S.90-55a

S.90-55b ?

S.90-55c ?

iv) S.90-55d

v)

S.90-55e

vi)

S.90-55f

vii)

S.90-55g

viii) S.90-5511

ix)

S.90-55i

ix)

S.90-55j

x)

S.90-55k

xi)

S.90-551

xii)

S.90-55m

xiii)

S.90-55n

xiv)

S.90-55o

S. 90-55

SIMON FRASER UNIVERSITY

MEMORANDUM

TO: Senate

?

FROM: ?

J. Munro

Chair, Senate

Cttee on Academic

Planning

SUBJECT: Curriculum Revisions -

?

DATE: ?

November 20, 1990

Faculty of Arts

Action undertaken by the Senate Committee on Academic Planning and the Senate

Committee on Undergraduate Studies, gives rise to the following motion:

MOTION: "that Senate approve and recommend approval to the

Board of Governors, as set forth in S.90-55 curriculum

revisions in the Faculty of Arts as follows:

Proposal for a B.A. Degree - General

Program

Department of Archaeology

Canadian Studies

Proposed Post Baccalaureate Diploma

in Community Economic Development

School for the Contemporary Arts

School of Criminology

Department of Economics

Department of English - Co-op Program

Department of English - Joint Major in

English and Women's Studies

General Studies

Department of Geography

Department of Linguistics

Department of Psychology

Department of Sociology/Anthropology

Women's Studies"

.

0

---

I

S.90-55a

0

?

A PROPOSAL FOR A GENERAL B. A. DEGREE

Proposed is that students be permitted to obtain a general

B.A. degree with the following requirements:

1.

Students must complete the Faculty of Arts breadth

requirements.

2.

Students must complete two extended general minor

programs - an extended minor consists of the lower

division requirements for a major, and the upper

division requirements for a minor. These extended

minors will normally be from programs offered in the

Faculty of Arts. All requests for extended minors from

other faculties, or from programs without majors, must

be approved in advance by the Program Advisor.

3.

Students must have their programs approved by the

advisor for the General B.A. degree, as well as the

advisors in both extended minor programs.

4. Students must meet the required entrance requirement

in those departments where enrolment limitations are

in effect. Students must meet the Faculty of Arts

Graduation requirements - a CGPA of at least 2.00 in

all courses taken in each minor area, except in

programs where enrolment limitations

stipulate

a

higher CGPA for entry.

Students must also have a CGPA of at least

2.00

in

all Upper Division courses taken.

The B.C. College of Teachers, in its requirements for

certification, shows a bias against the major degree as the

preferred training for teachers. We in the Faculty of Arts

would prefer future teachers to complete more than just a

minor - it is our opinion that a broad spectrum of lower

division courses gives the future teacher the basics of the

discipline. Minors in Arts tend to require only 9 lower

division credits, whereas majors require between 15 and 20

lower division credits. The Faculty of Arts also is of the

opinion that for the majority of teachers, the B.A. degree

provides excellent academic preparation for their profession.

UBC has established general B.A. and B.Sc. degrees in response

to the programs being developed in the colleges where majors

are not possible.

0

---

-2-

It 'is ouropinion that most students who, for some reason,

do not want to pursue amajor, and are on campus, are not

serve.d,by'theBache1o

.

r of General Studies degree. The Bachelor

of General Studies has no guidelines, no general requirements.,

and no :need even 'for minors.. 'it is excellent for isolated

students, who do not have access to

-

the required courses for

most

prog;rarns.

It is possible within a 120hour 'program 'to complete the

Faculty of Arts breadt;'h :requirements

,

, the lower and 'uppe,r

division requ'irement,s for tw.o -extended -minors, and 'the

required courses for 'teacher certification.

S

---

I-

.

?

S. 90 -.55b

Department of Archaeology

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-7, SCUS 90-22

SCAP Reference: SCAP 90-26, SCAP 90-27

1.

Change of Title and Description for ARCH 360

2.

Proposed Co-operative Education Program, including new courses

ARCH 350-0, ARCH 351-0, ARCH 450-0, ARCH 451-0

.

0

---

t

SIMON FRASER UNIVERSITY

?

DEPARTMENT OF ARCHAEOLOGY

?

memorandum

To: ?

Ellen Gee, F.A.C.C.

From: ?

Mark Skinner, F.A.C.C. Rep, Archaeology

Subject: ?

Are 360: Indian Cultures of North America

Date:

?

May 10, 1990

The Department of Archaeology requests that the following minor calendar

entries be changed:

Title

From: Indian Cultures of North America

S

?

To: ?

Native Cultures of North America

Rationale: 1

?

are also covered.

Course Description:

From: Comparative study of the traditional cultures of North American

Indians: Prehistory, languages, beliefs and customs.

Lecture/ Seminar.

To: ?

Comparative study of the traditional cultures of North American

Native people north of Mexico: Prehistory, contact history,

languages, beliefs and customs.

Rationale: Revised description more accurately reflects typical course

content and structure.

Thank you.

c:::

?

?

•

?

TT: ?

E'!

r.!

.

?

.'.

1;Q

---

EAC. C,

?

V

Simon Fniser Universit!J

Memorandum

0: Efler,

Gee ?

From: Mark Skinner, (Their

Associate Dean of Arts ?

Archaeology 'Undergraduate Froom

C: Co-op

Proposal ?

Date: Sept

24,

1990

Please find ettoctied the ca1eridr entrj and 4

new cour.e

pr000sa1.

for the

t)epartment of Archaeology Co-op Education F'roqr&n for co!) derton h

the FACC

Add:

Archaeology 350, 351, 450, 451

Rationale:

Archaeology has hioricly been wte succesiul in p1a:ng

our students in

te.mporaru ernploqrnent position; dUri(;Q the

i

r trainnq

irogrem. We wish

to enhance th i

ri process

bqcreotnq a ormai

Co-operative Education Prograrr

t.

3

---

I-

.

Proposed 'alendar entry for

Archaeology

Csoper&ive Education

Program

?

Department of Archaeology Co-operative Education Program

The Department of Archaeology offers a

Co-operative Education

Program

for students who wish to

acquire work experience in archaeology and

p hysical on t

hropoloqy. The proqram entails planned semesters of study and

emp1oyme

?

termed prcticums,

in

an

aree

of

the

student's choice.

REQWFEJ1ENTS

n order to tie admitted nt.o the Co-operative Education Program, students

must be dciared majors arid hve completed at least

30

semester hours

with a mnimum cumulative Grade Point Average of 3.00, including the

foflowmq

courses (or equ..ialent.

as approved bu

the

Departmental Co-op

Coordina:r:

o

Both of (2 courses

Arch

10-3

Arch 131-5

Either of

?

course)

Arch 272-3

Arch

273-3

Three of (3

c:ourses)

Arch

375

Arch

373-s

ArCh 376- S

Arch 377-s

Arch 386-3

Arch 442

ntroduction to Archaeology

H ij me ri Ongns

Ar-1-hiet ilogy

of the Old World

/rcholoQV of the New World

Archaeoioitj

Laboratory Techniques

Human O.teo)oqg

Q ija n I i t i ve Met hods ir

Archa€,olop

Hi.tric Archaeology

Archaeological Peource 11r urc,

f3T

Foren3ic Anthropology,

a

Students ro wish

1.0 Participate in Co-o

p

EcJuctiori should contact the

Co-op Coriinator (UriUerqrduate Chair) and/or Departmental Assistant,

Department of Archaeology at least one semester before their fist work

semester br details (see also the Co-operative. Education section of the

Calendar which describes Job competition, responslblitles of the student

and empiojer, student fees, pay rates and evaluation). During work

semesters. co-opera ti.e educator; students are Iormall regstered in a

lob pructicum course and •sessd a fee.

Corinuiation in the Co-operative Education Program requires that the

student n;;intain a minimum CPGA of 3

00

in their academic coursewcirk.

College. tister students must have completed at least 15 semester hours

at SFU tietore becoming

eligible for admission to the Coop Program.

TransfEr tude.nr.s who have partc1pated in Co-op Programs elsewhere m

be crediteJ

with

uric sernesue.r(s) already taken pending evaluation and

aPproval c rie ['ocraUve Education Proaram.

---

SENATE COMMITTEE ON UNDERGRADUATE' STUDIES

NEW COURSE PROPOSAL FORM

1. Calendar Information

?

Department Archaeology

Abbreviation Code: ARCH

?

Course Number: ?

350 ?

Credit hours:

?

0 Vector:

-h

I1C.LC

or Course: Practicum I

Calendar Description of Course:

First semester of work experience in the Archaeology Co-operative

Education Program

Nature of Course Off-campus practicum

Prerequisites (or special instructions):

?

Normally 30 semester hours with a

CGPA of 3.0 including: both of ARCH 101, 131, either 272, 273; and

three of 372, 373, 376, 377, 386, 442.

What course (courses), if any, is being dropped from the calendar if this course is

approved: None

Z. Scheduling

How frequently will the course be offered? Every semester

Semester in which the course will first be offered?

?

1991-3

Which

of .

your present faculty would be available to make the proposed offering

possible? The Archaeology Co-op Coordinator.

3.

Objectives of the Course

See Co-op Program objectives.

4.

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff ?

No additional resources required.

Library

?

(

?

Archaeology Departmental Assistant/Co-op

-

?

L

?

Personnel to do student advising.

Audio Visual

Space

Equipment

5.

Approval.-

Date:

LA4'

Dcpatkmcnt Chairman

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

i\ach course outline).

Arts 78-3

Oct. 9/90

/2c

Dean

?

Chairman, SCUS

.'.

---

It ?

I

ut.

(UMNJ111.I. UN U1l)K(t(Ai)UAjE b UDi!

NEW COURSE PROPOSAL FORM

1. Calendar Information ?

Department Archaeology

•bbrcviation Code:

ARCH ?

Course Number: ?

351 ?

Credit Hours: -

Title of Course: Practicum II

Calendar Description of Course:

Second semester of work experience in the Archaeology Co-operative

Education Program

Nature of Course Off-campus practicum

Prerequisites (or special instructions): ?

Normally 30 semester hours with a

CGPA of 3.0 including: both of ARCH 101,. 131, either 272, 273; and

three of 372, 373, 376, 377, 386, 442;

Mc44

,50.

What course (courses), if any, is being dropped from the calendar if this course is

approved: None

Z.

Scheduling

How frequently will the course be offered?' Every semester

Semester in which the course will first be offered?

?

1991-3

Which of

.

your

present faculty would be available to make the proposed offering

possible? The Archaeology Co-op Coordinator.

3.

Objectives of the Course

See Co-op Program objectives.

4.

Budgetary and

Space

Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff

?

No additional resources required.

Library ?

I ?

Archaeology Departmental Assistant/Co-op

- ?

ç

?

Personnel to do student advising.

Audio Visual

Space

Equipment ?

.

5.

Approval -

Date: ?

Oct. 9/90 ?

Xldl

C./9

Dcparncnt Chairman

?

Dean

?

Chairman, SCUS

SCUS

73-34b:-

(When completing this form, for instructions sec Memorandum SCUS 73-34a.

At- cli course outline).

A8_3

Vector: --

---

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

1.

('ii euhr Information

?

Department Archaeol opv

AbbrevIation Code: ARCH

?

Course Numbcr: 450

?

Credit Hours:

?

0

Vector:

Title of Course: Practicuiii III

Calendar Description of Cour;c:

Third semester of work experience in the Archaeology Co-operative

Education Program

Nature of Course 0ff-campus practicun

Prerequisites (or special instructions)

?

Normally 30 semester hours with a

CGI'A of 3.0 inluding: both of ARCH 101, 131, either 272, 273; and

three of 372, 373, 376, 3.77, 386, 44234C

What course (courses), if any, is being dropped from the calendar if this course is

approved: None

2.

Scheduling

110w, frequently will the course be offered?' Every semester

Semester in which the courc will first be offered? 1991-3

Which of your present faculty

wou.14,

be available to make the proposed offering

possible? The' Archaeology Co-op Coordinator.

3.

Objectives, of the. Course

?

0,

See Co-op Program objectives..

4.

Budgetary and Space Requirements (for information only).

What additional resources will be required in the following areas:

Faculty

Staff

Library

Audio Visual

Space

Equipment,

No additional resources

,

required.

Archaeology, Departmental Assistant/Co-op

Personnel to do student advising-

5. Approval

Date:

?

2/

0 ?

Oct. 9/90

Depai ,

tment Chairman ?

.

?

Dean ' ?

' ?

Chairman, SCUS"

SCUS , 73'-34b:- (When comp1eting

,

this form, for instructions sec Memorandum SCUS 73-34a.

'ach course outline).

Arts 78-3

7

---

•Abbreviation Code:

Title of Course:

ARCH ?

Course Number: ?

451 ?

Credit Hours:

?

0 Vector: --

Practicum IV

.)E.L'UA. C. ..,ukir&.1. 1. iL.C.

I,j'g ?

UL.'iL.')

NEW COURSE PROPOSAL FORM

1. Calendar Information

?

Department Archaeology

Calendar Description of Course:

Fourth semester of work experience in the Archaeology Co-operative

Education Program

Nature of Course Off-campus practicum

Prerequisites (or special instructions):

?

Normally 30 semester hours with a

CGPA of 3.0 including: both of ARCH 101, 131, either 272, 273; and

three of 372, 373, 376, 377, 386, 442; ARCIA

4c0.

What course (courses), if any, is being dropped from the calendar if this course is

approved: None

2. Scheduling

How frequently will the course be offered?' Every semester

Semester in which the course will first be offered? 1991-3

Which of .

your present faculty would be available to make the proposed offering

possible? The Archaeology Co-op Coordinator.

3.

Objectives of the Course

.10

?

See Co-op Program objectives.

4.

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff ?

No additional resources required.

Library ?

( ?

Archaeology Departmental Assistant/Co-op

Personnel to do student advising.

Audio Visual

Space

Equipment

5.

Approval •.

Date:

'i-/

?

7(

/"Ll ()

?

Oct. 9/90

?

(¼Jt3\.

(. ?

......

Dcpa.incnt Chairman

?

Dean

?

Chairman, SCUS

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.

A'

- icli course outline).

• 8-3

C-'

---

S.90-55c

Canadian Studies

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-16

SCAP Reference: SCAP 90-28

Change of credit hours for CN.S 490

.

---

S ?

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

CHANGE OF CREDIT HOURS ONLY

1 .Calendar Information:

Abbreviation Code:CNS Course Number: 490 Credit Hours:

....

L

Vector: '.D-5O

Title Of Course: The Canadian Intellectual Tradition

Calendar Description of Course:

An interdisciplinary seminar examining some of the major forces that have shaped and

continue to shape Canadian thought, expression and society. Materials and theories will

be drawn from historiography, history, philosophy, religion, politics, political economy,

policy studies, literature, art and sport.

Nature of Course: Seminar

Prerequisites (or special instructions): 60 credit hours

What course (courses), if any, is being dropped from the calendar if this course is

approved?: N/A

2. Scheduling:

How frequently will the course be offered?: once a year

Semester in which the course will first be offered?: Spring 1991

Which of your present faculty will be available to make the proposed offering possible?:

Robin Mathews, Rowland Lorimer

5 ?

3. Objectives of the Course:

Rationale: As the attached course outline indicates, this is a very demanding course

covering the roots of the major streams of Canadian thought and its current

manifestations. The instructor, Robin Mathews, demands that students not select areas of

the course to master, but that they master the course as a whole. Students are expected to

spend 10 to 15 out-of-class work on the course. NOTE: The attached 11 week outline

should be read as 11 topics spread over 13 weeks.

4.

Budgetary and Space Requirements: (for information only)

What additional resources will be required in the following areas?:

Faculty

Staff

Library ?

NONE ?

CT t

Audio Visual

Space

Equipment

5.

Approval:

?

F1CULT\'

Date:

Department Chair ?

Dean

/-L-c2-ci'---- ?

Chairman, SCUS

SCUS 73-34b:- (when completing this form, for instructions sec Memorandum SCUS 73-34a. Attach

course outline) ?

9

---

.

CiR CANADI AN S]UDI E'S

C1ii.in :3tuaies 4'C

1990

I

11:3

ructoi:

?

R

As a

E :

hit ént t ?

ihe

gener.i detc1: ipt 1

On of the (ure,

ti ?

f:'llu

?

• ?

cf 'p.ck.

e:3" .

?

The weeks will,

itOx-a'11

?

be

into

d

lV

j dc:1 those r&ckes

(1. ?

TO

?

'NE. ?

1,1.:I. ?

Ornl.iSi

c

J ?

. ?

A

fl ?

-1 ?

LC IE .1

?

üí ?

ti ?

uajJr

?

u

?

1

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C7

t ?

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sci

ety ::±een

?

sisi ?

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past

?

siuo ?

eseI ?

12

co•rJ3J.eSi:oticsn

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o-.sonc. ?

recent ?

L1iCoi: i

ziy ?

sibout ?

the ?

it'.i ?

e ?

cf

the ?

lHV:31 ?

flu5t ?

c;, ?

phySICists, ?

si:i ?

!:'lithefl3t1CisiJiS,

(-itiy ?

to

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of

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100

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iUlnbot of 'i d..ri LILy'' -book s.:

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1

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?

Td::: C.5iSi7d.1oIJS,

.3

---

I

one ?

o ?

T_i:_

frar cat ise

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d,

?

i::ints

?

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Ia

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?

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?

c:ndiine

,

?

or ?

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naLona1isie

?

03 I I

aoien -rrarcais ?

et ?

1.3

deux ?

Caradar.";

?

IVI

i're

?

Elliot ?

Tr ?

±n u, ?

Eros,

Federal i sn

and

Nationali sm,

?

and

th e French

Reason";

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"Federa ii sm,

In

?

Garth

?

Ste\'eflsofl, ?

LJnful Li11 ed

Union,

?

"C:igii5

and Objectives

ofCanadian

?

Con feder3ti':n".

There will be no tr i

c:k

to the ass ignserit

?

As I say ii: is a

way of getting the student working

with

ideas that will be

present:

and vi

recur.

Ii

The essay topic when students

arrive to write ,:ill simply be something iJ:e "What are the

central id .....nc.l'\uJ: ar(3uments) the writer you are dealing

with wishes to siakel'

Sior t reper ts\pr esentat ions on

(1)

E. H.

Carr, 'hat is History?"

(2)

Pierre Trudeau, in

Federalism

and

Lhe French

Canadians,

"Federal is;ii, National ism, and Reason"

(3)

Garth Stevenson, in

Unfulfilled Union,

Chapter two:

"Or igins and Objectives of Canadian Ccnfeder.3t ion".

I will discus; methodology (as a subject),

and if time

allows will

consider

from

Hichel Brunet, La Presence

?nglaise

et ies

Cariaciiens,

"Trois dominantes

de la pensee

canadienrie-francaise ......

0

?

(3.)

?

THIRD

WEEK

A consideration of Leslie Armour and Elizabeth Trott,

The

Faces of Reason,

An

Essay on

Philosophy and,

Cultre

in

English Canada l85O-i5O,

with special attention to

ackgraur.d soc Themes", sect ions on 3ohn Watson, and "The

Idea of Reason and the Canadian

Situation"

!ireseta L

i')F

(1)

?

"Pack q

rour,d and Themes', in Armour and Trott

( 2 )

?

"The Idea of Reason and the Canadian Situation'', in

Armour and Trott

(

3 )

?

"Pa i th and Reason: The Catholic: Ph ilc'soi:'hers . " In

Armour and Trctt.

( 4 )

?

Venani:

Cauchy,

?

in French

Cariacia : it's

Past: and its Future",

D3

lhous i

e

Review,

AutUflln, 1965 / p.

3 S 4 f f

5) ?

Car 1s G. D. Roberts, ''int.coductci:y: ihi

Aijiflki

Story" from

TJIL

Kindred of the Wild (11()2)

0

---

3cTh

?

toti (hy

?

U'tL'r .

-1 . )

?

FOURTH W

E

EK

Canada

and

Inperia]. Histoxy.

?

In

Theories of Jn:t::eri.2is.s,

ed. ) To

.

in Kemp, Ch.pters

V 1 Vi, ix,

?

Garth tevenson,

"Federal

i.t

and tic political

ECOiiCJ

(IL

the C. ?

cIl ?

State," in (ed) Leo Panch,

The Canadian State;

.Gocje

Parkiri,

.mçea1 Fderaio1i; Carl

Eercjer (ed. 1,

Imperialism

and 'I.., t

iona.1 isrn,

13,3 4'-,9

. l4 ?

3 .

Gal

lagaher

and R. Robinson,

'Tie liupt

rairm of F

r

&L

Trie,

?

17

c.

i

Th

t ?

v

?

' ?

1

Vl,

,

No. 1,

A

:g us ,

195.3; R. Oen and B.

?

otc1iffe.,.

St:dis

in the the.cry o f i.mper ia

,

l .1 n , ?

Lcdon,, Longrnan

?

7 :a

I )

?

T.

?

emp,

"'Lenin a;dç the Ccitraict iors of

Capital ism"

(2)

T. Kemp, ,

?

ciinmpet.er : Capita.I

?

ii.

vs.

Ip1in.iisrFtI

(3)

George. Grant, in

Technology and

Empire, "Canadian

Fate ?

flG

1'mp

.

er a

i

l i.rn"

(4,) ?

1A Carl Berger.,

impera.lism arid Nationam,

tIl

tr,d

L

cton

U

na payts

3

to 26, ?

nn C-ri -Lg(r, f

?

-flSt

of Po',er, !t,T?1troductjonf

5 )

?

Ga.r th Steveftson , in ( ed . ) Leo iDanitch , The

Canadin State

,

,

"Federalism q

.

,nd

4

the po1 itical econ.ony of the:

Canaiayi

State..."

Snyder, i,n,

The Imperial

i.sI:a ea'der ,.

ITT!I7er

1 ?

iiS'TI:

Nture,

a

?

Cause,

s

lence

nt

iv es

(7 )

Ga.1i'a g ie r a nd Rob

?

n: ,

?

The Ec:onpm

IC

H:i5 t OiJ ?

ReveiW

(1953), The

.

1

.

pperi.a,l

j

s,m, ol

f

.

Free

Trade".

(5.) ?

FIFTH WEEK

Canadians viewing their history: The Cc,nserv,ativ.e Vision..

Donald Cre ighbon and George Grant. George Hogan.,

The

Ccinservative

in

Canada.. Gad Horc.

'

witz, in Canadian Lahor

in

Politics,

"Conservatism, ?

LiLeLalism,

n

ao .30cilim

fl

Caaian I nt€rpret&t'iQri" A

.

look at the "new

Coll

servat I

sin".

Madsri. P 1r

1

e,

in

Privati

zati

on: Tactics and Techniquns,

"Preface" and "Pr inci

. pi . e .

s of Pr ivat. i za Li

.

on',, and Kenneth

Stein, "

p

rivatization -- A Canadian Perspective", anti J.ntes

1cDavid, "Privatizing .

L,oca.1 gQver.nment Services i n. Canada"

I:'resenl;,ition.s. .

?

.

F ?

tat i ons:

fr

---

e Liberal Vision.

?

3.W.

T. Hobhouse

F. Underhill, ?

in

Trudeau,

Federal ism and

T h

U.

E.

S

?

1 .

?

) ?

Ge or e Hoya n, The Cons or vat i

y e

in Canada :

'The

progressive Conservative Attitude,' "canadiri Conservatism

arid the Canad inn Her 1 tage, " and "Free Enterprise"

?

2) ?

George

Grant,

Lament

for a Nat 1

ca

?

(3)

?

Gad Horowitz, in Canadian

Labcwr in EoliLic:,

?

"Conservatism, Liberalism, and Socialism in Canada"

4) W. L . Hot ton, "Canadian Conservatism Now, " in

Contexts

of

Cana(ja's

Past," (Carleton Library, 130).

?

(5)

?

The

three

privatization articles listed above in

?

(ed.) Michael alker,

Pr i va t i z a t i n : Tactics anu Technigues.

(6.)

?

SIXTH WEEK

Canadians viewing their history.

Dafoe, Canada an American Nation.

Liberalism; J.S. Hill,

On

Liher

Search of Canadian Liberalism;

P.

the French Canadians.

Presentations

(1.)

In

?

L.

T. ?

Hobhouse, ?

Liberalism,

Chapters ?

1 and ?

11,

"Before

Liberalism"

and "The Elements of

Li:eral lam",

?

and

Chapter

Vi, ?

"The

Heart

?

of ?

Liberalism".

(2)

In Carl Berger,

The Writing

of

Canadian

History,

"A North American Nation.

(3)

In Deborah Harrison,

The Limits of Liberalism,

Chapter 3, 'The Individual ist Tradition'

(4)

C. B. Hscpherson's "Introduction" to John Locke's

Second Treatise on Government.

(5)

R.

H

?

Les

h w

i n Canada Lirrii

Led,

"Canadian Culture

and the Liberal Ideology".

(6)

Northrop Frye/Robert Fulford in

Aurora,

"From

Nationalism t

o

?

egional ism: The Hatur ing of Canad iani

Culture".

(7. )

?

SEVENTH WEEK

Canalians viewing their history.

?

Th Irxi ?

Vision arid

Liberal anti -imperialism.

?

Stanley Ryersoni,

Unequal Lincn,

Herschel liar di n, A Nat

I on Unaware .

?

Lea rid r '± e r go ron, The

?

History

of

Quebec.

Harold Innis and radical theory.

Richard Allen,

The Social Passion.

S

---

?

1 ?

11

Pre:3eJ1tt

I

?

S

(1) ?

In

?

rschel Hardin,

A Nativn (in.-i:e, pp. 2-.!i; ?

l3-a42; 352-370.

(2) ?

Jchayd Allen,

The

Social

Passion,

pp.

3_4;

pp.

302-312.

)

?

Stanley

Ryerson, Unequal Union, 'Prologue', pp. 13-

29;

?

Chapter 1, pp. 29-41;

"Postscript

Polemical", pr:'.

424-

4 3 5.

(4)

Salem Bland,

The New Christianity, '

Iiitrodcti on'

(by Richard Allen);

Chapter 3,

UA

abor Christianity"

(5)

Stuart Jamieson,

Industrial Relations in Canada,

Ciial:ter

2

ann

Chapter 4

) ?

Leandre Eerjeron,

The History

of Quebec: a

pa

.

ti

o e 's

handbook.

(a popular llarxist history)

( 7)

?

A. E. Smith,

All My

L

i

f

e.

(• )

?

EIGHTH WEEK

Religion

ccrnmun I ty.

in

?

CanadaJohn

Webster

,

. Its character

Grant,

The

and

(ur.nd:

j7

3

effect

th.

on th:e

?

5

Cana

dian

Eperience, d H

?

a1sh, Ihe cristian Cni c'i in

Canada, Per

Slater

(eQ )

Reiigion and

Culture in Canada;

George W. Brown,

Canada in

th

,

e Making;

Peter L.

Berger,

The

Sacred

.

Canopy;.

Westfa.1:] and Rousseau. (ed,s..),

Reiicjio.n/Cu1ture.

Presentation

(1) ?

H. H.

Walsh,

The Christian Church in Canada,

'I

intronuc'ti.on" , Chapters 11, XV, XV]. 1

2 )

?

John Webster. Grant, in Peter Slater (ed.. ) Reikyi

on

and Culture, "Re

.

l igioti

and the Quest for National

Unity.

(3)

?

Peter L. Eeryer,

The Sacred Ca:nopy,

Chapters 5,

r,

-

1

?

,

4) In (eds.. ) West fall and

Rousseau, Re..) I gi

on\Cul.tre:

Comparative

Canadian Studies,

Richard Allen, "Providence o

Progress"

S )

?

The Same: Roger 0' Toole, "Society,

the Sacred and

the Secular : Soc i oloy ical

.

Observations on

Lhc

Chauig I rig [ol

of Religion in Canadian Culture."

---

I

S()

?

Peter L.

Eerger,

fro;rt

The •acrc1 Canopy,

C

1

ajte1 5,

The Proccss of Secularization".

(7) In

Westfal 1 and Rousseau: John S. Muir, 'A Vi s ion

Shared? The

Catholic Register

and Canadian Identity before

World War 1."

(8)

Douglas J. Wilson,

The Church Grows in Canada,

"Religious Groups in Recent Times", and 'Facing the Future"

9) S.

1). Clark,

The revelopinq Canadian Conmuni ty,

The Religious

Sect

in Canadian Econonic DeveaoL:inent".

10)

Char les Gordon (RalDh Connor ) , Postscript to

Adventure.

(9. )

?

N I NTH WEEK

Religion, Economic forms, and social

structures. )ax

Weber.

The Protestant Ethic

and the

:pirit of Capitalism. W.

Stanford Reid (ed.)

The Scottish Tradition in Canada, esp.

"The Scottish Protestant Tradition,

" and "The

Scot

as

Businessman". F.X. Garnean, from iflstoire

do Canada

(introductory sections and selected excerpts) . R . W. Green

. ? (ed.),

Prctestantisrri and Capitalism, The Weber Thesis and

its Critics .tD.C.

Heath, Loston. BR/l15/E3/G7]

Presentations

(1)

Max Weber,

The Protestant Ethic and the Spirit of

Capi tal ism.

(2)

Arguments with Weber :

?

R .W. Green (ed. ),

Protestantism and Capitalism. .

(3)

W. Stanford Reid,

The Scottish Tradition in

Canada,

"The Scottish Protestant Tradition," "The Scot as

Bus iriesssnan'

( 4 )

?

Ralph C

Glengarry.

(a)

The

(b)

The

(c)

The

in

the novel.

o n n o r (Char les W. Gordon),

The Ilan From

view of the English Canadian in the novel.

view of the francophone in the novel.

role of capitalism and the social gospel

10. ?

TENTH WEEK

Quebec: religion,

?

econoiiic ?

forms

?

and ?

social

?

structures.

Rain:-,ay

Cock,

French Canadia;i Nationalism,

?

George

Grant,

Lament

for a Nation;

?

Hubert

?

Aquin,

?

"The ?

Cultural

Fatigue

?

of

S

French

F Canada",

?

in ?

Contemorry

Contemporary

Quebec ?

Crticis;n.

Peter

-7

---

C itor ( ed . )

?

Rel I (310 1 . )

and Culture in Caliaoa .

}

iubT.rt

An fl.,

Pr:chin Episode.

?

Denis Moniere,

Ic.eologic

in

?

Lcc.

i7resent.at loris

(1)

In Rarisay Cook,

French Canadian Nationalism,

Mgr.

Laf leche , "On. the Missionary

Role of

French Canada", and

L.

A. Parent, "A Sermon on the vocation of Lhe French

Race in

Atrirtita".

(2)

F. X. c-ar

neau, history of Canada.

?

Introduction and

Preliminary Discourse.

?

Also

pp 70-77 and 32-113.

() ?

in Pet-er Slater,

religion

and

Cuit.re in Canada,

C:i:ter2, "Religion arid the

Quest for Natio;i Identity"

!2P• 7-23

(4)

Hubert Aquin,

Proe-hain Episode

?5) Hubert Aquin "The

Cultural Fatigue of

French

Canad."

(6 )

?

Den is

Mon

leL C,

in Ic3eol

ogie: in Quebec,

Chapter 3,

"Catching

up With the Modern Age" /

and "Conclusion"

(11.).

?

ELEVENTH WEEK

ohstjtutibfl Making, Judicial Law Making, Governmental

D'Visioi j

of

Powers,

and the Place of Labour

in the

Canadian.

CniiUnit.

P1 A1

Crepeau and

C.

B. Macpherson,

The Future

of

Candian

Federal

isrn. G.

-A. Beaudoin and F. Ratushny,

The

Canadian Charter of RI yhts

and

FreeaCnis, Second Edit

i

on.

• ?

antin ?

(ed. ) The Court arid the Contitutin..

Garth

Levenson

Unfulfilled Union. N.

Cold and D. Leyten-Bro\:fl,

r',-

?

.1. ?

r - .-.

0;j

JLlC ?

j4• ?

, ?

j:'.C1i

a-nd. Canada:

Vers.pecti

y es form

the es t. P. W. Hogg, Meech

Lake o

.

nst-i tuti cnaJ. Accord Annotated.

:hi daunting aect:.ioni will be covered by the

issanct

01

a chapter -I have written on the question - which pnt the

mateli

.

l into

a

definite (and manageable) context.

?

fl.

will b

?

iresented to students a few weeks in advance,

arid

they will be invited to discuss aspects of it in short

.presenttien as is H'r,rmal procedure in the course.

In

uditioI

r

L,

the day will be

used to re-focus, and

review the goner1 stretch and direct ion of the couxs.-

.

.

---

S. 90-55d

Community Economic Development

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-23

SCAP Reference: SCAP 90-29

1. ?

Proposed Post Baccalaureate Diploma in Community Economic Development,

?

including new courses - CED 401-5, CED 402-5, CED 403-5, CED 404-5

0

---

01 ?

1

Post Baccalaureate Diploma Program in

?

Community Economic Development

1. Program Rationale

Given the call for sustainable development

,

in which economic and

environmental decisions must be reconciled and integrated, what kind of

education for local development makes sense in the 1990s? This proposal for an

advanced undergraduate education program (post-baccalaureate) in community

economic development places special emphasis on the relationship of the means

and ends of sustainable local development and is particularly open to the people

in communities who will directly experience both the means and the ends of such

development.

As an academic field community economic development is a combination

of the theories and ideas about development and the careful study of

communities. It includes as well an appreciation of the nature and quality of

. local government and decision-making processes which preceded the emergence

of large-scale state structures. Such local processes have not been entirely

eroded, and may indeed become more important in the search for sustainable

development. The careful study of community institutions and structures

permits a realistic appraisal of whether and how ideas and theories about

development will actually work in context and how their effect can be monitored

and evaluated.

Community economic development is thus not simply a branch of

economics, geography, or anthropology; it is a study of a complex interplay of

markets and business, government and policies, technology and social

organization, history, gender and culture, and natural environments. It is not

itself a "Discipline", but a confluence of disciplines and approaches which focus

on economic development at the community level.*

* In this proposal 'communities' is defined both as spatial communities which may be small villages or large

cities, and as communities of interest which have historic, linguistic, ethnic, cultural, or economic boundaries.

Occasionally these two ideas are combined, as in the case of 'native communities' which have both historic,

ethnic and spatial definitions.

0

---

2

As an academic field it is both an analysis of means and ends for

communities, and a balance of practice and theoretical abstraction for learners.

It draws oh the models and insights of economics, geography, anthropology,

history, communication, ecology, women's studies, law, political science, and so

on - but is not limited to one of these.

By itself none of these disciplines is sufficient for the study of community

economic development. The methodologies on which this field rests range from

quantitative, statistical analysis to empirical, qualitative and intuitive techniques,

in short, the methods of the multiple disciplines which are combined in it. This

is why the teaching program is directed to people who have already acquired

some of those skills as advanced undergraduates and why students in this

program will choose from a list of electives of advanced undergraduate courses

in various departments (see following list of Electives).

2. Student Demand

The Centre for Community Economic Development and members of its

Steering Committee have received about

45

direct enquiries from students or

potential students about a teaching program since the Centre was formally

approved iii February 1989. Inquiries have also come from officials of

government departments such as the federal Department of Indian Affairs and

Northern Development, and the provincial Ministry of economic and Regional

Development. Staff in municipal governments, and, regional financial

institutions have also expressed interest in such a program of study. These

enquiries are related both to their own present employees and also to the future

graduates who, may be employed. The interest in education and professional

development in community economic development is not restricted to British

Columbia, and the proposed teaching program is intended and structured for

people in other parts of Canada and other countries (including developing

countries).

In British Columbia there are no programs for community economic

development; there is a

25

year old school of Community and Regional Planning

at University of British Columbia, and a School of Public Administration at

University of Victoria. The proposed Simon Fraser University program

'3

---

complements the approaches of these other two neighbouring institutions. Both

Schools at UBC and UVIC operate graduate programs only.

While there are academic research centres at other Canadian universities,

there are few established teaching programs. Although the reasons for this vary

from place to place there has been discussion in 1989 and 1990 of the need felt

by students all across the country. The only source for post-baccalaureate work

in this field in Canada is via the University of Waterloo, a program centering

more on economic planning and industrial development than on CED as

described in this proposal.

3. Program Structure and Administration

The Diploma program consists of a core of three 5-credit courses, a

5-

credit Practicum, course and at least 10 credits of electives chosen from a list of

suggested courses. The first core course,

Introduction to Community Economic

Development,

is to be offered via distance education only [following an initial on

campus offering to develop the course] and is to be made available in a credit,

audit and non-credit format. The purpose of the course is to provide a broad but

is sophisticated introduction to the range of issues and topics involved in CED and

to alert prospective students to the knowledge base required for the Diploma

Program. Students must complete this course before enrolling in the remainder

of the core program. Funds to develop this course are being sought by the

Centre for Distance Education and that unit will ultimately undertake on-going

administration of the course.

The other two core courses - one on

"CED in Context: Ecology,

Technology, and Sustainable Development

"and the other on

"Models and

Cases" - will

be offered in the Fall and Spring semesters on campus and on

sessins

alternate Summers during Intersession or Summer

nsrs,

preceded by a 2-

week period of assigned reading and other preparation. The special summer

session offerings are planned as a 'modified distance education course', with

students enrolled in the summer session and required to complete specific

readings and assignments prior to the start of in-person classes. The intent of

this approach is to allow for maximum participation by students from outside

the Lower Mainland area. The required Project course may take place locally

3

is

---

4.

or in the hômC community of the student, providing appropriate supervision can

be Obtaiñëd.

The ëlec.tive courses whiCh thãke up the rethaiñdet

Of

the RED program

in

' éhide a ufficient number offered Via SFUs Centre for bistance EdticäEioñ to

thãkC this 5rogram acceiblC to a wide range of studCht, With the

thaxiiiitthi

réidènc' re i'rmeñt fOr successful coiñletiOn being the two 4-Week summer

burses Ecüivale'ñt cOuises may be available froth the

Open Learning

University and other institutions

,

. This effOrt. to aChieve optimum flexibility in

course design and course offCriñgs is an effort to meet the special needs of the

'groups

fOr whom the program is designed, thus ma

.

imiz :

ing its accessibility.

The aCademic home for the Diploma Will be the 'Fàcülty of Arts. The

sthicturè Will be comparable to the Gerontology DiplOna and the Humanities

liplOthà

and

Minoi Program. Ourses dtâ\X'ñ from Othei facUlties (e.g.

Bu'sinCss, Aied Science Will have their approval. A 'seleCt cO?nthittee drawn

froth the CCnt

:

i

.

è for Community Eô'Oñô'rñic PeCioptheñt Steèfitig COhimittee

will overseC the ãdininistratiOñ of the Diploma

.

PrOram, the chair being the

Director Of the Centre.

4. P'roram Funding and Persohñel

The Centre was fOUnded with support from fOUndations and government.

In it's first 'fiinCial year "(1989-1990), it rai'ed $75,000 for programs and

prOjects áñd Operàted them with the voluntary cothrnitrneflt of its Steering

'Cornmftèe ànd Projects Committees (see attàched). The Simons Foundation

committed $100,000 over the first five yeä'rs Of the '(entre's life.

Initial funding fOr course development will besCcured in cooperation with

the Centre for Distance Education and teaching resources will be secured from

existing SFU faduli', acquired as part-Of-load, overload teaching Or from

release time 'stipCñds 'thadè available frdm the C.E.D.C. Funds to appoint a half-

time prOgrárh assistant are required. OnCe the program is established, funds

will be 'raised from potential user 'groups (e.g. Provincial Government, Federal

Govermnent) and from private sOuces.

.

---

5

4

• ?

5.

Proposed Calendar Entry

Post Baccalaureate Diploma in Community Economic Development

The Post Baccalaureate Diploma in Community Economic Development is

designed to provide interested individuals who already have an undergraduate

degree or its equivalent with specialized knowledge and skills applicable to a

wide range of occupational, professional and academic fields. By combining

courses from a number of different disciplines with a specially designed core

program of study and opportunities for guided practice, the program will

provide unique perspectives on issues of economic, social and cultural

development within the context of communities.

Program Requirements:

Students must coni

following courses:

CED 401-5

SCED4O2-5

CED 403-5

CED

404-5

plete 30 upper division credit hours, including 20 hours in the

lntroductibn to Community Economic Development

Community Economic Development in Context: Ecology,

Technology, and Sustainable Development

Models and Cases in Community Economic Development

Project in Community Economic Development

Note: CED is used here, however the General Studies (GS) descriptor

could be used.

In addition to these required courses, students must complete at least 10 credits

in courses from the following list. At least 21 credit hours of the total

requirements must be completed at S.F.U. Students should be aware that some

of these courses require the completion of prerequisites outside the Diploma

Program; and that other restrictions may apply. A GPA of

2.5

in CED 401 and

an average GPA of

2.5

in all courses applied to the diploma are both required

for continuance in the program. Note: Students' attention is drawn to the

prerequisite requirements of courses in the Electives list. Many departments

will waive some introductory courses for students who have extensive

experience in the area. Students must check the Calendar entry for each

Department, and discuss the requirements with the Advisor prior to registering

(0

---

6

in courses. [*More detailed information will be available in "Information for

Students of

the Post-Baccalaureate Diploma"]

Electives for Community Economic Development

[NB: courses with

asterisk*

available from Centre for Distance Education]

BUS

5.12-4

?

Introduction to Business Finance

BUS 528-5 ?

Accounting

BUS 536-4 ?

Quantitative Methods in Manageriienç

BUS

54.3-4

?

Introductory Graduate Marketing

CMNS 322-4 Communication in Conflict and Intervention

CMNS 342-4 Science and Public Policy I: Risk Communication

CMNS 4464 The Communication of Science and the Transfer of

Technology

ECON 360-3 Environmental Economics

ECON .368-3 Regional Economic Analysis

PC- ON 468-3 . Regional Economic Development

1383-4 Regional Development and Planning I

GEOt 426-4 Multinational Corporations and Regional Development

GEOG 444-4 Regional Development and Planning H

O 4454 Resource Planning

*G .

ER()

405-3

Aging in Rural Canada

MRM 641

-5

Law and Resources

MR.M

644-5

Public Policy Analysis and Administration

MRM

652-5

Community Tourism Planning and Development

MRM

670-5

Introduction to Forestry

PL 351-3 Canadian Local Government

POL

356-3 ?

Public .Section Management

POL 451-3

?

Public Policy Analysis

.

-7

---

7

*PSYC 360-3 Social Psychology

?

-

S

?

S&A 368-4 Economic Process in Social Life

*S&A 386-4 ?

Native Peoples and Public Policy ?

S&A 468-4 The Environment and Society

The following courses are considered to be useful to the student preparing for

the CED Diploma

CS 280-3 ?

Canadian Political Economy

ECON 261-3 Resources and the Economy of British Columbia

GEOG 221-3 Economic Geography

GEOG 241-3 Social Geography

GEOG 421-4 Geography of Resource Development

GEOG 441-4 Geography of Urban Regions

C

HIST 435-3 The Canadian Prairies

HIST 436-3 British Columbia

POL 251-3 ?

Introduction to Canadian Public Administration

POL 252-3 ?

Introduction to Local Government and Politics

*S&A 201-4

Anthropology of Modem Life

S&A 308-4

Industrial Sociology

S&A 390-4

British Columbia

?

WS 302-3 ?

Women and the Law

?

WS 303-3

?

Employment Equity ?

[Note: these are "special topics"

Women's Studies courses They should

be taken when the subject is relevant to

CED Diploma, as is shown here.]

0

---

SiMON FRASER UNIVERSITY

?

MEMORANDUM

T

o ......... =unity

Xt.e.rsOi3 .............................

?

From.. Sharon Thon, a

Economic,

Development Centre ?

Head - Library Collections,

?

age xnent—

I

?

OST

?

UREDPLOMA PROPOSAL,1

I have examined the proposal for a Diploma

.

Program

in Community Economic Development and find, to my pleasure,

,

that

the Library's holdings are sufficient for the initial offering

of

the three new

,

courses

,

. We already own virtually all of the titles

listed in, the course outlines and most of the journals cited as

well.

However, many of these books are already heavi1y

used and additional copies should be acquired.

,

In addition, the.

continued development

of

the program will entail annual additions

to the collection and new journals will undoubtedly be required.

I suggest. an

annual, allocation of $2,000 which would provide a

rasonp.e level

,

of support for the new program.

Ih

ST:is

S

[1

---

Canadian Insititute for Research on Regional Development

University of Moncton, New Brunswick

Centre for Community Economic Development

University College of Cape Breton, Nova Scotia

Centre for the Study of Cooperatives

University of Saskatchewan, Saskatoon

Insitut de Formation en Developpmeflt Economique Communautaire

Pointe St Charles, Montréal, Québec

Institute of Island Studies

University of Prince Edward Island

Institute of Urban Studies

Univeristy of Winnipeg

Institute for Social and Economic Research

Memorial University, St. Johns, Newfoundland

• ?

Rural & Small Town Research and Studies Programme

Mount Allison University, New Brunswick

School for Community and Regional Planning

University of British Columbia

.

?

(1)

---

a a ac ann we, ?

L3

1.

Calendar Information ?

Department

?

C.E.D.C.

Abbreviation Code:

CED

Course Number

4fj

Credit Hours

,

: _j Vector:

0-5-0

Title of Coutse:

Introduction. to Community conomic Develqpment

Calendar Description of Course:

nr64uçtion to, the economic issues and factors

in

the context Q

t

c .

rniies, eir development, and pubic policy which will: lead o

s,ustanab1e comrpinity economic development

Nature our

of

?

Seminar

erequisites (pr special .

insctions),:

Normally, completion of 90 semester hours

What course (cou es)

.

, if any, is, being dropped

fi

:

om

the calendar if this course is

approv.çd::

Ncc

2. Scheduling

How fiequpntLy will the course b

.

offered.?

On. DISC

Semester in. which the course will first be

offered?

Summer 1992'

Nyhi 1Qf yotpresent facuky Woulde available to make, the proppsed offering

possible? Schwin4l

(Econ.),

Munro

(Econ),

Smith. (1oIj. Sci;),,

Ai,dsn. (Czpns.).,

3.

,

Oectiveofthe Course

10 p o y ide inQ ct

th ?

ip to f Id, thus. allowing, senior, students, to decide

sheer io continue with post-acçalaureate dip ,oma;. the

çouzse wiTh be widely access&bI on. DI.SC

,..

4.

___

e

Acquirements (for infoi•ation,only).

at

1 additional' resources will be 1required in the,following areas:,

Faculty

Staff

Library

AudioVisual

Space

Equipment,

5. Approval

Date:__LO4j t

s

t

?

jç ?

.

ko

CD

4Nppartmeni'.hr ?

Dean ?

—" Chairman, SCUS

Robert S. Anderson

SCUS. 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach

course outline)

Arts 78-3 ?

1/

---

CED 401-5: INTRODUCTION TO COMMUNITY ECONOMIC DEVELOPMENT

. This first course in the Community Economic Development Post Baccalaureate Diploma

Program is designed to introduce students to the economic issues and factors which lie at the base

of any discussion of CED and to place that economic base within the larger context of community,

development., and public policy. The course is offered by distance education and is available on a

non-credit basis for students who wish to assess their abilities in the field of economics.

Objectives

1.

To give students an understanding of economic activity at the community level.

2.

To explore the significance of the concepts of "community" and "development" in the context

of community economic development.

3.

To offer an introduction to the articulation and implementation of public policy in the field of

community economic development.

4.

To develop a social science perspective on the functions and structure of policy institutions,

• ?

with a particular emphasis on development.

Outline

1.

Disaggregating the national economy; the importance of local economies and community

economic development policies.

2.

The idea of community: the city, the town, the village, non-spatial communities,

utopian/closed communities.

3.

Examples of communities and their economic/ecological/ political basis. Internal organization

of communities, relations with the external environment, importance of local government.

4.

The idea of development: the roles of external agencies versus the unfolding of inherent

properties, sustainable development.

5.

Community conceptions of the link between their economic development and their social,

cultural, and political development. The significance of the informal economy.

6.

Theories of community economic development. Introduction to location theory and the roles

of capital and labour markets in community economic development.

7.

Introduction to the institutions of community economies. The purpose here is to present the

key institutions - local government, business (small and large), community organizations,

senior governments - as a system which has a strong influence on the community economy.

8.

The nature of public policy. Survey of the range of government influences on the economy,

what is possible and what is not, and how public policies are determined.

9.

Implementing public policies: how to use institutions and agencies to promote and finance

community economic development.

S

S

/2

---

12. Stewart E. Perry, Commu

states and Canada. State

Qrk Press, 1987.

Rfre n

ces (Mainly for sections 1. and 6.-9.)

1.

Roy T. Bowles, Social Impact Assessment in Small Communities. Bunerworths, 1981.

2.

British, Columbia, Ministry of Industry and Small Business Development,. 0.erations Manual

for Economic Development Committees.

1985.

3.

Stephen. Brooks, ed., Public Policy in Canada: An Introduction. McClelland and Stewart,.

1989;.

4.

S.T. Bruyn and

J.

Meehan, eds., Beyond the Market andr the State: New Directions

Community

:

Development. Temple University Press, 1987.

5;.

W. Coffey and M. Polese, "Local Development: Conceptual B ases and Policy Implications,"

RegionaL Studies,

1985.

6.

Craig Davis and Thomas Hutton, "The Two Economies of British Columbia", B.C. Studies,

No. 8 . 2, Summer, 1989

7.

Floyd K. Harmston, The Community

as an Economic System. Iowa State University Press,

1983..

8. .

G;

Hodgean.M.A. Quadeer, Towns and Villages in Canada: The Importanceof Being

Unimportant. Butterworths, 1981

9.

JimLotz, Understanding Canada: Regional and Communit

y Development in

.

a New Nation.

NC Press, 1977.

10 JT. Morley etal., The Reins of Power: Governing British Columbia. UBCPress, 1980(?).

11. Lynda W. Newman, D.M. Lyon, and W.B. Philp, Communit

y

Economic Development: An

Approach for Urban-Based Economies. University of Winnipeg, 1986.

13. David

,

P.. Ross. and Peter J. Usher, From the Roots Up: Economic Development As If

Comniunity Mattered. James Lorirner, 1986.

14.

DonaldJ. Savoie, Regional Economic Development: Canada's Search for Solutions.

University of Toronto Press, 1986.

15 Ron Shaffer, Community Economics: Economic Structure and Change in Smaller

Communities. Iowa State University Press, 1989.

16, Gene Summers (author?), Industrial Invasion of .Nonmetropoli tan America:. A Quarter

Centur y of Experience. Praeger, 1976.

17. VariOus articles in Plan Canada.

18.

Various articles in the Entrepreneurship Development Review.

19.

Economic Council of Canada Discussion Papers prepared as part of the Local Development

Research Project.

.

13

---

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

1. Calendar Information

?

Department ?

C.E.D.C.

Abbreviation Code: CEll Course Number

4f

Credit Hours: 5 Vector:

0-5-0

.

.

Title of Course:

Community Economic Development in Context

Calendar Description of Course:

Social and cultural factors and the proper role of technology in an

ecologically sustainable process of community economic

development.

Nature of Course:

Seminar

Prerequisites (or special instructions):

CED 401, or permission of instructor

What course (courses), if any, is being dropped from the calendar if this course is

approved:

None

2. Scheduling

How frequently will the course be offered?

annually

Semester in which the course will first be offered?

Summer 1992

Which of your present faculty would be available to make the proposed offering

possible?

Anderson (Cmns.), Duguid (Cont. St.), Pierce (Geog).

js11i

To provide current ideas and data on the interplay of technology and

ecology in community economic development.

4. Budget= and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff

Library

Audio Visual

Space

Equipment

5.

Approval

Date:

7

11 Oct,%.vago

parinient Chair ?

Robert S. Anderson

Moo

C

' ?

Chairman, SCUS

.

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach

course outline)

Arts 78-3

---

CED 402-5: CED IN CONTEXT: ECOLOGY, TECHNOLOGY, AND

SUSTAINABLE DEVELOPMENT

The concept of ecologically sustainable development emerged in full force from the 1972

United Nations Stockholm Conference on the Human Environment. The concept became a

proposal in 1987, with the publication of

Our Common Future,

the Report of the World

Commission on Environment and Development (The Bruntland Commission). Following that

Report, the idea of ecologically sustainable development moved from concept and proposái into the

arena of plans, projects and controversy. Economic development, in earlier times often abstracted

from ecological and even sociological contexts, now became wedded to biosphere issues. The

environment was seen, in the now popular language, as "an integral part of long-term sustainable

development rather than merely as a resource to be exploited or traded for economic development."

Ecologically sustainable development is closely linked to C.E.D.; indeed for many people they

are virtually synonyms. It has become commonplace to see issues of sustainability as requiring

smaller size enterprises, smaller, 'appropriate' or even absent technology, and a focus on local

community involvement, participation or control. This focus on issues of size, 'appropriate'

technology and participatory management has produced a lively debate amongst economists,

futurists and ecologists over the nature and extent of the problem or crisis and the nature and value

of the proposed solutions.

Objectives

1.

Provide an introduction to these issues, starting with an examination of contemporary social and

cultural development and a review of the current debate over human-biosphere relations.

2.

Examine in detail (1) the debate on sustainable development and (2) the debate on the proper role

of technology within an ecologically sustainable process of economic development.

Class Schedule and Suggested Readings:

Week 1-2: Ideas and Contexts.

Ways of organizing economic life are both causal and derivative of social and cultural

developments and the two short texts examined in this opening section provide contrasting but

related views of that connection. Steiner probes the impact of what he sees as a persistent

failure to find a replacement for the decay of formal religion despite a century-long quest for

alternative mythologies. Ignatieff speculates on the changing nature of ideas of community and

democracy within the modern welfare state, a state in which we are "...responsible for each

other, but we are not responsible to each other."

George Steiner, Nostalgia for the Absolute, Massey Lectures 14th Series, CBC

Enterprises, 1983.

and the Politics of Being Human,

New York: Viking

Michael Ignatieff, The Needs of Strangers: An Essay on Privacy Solidarity.

nguin 1984.

S

/5-

---

.

?

Week 3-4. The Biosphere Issue and Arcadia

Understanding the extent and nature of the so-called environmental crisis involves both a

scientific and a philosophical quest. Judgments about the state of our ecology quickly become

entwined with nostalgic, romantic and persistently human longings for a more 'organic'

relation between the human and the other species ands, for some, between the human and the

biosphere itself. Naess provides a full introduction to this 'deep ecology' perspective and at

the same time raises its implications for economy and community. Eisenberg and Turner

provide an accessible and contemporary look at the nature of the debate that swirls around the

deep ecology question, disagreeing completely on the fate of the North American prairie and

the diagnosis for its rejuvenation.

Arne Naess, Ecology. Community and Lifestyle: Outline of an Ecosophv, Cambridge

University Press, 1989.

Evan Eisenberg, "Back to Eden", The Atlantic Monthl

y

, November 1989.

Frederick Turner, "Toward A New Environmental Ethic", Harper's Magazine, April, 1988.

Week

5-7.

Ecologically Sustainable Development

The basic text for defining this concept and outlining a specific agenda for its implementation

the Bruntland Commission Report. While it is too early to reach final conclusions, it does

seem that this exercise in global consciousness-raising and global prescription has had an

extraordinary impact in both realms. The supplemental readings all flow from the impetus

established by the publication of the Report and are concerned with specific aspects or

dimensions of the problem.

World Commission on Environment and Development, Our Common Future,

New York, Oxford University Press, 1987

David Simon, "Sustainable Development: Theoretical Construct or Attainable Goal?",

Environmental Conservation. v.16:1, 1989.

Julia Gardner and Mark Roseland, "Acting Locally: Community Strategies for Equitable

Sustainable Development", Alternatives, v.16:3, 1989.

Ian Burton and Peter Timmerman, "Human Dimensions of Global Change - a Review of

Responsibilities and Opportunities", International Social Science

Journal, v.121, 1989.

Gilberto Gallopin, et.al

., "Global Impoverishment, Sustainable Development and the

Environment: A Conceptual Approach", International Social Science

Journal, v.121, 1989.

Week 8-11. The.Issue of Technology

Within the field of community economic development, the notion of 'appropriate technology'

posits a model or means for blending community control with the use of technology in ways

that are economically and environmentally sustainable. The readings from Can, McRobie and

Jequier make the case for this approach to technology while the selections from Teich offer

some critical perspectives. To enrich this section, students can read Frankel's critique or

caution from the political left, Pirsig's still fascinating paean to human-scale technology and

intimacy between human and machine and Skinner's still-persuasive scientific utopia.

---

M. Carr, ed., The Appropriate Technology Reader, ITDG Publications, London, 1985.

Ursala Franklin, The Real World of Technology, Massey Lectures, CBC Enterprises, 1990

George McRobie, Small Is Possible. New York: Harper and Row, 1981.

Nicholas Jequier, Appropriate Technology: Problems and Promises. OECD, 1976.

William Leiss, Under Technology's Thumb, Montreal, McGill Queens Press, 1990

Albert Teich, ed., Technology and Man's Future, New York: St.Martin's Press, 1981.

Boris Frankel, The Post-Industrial Utopians, The University of Wisconsin Press, 1987.

Robert Pirsig, Zen and the Art of Motorc

y

cle Maintenance, New York Bantam, 1974.

B.F. Skinner, Walden Two, New York, Macmillan, 1948.

Week 12-13. Community Economic Development and Sustainabiity.

The text by Ross and Usher is the most cogent case for linking CED, sustainabiity and

community within a North American context, a case also made in the 1986 CBC Ideas program

on "New Ideas in Ecology and Economics". These readings can be supplemented by various

case studies of local CED projects described in various SPARC publications and elsewhere.

David Ross and Peter Usher, From the Roots Up: Economic Development As If Community

Mattered, New York: Bootstrap Press, 1986.

CBC, "New Ideas in Ecology and Economics", Ideas, May-June, 1986.

r

/7

---

SENATE COMMflTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

.

?

1. Calendar Information ?

Department ?

C.E.D.C.

Abbreviation Code: CED Course Number 403 Credit Hours: Vector:

0-5-0

Title of Course:

Models and Cases in Community Economic Development

Calendar Description of Course:

A review and integration of economic issues and ecological issues

from CED 401 and 403 with the methods for case studies of

communities and their socio-economic development.

Nature of Course:

seminar

Prerequisites (or special instructions):

CED 402, or permission of instructor

What course (courses),

if

any, is being dropped from the calendar if this course is

approved: None

2. Scheduling

How frequently will the course be offered?

annually

Semester in which the course will first be offered?

Summer 1992

Which of your present faculty would be available to make the proposed offering

possible?

Anderson (Cmns.), Duguid (Cont. Studies.), Munro (Econ),

Gill (Geog).

To allow synthesis of CED material in 401, 402 in terms of specific

models and cases which allow students to qualify for the case study

work in the CED 404 project.

4. Budgetar y

and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff

Library

Audio Visual

Space

Equipment

DaT PC

Cr

(c

?

N".-. a

Departmen air

?

Dean ?

Chairman, SCUS

. ?

Robert S. Anderson

SCUS 73-34b:

.

(When completing this form, for instructions see Memorandum SCUS 73-34a. Attach

course outline)

ci

---

CED

403-5:

MODELS AND CASES IN COMMUNITY ECONOMIC

DEVELOPMENT

The study of communities and community economic development must eventually be

grounded in examples, both historic and contemporary. These examples, viewed in this

course through a case study approach, offer an approach to the various models employed in

studying communities at work.

Objectives:

1.

To illuminate the two other core courses and be a bridge between them.

2.

Ties in with co-op/field placement and the CED 403-3 Practicum

3.

Uses Knowledge Network, Globe-Infonet, C.E.D.C. data base, Economic

Council case studies etc: combines history and knowledge of current events.

4.

Builds the C.E.D.C. fund of models and cases - this course relies on case-

studies, and students contribute to them.

Weekly Outline

?

week. 1-2

?

Issues for Review

This course reviews and integrates issues from previous courses, and

shows how they can be build into case studies:

(i)

macro forces/micro environments

(ii)

structure and sentiment (values)

(iii)

communication and conflict in CED

(iv)

politics of economic development policies

(v)

growing communities/declining communities

(vi)

technology and organization

(vii)

gender and CED

(viii) small business, big business

(ix)

the informal economy

(x)

planning, planners, and resistance

?

week. 3-4

?

Methodology for Models and Cases

Abstracting from case studies in order to 'model' them is not easy; the

methodological limitations must be recognized. This module focuses on

methods for the study of communities and their development, their

power structure and communication networks, their decision-making

process, their histories of conflict and intervention, and their interaction

with governments and corporations. Field work techniques are

described.

---

week.

5 ?

Planned Multiple-purpose Communities

The "shopping-mall and subdivision community" is a forty year old

model and presents special problems for CED: it is usually the main

vehicle for urban sprawl, and implies a transient population (e.g.

Burnaby, Bangkok)

week. 6

?

Single-Industry Communities

If the industry is part of an unstable economy, and if the community is

attached to a mega-project, it may approach CED in an atmosphere of

crisis. What are the models of transition from a single-industry to a

complex, more stable economy? (e.g. Tumbler Ridge, Whistler,

Caribbean)

week. 7-8 ?

Ethnicity, Intention, and Community Economic Development

In native communities and intentional communities there are special

forms of inclusion and exclusion which are non-economic. Such a basis

can be a disadvantage or an advantage in CED: What is the experience

of these communities? (e.g. Shuswap Nation, Hutterites, rural

Thailand)

• ?

week. 9-11

?

Models of Economic Development in Context

Credit unions, regional banks, loan funds, cooperatives, small business

networks and consortia, and local government etc. are all vehicles of

CED: What is the result of experiments by these agencies and groups?

week. 12-13 ?

Review of Issues by Presentation of Student Case Studies

A conference, with invited discussants, to show-case the results of

student projects during the course.

Readings will be drawn from 24 case studies published in 1990 by Economic Council of

Canada, plus cases in B.C. Studies, Communit

y

Economic Development Review, etc.

0

---

5.

Approval

D e: ?

oa\ctc.0

Department air

Robert S. Anderson

'' ?

;)(--7\

\R r,f()

Chairman, SCUS

I ?

I

SENATE COMMI1TEE ON UNDERGRkDUATE STUDIES

NEW COURSE PROPOSAL FORM

1.

Calendar Information ?

Department ?

C.E.D.C.

Abbreviation Code:

CED

Course Number 4f}.4 Credit Hours:

..

j Vector:Project

Tide of Course:

Project

Calendar Description of Course:

Provides a situation in which a student applies ideas and models

acquired in the Program to a practical problem in Community

Economic Development.

Nature of Course:

on-site by permission

Prerequisites (or special instructions):

successful completion of CED

401, 402, 403

What course (courses), if any, is being dropped from the calendar if this course is

approved:

2.

Scheduling

How frequently will the course be offered?

Semester in which the course will first be offered?

Which of your present faculty would be available to make the proposed offering

possible? Anderson (Cmns.), Duguid (Cont. Studies.) Munro (Econ.),

Pierce (Geog.) Schwindt (Econ.), Smith (Poli. Sci.), Toohey

(Education).

3.

Objectives of the Course

To allow independent on-site application of CED studies, and testing of

problem solving abilities.

4.

Budget= and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff

Library

Audio Visual

Space

Equipment

is

.

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach

course outline)

---

CED

404-5:

PROJECT IN COMMUNITY ECONOMIC DEVELOPMENT

This course is the vehicle through which students in the Diploma Program explore,

. ?

and implement and evaluate the models of Community Economic Development examined in

CED

403-5.

This activity may occur in a variety of contexts and locations and will be

supervised and graded by CED Centre academics, and advised by on-site personnel as

appropriate. A proposal for each program will be submitted and approved prior to the

commencement of practicum. Project supervisors and students will be in regular

communication, site visits will occur where possible, and detailed evaluation will be sought

from on-site personnel.

The

project will result in a permanent record (written, plus other

media) of the proposed or attempted solutions to the problem.

0

---

S.90-55e

School for the Contemporary Arts

Summary.of Curriculum Revisions

SCUS Reference: SCUS 90-24

SCAP Reference: SOAP 90-30

1.

Change in prerequisite - FPA 238-3, FPA 338-3

2.

Change in title and prerequisite - FPA 33973

3.

New Courses -

?

EPA 334-3, FPA 358-2, FPA 434-3, FPA 450-3, FPA 453-3,

FPA 454-2

4.

Change of credit hours for Directed Studies Courses

0

---

I

?

I

S

is

PROPOSED COURSE CHANGES - FILM AREA

1.)

238-3 Introduction to Screenwriting:

Change in Prerequisite

Former prerequisite:

FPA 231 Filmmaking I or 252 Playmaking, and permission of the

Department. Students who have taken FPA 332 for credit may not take

FPA 238 for further credit.

Change to:

FPA 136 or 127, The History and Aesthetics

of

Cinema I or II, or 253

Playmaking II, and permission

of

the Department. Students who have

taken FPA 332 for credit may not take FPA 238 for further credit.

Rationale:

The Film Area prerequisites are being changed from a film studio course

(FPA 231) to a film studies course (FPA 136 or 137) to make the course

more accessible to students from outside the Film Area. FPA 253:

Playmaking II is recommended by the Theatre Areas as more appropriate

than FPA 252 because more writing is involved.

2.)

FPA 338-3 ?

Advanced Screenwriting:

Change in Prerequisite.

Former Prerequisite:

FPA 238 and permission

of

the department.

Change to:

FPA 238 or FPA

353

or FPA 456; and permission of the department.

Rationale:

We make this change at the request of the Theatre Area so that it can

become an elective course for senior students. Both FPA 353: (Playmaking

IV) and FPA 456 (Conceptual Approaches to Theatre) are primarily

writing courses, which address many of the same formal and aesthetic

concerns as FPA 238 (Introductory Screenwriting).

.

F.'

---

3.) FPA 339-3 ?

Directing Actors for Film and Video:

Change

in name and prerequisite.

Former Prerequisite:

FPA 230, FPA 151 and permission

of

the department. Students with upper

division standing in Theatre and demonstrated familiarity

, with film

directing practices may be considered for admission.

Change Title to:

Directing and Acting for Film and Video

Change Prerequisite to:

FPA 331; or FPA 251 and permission

of the department.

Rationale:

In the first offering, of this course it has proven invaluable to include

Theatre students in significant numbers; the change in title and

prerequisite structure will make it more accessible to them. At the same

time, the Theatre Area recommends 251 as the most appropriate

preparation for Theatre students. FPA 331 is recommended rather than

FPA 230 for Film students for two reasons: first,, they will by this time

have had sufficient experience in filmmaking to benefit from the training;

and, secondly,, they will be guided toward taking the course in Third year

when. their workloads are less onerous than in Second year.

3

---

SENATE COMM1TFEE ON UNDERGRADUATE STUDIES

. ?

NEW COURSE PROPOSAL FORM

1.

Calendar Information:

Department: School for the Contemporary Arts

Abbreviation Code/No.:

?

?

FPA 334 Credit Hours: 3 Vector: 0-2-3

FPA 434 Credit Hours: 3 Vector: 0-2-3

Title of Course: Selected Topics in Film and Video Production

Calendar Description of Course: This course will cover a specific topic

within the field of Film and Video production not covered in depth in

regularly scheduled courses, such as: The Apparatus of Cinema;

Optical Printing Techniques; Film and/or Video Editing; Film Sound;

Video Special Effects; Documentary Film and Video Production.

The course number chosen for any offering will reflect the level of the material to be

covered.

Nature of Course: Seminar/studio

Prerequisites (or special instructions): FPA 330 and permission of

• ?

department. This course is not a duplicate of FPA 334-3: Film

Analysis, offered prior to 1990-3.

What course (courses), if any, is being dropped from the calendar if

this course is approved? None; see Rationale.

2.

Scheduling:

How frequently will the course be offered? At least every two years.

Semester in which the course will first be offered: Fall 1991

Which of your present faculty would be available to make the

proposed offering possible? Browne, Gruben, Levitin, or Visiting

Faculty.

3.

Objectives of the course: To address special topics of interest which

cannot be investigated in detail in the regular production courses, as

the need and opportunity arises.

0

---

4 ?

I.

4.

Budgetary and Space.. Requirements (for information only):

Whatadditional resources will be required in the following areas?

Faculty: None

Staff: None

Library: None

Audio Visual: None

Space: None

Equipment None.

5.

Approval

Date

0c4to

C IO ?

Oct 11/90

Dpaftrnent Chair

?

Dean ?

-óair, SCUS

jr,

---

RATIONALE

S

?

for the Introduction of FPA 334-Y-434-3.

We are not presently able to offer a yearly course in editing, film

sound, or special visual effects, although there is much interest in doing so

and from time to time we do have the opportunity on an ad hoc basis. A

Selected Topics studio course would allow us the flexibility to offer these

courses when means permit. At present we have no course number

appropriate for such topics, and consequently we are co-opting FPA 237, a

Film Studies course number, to offer a class in the Apparatus of Cinema in

Fall 1990. We would prefer to save this number for its proper purpose in

future.

L

0

---

COURSE OUTLINE

?

334-3: Special Topics in Film and Video Production

?

Sample Topic: Film Editing

This course is designed to increase the student's mastery of the

techniques of picture and sound editing on film, and to introduce the

technology of post-production in video for finishing in video or film. The

picture editor is often responsible for all phases of postproduction,

including the shooting of titles, sound editing, dubbing and mixing, optical

printing and negative cutting. The creative and organizational skills

involved in these activities will be discussed in some detail.

Coursework will consist of lectures and screening of pertinent film

clips examining the aesthetic choices open to the editor, and .a thorough

grounding in the technical aspects of editing; accompanied by exercises in

cutting picture and sound. In addition to completing a number of small

assignments, each student will undertake an editing project -- either alone

or in collaboration with others in the class. This project may consist of

po'stproduction on the student's own film; on another film shot in one of

the production courses; or, at the instructor's discretion, as an

apprenticeship on a professional film.

Textbooks: ?

S

Burder, John. Film Editing Handbook. Focal Press: 1982.

Grading Criteria:

Project #1

?

20%

Project #2

?

20%

Major 7Project ?

50%

Attendance & Participation in Class

?

10%

Week 1 ?

Lecture: The Evolution of Editing Styles.

Week 2

?

Technical Review: Picture cutting tools and techniques.

Organizing the cutting room and setting up paperwork; edge

numbers; syncing rushes. Continuity and coverage:

communicating with the production crew.

Project #1: Assembly of rushes (Gunsmoke episode)

Week 3

?

'Communicating with the lab. Field trip: Visit to the lab.

Project #1 due: screening & critique.

?

0

7

---

Week 4

?

The Rough Cut: editing rhythm and sequences.

Project#2: ?

Cutting to music.

Week

5 ?

The Fine Cut: cutting out the non-essentials. Solving picture

?

problems. Working with the director and others.

Project #2 due: screening & critique.

Week 6

?

Working with Sound: dialogue, effects, music.

Dividing the workload. Splitting tracks.

Week 7 ?

Overcoming problems on the dialogue tracks: When and how to

dub dialogue. Foley technique.

Week 8

?

Working with the composer to develop a style. Setting music

cues. Synchronizing music and effects.

Week 9

?

Working with the optical house. Fades, wipes, dissolves.

Special effects. Titles.

Private sessions: Screening and critiques of individual projects

-- rough cuts.

• ?

Week 10 Video options: (1.) Editing on video, finishing on film.

(2.) Shooting on film, finishing on video.

(3) Editing on film, mixing on video, finishing on film.

Week 11 The Sound Mix: preparing tracks. Cue sheets. Your role in the

mix.

Private session with each student in the cutting room.

Week 12 Negative cutting. Necessary record-keeping. Preservation of

cutting materials.

?

The answer print; working with the timer.

Week 13 Screening and critiques of individual projects -- fine cuts.

I

S

0

---

S

TUFAIRI. PROPOSAL PASF 1

SCHOOL FOR THE CONTEMPORARY ARTS

NEW COURSE PROPOSALS: THEATRE

INTRODUCTION

The recent addition of a new faculty member in Theatre in

1990-91 has made it imperative to institute the following

courses. Our new faculty member is currently teaching these

courses under the rubric of Selected Topics, and this is

proving awkward. The proposed courses are part of our long

term curricular plan, and are designed specifically to take

advantage of the new position and to further the pedagogical

objectives of the Area.

There are four courses proposed. As the School now has the

new faculty member in place the four proposed courses

require no new resources.

NEW COURSE PROPOSALS

(See

also attached forms.)

FPA 358-2 Speech and Oral

Interpretation

I. This course

provides an introduction to the elements of English speech

and their use in the dramatic setting. Students will be

introduced to basic practices leading to the creation of a

theatrical standard of speech.

Prerequisites: FPA 251 and FPA 255 or permission of the

Department.

Rationale:

The new courses in Speech and Oral Interpretation

reflect current attention in the field of Theatre focused on

the nature of spoken English and its analysis by means of

the International Phonetic Alphabet as it applies to the

work of the performer. The new position of Assistant

Professor instituted in 1989 is intended to address issues

of speech, regional dialect, articulation, history of spoken

language, and problems of oral interpretation.

FPA 450-3 Advanced Studio Skills

I. This course will

undertake advanced performance work with research into

specific skills that will enrich the repertoire of technique

acquired in the earlier studios. Course content may he

adjusted according to needs and interests of specific

students. This could include the theatrical techniques of

Commedia del'arte, classical and contemporary acting styles,

circus skills, advanced period movement, stage combat, and

contact improvisation.

.

r

---

IHEAIRL PROPOSAL PAGE 2

r

?

Prerequisites: FFA 350, 351 and permission of the Department.

Rationale:

?

The contemporary theatre requires more than the

traditional repertoire of studio skills. The objective of

the course is to broaden the base of performance technique

to be acquired by the BFA students, by giving them the

opportunity for advanced study in specific performance

skills.

FPA 453-3 Theory and

Practice of Directing.

An introduction

to the fundamentals of directing. Directorial topics such as

composition, picturization, movement, rhythm, staging

choices, and play selection will be considered. There will

be practical problems in directing style.

Prerequisites: FPA 253, 350.

Rationale:

At this level of the program students have

considerable experience with the theory of the theatre and

the work of the actor. They are in a position to consider

directing. The nature of the program, which encourages

students to develop their own work, requires that they

develop some directorial skills in order to successfully

produce the work.

.

FPA 454-2

Speech and Oral Interpretation II. Advanced work

in the elements of spoken English with attention given to

relationship between oral use of the language and elements

of oratory and story telling. Elements of story and story

telling will be considered through active interpretation of

myths, fairy tales, biblical psalms, carnival pitches,

patter songs, anecdotes, and Choral work from the classical

Greek canon.

Prerequisites: FPA 358.

Rationale: This course applies the analytical work done in

FPA 358-2 (Speech and Oral Interpretation I) to the

interpretive work of the actor. It deals with problems

faced by the performer in bringing text from the printed

page to theatrical life. It completes the work begun in the

earlier course by applying theory to practice in various

settings.

.

?

/0

---

THLAIRF PROPOSAL PAGE 3

NEW COURSE PROPOSAL FORM

?

0

Calendar Information

ABBREVIATION CODE: FPA

COURSE NUMBER:FPA 358

CREDIT HOURS: 2

VECTOR: 0-0-4

TITLE OF COURSE:Speech and Oral Interpretation I

1. Calendar Description 9fCourse

This course provides an introduction to the elements of

English speech and their use in the dramatic setting.

Students will be introduced to basic practices leading to

the creation of a theatrical standard of speech.

Nature of Course:

Studio

Prerequisites or Special Instructions:

FPA 251 and FPA 255.

What course, if any, is being dropped from the Calendar if

this course is approved?

None

How frequently will this course be offered?

Once a year.

Semester in which the course will first be offered.

Fall 1991

Which of the present faculty would be available to make the

proposed offering available?

Ian Raffel, Penelope Stella

3. Objectives of the Course

The course is intended to introduce students to the phonemes

of English and their notation in the International Phonetic

Alphabet. The goal of the work is the creation of a

theatrical standard of speech. Practical work will be given

in the form of oratory and monologues from the classical and

modern repertoire.

0

---

IfltMKL KU?uA1 r*bt 4

S ?

4. Budgetary

ition_and

space_r

What addal resources will be required in the following

areas:

Faculty:

?

None.

Staff:

?

None.

Library: ?

None.

Audio Visual: None.

Space: ?

None.

Equipment

?

None.

Rationale: The new courses in Speech and Oral Interpretation

reflect current attention in the field of Theatre focused on

the nature of spoken English and its analysis by means of

the International Phonetic Alphabet as it applies to the

work of the performer. The new position of Assistant

Professor instituted in 1989 is intended to address issues

of speech, regional dialect, articulation, history of spoken

language and problems of oral interpretation.

5. pprova1

Date:

Oc.'0L50

?

Oct.

11/90 ?

ç0

Dept. Chairmn

ean

?

^

Chairman, SCUS

0

---

1H[A1RPRoOSAt PA6I.

?

.

SENATE COMMITTEE UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Calendar Information

ABBREVIATION CODE: FPA

COURSE NUMBER: 450

CREDIT HOURS: 3

VECTOR: 0-0-6

TITLE OF COURSE: Advanced Studio Ski1lsI

1. _Calendar

_Descriptionof Course

This course will undertake advanced performance work with

research into specific skills that will enrich the

repertoire of technique acquired in the earlier studios.

Course content may be adjusted according to needs and

interests of specific students. This could include the

theatrical techniques of Commedia del'arte, classical and

contemporary acting styles, circus skills, advanced period

movement, stage combat, and contact improvisation.

Nature of Course:

Studio

Prerequisites or Special Instructions:

FPA 350, 351 and permission of the Department

What course, if any, is being dropped from the Calendar if

this course is approved?

None

How frequently will this course be offered?

Once a year. This course will be offered

concurrently with FPA 350 (Acting III).

Semester in which the course will first be offered.

Fall 1992

Which of the present faculty would be available to make the

proposed offering available?

Marc Diamond, Ian Raffel, Penelope Stella

3.Oectives

T

of th e

e Course

'The co

;

ntempora-ry theatre requires more than the traditional

repertoire of studio sk11s. 'The objective of the course is

to broaden the base of performance technique to be acquired

by the WA students, by 'giving them the opportunity f or

advanced study in spe'cif'ic performance skills.

?

is

---

IliFAU(1 YKUYUS*L VAtt b

4.

Budgetary

.

and space requirements

What additional resources will be required in the following

• ?

areas:

Faculty: ?

None.

Staff:

?

None.

Library: ?

None.

Audio Visual: None.

Space:

?

None.

Equipment: ?

None.

Rationale: ?

The contemporary theatre requires more than the

traditional repertoire of studio skills. The objective of

the course is to broaden the base of performance technique

to be acquired by the BFA students, by giving them the

opportunity for advanced study in specific performance

skills.

5.

ppçva1:

Date: ?

Oc

.UD

?

Oct. 11/90

•

Dept. Chairrn ?

Dean ?

Chairman, SCIJS

S

.

?

14

---

SENATE COMMITTEE UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

CáJéhda Iifo±mation

ABBREVIATION CODE FPA

COURSE NUMER 453

CEIT 1-IbtiRS: 3

VPTpR:P-3-3

TITLE O'

COURSE:

di

Theory and Practice of Directing

An int-oductibn to the fundamentals of directin.

DirectoiiaA topics such as composition pictu.rization,

movCmént, rhythm, staging choices, and play selection will

be co'nsideed. There will be practical problems in

directing style.

Natur of Curse:

Serñinr

Prérequisitès or Special Instructions:

FPA 253, 350

Wt course, if any-, is being dropped

?

the CàlCndar if

this coirse is àppr6ved?

Nori.e

2. Schedulir

How

' freuentlj

r

uil1 this dourse be of fereä?

Alte'rnateSpring Semesters Course to be offered

doncurréntly iith ?'PA 353 (Playmákii

?

IV).

Semester in whichiNe cOurse ill first be offered.

Spring19•92

Which of the present faculty would be available to make the

proposed offering available?

Marc Diamond, Ian Raffel, Penelope Stella

3. Objectives Of the Cbürsö

The offerin in Theory

?

and Prct1cè

a

o'f Diredting tq-i1i

itrodude bás1c di

t

redUng and th-véy the history df

directing. Students iii

,

Vl ündertke research into Various

directorial styTés and undertake practical ass-ignments based

on the resè'arch.

.

.

15

---

IHEATRF PROPOSAL PA6E 8

4.

Budgetary and space requirements

What additional resources will be required in the following

. ?

areas:

Faculty: ?

None.

Staff:

?

None.

Library:

?

None.

Audio Visual: None.

Space:

?

None.

Equipment: ?

None.

Rationale: At this level of the program students have

considerable experience with the theory of the theatre and

the work of the actor. They are in a position to consider

directing. The nature of the program which encourages

students to develop their own work requires that they

develop some directorial skills in order to successfully

produce the work.

5.

Appr

Date:

Oc.I.O('io

?

Oct. 11/90

CA-

•--:

Dept. Chairnan ?

Dean ? Chairman, SCUS

.

/(

---

HFMR PMPOS4i. PAGE 9

SENATE COMMITTEE UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Calendar Information

ABBREVIATION CODE: FPA

COURSE NUMBER: 454

CREDIT HOURS: 2

VECTOR: 0-4-0

TITLE OF COURSE: Speech and Oral Interpretation II

Calendar

1. .

Advanced work in the elements of spoken English with

attention given to relationship between oral use of the

language and elements of oratory and story telling. Elements

of story and story telling will be considered through active

interpretation of myths, fairy tales, biblical psalms,

carnival pitches, patter songs, anecdotes, and choral work

from the classical Greek canon.

Nature of Course:

?

-

Studio

Prerequisites or Special Instructions:

FPA 358

What course, if any, is being dropped from the Calendar

,

if

this course is approved?

None

2. Schedul I

How frequently will this course be offered?

Once a year.

Semester in which the course will first be offered.

Spring 1992

Which of the present faculty would be available to make the

proposed offering available?

Ian Raffel., Penelope Stella

3. Obiectives of the Course

The objective of the course is to confront the theatre

artist with technical problems faced by the performer in

bringing text from the printed page to theatrical life.

Text analysis will be undertaken with a view to developing

individual style and vocal expressiveness.

.

'7

---

6

THEATRE PROPOSAL PAGE 10

4.

Budetar and space requirements

What additional resources will be required in the following

. ?

areas:

Faculty:

?

None.

Staff: ?

None.

Library:

?

None.

Audio Visual: None.

Space: ?

None.

Equipment: ?

None.

Rationale: This course applies the analytical work done in

FPA 358-2 (Speech and Oral Interpretation I) to the

interpretive work of the actor. It deals with problems

faced by the performer in bringing text from the printed

page to theatrical life. It completes the work begun in the

earlier course by applying theory to practice in various

settings.

5.

Date: ?

c

c

?

Oct- 11/9O

Dept. Chairmah Dean ?

/

?

Chairman, SCUS

S

S

I r

---

RATIONALE FOR CHANGES TO DIRECTED STUDIES COURSES

It has been the experience of the faculty that directed study projects rarely merit the

amount of work produced in the expectations of a five credit course. This may be due

to the inexperience of undergraduate students in their artistic process and at this

stage projects of a limited scope are more beneficial.

INTERDISCIPLINARY

change

from

FPA 389-5 Directed Studies in Fine and Performing Arts U

to

FPA 389-3 Directed Studies in Fine and Performing Arts It

DANCE

change

from:

FPA 423-5:

Directed

Studies

in

Choreography

FPA 424-5

Directed

Studies in

Dance ?

Performance

FPA 429-5

Directed

Studies

in

Dance ?

Research

to:

FPA 423-3

Directed

Studies

in

Choreography

FPA 424-3

Directed

Studies

in

Dance ?

Performance

FPA 429-3

Directed

Studies

in

Dance ?

Research

MUSIC

change ?

from:

FPA 448-5:

Directed

Studies

in

Music

?

I

FPA 449-5

Directed

Studies

in

Music ?

II

to:

FPA 448-3:

Directed

Studies

in Music ?

I

FPA 449-3

Directed

Studies

in Music ?

II

THEATRE

change

from:

FPA

458-5:

Directed Studies

in ?

Theatre ?

I

FPA 459-5

Directed

Studies in ?

Theatre

?

II

to:

FPA 458-3:

Directed Studies

in

?

Theatre

?

I

FPA 459-3

Directed

Studies

in

?

Theatre

?

II

VISUAL ARTS

chance ?

from

FPA 460-5 ?

Directed

Studio in

Visual Arts V

FPA 469-5 ?

Directed

Project in Visual Arts

to

FPA 460-3 ?

Directed Studio in

Visual Arts V

FPA 469-3 ?

Directed

Project in Visual Arts

Directed

'Stitdies

Rationale

page 1

8/17/90

I

---

.

?

S. 90-55f

School of Criminology

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-9

SCAP Reference: SCAP 90-31

1. ?

Prerequisite Revisions - CRIM 120, GRIM 310

is

---

.

SIMON FRASER UNIVERSITY

?

SCHOOL OF CRIMINOLOGY ?

UNDERGRADUATE CURRICULUM COMMITTEE

To:

Sheila Roberts

?

From: Judith Osborne

Secretary, F.A.C.C.

?

Chair

Re: Calendar Changes

?

Date: April 26, 1990

The following Calendar changes have been approved

unanimously by the School's Undergraduate Curriculum

Committee. I am now forwarding them for consideration by

F.A.C.C.

• (l)CRIM 320-3 (Advanced Research Issues in Criminology)

CMPT 103 and PSYC 210 should no longer appear as "strongly

recommended for this course".

Rationale: Pascale Programming (CMPT 103) has no current

relevance to the methods used for teaching Advanced Research

Issues in Criminology. Regarding PSYC 210, this is only one

of a selection of statistical courses (STAT 101/102/103 or

PSYC 210) of which students must complete one before they

will be admitted as a major in the Criminology program.

(2)CRIM 120 (Research Methods in Criminology).

MATH 110 should be inserted as an alternate prerequisite to

MATH 100 for those students who do not have Algebra 12.

Rationale: MATH 100(Precalculus) and MATH 110(Introductory

Mathematics for the Social and Management Sciences) serve

similar functions for those students lacking Algebra 12, and

the addition of MATH 110 s an alternate prerequisite would

give students more options and flexibility.

.

2

---

.

S. 90-55g

Department of Economics

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-25

SCAP Reference: SCAP 90-32

1.

Change of prerequisite - ECON 205-3, ECON 381-5, ECON 342-3,

ECON 345-3

2.

Change Upper Division Requirements - Minor Program

3.

Change Calendar statement re grade requirement for courses accepted as

fulfilling a prerequisite or required course

4.

Change of requirements for Major, Joint Major and Honors Programs

5.

New courses - ECON 360-4, ECON 422-3, ECON 428-3,

I

0

---

.

?

SIMON FRASER UNIVERSITY

MEMORANDUM

TO: Sheila Roberts ?

From: Clyde Reed

Administrative Assistant

?

Undergraduate Chair

Dean of Arts ?

Dept. of Economics

RE: Calendar Changes 1991-92 ?

DATE:October 11, 1990

The Undergraduate Curriculum Committee of the Department of Economics, at the

meetings held on November 14, 1989 and April 19, 1990, approved the following:

I.

?

COURSE CHANGES

1.

Changing the prerequisite for ECON 205-3 -

TITLE: Principles of Economics (II) Macroeconomic Principles

DESCRIPTION: The principal elements of theory concerning money and

income, distribution, social accounts, public finance, international trade, comparative

systems, and development and growth.

. ?

FROM:

Prerequisite: Any 100 division Economics course.

TO:

Prerequisites: Any 100 division Economics course and ECON 200-3

RATIONALE:

Unless all students have taken an introduction to MICROECONOMICS prior to

enrolling in MACROECONOMICS then it is necessary to spend the first three weeks of

the course teaching the micro tools required for macro.

2.

Changing the prerequisites for ECON 381-5

TITLE: Labour Economics

DESCRIPTION: Analysis of the economics of the labor market with particular

emphasis on wage determination, the concept of full-employment, and manpower

policies.

FROM:

Prerequisites: BUEC 280-3 (formerly ECON/COMM 280) or permission of the

department; 60 credit hours.

Li

---

.

TO:

Prerequisites: BUEC 280-3 (formerly ECON/COMM 280) and ECON 301-5, or

permission of the department; 60 credit hOurs.

RATIONALE:

The change is required by the complexity of the course material and the difficulty

of teaching the course when some students have taken ECON 301 while others have not.

3. ?

ECON 342-3

TITLE: International Trade

Change of Prerequisites:

DESCRIPTION: Topics discussed in this course are: gains from trade in a

classical world; the modem theory of international trade; factor price equalization;

empirical tests and extensions of the pure theory model; economic growth and

international trade; the nature and effects of protection; motives and welfare effects of

factor movements; multinational enterprises; the brain drain; customs union theory;

pollution control and international trade.

FROM:Prerequisites: ?

ECON 301 and ECON 305; 60 credit hours or permission of the

0

department. Students with credit for ECON 442 cannot take this course for further

creedit.

TO:

Prerequisites: ECON 200 and ECON 205; 60 credit hours or permission of the

department. Students with ccredit for ECON 442 cannot take this course for further

credit.

RATIONALE:

Given the level of presentation and the background of most students who are

interested in these courses, students only require the 200 Division courses as

prerequisites.

ECON 345-3

TITLE: International Finance

Change of Prerequisites:

Description: Foreign exchange markets; determination of spot and forward

exchange rates;Euro-currency markets; balance of payment statistics; international

adjustment theory; income price and exchange rate effects; the role of international short

term capital flows; the international monetary system; gold standard, freely floating rates,

dollar gold exchange standard, centrally created reserves.

?

is

3

---

S ?

FROM:

Prerequisites: ECON 301-5 and ECON

305-5;

60 credit hours or permission of

the department. Students with credit for EON 445-3 cannot take these courses for

further credit.

TO:

Prerequisites: ECON 200 and

205;

60 credit hours or permission of the

department. Students with credit for ECON

445

cannot take this course for further

credit.

RATIONALE:

Given the level of presentation and the background of most students who are

interested in these courses, students only require the 200 Division courses as

prerequisites.

II. OTHER CHANGES - CALENDAR

1.

Changing the calendar entry for Economics Minor Program, Upper Division

Requirements:

FROM:

At least 15 semester hours of upper division credit in Economics or BUEC

courses.

TO:

At least 15 semester hours of upper division credit in Economics or BUEC

courses, taken following the completion of 60 credit hours.

RATIONALE:

To clarify departmental policy.

2.

A number of calendar entries for required courses and prerequisites contain the

phrase 'with a minimum grade of C-" or its equivalent. These phrases are to be replaced

with the following sentence.

In order for a course to be accepted as fulfilling a prerequisite, or for a required

course to be accepted in a student's program in Economics, a student must have obtained

a grade of C- or higher. (See attached).

RATIONALE:

Formerly the C- grade applied to all required courses in the major but the 400

Division courses, and to most in the Honours. The Department has decided to extend

S

this grade to all required course in its program.

---

.

?

3.

?

Change of requirements for major, joint major and honors programs.

FROM:

plus at least one

400

division Economics course.

TO:

plus at least two

400

division Economics courses.

RATIONALE:

To ensure that majors are sufficiently exposed to seminar classes with substantive

essay requirements.

It!. NEW COURSE PROPOSAL

ECON 422-3

Introduction to Noncooperative Game Theory

(Documentation attached)

RATIONALE:

Noncooperative game theory has become a standard tool of economics in the last

decade. The bulk of the economic theory now being published uses noncooperative

game theory as a primary tool, and a great deal of applied work draws on it. In most

graduate programs game theory is an integral, and major part of micro theory--recent

texts aimed at the graduate theory market devote large segments to it. In addition, game

theory is increasingly used in other social sciences and in evolutionary theories from a

variety of disciplines.

?

2. ?

ECON 360-4

Environmental Economics

(Documentation attached)

RATIONALE:

Concern over the issues of exhaustion of resources, destruction of environments

and ecosystems and the effects of residual (air and water pollution) has grown

considerably over the last decade. These issues all involve the allocation of scarce

resources among competing uses, which is the central focus of economics. These tools

have been used to make a significant contribution to the understanding of environmental

issues. The role of the course is to make this contribution more widely known.

.

?

ECON

428-3

Behaviour and Applied Economics

(Documentation attached)

RATIONALE:

Behavioural economics has developed in recent years to become an important

area of research, incorporating newly developed experimental economic methods. It is

important that students at SFU are exposed to this innovative field of investigation.

---

4.

SENATE (:oHrITTTEE ON IJNI)ERCRAI)IJATE STill) [ES

?

NEW

COURSE

PROPOSAL. FORM

I. ?

Cal ?

l(l;ir lulwiit:tl

1011 ?

Dcis,il.in&il ?

ECONOMICS

SAbbreviation Codc :

ECON

?

()tirs(' Number: 360

?

-

?

Credit lioiir : 4

?

3-1-0

Title of ('irsc:

?

ENVIRONMENTAL ECONOMICS

Ca I coda r ?

iii" ion of Cnii ri:

Economic analysis of the use of environmental resources

(water, air, etc.). Evaluation, market failures due to externalities, public and

amenity goods. Market and non-market solutions to environmental problems.

Nature of Course

?

Lecture/Tutorial

Prcreqtilsi

I.

cs (or

?

;pcci;il

?

Itislitici

10115)

MATH 157, ECON 200, ECON 205 and BUEC 232, 60 credit hours.

141i.al course (courses) , if ;uiuy,

, ii being dropped from

the

e;u I euud:ur if liii

approved :

NONE

2.

Schedulfuj

how frequently

Wi

I I the course he offered?

Once per year.

Semes icr in wh ich I tic (:t)tics& will, first he offered?

?

91-3

Which of yululr preselit

?

faculty wnuitd be ;iv;i ll.al),Ie to make I hi

?

11I1)I)Osc(l ()I icr iii

possible?

?

Olewiler, Heaps, Friesen, Knetsch, Marks, Bowe

? -

3.

jectivu'sfit'(uir;u

•

?

To provide students with a basic understanding of the economic issues involved

in the management of the environment.

4. Bud

etary

?

(for info rm.-it ion only)

What add i.t iuuii;ii rcsoiuiccs wi I I he requl I ri'rJ in Lhe fol lowing

Iacul ty

Staff

Library

Audio V[ii;il

Space

Equi I pnieui I

S.

?

Approva 1.

D.i

Ic

DeparIincu4Tiia Irmaul

Oct. 11/90

,-- -

l)c';in ?

" ?

" ?

(:ha I ruuu;uiu ?

-((

SCUS 73-361,:- (When

lo mb )

I i iuig Liii

?

form, for illsti(iU I toils Sec ?tenior;uiuluuuui

?

Ctl ?

1 t- i/:i

At t achi course

nulL

I hue)

• rts

---

SIMON FRASER UNIVERSITY

Department of Economics

COURSE: ECON 360-3

?

SEMESTER: ?

FALL 1991

TITLE: ?

r:nv ironmontal Economics

?

INSTRUCTOR: Nancy Olewiler

PREREQUISITES:

ECON 200 and 205 with a minimum grade of C-; 60 credit hours

Office Hours:

?

Tuesdays and Thursdays 10:30 - 11:45 a.m.

Course Format & Grading: Assignments

?

25% of term mark

Exams ?

75% of term mark

OUTLINE AND READINGS

The text book for this course is:

David \V. Pearce and R. Kerry Turner, (1990)

Economics of Nat

uraiResources and the

Environment.

You may also want to purchase Kneese, Allen V., (1984)

Measuring the Benefits of Clean Air

and Water,

Washington, D.C.: Resources for the Future.

Additional readings will be on reserve.

1.

Introduction to Environmental Problems and Issues

Pearce & Turner: Chapters 1, 2, and 3

The World Commission on Environment and Development (1987) Our Common Future,

Oxford University Press: Forward, Overview and Chapter 1

(pp

ix-xv and 1-42)

2.

Economic Principles of Environmental Pollution and Assessment

A.

?

Welfare Economics and Introduction to Pollution Control Policies

I

Pearce & Turner: Chapters 4,

5, 6,

7, 8, 14, 15.

Oates, W. (1988) "Taxing Pollution: An Idea Whose Time Has Come?"

Resources,

pp.

5-7.

Hahn, Robert W. (1989) "Economic Prescriptions for Environmental Problems: How the

Patient Followed the Doctor's Orders"

Journal of Economic Perspectives

3,

Spring 1989,

pp.

95-114.

.

.

-7

---

• ?

B.

?

Measurement of Environmental Damages & Benefit Cost Analysis

?

Pearce & Turner: Chapters 9, 10, 20, and 21.

Kneese: Chapters 1, 2, and 4.

3. ?

Pollution Problems and Policies in Practice

A.

Water Quality and Pollution

Pearse, P. (1986) "Fresh Water Issues" in Economic Council of Canada

Managing the Legacy,

pp.

15-3 1.

Pearse, P. et. al. (1985)

Currents of Change,

Ottawa: Environment Canada:

Chapters 5-8 )pp. 49-82).

Gramlich, F. "The Demand for Clean Water: The Case of the Charles River"

National

Tax Journal

30,

pp.

183-194.

Menz, F. and J. Mullen (1984) "Acidification Impact on Fisheries: Substitution

and the Valuation of Recreation Resources" in Thomas D. Crocker, ed.,

Economic Perspectives on Acid Deposition Control, Vol.

8, Boston: Butterworth,

pp.

135-155.

Kneese, A.V.: Chapter 10, and pages 114-119.

B.

Air Quality and Pollution

Pearce & Turner: Chapter 13.

Kneese: Chapters

5, 6, 7,

8, and pages 104-111.

Smith, D.A. and K. Vodden (1989) "Global Environmental Policy: The Case of Ozone

Depletion" Canadian Public Policy

15, 413-423.

Shapiro, M. and E. Warhit (1983) "Marketable Permits: The Case of

Chlorofluorocarbons"

Natural Resources Journal

23,

pp.

577-591.

C.

Land Quality and Waste Disposal

Portney, P.R., ed., (1990) Public Policies for Environmental Protection,

Washington,

D.C.: Resources for the Future, Chapters

5

& 6: Hazardous Wastes and Toxic

Substances Policy.

Mitchell, R. et. al. (1986) "Sitting of Hazardous Facilities" Papers in

American Economic

Review, Papers and Proceedings,

May 1986,

pp.

85-299.

Opaluch, J. and R. Kashmainian (1985) "Assessing the Viability of a Marketable Permit

System, An Application to Hazardous Waste Management"

Land Economics

61, pp. 263-271.

Pollock, C. (1987) "Realizing Recycling's Potential" in Brown, Lester R. ed.,

State of

the

World, 1987, pp. 101-121.

S

---

/

Chant, D. (1986) "Management and Disposal of Toxic Wastes" in Economic Council of

Canada, Managing

the Legacy,

pp. 47-61.

Gough

,

, M. (1988) "The Most Potent Carcinogen" (Dioxin),

Resources,

Summer 1988,

? 2-5

4.

?

Critiques of Environmental Policy and Strategies for the Future

Brown, I. and E. Wolf (1985) "Getting Back on Track" in

State of the World,

1985, pp.

222-246.

The World. Commission on Environment and Development (1987)

Our Common

Future:

Chapter 12 (pp. 308-347).

Other readings may be added if time permits.

THERE

WILLBEND TUTORIAlS DURiNG THE F[RST WEEK

OF CLASSES

0

---

SENATE (:OHMJTTEE ON tJt'IIWRCRAI)IIATE STIlE) [ES

NEW COtIRSE PROPOSAL FORM

?

I .

?

Ca I

?

itd:i r

?

itt 11,tn:I ( I

t

'll

?

IhI),I

F liiit.tt I, ?

ECONOMICS

Abhrev ia L

i-01-1-

nit Cnd

?

ECON ?

Course Ntituiher : ?

422

?

(:r 'd it. tints r : 3 - Vs'r

I 1 0-3- 0

Title

of (str;c

INTRODUCTION TO NONCOOPERATIVE CANE THEORY

Ca I cisda r Dr!;uript i ott of Ctw r:t

An introduction to the basic concepts of game theory and their application to

problems in a number of areas.

Nature of

Course

SEMINAR

I'rercqti Is i tc; (or

?

;pcc i:s I

?

Lsi;t ru(:t ini)

ECON

301,

60 credit hours; or permission of the department.

What cotirc (cotlr;c) , if any, ii; being dropped from Lite cal cistlar if Ibis colll

f

av is

app roved

2.

Sc lie duiJi

how frequcu t ly vii I Liic course be offered?

ONCE A YEAR

Semester in

Wit

j

chs I he course will first be olfered?

?

FALL OF

91 (91-3)

Which of your

1cseitIl

f;srtii I y wtttil.d be ava liable to make the

pr44l)s(.(l

of

I er i

possible?

EATON, HARRIS, SCHMITT, FRIESEN, ALLEN

3.

Objectives oI1hs'Cotsr;

The course would cover the core concepts in noncooperative

•

?

game theory, and would illustrate their application to a wide range of topics. It

would include at least the following technical topics: the extensive and normal forms

of games, pure strategies and mixed strategies, dominant strategy equilibrium, Nash

equilibrium, and sub-game perfect equilibrium. It would include a variety of

applications, drawn primarily from but not limited to, economics.

?

• ?

Repi%ritumts (for info rmri t I on only)

What add 1.1 toita I rcstirces vi] I he rcpii red in the lot lowing at car;

Faculty

Staff

Library

Audio V isua I

S pa cc

Eqit I pmcn t

?

5.

?

Al,prova1

Oct. 11/90

Date:

Depa r tociti. CIi;i i rniaii ?

Dean ?

4[th--

Cli:i i rin;iii

SCUS 73-341):

—

(When rninilct jug this form, for insirtict

(OilS

sec' Henior;sunIiirn SCIJS I I- 1i;t.

Attach Course

0111.1

itw)

ris 1R-3

FA

---

SIMON FRASER UNIVERSITY

Department of Ecoioiiics

Cçse:

1

.

ECON 422-3 ?

Semester: ?

Fall 1991

Title: Introduction to Noncooperative Game Theory

çuct,ç

Prerequisites:

ECON 301, 60 credit ours; or permission of the department

I. ?

Fundamental concepts of Game Theory

1)

Actions

2)

Payoffs

3)

Strategies

II. ?

Equilibrium Concepts

1)

Dominant strategy equilibrium

2)

Wash equilibrium

3)

Subgamë perfect Nash equilibrium

4)

Bayesian Nash equilibrium

III. ?

Applications

Game theory is a tool. that is widely used in economics and, related disciplines.

Indeed, it's fair to say that game theory is the natural language of economics. This

course will familiarize the student with the basic concepts of game theory, and their

application to problens in a number of areas.

This course carefully, defines what a game is, develops a number of non co-

operative equilibrium concepts for

,

such games, and applies these game theoretic

concepts to a number of areas in economics and-related disciplines.

Text: Eric Rasmusen; ed. Games and Information, Introduction to Game Theory Basil

Blackwell,

Grade Distribution: Assignments 20%

Examinations 40%

Term Paper 40%

---

SENATE

(:ONMTTTEE

ON IJNI)ERCRADIJATE STUDIES

NEW COURSE PROPOSAL FORM

:11

(11

.

111:1t It'll ?

De 1). r t.tin.'iit.

?

ECONOMICS -

?

--

Abh

rev

ía

I ion

Code

?

ECON - Con rse Ntinilicr :

___

428

_____.

_

Credit. lloii rs

?

3 -

?

I r :

Title of (ir;e:

BEHAVIOURAL

AND

APPLIED ECONOMICS

C;ii

ciid:

r

ll

r

';

c

r

ipt

ion

of

Coii

r;t:

This is a research seminar course covering topics in

•

?

experimental economics, tests and economic behaviour, and issues in applied economics.

Experimental economic methods, results, and their implications for economic analyses

will be reviewed. Individual projects will be designed and carried our by participants.

Nature

of

Co urse

SEMINAR

l l rcrcquis

iii's

(or spec ml tiisIrtici Ito)';)

ECON 301, ECON 305, 60 credit hours; or permission of the department.

What

cour;c

(courses,

if any, i.; he I ug dropped f

r

o

m

the rat t'iitl:ir if ihi .

cotirso

is

app roved

2.

Scheduih

flow frcqucti

t

Ly will the coo

rst

, he of

fered? ONCE PER

YEAR

Semester

in

wh ich

I he course

wi 1

.1 f irs

I

he offered? 92-1

Which of

your

?

ti'sci)t fa(iI1 I

y

would be aw liable lo make I

lic proposed

iii

Icr

i

possible? KNETSCH, ALLEN, EATON

3.

Ohie'ct lvt's

of

tt .

()tiI";(

The major objectives are to acquaint students with the growing

dfé

kiTxiexperimental and behavioural economics in which these methods and

. ?

results have been used to test economic assumptions and to improve the design of economic

policies. The course will also provide students an opportunity to examine an area of

economic research and to take part in the design of a related project. A further purpose

ecpnomics

is to demonstrate

is

the relationship between research results and their implications on how

4. ?

(for information

only)

What add it

iona.i

resources

wi I I he re(Iui I red

1.1) (lu'

fol lowing

F'aculty

Staf

f

Library

Audio

Visual

Space

l(juI1

pment

5.

Approval

Date: ?

___

? •/ ?

-•

-

/fo^

-------

Depa r

ITneUL

Cha

i

rmaui ?

lk'an ?

(lu;i i

ruuuno ,

SCUS

73-341):-

(Wh(al

('flIfl)lP1 tog iii is

form,

for

instruct LOuIS SVC Memorantiuini

SCUS /1-

i/ia.

At iachu course ouuI 1

joe).

0

ts 78-3

/,

---

SIMON FRASER UNIVERSITY

Department of Economics

COURSE: Economics 428-3

?

SEMESTER:

Spring 1992

TITLE Behavioural and Applied Economics

?

INSTRUCTOR: J.

Knetsch

PREREQUISITES:

Permission of the Department; ECON 301, ECON

305,

60 credit

hours

This is a seminar course that will cover a range of topics dealing with applied welfare

economics, and the use, of economics in the analysis of public policy issues and legal

institutions.

Specific

subjects

to be discussed may include: (1) the conduct and lessons from market

experiments, (2) valuation disparity evidence and economic and legal implications, (3)

economic asumptiohs. and observed behaviour, (4), special problems in benefit-cost

analysis, (5) assessment of non-pecuniary values, (6) contingent valuation methods,

(7) fairness judgments of market exchanges and public policies, (8) assignment and

protection of property rights, (9) the standard of reasonable negligence, (10)

compensabl losses, (11) compulsory acquisition of property, (12) market failures and

alternative governing instruments, (13) matrimonial property issues, (14)

implementing alternative pollution control regulations;

'

?

(15)

historic building

preservaçipn Po

.

icy

A

,

. niajor emphasis of the course wilt be on. recent research in experimental and

behavioral economics. Recent, tests of economic assumptions, using varying

expermirital and survey designs, will be reviewed and the usefulness of such methods

will be discussediscussed

,'

Each participant in the seminar will be responsible for carrying out a

project involving the collection of primary experimental or survey data Participants will

also report on various assigned topics and all will be responsible for discussing the design

and conduct

,

ofprojects proposed by other members of the seminar.

The course enrollment, will be limited to facilitate discussions and to assure that

individual interests and projects are covered.

Course grades will be based on participation and assigned topic reports; one examination;

and the presentation andwritten report on the results of the individual

experiment/exercise.

TEXT: RobiM Hogarth and MelvinW. Reder, eds. Rational Choice, The University

ofChicago Press, 1987

Grade Distribution: Class Participation

?

3001o,

Final Examination 30%

Term Paper ?

40%

13

---

.

S

Outline of the course:

BEHAVIOURAL AND APPLIED ECONOMICS

I.

Introduction to experimental economic methods

Induced value markets

Review of procedures

Conduct of actual markets

Real goods markets

Survey methods

II.

Results of recent studies of welfare changes and economic valuations

Traditional views of welfare analyses

Experimental tests

Implications

Ill. ?

Examples of other behavioural tests

Economic management and policy options

Legal rules and insitutitions

Fairness and economic behaviour

Conventional views

Results of survey and experimental tests

Implications

IV. ?

Contingent valuation methods

Use in benefit-cost analysis and behavioural economics research

Operation markets

Individual consumer and firm action

Legal remedies

Public and legal policies

S

---

0

?

S.90-55h

Department of English

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-26

SCAP Reference: SCAP 90-33

1.

?

?

Proposed Co-operative Education Program, including new courses -

ENGL 461-0, ENGL 462-0,

ENGL 463-0, ENGL

464-0

^M

0

---

Calendar Entry For Proposed English Co-operative Education.

?

Program

English Co-operative Education Program

The Department of English offers a Co-operative Education Program for

students who wish to acquire work experience in areas related to English

Studies. The program entails planned semesters of study and employment

in an area of the students choice.

REQUIREMENTS:

In order to be admitted into the Co-operative Education Program students

must have completed 30 semester hours with a minimum cumulative CGPA

of 3.00. Prior to admission, students must have completed

5

English courses

(15 seminar credit hours) including the following:

(.

0

•

?

two f

ENGL 101-3 - Introduction to Fiction

ENGL 102-3

-

Introduction to Poetry

ENGL 10

3-3 -

Introduction to Drama

ENGL 104-3 - Introduction to the Essay as Literature

one of

ENGL 204-3 - Literature of the Anglo-Saxon Period

Mid-dl Ages and Renaissance

ENGL 205-3 - Literature of the Late Renaissance

and Enlightenment

ENGL 206-3 - Literature of the Romantic and

and Victorian Periods

and two other English courses

ENGL 2 10, 2 12, 2 14 are recommended

College transfer students must complete at least 15 semester hours at SFU

before becoming eligible for admission to the Co-op Program. They also

must satisfy the requirements above or their equivalents.

Transfer students who have participated in Co-op Programs elsewhere may

be credited with the semester(s) already taken. The applicability of such

semesters depends on the evaluation of the Co-operative Education Program.

continued--

a

---

cOntinued--

Arf ahgetnefA8

?

for the wor. semesters are made through the Dprtiaents

.

C9OP.

066rdinatot, ani the Fçitlty of Arts Co-op Coordinator.

IP OMbf ,

t onUnue in the Co-operative Education Program, students must

maintain a minimum,

cumulative CGPA

01300

in their academic coursework

Fot• Tthe detJls, dGnt should reier to the Co-operative ?

cation

section in the Calendar

S contut the Department of English I o Ili,:er

iiifoation.

.

3

---

0 ?

RATIONALE FOR THE COOPERATIVE EDUCATION PROGRAM IN ENGLISH

The Cooperative Education Program will acquaint our students

with career possibilities where English majors are needed, and

enable them to gain experience in these areas, thus correcting the

impression many students have that a degree in English does not

qualify them for employment as well as degrees in some other

disciplines. The Cooperative Education Program has placed our

students in positions involving administration and social research

in general, and also in work involving more specific literary

skills such as editing magazines, writing public relations

material, or doing technical writing for computer companies. This

sort of experience will give our students a sense of what kind of

career choice they might want to make after graduation, and will

also provide them with an employment history that will help them

get the job they want.

0

---

SENATE COMMITTEE ON, UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

?

-

1.

Calendar Information ?

Department

?

ENGLISH

Abbreviation Code: ?

ENGL

?

Course Number: 461

?

Credit Hours: 0

?

Vector:

Title of Course:

Practicum I

Calendar Description of Course:

?

. ?

.

First semester of work experience in the English Co-operative Education Program

Nature of Course

?

Off-campus practicum

Prerequisites (or special Instructions):

Normally 30 semester hours with a.CGPA of 3.,0

including any two of English 101, 102, 102 and 104 and any one of English 204, 205 and 206.

Students should apply to the Faculty of Arts Co-op Co-ordinator by the end of the third

wVof

at

the

course

semester

courses,

orecedino

it any-;

the

is

emp1oyment

being dropped

semester.

from the calendar if this course is

approved:

2. Scheduling

How frequently will the course be offered?

Semester in which the course will first be offered?

Which of your present faculty would be available to make the proposed offering

possible? ?

N/A

3..

Objectives of the Course

See Co-op Program objectives

4.

Budgetary and Space Requirements (for information only)

What additional resources will be requir

'

ed in the following areas:

Faculty

Staff

Library No additional resources required (English Departmental Assistant!

Audio Visual ?

Co-op personnel to do student advising)

.,

Space

Equipment

5. Approval

Date:_____

?

i,

1999

?

Oct. 9/90

D artment Chairman

?

Dean

?

Chairman, SCUS

SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-344.

&t.tach course outline)..

Arts 78-3

.

3-

---

IItLI ?

LUt'.L

£ .LL. J Ll V I I I

NEW COURSE PROPOSAL FORM

1.

Calendar Information

?

Department ?

ENGLISH

Abbreviation Code:

?

ENGL

?

Course Number:

?

462 ?

Credit Hours:

?

0

Vector:

Title of Course: Practicum II

Calendar Description of Course:

Second semester of work experience in the English Co-operative Education Program

Nature 'of Course

?

Off-campus practicum

Prerequisites (or special instructions): Successful completicr. of English 461 and normal1y

45

semester

hours with CGPA of 3.0.

Students

should apply to the Faculty of Arts Co-op

Co-ordinator

by

the

end of

the

third week of the semester preceding the employment semester.

What

course (courses), if any, is being dropped from the calendar if this course is

approved: None,

2.

Scheduling

How frequently will the course be offered?

?

Every semester

Semester in which the course will first be offered?

Which of your present faculty would be available to make the proposed offering

possible?

?

N/A

3.

Objectives of the Course

See Co-op Program objectives

1*

4.

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

Faculty

Staff

Library

?

No additional resources required (English' Departmental Assistant/

Co-op personnel to do student advising)

Audio Visual

Space

Equipment

5.

Approval

Oct..9/90

Date:

x yl ^rm

If

411-M

D'artment Cha rman - ? Dean ?

.._./ ?

Chairman, SCUS

SCUS 73-34b:-- (When completing this form, for instructions see Memorandum SCUS 73-34a.

Artach course outline).

78-3

---

SENATE CO1ITTEE ON UNDERGRADUATE STUDIES

NEU COURSE

PROPOSAL FORM

?

--

I.. Calendar Information

?

Department ?

ENGLISH

Abbreviation Code:

?

ENGL

?

Course Number:

463 ?

Credit flours: 0

?

Vector::

Title of Course:.

Practicum III

Calendar Description of Course:

Third semester of work experience in the English. Co-operative Education Program

Nature of Course

Off-campus practicum

Prerequisites (or special instructions),:

Successful completion of English

?

462

and normally 60 hours with CGPA of 3.0., Students should apply to the Faculty of Arts

Co-op Co-ordinator by the end; of the third. week of the. semester p-ece.ding the' employment

sMe

tirse (courses), if any, is being

dropped:

from he calendar if this course is

approved):

None

2. Scheduling

How frequently will the course: be offe

.

redT

Every semester

Semester. In which the course will first. be offered:?

Which, of your present faculty would be available to make the proposed offering,

possible? ?

N/A

3.

Objectives of the Course

?

S

See Co-op Program objeciv.s

4.. Budgetary and

,

Space Requirements (for information only),

Wha.t add'iiona1 resources will be required: ini the following areas::

Faculty

Staff

No additional resources required (En'giis.ft Departmental Assi-stant/

Co-op personnel. to do student advising)'

Audio Visual

Library

Space

Equipment

5. Approval

Date: ?

Q M,

/) ?

0

4Dea'rtment C-ha rrman

Oct.. 9190

- ?

_av

c

Dean

?

Chairman, SCUS

SCUS 73-34.b:- (When completing, this form, for Instructions see Memorandum SCIJS 73-34a. -

Attach course outline).

?

-

Arts 78-3

7

---

)jL1%.L !. L.LLUI.L £ .1 LL. %J&

?

1. ?

£ UUiA.,.)

NEW COURSE PROPOSAL FORM

1.

Calendar Information

?

Department ?

ENGLISH

Abbreviation Code:

ENGL

?

Course Number: 464

?

Credit Hours: 0

?

Vector:

?

- Title of Course:

?

Practicum IV

Calendar Description of Course:

Fourth semester of work experience in the English Co-operative Education Program

Nature of Course

?

Off-campus practicum

Prerequisites (or special instructions):

Successful completion of English

463

and normally 75 hours with CGPA of

3.0.

Students should apply to the Faculty of Arts

Co-op Co-ordinator by the end of the third week of the semester preceding the employment

t

3'urse (courses),'if any, Is being dropped from the calendar if this course is

approved: ?

None

2. Scheduling

How frequently will the course be offered?

Every semester

Semester in which the course will first be offered?

Which of your present faculty would be available to make the proposed offering

possible? ?

N/A

3.

Objectives of the Course

See Co-op Program objectives

4. Budgetary and Space Requirements (for Information only)

What additional resources will be required In the following areas:

Faculty

Staff

Library

?

No additional resources required (English Departmental Assistant/Co-op

Audio Visual ?

personnel to do student advising)

Space

Equipment

5.

Approval ?

Oct. .9/90

Date:

?

/0

/9 ?

f _

lqa

Department Cicairman

?

Dean ?

Chairman, SCUS

SCUS 73-34b:- (When completing this form, for Instructions see Memorandum SCUS 73-34a.

"'ach course outline).

0

78-3

---

S. 90-551

Department of English

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-15

SOAP Reference: SOAP 90-34

1. ?

Proposed Joint Major in English and Women's Studies

0

---

I

S

SIMON FRASER UNIVERSITY

?

memorandum

TO ?

Sheila Roberts

Administrative Assistant

Dean of Arts

FROM Sue Wendell, Chair

Curriculum Committee

Women's Studies

RE

?

Calendar Amendment: Joint Major

?

DATE

1 August 1990

in English and Women's Studies

Attached please find the Women's Studies and English proposal for a

joint major. Could you please take this to the FACC as soon as

possible?

/sgs

cc: English

.

---

PROPOSED JOINT MAJOR; ENGLISH AND WOMEN'S STUDIES

Joiht Majors (or prospf-c;tiv

,

e

j oint ma j

ors) in English and

Women's Studies must plan their program in consu'tation with the

program faculty advisors and should consult the

G&udel.znes for

Course Selection available from each department

The Join t

Ma

j

o r

in Erg1is! and Women's Studies is an inter-

departmental program designed for students who are interested in

ep

?

xloring the various relatiOflsbpS

?

between the study of English

literature and Women's Studies

p,Togram Advisors:

Honoree Newcombe

?

291-3171?

Department of English

San4y Shreve

?

29,17:359.3

Women's

?

udies Progam

Students are encourage to consult both advisors..

LOWER DIVISION COURSES,

Intoducticflto. Fiction.

I€dictiP.1 to Poetry.

trod,uct pfl

to Drama

tnttodciCtiOfl to. the. Essay as Literure

Literature of the Ang

,

o-SaXOfl Period, Midd1'e

Ages 'and Renaissance

Literature of 'the, Late Renaissance and

En

,

l igh,tenmçt

Literat'ure of the Romantic and Victorian

Per i ods

(18 semester hoirs)

Erig.l is

t

6 of

ECL 19.1-3:

10.2-3

10 3,- 3

10-3.

all three. of

9.4-3.

20,5-3

2.06-3

Any one but not rno

,

re than, on. of ENGL 101, 102, 1.93' and l04 may

be. replaced by

.

'any "one of; ENGL 219, 212, 214, 221, 222, and 228;

6

by any three unassigned transfer credits in, English.

Women

',S

Studies.

100-4

plus any

three of

W.S.

200-3

W.S.

291-1

w.s.

202-3

w.S.

203-3

w.s.

204-3

w'. S.

205-3.

Perspectives on Women: An Introduction to

Women's Studies

Women. in Cross-Cu.1t,'ral Perspective

Women i,n Canada, 1600-1920

Women in Canada, 1920 to the. Present

Female Roles in Contemporary Society

Women, Science' and Technology

Wonen and. Popular Culture

(13 semester hours)

Total: 31

semester hours

---

S

S

UPPER DIVISION COURSES

20 upper division hours in English and 20 upper division

hours in Women's Studies according to the following requirements

and guidelines:

English

20 semester hours in upper division English courses.

Students must take:

One course from within the series

ENGLI

300-308; and

One from within the series ENGL 310-322.

The following courses are recommended if the student is

interested in critical theory:

ENGL 364-4

?

History and Principles of Literary Criticism

ENGL 366-4

?

Studies in Critical Approaches to Literature

Students are encouraged to select courses which focus on

women writers and/or offer an explicit feminist perspective.

Women's

20

Studies

semester hours in upper division Women's Studies courses.

One course must be WS 400-5 and two must come from the following:

W.S. 304-3

?

Women and Religion

W.S. 305-3

?

Women and Utopias

W.S. 306-3

?

Women's Autobiographies, Memoirs and Journals

W.S. 311-5

?

Feminist Psychoanalytic Theories

The remaining semester hours will be chosen from 300 and 400

level Women's Studies courses.

Exceptionally, and only with the

urs of

permission of the Program, a maximum of 3 semester ho

designated Women's Studies credit for a course offered by another

department may be substituted for 3 of these remaining semester

hours.

Total: 40 semester hours

The remaining Upper Division hours required for the degree may be selected at the discretion of the

student.

S

---

I

TI'ONALE

1

the

4

?

tiOn

of

the Jöthéñ ?

8t

otai ?

:t,udentS

in ' English

have tàk'èh

'Wôèi'

!; ?

Studië

seeking

to

complement their

prbqrams ?

iii

English ?

In addition, a

larqe

ôo'rti.ón bf

Women's

tudie Thi

?

s hà

:

t, ?

rcbtne

?

om among

1I3h à • ô' ?

The ?

eh?t ?

oöàI

sèèks

',

to fbt

:

ma

1 i2è and

iki'tate

t'he

h4gh eg±eè 6

1 i ?

ëo-pet.'i'bn aid

That al ad'

è*s ?

t,eèn TElI'h

?

iè% .

?

dàd fo ?

oi ?

ht

ma joi . 4s 1itd

iiythe

Iañ'y

1

iiiës both t!he ?

g1ih

?

'and tlié 1tien's

Sdis

P

jiiii

h'a('è

?

eTvd

abo'ut t

it Ovèi the ears., anti l

by

the

et '

hüiàsTh *pfë%%èd b.y %eh1 'Vh t'he

nl1J&h

bparimen

.

t ihen

€hëOi r

htñiài&r as ?

Fhü's, 5tÜdEtit aPrëidy

?

cognize

t'We ?

bf ?

i1h änl iYornë'n 's

tudi t

es courses At

bb

bma].T' 'Onibihed 'in t'his

pr

.

opbsd

mai'r.

A

Jbitit 1à'jcr

Fn En.q1ii h h1

Em&n'

s Studies Vill enouraqe

o'f

liér-ät'ii'x'e

'h:i±h

'takè

!intbaccbüWt

€he

<sbt.ia'l,

644t-ica ' 1

and cultural cöntéx't of the

:

1itery 'tet -

.i'ts

hitica1 oriditi'ôhs of rodu

.

dt Ion-and r ece'pti on . . It 'wiU

encfou"irage

stuferts to exatnfne the role of writing in ordinary

i6dh's

l'is

:

á's weii as t11è

l

it

t

dricaL, ecdnonuic, find

d

iC

tiJ'6ns

1 tha-t

.

i

Iu'en'cè a-id are . i . nf luenced by

?

1^1

?

"S ?

iirtgs.

S'.F'.. ,

?

hFh ?

i11

---

4

S

?

All required and recommended courses in both English and Women's

3t.udie5 are offered frequently enough that students

should find

it easy to complete the joint major in the usual time required to

complete a major.

. ?

(p

---

S

?

S.90-55j

General Studies

Summary of Curriculum Revisions

SCUS Reference: SCUS 90-10

SCAP Reference: SCAP 90-35

1. ?

Change to prerequisites - GS 498-10, GS 499-15

---

iL

/0

SIMON FRASER UNIVERSITY

?

FACULTY OF ARTS

?

DEAN OF ARTS OFFICE

MEMORANDUM

?

To: Ron Heath

?

From: Sheila Roberts

?

Secretary ?

Secretary

S.C.U.S. ?

F.A.C.C.

?

Re: Change of

?

Date: 21 September, 1990

Pre-requisite

G.S. 499-15

The Faculty of Arts Curriculum Committee at its meeting of

September 6, 1990, approved the attached changes to the pre-

requisite to G.S. 499-15. The Committee had approved a

similar motion in 1987, but due to expected changes in the

Communication Curriculum, the paper was held, and was never

forwarded. The Committee recommends that the University

institute a regulation preventing students from taking more

than one complete semester directed studies course (15 to 18

credits) during their undergraduate degree program. As far

as we are aware only Communications and General Studies have

such courses. (Please refer to attached for details)

Please place this item on the agenda of the next meeting of

S .C.U.S.

Thank you.

1

?

(

?

).

c ?

tjj,/

Sheila Roberts

Secretary

F .A.C.C.

SR/dgg

ends.

?

L..-.

I

D2

---

GS 498

1 ?

Individual Stud.y Project

An intensive std

project

of the student's own selection. (Directed Study)

Prerequisites:

-

completion of 75

semester hours of

undergraduate work;

-

completion of at least two upper division courses in a relevant area,

- the sigpature of two faculty members who are willing to provide supervision

and other support necessary to the completion of the project,

- $tUdents must apply to the Dean for admission at least two months prior to the

beginnii7g of( q semester in which they wish to enrol.

Note: Studns who have completed an individual study semester çoursefqr at

.

least 10

semester hours of credit (e .g.

G

S

4

-

99-15,

CMNS

498-1 6, CMNS 499-1 5) may not take this

course for further credit towards a degree in the Faculty of Arts or for the degree Bachelor of

General. Studies.

G

.

S 499 - 15. Individual Study Semester

semester spent on an'intensive study project ofthestüden's own selection.

Prerequisites:

-compIetioi ç

f

75 sernester hours ofunqergi,aduate. work;

- completion of at least two upper dv,sin courses in relevant areas,

- the signature of three faculty members who are willing to provide supervision and

other support necessary to the completion of the project The supporting faculty

should be

from

at least twQ separate disciplines,

- students must apply to the Dean for admission at least two months pnor to the

beginning of the semesterrin whicl they w!$ to enrol.

.No.te: Students who

have

compipt9de an individual

,

study semester course for at least 10

semester hours of credit (e g

G

S

498

7

10, CMNS 49846, CMNS 499-15) may, not take this

course for further cre.qit towards degree in the Faculty. of Arts qr for the degree Bachelor of

General Studies.

.

S

---

MEMORANDUM

To

From ...

?

.

Ft

...

Arts.

.

•çp•t..

?

••F9ult....

Change of Prerequisite:

G.S.

Subled

?

.....

.

99-15

?

Date... January6,198.

.

It has come to our attention that it has been possible for a students to

take CMNS 498-l5 o

r

CMNS 499-15, resulting in 30 or 33 of the required

45 Upper Division hours bdng taken in two courses of directed studies.

Although Communication is dropping GINS 499 and modifying GINS 498, it

seems desirable to limit student admission to a single full semester

directed study course by changing the prerequisites to C.S. 499 as

indicated on the attached.

The Communication Department has indicated an intention to deny admission

to CMNS 498 to students who have already completed G.S. 499.

EA/ sjc

?

E. Alderson

cc: N. Roberts, Associate Dean

ROI\I F•fE:c..TH

becretar Y,

Senate

Rationale, 0. 8. 499...L

SHEILA ROBERKS

Sec retary, F

41

CO

than

this

three

able

undertake

0.

credits

The

former

15,

as

mmitteet

8.

unanimously

ra

is

one

mo

t

499-15

o

facul

tionale

tion

Assoc

given

take

earned

such

interdis

of

ty

will

iate

as

one

by

c

1987

f

members,

st

ourse

it

in

ap

or

udents

Evan

such

prevent

Deane

proved

ciplinary

fills

only

the

and

towards

Ald

course

change

1990.to

of

However,

to

a

erson

by

Arts

uniq

cJradutp

the

c

the

or

ourses.

?

an

in

in

students

uefur\ti

and

Faculty

i:

Faculty

Arts

an

pre-requ

st

under

Michael

undergraduatedegree,

udents

with

It

B.

on

of

of

wi

from

the

.

30

isite

degree.

for

shes

Arts.

should

R

direction

Arts

Upper

oberts,

c

students

ounting

to

for

This

Curriculum