionNo.


DepartmentalMeeting

DepartmentalChair

OtherFaculty



3 Approved byDepartmental ChairEdited by: JeannePaquette on: Feb 15 2016

2 Approved Jeanne PaquetteMeeting Date:Feb 10 2016 Approval Date:Feb 11 2016 View Comments

Approved JeannePaquette Meeting Date:Feb 11 2016 Approval Date:Feb 11 2016 ViewComments

Approved byDepartmental ChairEdited by: JeannePaquette on: Feb 8 2016

1 Submitted toDepartmentalCurriculumCommittee forapproval Created on: Feb 82016


:11012

PRN Alias :15-16#833Version No :5Submitted By :Mr Nicolas

CowanEdited By :Ms Josie

D'AmicoDisplay Printable PDF

New Data

Program Affected? N


Subject/Course/Term PHYS 186

one term



A - Lecture 3Total Hours per Week : 3


Course Title Official Course Title : Astrobiology

Course Title in Calendar : Astrobiology

Rationale There has been an Astrobiology course atMcGill for many years but it needsrestructuring. The historical version,EPSC/ANAT 182, emphasized Solar Systemexploration, i.e., looking for life on nearbyplanets and moons via robotic and mannedmissions. But times have changed, andnowadays astrobiology is increasingly focusedon the search for, and remote study of,planets orbiting other stars. The curiousEPSC/ANAT co-listing is a historical artifact,and Anatomy retired the ANAT 182 course thisterm. A modern version of the course, as hasbeen taught by professors Boswell Wing andNicolas Cowan, is roughly 2/3 astronomy and1/3 planetary science. This is clearly aninterdisciplinary course that would benefitfrom TAs in PHYS as well as EPSC. We aretherefore recommending the course be listedin both PHYS and EPSC. This also ensures thatstudents perusing the 100-level PHYSofferings in the astronomy will see thiscourse. Since PHYS 182 is already taken, andin honor of the Kepler-186 planetary system,which harbors the first known Earth-likeexoplanet, we propose EPSC/PHYS-186.

Responsible Instructor Nicolas Cowan

Course Description Astrobiology is the study of life throughout theuniverse. The course will cover the search for,and characterization of, habitable worlds. Wewill explore the formation and evolution of


1 of 3 15/02/2016 10:21 AM

stars and planets, the astronomical andgeological factors that impact a planet'shabitability, the evolution of life on Earth, andthe potential for biological evolution beyondan organism's planet of origin.

Teaching Dept. 0293 : Physics

Administering Faculty/Unit SC : Faculty of Science

Prerequisites

Corequisites

Restrictions Not open to students who have taken or aretaking EPSC 182, ANAT 182, or EPSC 186.


Winter1. This is a double-prefix course and isidentical in content with EPSC 186.

2.


Campus Downtown



N






201801

File Attachments EPSC_PHYS-186_syllabus (1).pdf View



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5 Approved byDepartmentalCurriculumCommitteeEdited by:Josie D'Amicoon: Feb 152016


2 of 3 15/02/2016 10:21 AM

4 ApprovedWilliam CoishMeeting Date:Feb 10 2016Approval Date:Feb 10 2016View Comments

Approved byDepartmentalCurriculumCommitteeEdited by:William Coishon: Feb 82016

3 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:William Coishon: Feb 82016

2 Submitted toDepartmentalCurriculumCommitteefor approvalEdited by:William Coishon: Feb 82016

1 Submitted toDepartmentalCurriculumCommitteefor approvalCreated on:Feb 8 2016


3 of 3 15/02/2016 10:21 AM

Draft Syllabus – EPSC/PHYS 186 Astrobiology – 18/02/2016 Overview: Astrobiology is the study of life throughout the universe. The course will cover the search for, and characterization of, habitable worlds. We will explore the formation and evolution of stars and planets, the astronomical and geological factors that impact a planet's habitability, the evolution of life on Earth, and the potential for biological evolution beyond an organism's planet of origin. Throughout the course, students will progress through a series of exercises, applications, and in-class activities that illustrate how scientists use logic and reasoning to solve problems and deal with uncertainties at the frontier of Astrobiological knowledge. Upon finishing the course, they will have an understanding of how the search for life beyond Earth might be successfully completed, as well as the complexities that will always be associated with defining a “successful” search for life. Contact info: Nick Cowan – MSI 202 [email protected] - 514 398 1967 Office hours – Whenever the office door is open or by appointment

Boz Wing – FDA 335 [email protected] - 514 398 6772 Office hours – Whenever the office door is open or by appointment

TA: Jesse Colangelo-Lillis – FDA 349 [email protected] Office hours – by appointment TA: Malcolm Hodgskiss – FDA 349 [email protected] Office hours – by appointment TA: Ying Ran Lin – FDA 349 [email protected] Office hours – by appointment TA: Erik Young – FDA 403 [email protected] Office hours – by appointment Where: Strathcona Anatomy and Dentistry Building M1 When: Monday, Wednesday & Friday, 1:35-2:25PM

Class structure: EPSC 186 will be taught in two distinct parts, run in parallel. The first part of the course will use the online Habitable Worlds platform in order to work through exercises, applications, and a project that puts astrobiology in action. HabWorlds is an adaptive learning platform that uses online exercises, simulators, and projects to explore the formation of stars, planets, Earth, life, intelligence, and technological civilizations. It is, ultimately, an exploration of the question: are we alone in the universe? HabWorlds can be thought of as a next generation ‘textbook’, where astrobiological concepts and information are delivered in a dynamic and interactive fashion. It is a new way of learning about Astrobiology, and one that you and your TAs and your profs will take part in together. The online activities in HabWorlds should require about 6-8 hours of work each week for the duration of the course.

The second part of the course will be dedicated to in-class activities that enhance and support the learning that is ongoing through HabWorlds . A description of a typical week’s activities is as follows. On Monday, Profs Cowan & Wing will deliver a responsive lecture based on feedback from the previous week . On Wednesday, we will work through exploratory writing exercises together that will help us to identify any difficulties in understanding of the important concepts for that week. On Friday, your profs will deliver a lecture based on that week’s material, questions arising from it, or new research developments in Astrobiology. Expected Learning Outcomes: At the end of this course, students will be able to:

- Distinguish the operating principles of Astrobiology - Describe the historical development of Astrobiology - Recognize and explain how the search for life beyond Earth is fundamentally

organized (the ‘Drake’ equation) - Define the various terms that make up the Drake equation - Identify and explain important processes that affect each of these terms - Reflect critically on complex and uncertain Astrobiological issues

Assessment: Grades will be assigned on the basis of 3 different aspects of your performance in the class. These are outlined below. Each aspect has been assigned a percentage of your final grade, and the final percentage will be converted into letter grades following Faculty of Science guidelines. 1. Habitable Worlds : 55% of total grade HabWorlds is divided into three components: (1) Exercises that introduce and allow us to explore critical Astrobiological concepts, worth 5% of your grade; (2) Applications that enable us to evaluate our understanding of these concepts, worth 30% of your final grade, and (3) a project – Anyone Out There ? – that puts these concepts into action. This term-long project will be worth 20% of your final grade. 2. In-Class Exploratory Writing : 35% of total grade The in-class exploratory writing will be used to probe Astrobiological concepts as well as to conduct confusion checks on these concepts. They will be based on leading questions

that we will introduce at the start of class. There will be time in class to discuss your writing with your colleagues, and to revise what you have written. These exercises will be turned in on myCourses by the end of class and will typically consist of one paragraph of text of less than 100 words. There will be a dozen of these exercises; your grade will be based on your ten best efforts. We will grade them for completion as well as the quality of the engagement, thinking or exploration that they reflect. The grading rubric that we will use is: not completed - 0 points; completed but discussing something other than the question that was asked - 0 points; completed and addressing the question but in a cursory or disconnected fashion - 1 point; completed and addressing the question but without making clear and explicit links between different aspects of the course material - 2 points; completed and addressing the question and making new links between different aspects of the course material - 3 points. There will be a dozen of these exercises; your grade will be based on your ten best efforts, which will be worth 35% of your total grade. 3. Minute Writing: 10% of total grade By 5pm each Friday, you will submit a 1-2 sentence response to a question using myCourses . We will use these responses to guide lectures delivered the following week. Grading for this responses will be primarily based on completion (not completed - 0 points; completed - 1 point) although completed answers that do not address the question will also be awarded 0 points. here will be a dozen of these exercises; your grade will be based on your ten best efforts, which will be worth 10% of your total grade. Supporting information: We will put a number of books on reserve in Schulich that address aspects of Astrobiology. These will include: A Brief History of Creation Science and the Search for the Origin of Life , by B. Mesler and H. J.Cleaves II Alien Skies: Planetary Atmospheres from Earth to Exoplanets , by F.J. Pont. Big History: From the Big Bang to the Present , by C.S. Brown. How to Build a Habitable Planet: The Story of Earth from the Big Bang to Humankind , by C.H. Langmuir & W. Broecker. Life on a Young Planet , by A. Knoll Maps of Time: An Introduction to Big History , by D. Christian. Oasis in Space , by P. Cloud Planets and Life: The Emerging Science of Astrobiology , edited by W.T. Sullivan & J.A. Baross.

Other Matters: McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/students/srr/honest/ for more information). In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. As the instructors of this course we endeavor to provide an inclusive learning environment. However, if you experience barriers to learning in this course, do not hesitate to discuss them with me and the Office for Students with Disabilities, 514-398-6009.

Course Retire for PHYS 334 Proposal ReferenceNumber

:10884

PRN Alias :15-16#705Version No :1Submitted By :Prof William

CoishDisplay Printable PDF

Course to Retire

Program Affected? Y


N (Simple Change) - Simple changes:

Remove PHYS 334 from the list of"Complementary Courses" in the following 6programs:

Bachelor of Arts and Science (B.A. & Sc.) - MajorConcentration Physics (36 credits)

Bachelor of Education (B.Ed.) - SecondaryScience and Technology (120 credits)

Concurrent Bachelor of Science (B.Sc.) andBachelor of Education (B.Ed.) - MajorConcentration Physics with Minor Biology forTeachers (135 credits)

Concurrent Bachelor of Science (B.Sc.) andBachelor of Education (B.Ed.) - MajorConcentration Physics with Minor Biology forTeachers (135 credits)

Concurrent Bachelor of Science (B.Sc.) andBachelor of Education (B.Ed.) - MajorConcentration Physics with Minor Chemistry forTeachers (135 credits)

Concurrent Bachelor of Science (B.Sc.) andBachelor of Education (B.Ed.) - MajorConcentration Physics with Minor Chemistry forTeachers (135 credits)

Subject/Course/Term PHYS 334

one term


3 credits.



Advanced Materials

Course Title on Calendar AdvancedMaterials.


1 of 2 13/01/2016 11:41 AM

Rationale PHYS 334 was previously taught as a double-numbered course with CHEM 334. Due to lowphysics enrolment, PHYS 334 has not beentaught since 2008, while CHEM 334 continues tobe taught as a distinct course. The Department ofPhysics does not anticipate offering this courseagain in the near future.

Course Description The physicochemical properties of advancedmaterials. Topics discussed include photonics,information storage, 'smart' materials,biomaterials, clean energy materials, porousmaterials, and polymers.

Teaching Dept. 0293 : Physics



Prerequisites Prerequisites: CHEM 110, CHEM 120 or CHEM111, CHEM 121 and PHYS 101, PHYS 102 orPHYS 131, PHYS 142, or CEGEP Physics andChemistry, or equivalent. Pre- or Co-requisite:one of CHEM 203, CHEM 204, CHEM 213, CHEM214 or equivalent; or one of PHYS 230 and PHYS232, or equivalent; or permission of instructor

Corequisites

Restrictions Restriction: Not open to students who havetaken or are taking CHEM 334


Fall1.



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2 of 2 13/01/2016 11:41 AM

DEPARTMENT OF PHYSICS CONSULTATION REPORT FORM

RE: COURSE RETIREMENT (PHYS 334 Advanced Materials)

DATE: 2016 January 11

TO:

FROM: Bill Coish Chair, Undergraduate Curriculum Committee Department of Physics

RATIONALE: PHYS 334 Advanced Materials was previously taught as a double-numbered course with CHEM 334 Advanced Materials.

Due to low physics enrolment, PHYS 334 has not been taught since 2008, while CHEM 334 continues to be taught as a

distinct course. The Department of Physics does not anticipate offering PHYS 334 again in the near future and would like to

retire the course (this change would not affect CHEM 334, which is currently taught in Chemistry). You are being contacted

because your department/faculty adminsters one or more of the affected programs (below), where PHYS 334 is listed as a

complementary course. Please let us know by filling out and returning this form, no later than 2016 Feb. 8, if you have any

objections to the retirement of PHYS 334 Advanced Materials.

Affected Programs:



• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with

Minor Biology for Teachers (135 credits)


Minor Biology for Teachers (135 credits)


Minor Chemistry for Teachers (135 credits)


Minor Chemistry for Teachers (135 credits)

__________________ NO OBJECTIONS __________________ SOME OBJECTIONS

COMMENTS:

Signature: _______________________________________________

Date: _______________________________________________ 1 of 1

21/01/2016 Gmail - REMINDER - Retirement of PHYS 334 Advanced Materials

https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=pt&search=inbox&msg=15262051ded573d3&siml=15262051ded5… 1/1

Bill Coish <[email protected]>

REMINDER Retirement of PHYS 334 Advanced Materials

Caroline Riches, Dr. <[email protected]> Wed, Jan 20, 2016 at 9:30 PMTo: Physics Chair Secretary <[email protected]>, Peter Barry <[email protected]>, "AnthonyMittermaier, Dr." <[email protected]>, "Irene GregoryEaves, Prof." <irene.gregory[email protected]>Cc: Bill Coish <[email protected]>

Hi,

No objections, please see attached.

Caroline

Caroline Riches, PhD

Associate Professor; Director, Undergraduate Programs, Graduate Certificate in TESL, Certificat d’étudessupérieures en pédagogie de l’immersion française; Assoc Director, MA in Teaching & Learning. Department ofIntegrated Studies in Education, Faculty of Education, McGill University, 3700 McTavish Street, Montréal,Québec H3A 1Y2 CANADA. tel: 5143984527x00539, fax: 514 3984529.

From: Physics Chair Secretary Sent: Wednesday, January 20, 2016 9:02 AM To: Caroline Riches, Dr. <[email protected]>; Peter Barry <[email protected]>; AnthonyMittermaier, Dr. <[email protected]>; Irene Gregory-Eaves, Prof. <irene.gregory[email protected]> Cc: Bill Coish <[email protected]> Subject: REMINDER - Retirement of PHYS 334 Advanced Materials

Good morning,

[Quoted text hidden]

ConsultationReportPHYS334Science.rtf 61K

tel:514-398-4527x00539

tel:514-%20398-4529

mailto:[email protected]





https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=att&th=15262051ded573d3&attid=0.1&disp=attd&safe=1&zw

DEPARTMENT OF PHYSICSCONSULTATION REPORT FORM



TO: Caroline Riches Faculty of Education

[email protected]

FROM: Bill Coish Chair, Undergraduate Curriculum Committee Department of Physics

RATIONALE:PHYS 334 Advanced Materials was previously taught as a double-numbered course with CHEM 334 Advanced Materials. Due to low physics enrolment, PHYS 334 has not been taught since 2008, while CHEM 334 continues to be taught as a distinct course. The Department of Physics does not anticipate offering PHYS 334 again in the near future and would like to retire the course (this change would not affect CHEM 334, which is currently taught in Chemistry). You are being contacted because your department/faculty adminsters one or more of the affected programs (below), where PHYS 334 is listed asa complementary course. Please let us know by filling out and returning this form, no later than 2016 Feb.8, if you have any objections to the retirement of PHYS 334 Advanced Materials.

Affected Programs:







______________x____ NO OBJECTIONS __________________ SOME OBJECTIONS

COMMENTS:

• As the concurrent B.Sc./B.Ed. program is being retired (no longer accepting students, and only a few students currently in the program) – we will revise only the Bachelor of Education (B.Ed.) - Secondary Science and Technology (120 credits)

Signature: _sent from my mcgill email – to serve as signature___________

Date: __20 January 2016_____________________________________________ 1 of 1



https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=pt&q=irene&qs=true&search=query&msg=1525fd2729b26c49&si… 1/1



Irene GregoryEaves, Prof. <irene.gregory[email protected]> Wed, Jan 20, 2016 at 11:15 AMTo: Physics Chair Secretary <[email protected]>, "Caroline Riches, Dr." <[email protected]>, PeterBarry <[email protected]>, "Anthony Mittermaier, Dr." <[email protected]>Cc: Bill Coish <[email protected]>

Sorry for the delay here is out form with no objections.

Rene

From: Physics Chair Secretary Sent: Wednesday, January 20, 2016 9:02 AMTo: Caroline Riches, Dr.; Peter Barry; Anthony Mittermaier, Dr.; Irene GregoryEaves, Prof. Cc: Bill Coish Subject: REMINDER Retirement of PHYS 334 Advanced Materials


ConsultationReportPHYS334Science.pdf 18K

https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=att&th=1525fd2729b26c49&attid=0.1&disp=attd&safe=1&zw

DEPARTMENT OF PHYSICSCONSULTATION REPORT FORM



TO: Gale SeilerFaculty of Education

[email protected]

FROM: Bill CoishChair, Undergraduate Curriculum CommitteeDepartment of Physics

RATIONALE:PHYS 334 Advanced Materials was previously taught as a double-numbered course with CHEM 334 Advanced Materials. Due tolow physics enrolment, PHYS 334 has not been taught since 2008, while CHEM 334 continues to be taught as a distinct course. TheDepartment of Physics does not anticipate offering PHYS 334 again in the near future and would like to retire the course (this changewould not affect CHEM 334, which is currently taught in Chemistry). You are being contacted because your department/facultyadminsters one or more of the affected programs (below), where PHYS 334 is listed as a complementary course. Please let us knowby filling out and returning this form, no later than 2016 Feb. 8, if you have any objections to the retirement of PHYS 334 AdvancedMaterials.

Affected Programs:



• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with MinorBiology for Teachers (135 credits)

• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with MinorBiology for Teachers (135 credits)

• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with MinorChemistry for Teachers (135 credits)

• Concurrent Bachelor of Science (B.Sc.) and Bachelor of Education (B.Ed.) - Major Concentration Physics with MinorChemistry for Teachers (135 credits)

______x___________ NO OBJECTIONS __________________ SOME OBJECTIONS

COMMENTS:

Signature: _ __________

Date: ___Jan 20 2016____________________________________________1 of 1


https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=pt&search=inbox&msg=15266235be66ad97&siml=15266235be66… 1/1



Anthony Mittermaier, Dr. <[email protected]> Thu, Jan 21, 2016 at 4:42 PMTo: Physics Chair Secretary <[email protected]>, "Caroline Riches, Dr." <[email protected]>, PeterBarry <[email protected]>, "Irene GregoryEaves, Prof." <irene.gregory[email protected]>Cc: Bill Coish <[email protected]>

Hi All,

Here is Chemistry’s form with no objections. Sorry for the delay.

Best,

Tony

From: Physics Chair Secretary Sent: January-20-16 9:02 AMTo: Caroline Riches, Dr.; Peter Barry; Anthony Mittermaier, Dr.; Irene Gregory-Eaves, Prof. Cc: Bill Coish Subject: REMINDER - Retirement of PHYS 334 Advanced Materials

Good morning,


DOC.PDF 39K

https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=att&th=15266235be66ad97&attid=0.1&disp=attd&safe=1&zw


https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=pt&q=irene&qs=true&search=query&msg=15260d4c4666579c&si… 1/1



Peter Barry <[email protected]> Wed, Jan 20, 2016 at 3:58 PMTo: Physics Chair Secretary <[email protected]>Cc: Bill Coish <[email protected]>

Here it is. No issues with this retirement.

Pete

Pete Barry, M.Sc.

Chief Academic Advisor

Faculty of Science

McGill University

5143983202

www.mcgill.ca/science/student

From: Physics Chair Secretary Sent: Wednesday, January 20, 2016 9:02 AM To: Caroline Riches, Dr. <[email protected]>; Peter Barry <[email protected]>; AnthonyMittermaier, Dr. <[email protected]>; Irene Gregory-Eaves, Prof. <irene.gregory[email protected]> Cc: Bill Coish <[email protected]>Subject: REMINDER - Retirement of PHYS 334 Advanced Materials

Good morning,


PHYS 334 consultation report from Science Jan 2016.pdf 55K

tel:514-398-3202

http://www.mcgill.ca/science/student






https://mail.google.com/mail/u/0/?ui=2&ik=37bab88cb5&view=att&th=15260d4c4666579c&attid=0.1&disp=attd&safe=1&zw