S.07-28
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SIMON FRASER UNIVERSITY
Senate Committee on University Priorities
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Memorandum
TO:
Senate
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FROM:
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John Water
Chair, SCU
Vice Presid
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emic
RE:
Department of French
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DATE:
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February ¶3, 2007
The Senate Committee on University Priorities (SCUP) has reviewed the External
Review Report on the Department of French, together with responses from the
Department and Faculty, and input from the Associate Vice President, Academic.
Motion:
That Senate approve the recommendations from the Senate Committee on
University Priorities concerning advice to the Department of French and the Dean of
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the Faculty of Arts & Social Sciences on priority items resulting from the External
Review.
The report of the External Review Committee* for the Department of French was
submitted in April 2006 following the review team's site visit, which took place March 15
-17, 2006. The response from the Department and the response from the Dean were
received in October 2006.
The Review team found that 'the Department functions well as an academic unit and
both the research and teaching environments are healthy'. A number of
recommendations were made and there is general agreement on these
recommendations from the Faculty.
SCUP recommends to Senate that the Department of French and the Dean of Arts &
Social Sciences be advised to pursue the following as priority items.
1.
Strategic Planning
o Develop a strategy that positions the Department uniquely in Western
Canada with regard to preparing instructors of French
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2. Undergraduate Curriculum and Teaching
o Consider the enhancement of the curriculum through:
a.
the further development of Content-based language teaching
b.
the increased use of Information and Communications Technology
c. the continuation of seeking possibilities for fostering the
francophone environment beyond the classroom
d.
the introduction of a compulsory study-abroad semester in French
e.
the continued participation in the Field School program
o Increased interdisciplinarity of the undergraduate program by linking the
curricula to other disciplines where possible, enhancing the cultural
studies component and exploring new options for joint programs.
o The listing of graduate seminars in the undergraduate offerings and the
exploration of opportunities to include research in the undergraduate
experience.
3. Graduate Programmes
• Consider the reintroduction of weekly forums to discuss research issues
• Consider the creation of a new professional M.A. concentration in
language and culture
• Pursue the creation of joint graduate courses with other cognate areas,
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40
such as History, English and Linguistics
4. Research
o Continue to strengthen the research culture of the Department through;
a. Supporting new research initiatives
b. Seeking out research collaborations within SFU and at other
Universities
c.
Continuing to strengthen a collective research group within the
Department.
5. Succession Planning
o Pursue succession planning and the appointment of a Chair for the
Department
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2
6. Space
o
Review the Departmental space requirements as space inventory
becomes available and ensure faculty are kept abreast of progress being
made in this regard.
* Dr. Yves Roberge, Chair, (University of Toronto)
Dr. Donald Bruce (University of Alberta)
Dr. Diane Huot, (UniversiteLaval)
CC John Pierce, Dean of Arts & Social Sciences
Phyllis Wrenn, Chair, Department of French
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EXTERNAL REVIEW
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DEPARTMENT OF FRENCH ?
SIMON FRASER UNIVERSITY
April 2006
Report prepared by: Dr. Donald Bruce
Dr. Diane Huot
Dr. Yves Roberge (Chair)
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TABLE OF CONTENTS
1.
MANDATE AND MEMBERSHIP
2.
OVERVIEW
3.
TEACHING
3.1. UNDERGRADUATE
3.2. GRADUATE
4. RESEARCH
5.
DEPARTMENT ADMINISTRATION
6.
RESOURCES AND PHYSICAL SPACE
7. COLLABORATIONS AND OUTREACH
8.
CONCLUSION
9.
SUMMARY OF RECOMMENDATIONS
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3
10
11
12
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13
14
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3
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1.
MANDATE AND MEMBERSHIP
The mandate of the committee was to assess the Department and comment on its strength
and weaknesses, and to make recommendations addressing the concerns of the
Committee. The committee members were: Donald Bruce (Modern Languages and
Cultural Studies. University of Alberta), Maureen Covell (Political Science, SFU,
Internal Reviewer), Diane Huot (Langues, linguistique et traduction, Université Laval).
and Yves Roberge (French, University of Toronto, Committee Chair).
The following documents were provided to us prior to the site visit: Terms of Reference
for the review, a Department of French Self-Study Document, Graduate Student data.
Research Funding Data, the 2004 and 2003 French B.A. graduates (BC University
Student Outcomes), the President's Agenda (2005-2009), the SFIJ Three Year Academic
Plan (2004-2007), the Faculty of Arts Three Year Plan (2004-2007), the Senior
Administrative Structure, the Vice President (Academic) Reporting Structure, a
document providing facts about the University, and a map of the campus. During the
visit, we were provided with the following additional documents: a report from the SFU
Library, the SFU strategic Research Plan (2005-2010), and the postings for the five new
positions to be filled by September 2006.
The external review was conducted over a three-day period (March 15-17, 2006) during
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ewhich we had individual meetings with: Phyllis Wrenn (Chair, Department of French);
John Pierce (Dean, Arts and Social Sciences); Réjean Canac-Marquis (Graduate Chair,
Department of French); Mario Pinto (Vice President, Research), Professors Rosena
Davison, Stephen Steele, Louise Frappier, Linda Bruneau, Christian Guibault, Grazia
Merler; John Driver (Dean, Graduate Studies); Randall Martin (Director, International
Cooperation and Mobility). In addition, we met other individuals in groups representing:
the Administrative Support Staff, the Italian section, OFFA/BAFF, the Linguistics,
Literature and Language disciplines, the Library, the Limited Term Lecturers and
Instructors, The Field School in Tours, the Graduate and undergraduate students, and the
TSSU. We toured the Department, the OFFA/BAFF, as well as other relevant locations
on campus.
The committee was impressed by the planning that was made in preparation for the
Review both by the office of the Vice President (Academic). Also, the warm welcome
and availability of all members of the French Department was outstanding. We would
like to express our gratitude to Phyllis Wrenn, Chair of the Department, and the members
of the academic and administrative staff for their positive and welcoming participation in
the review process.
2. OVERVIEW
The SFU Department of French, which was created following the dissolution of the
DLLL in 1988 can be described as an academic department with a service component.
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4
The three principal academic areas covered by the Department are literature, linguistics
and French as a second language (FSL). This is a fairly standard configuration for a
Department of French outside Québec, however the committee feels that the SFU
Department offers an ori
g
inal approach to this mix and would like to make specific
recommendations to strengthen this specificity.
Despite its relatively small size, the Department functions well as an academic unit and
both the research and teaching environments are healthy. We were impressed by the
positive atmosphere we experienced in the Department: this impression was confirmed
by comments made by various people and groups external to the Department with whom
we spoke. The administrative support staff and graduate and undergraduate students also
mentioned the fact that there is good collaboration in the Department and that people get
along well. It was occasionally pointed out that some tension had surfaced recently but
many attributed it to the stress brought about by the need to fill
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full time positions. To
conduct five searches in one year represents a formidable task in any unit of any size, yet
it represents a unique opportunity for change.
Indeed, although most academic units in any institution at any given point can be said to
be in a state of transition, the committee feels that this is particularly true at this point in
the history of the SFU French Department. In September 2006, there will be 4 new tenure
track professors and 1 new lecturer. This will inevitably lead to important forms of
advantage
renewal and
of
the
this
challenge
opportunity.
of the
Our
Department
report contains
will
specific
be to rise
recommendations
to the occasion and
to promote
take full
is
this.
In this respect, we fully endorse the Faculty of Arts and Social Sciences' Senior
Administrators' decisions: 1) to have maintained the French Department as an
independent unit following the dissolution of the old DLLL; 2) to show confidence in the
Department through the attribution of these new positions. We note that these decisions
have allowed and will continue to allow SFU to maintain the profile of French studies as
an academic discipline at the same time as providing an important community element
through its relations with OFFA/BAFF and other community based entities. Indeed, the
success surrounding the launch of OFFA/BAFF is partly attributable to the existence of
an independent Department of French. Without this Department, it is not obvious that
SFU would have been able to welcome this important new project.
In a similar fashion, we are encouraged by recent initiatives of collaboration with the
Faculty of Education, in particular with some co-advising of graduate students. We
encourage the new professors and lecturers to seek ever more opportunities of this type.
In fact, outside collaborations should be part of the general strategies used by smaller
units to raise their profiles. However, successful collaborations are only possible between
strong independent units and the Department of French must undertake specific and pro-
active efforts to ensure that these collaborations are in fact successful and positively
received by the faculty members.
7.
n
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Finally, retention of faculty members has emerged recently as an issue but there does not
appear at this point to be a systemic retention issue in the Department. This is supported
by the fact that excellent new members have recently been hired and that some of the
members of the department have been there since early on in their career.
In light of the current shortage of teachers of French as a second language in Canada, the
existence and role of a French Department seems essential. Moreover, a Department of
French in Western Canada, such as the one at SFU, can position itself advantageously
and even develop a specific and highly significant role in addressing that shortage in
British Columbia as well as in other Western provinces. This is where the SFU French
Department must clearly delineate a strategy which it can pursue in BC and Western
Canada, particularly in relation to competing institutions in terms of preparing a new
generation of French instructors. This would require targeted consultation with provincial
education authorities, BC school boards, the BC College of Teachers, and Faculties of
Education. The department's profile in the community and the specificity of its own role
could be clearly articulated in this way.
The committee's recommendations appear as numbered paragraphs and are summarized
at the end of the report (section 9).
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3. TEACHING
3.1. UNDERGRADUATE
The Department offers a strong undergraduate pro
g
ram in which students receive training
in all of the disciplines offered in the department (linguistics, literature and FSL). At the
same time, there is general satisfaction on the part of the instructors with the quality and
dynamism of undergraduate students.
Language
Basically, the language part of the program appeared to be excellent in many respects:
the organization and the content of the program, the dynamism and the involvement of
the lecturers and the TAs, as well as the level of competence in French attained by the
students that we met and their satisfaction towards the program.
Language courses are given by both lecturers and TAs. In practice, lecturers supervise
TAs which implies that lecturers are responsible for course content planning, teaching
material and testing material preparation and in some cases, classroom observations. This
interaction and collaboration between lecturers and TAs contributes to the quality of the
program in providing continuity between language courses and a good supervision of the
TAs. This approach however implies significant amounts of work on the part of the
lecturers.
.
Due to the departure of two senior lecturers, language teaching is presently given by one
lecturer and 8 TAs. This situation results in the lecturer spending most of her time in
managing the program and less time developing new courses and pedagogical materials.
This situation is temporary and a lecturer should be hired for next fall.
It should be noted that language teachers have already initiated a change: they have
started integrating ICTs into their language teaching by using Can8 or WebCT, whether
this be in preparing Internet language teaching activities or a course webpage. TAs'
interest .-regardin
g
ICTs isalso Obvious through the conferences that they have recently
attended. This ICTs side could be developed even further through administrative and
financial support, since the potential and interest are already in place.
Also, the use of Can8 has led to a full capacity use of the lab such that the need for a
second lab will soon be necessary. The lab, of course, plays a very specific support role
and is not intended to 'replace' instructors and direct interpersonal contact between
language learners and language instructors.
Composition of the language part of the program appeared to be appropriate, however the
organisation of the courses in the existing degree framework leads to the situation where
students do not attend language courses in their fourth year of the BA. This situation
should be re-examined in order to give opportunities to students to take advanced level
language courses in
4th
year. There is also a need for a writing course in the 0h year and
for a specific preparatory course leading to the PDP.
Moreover, given the fact that the French program also includes linguistics and literature
courses as well as language courses, the option of CBI (content-based instruction) should
be examined. Such an option could help
4th
year students develop both their language
skills and their knowledge of linguistics and/or literature, it would also contribute to the
raising of students' writing proficiency by the end of the program.
In order to multiply the opportunities of exposure to French language for the students and
to maintain their actual level of knowledge, students should be continually invited to
participate in French socio-cultural and other activities. This could be organised beyond
the classroom activities with the collaboration of the OFFA/BAFF.
Also, in order to increase exposure to French, there should be a concerted attempt to
develop a mandatory "study abroad" semester. Though there are problems related to this
type of project, its value is inestimable and the presence of this component in the program
could further underline the specificity of the SFU French program.
We recommend therefore:
I. That the department explore ways of using Content-based language teaching along
with the literature and linguistics courses.
q.
El
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2. That the department pursue the initiatives already undertaken with respect to the use of
ICTs, such as those with Can-8 and WebCT, and explore new possibilities of integrating
ICTs to language teaching.
3. In order to increase exposure to French in Vancouver, explore ways to foster a
francophone environment beyond the classroom experience. This could be done in
collaboration with OFFA/BAFF.
4.
In order to increase exposure to French outside Vancouver, explore the possibility of a
compulsory study abroad semester in French. The organisation of the study abroad
program could be done with SFU International. A study abroad Advisor should be
involved in that process.
Linguistics
We found that the faculty members involved in the Linguistics section of the Department
had a very sound and realistic view of their role in the undergraduate program. The main
objective of
the French linguistics program is to further knowledge of the French
language through the application of the methodological and theoretical tools
of
linguistics. We note however that the higher level courses offered in the department
• ensure that students who graduate with a degree in French and with a concentration in
French linguistics have received the training they need to pursue graduate studies in
linguistics.
It is important to note that two of the new hires will be in linguistics (sociolinguistics and
French as Second Language). These are excellent choices for this Department. They
represent two important areas of the study
of
language that will serve to complement
existing strengths in the core areas
of phonetics/phonology and syntax. They will also
contribute to the strengthening
of
the Department as a whole inasmuch as they can link
up directly to the language program either through sociocultural aspects (sociolinguistics)
or through pedagogy (FSL). However the effect of this is that the French linguistics
complement will be made up of 3 assistant professors and one associate professor. This
can create various practical problems (promotion, leaves, leadership, unity of the team).
This is of course compounded by the upcoming retirement of a senior linguist who is
active in the administration of the department.
Literature
There are currently two 'veteran' literature professors, one new Assistant professor, and
one professor who is leaving for another university. Two new professors will be hired.
The course structure is relatively traditional, built as it is along chronological and generic
lines. The departure of senior colleagues has caused some difficulty in terms of course
offerings, workload, and supervision, but opened the door for renewal at the same time.
Overall, the program is very competently delivered with the resources available.
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Two key areas which could be fruitfully pursued in literary studies and which would
make the SFU literary studies program more competitive in relation to other programs
across Canada are as follows:
5.
the development of more links with the colleagues in linguistics. French studies in
general has a strong and well developed tradition of philological, structural linguistic, and
semiotic analysis of literary texts/cultural products. By collaborating with colleagues in
linguistics,, it may well be possible to strengthen this'(formal) dimension of the literary
studies program
: .
interms hf the tddls.of tetiiatarial'sis."lii othrOids h'bet.:
'bridging/linking to other disciplines could be encouraged.'. .. .... •.
6.
the development of a more overt cultural studies component of the literary studies
program would be beneficial. This would allow for greater conceptualization of texts and
other cultural products in analytical frameworks other than chronological or generic,
embed literature in a wider array of cultural practices, and strengthen the theoretical
component of the program.
The enhanced development of both of these elements within the literary studies program
would not only better prepare students for further study (eg. an MA in French), but also
prepare the students to handle more advanced tools of critical analysis. What seems to be
needed in the existing program is a more consciously overt realization and
implementation of theoretical and methodological strategies in relation to the pedagogical
goals of the program. Coupled with enhanced linguistic proficiency at the senior level,
this could well provide graduating students with superior skill levels in their discipline.
The arrival of new colleagues in all areas of the department will undoubtedly enhance the
above mentioned possibilities for development. However, in order that the process be
promoted, the committee feels that the department should develop a comprehensive
strategy to attain these goals and maximize human and intellectual resources. This
r
equires a critical examination of existing structures, not necessarily with an eye to
replacing them but rather to renewal and enhancement.
To enhance undergraduate students' understanding of the research process, perhaps some
new pedagogical activities could be envisaged: either credited activities in the form of an
'undergrad discovery seminar' or a course component integrated into existing courses; or
uncredited activity in the form of a research group. research forum, or colloquium.
Though this must be organized differently from what is undertaken at graduate level, the
addition of this component could strengthen the profile of the undergraduate program in
literary studies.
7.
Given the fact that the joint major which is currently offered attracts strong students,
we recommend that the department explore new options for joint programs. Humanities,
English, and Linguistics represent natural possibilities. The Department's self-study
document points out that the language of instruction can be an obstacle to the
If.
development of joint programs since all their undergraduate courses are offered in
French; see comment under recommendation 13 below for graduate studies.
8. In order to increase the options available to interested advanced undergraduate students
to further their training in either French literature or linguistics, especially for those who
intend to do graduate work in those areas, we recommend that some of the graduate
seminars offered by the department be cross-listed in the undergraduate offerings (with
undergraduate designators). Appropriate prerequisites should be determined by the
Faculty member responsible for the graduate seminar.
9.
One of the current initiatives in Universities across Canada is the inclusion of research
in the undergraduate student experience. We encourage the academic staff of the
department to find ways to achieve this. The most natural way to implement this
recommendation is to link undergraduate activities to existing funded research projects
through: I) independent studies in which one or two advanced undergraduate students
participate to the research activities of the Professor; or 2) advanced fourth-year research
seminars lead by a Professor in the context of his or her research project; or 3) the
inclusion of discovery style seminars or components' in the undergraduate pedagogical
strategy.
Italian
We are very pleased to see that the Italian component of the department has been
strengthened by new external funding. There seems to be a high degree of satisfaction in
this area. The small Italian section seems happy with the level of support it has received
from the department.
Field school
The field school organized by the Department in Tours seems to function very well and
enjoys a high level of participation and satisfaction from interested students. In the
present circumstances, it appears that problems may arise in finding coordinators to go to
Tours.
10.
We recommend that the Department consult with SFIJ International to develop
strategies to ensure continuity in the Department's participation in the Field School
program. Possibilities include a new location in France that would be of potential interest
to more than one Faculty member and finding ways to facilitate the participation ofjunior
members, keeping in mind that they will soon represent the majority of the Department's
complement.
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3.2. GRADUATE
The Department offers an M.A. degree with specialization in either French literature or
French linguistics. While it may be possible to envisage that, in the long term, a Ph.D.
program might be feasible, the committee feels that this is not a viable option in the short
to medium term. In fact, though such a program could evolve independently, it may also
arise through collaboration with another institution (such as UBC). Current levels
of
resources. would need to be strengthened and strategically realigned before this could be
possible
There is general satisfaction with the graduate program. The university administration
expressed satisfaction with the recent increase in enrolment figures and with the internal
operation of the program. For their part, the students were impressed with the quality
of
the Faculty members involved in the graduate program and they appreciated the fact that
the undergraduate language program. especially the first year courses, provided them
with valuable teaching experience and financial support. With respect to funding, the
formula adopted by the University favours Doctoral students. Increases in enrolment
figures would not significantly improve the Department's share of this funding. For the
moment, it appears that more significant improvements would come from external
sources of funding; graduate fellowship and scholarships as well as research
assistantships in funded research projects. Indeed, the Professors agreed that the health of
their graduate component is directly linked to the level
of
research activity in the
Department. The relationship is crucial.
No major changes are needed at this level. However, the committee believes that a few
areas should receive some attention in the near future.
11.
Time to completion is a significant issue for graduate students, but is not specific to
this Department as many units experience similar problems. In order to improve time to
completion and to stimulate the research environment in which graduate students carry
out their program, we recommend that the department establish a weekly M.A. forum in
which the students present and discuss their research with their colleagues and
Professors. The forum should be opened to all M.A. student but be compulsory in the
second year for all M.A. students registered in the thesis or project streams. This is not
equivalent to FREN 803-5.
With the new wave of Professors expected to arrive in September 2006, it should be
possible to define more precisely the specificity of the SFU graduate program (compared
to others in Canada), to give it more structure, and to create new options within the
program. Enthusiasm, personal energy, and a pro-active attitude are key factors in
engaging graduate student participation in the research culture of the department.
12.
We recommend that the Department explore the prospect of creating a new
concentration in language and culture within the M.A. program, possibly in consultation
with OFFA/BAFF. This would be a professional development MA for established
/3.
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professionals (in school boards, civil service. etc). Inasmuch as the typical student in this
program would not require internal funding this could be a potential source of revenues
for the University and a way to increase the Department's share within the current
graduate funding formula. New courses do not necessarily need to be created; existing
offerings could be rebundled and some of the courses in this M.A. program could be
taken in English outside the Department (Art History, Political Science, etc.).
13.
In order to improve choices in course selection for graduate students, we recommend
that the Department create a limited number of joint graduate courses with other cognate
units (History, English, Linguistics, and others). The issue of the language of instruction
can he resolved by offering the course in English with an extra hour in French reserved
for graduate students in French. Term work for French graduate student should be done
in French. The linguistic aim of a degree in French is proficiency, not intellectual
exclusion based on language. Adherence to this principle will authorize a wider
participation with colleagues working in English beyond the bounds of the department.
4. RESEARCH
With the recent or impending departures and the arrival of a significant number of new
• faculty members, it is difficult to establish clearly the research identity of the Department
at this moment. However, the research output described in the Department's self-study
document is excellent and while there is always room for improvement, the level of
external research funding is adequate for a unit of this size within the Humanities.
Inevitably, there will be a renewal of interest and a new understanding of the research
component of the Department. As noted earlier, this will have a direct positive impact on
the graduate program. In addition, it may not be obvious yet how the Department fits into
the SFU Strategic Research Plan. But with the arrival of new faculty members and the
redefinition of the department research objectives they will be able to develop strengths
internally in research in order to align themselves with this Plan.
To provide a framework for this renewal, we recommend:
14.
That the Department take steps to foster the development of a strong research culture
by encouraging in every way it can the members who show initiative in that respect.
15.
That the Department consider a variety of strate
g
tD
ic new research collaborations
(Faculty of Education, Harbour Center downtown campus, UBC, among others) in order
to reinforce its reputation as a research oriented Department. This would obviously create
new prospects for funding.
16.
That the Department consider the establishment of a collective research project/group
•
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which could mobilize a large number of colleagues and students, and assist in developing
a research culture, perhaps secure a collaborative SSHRC grant
,
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and raise the profile of
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the department. Examples of this are the numerous Groupes de recherches which abound
in Quebec universities, U of T projects such as the Graffigny Project, the Helvetius
Project, or (the much more ambitious) Zola Project. The Margot Project at the University
of Waterloo is yet another example.
5. DEPARTMENT ADMINISTRATION
The administrative structure of the Department does not appear to be overly heavy (a
positive quality) and it is efficient and appropriate for the size of the Department.
Perhaps the greatest challenge facing the Department relates to the impending retirements
of most senior members of the Department and the administrative vacuum that this will
create. Because a great majority of the members will be not only junior but also new to
the Department and SFU, there will be a very real and serious need for some experienced
leadership and mentorship in the Department. The changes that will occur in the
Department within the next few years represent a unique opportunity for SFU to
significantly raise the profile of its already excellent French Department. As an
institution, SFU must ensure that optimal results will obtain and that sufficient leadership
exists in order to lead this renewal in a productive direction and in a collegial atmosphere.
as
17.
soon
We recommend
as possible to
that
assume
a senior
the
Faculty
leadership
member
of the
with
Department
administrative
during
experience
its peak period
be hiredof ?
is
renewal.
As for the administrative support staff, we were impressed by their commitment to the
Department as a whole and to the students more specifically and by their high level of
competence. They in turn expressed a generally high level of satisfaction with their work
environment. However, the recent implementation of the Peoplesoft system means that
they perceive an ongoing transfer (i.e. downloading) of responsibilities to the
departmental level. This appears to be a non-negligible source of stress. Yet, it would
also appear that small corrections on the part of senior administration would be sufficient
to alleviate this.
18.
We recommend that funding be provided to the Department for the hiring of a part-
time budget assistant, to be shared with other units.
6. RESOURCES AND PHYSICAL SPACE
In addition to the recommendation for the hiring of a senior Faculty member and a part-
time budget assistant, the issue of physical space and place is considered by many in the
Department to be serious and complex. A move away from the Department's current
location seems inevitable and it is not part of this committee's mandate to argue against
such a move. However, it seemed quite clear to us that some discontent with this move
/6.
f
I.)
[]
exists in the Department and that the central administration of the Faculty perceives this
as a lack of cooperation. A state of uncertainty is partly responsible for this state of
affairs. For instance, while a new location seemed to have been decided upon during our
site visit, towards the end of our stay, we were led to believe that other locations might be
possible. In order to remedy this we recommend:
19.
That a new location for the Department be determined and finalized as quickly as
possible.
20.
That the administration of the Department ensure that as much information as
possible regarding the move and the new location be passed on to the members on a
regular basis.
21.
That the Department take steps to ensure that the relocation be used as an opportunity
for positive change, especially in the context of the impeding renewal in its complement.
22.
That the new physical space include the following key minimal requirements:
departmental seminar rooms, dedicated research labs for Professors (particularly in
linguistics), dedicated space for the writing center, increased space for the language lab, a
departmental common room.
Finally, proximity to OFFA/BAFF. was deemed necessary by some members of the
Department. While it would certainly be desirable and productive to maintain such
proximity, this committee does not feel that it should be a decisive factor in the
determination of the Department's new location.
Both library resources and the relationship between the Department and library staff
appear to be very positive. There are no difficulties in this area.
As a final point, the Department should work in collaboration with the central
administration of the Faculty and the TA union to enhance the pedagogical support that
TAs receive. In particular, this could be done through pedagogical workshops at the
beginning of the academic year and enhanced ongoing mentoring and supervision
throughout the year.
7. COLLABORATIONS AND OUTREACH
We have already touched upon issues of existing and possible collaborations in Section 4.
The Department appears to be very actively involved in the francophone community
outside SFU. This is part of the specificity of the Department and we encourage the
continuation of these initiatives.
• ?
The currently strong relationship with OFFA/BAFF is extremely important and must be
maintained and enhanced. This is a perfect example of a strategic collaboration and link
I',.
.
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with the community that is mutually beneficial to all parties involved (Department,
Institution, OFFA/BAFF, and francophone community).
8. CoNcLusioN
To conclude this report we can ask how the SFU French department compares to other
French departments in Canada. First, we must recognize that there are a great many
variables: some French units are free standing, some are combined into units of various
kinds (e a
. UBC: essentially a Romance Languages department; U of Alberta: a modern
languages and cultural studies department with 16 languages; Toronto: a free standing but
much downsized department spread over numerous colleges). This huge diversity across
the country makes direct comparisons somewhat hazardous. Second, we must also
recognize that this department is in the midst of a substantial renaissance and that it is
very much a 'work in progress' the results of which will depend largely on the quality of
its faculty members, sessional instructors, support staff, and graduate students—not to
mention its leadership and the level of support provided by senior administration. All
these factors play a role in this department, which is in the midst of multiple changes.
At present this is a solid upper middle level department. However, it has excellent
potential for moving ahead significantly with new resources, energy, strategic planning,
and leadership. it is at a point where generational change can create' challenges and
equally large opportunities. We see nothing which can objectively hinder this highly
positive development and believe that at the time of the next review the department will
have redefined itself and posited the elements necessary to rank it amongst the very best
French departments in the country.
9. SUMMARY
OF
RECOMMENDATIONS
I. that Content-based language teaching be developed.
2. that the use of ICTs be enhanced.
3.
that ways to foster a francophone environment in Vancouver beyond the classroom
experience be explored.
4.
that the possibility of a compulsory study abroad semester in French be explored.
5.
that more overt 'bridging/linking' to other disciplines be encouraged in order to
strengthen the literary studies section.
6.
that the cultural studies component of the literary studies program be enhanced.
7.
that the Department explore new options for joint pro
g rams.
.
I;'.
.
'5
8.
that some of the graduate seminars offered by the department be cross-listed in the
undergraduate offerings.
9.
that the academic staff explore ways to include research in the undergraduate student
experience.
10.
that the Department consult with SFU international to develop strategies to ensure
continuity in the Department's participation in the Field School program.
11.
that the Department establish a weekly M.A. forum and perhaps an appropriate
undergraduate equ ivalentthrough 'discovery' components.
12.
that the Department explore the prospect of creating a new concentration in language
and culture within the M.A. program.
13.
that the Department create a limited number of joint graduate courses with other
cognate units.
14.
that the Department take steps to foster the development of a strong research culture
15.
that the Department consider a variety of strategic new research collaborations.
16.
that the Department consider the establishment of a collective research project/group
involving a substantial number of colleagues and students.
17.
that a senior Faculty member with administrative experience be hired as soon as
possible to take the direction of the Department during its peak period of renewal.
18.
that funding be provided to Department for the hiring of a part-time budget assistant,
to be shared with other units.
19.
that a new location for the Department be determined and finalized as quickly as
possible.
20.
that the administration of the Department ensure that as much information as possible
regarding the move and the new location be passed on to the members on a regular basis.
21.
that the Department take steps to ensure that the relocation be used as an opportunity
for positive change, especially in the context of the impeding renewal in its complement.
22.
that the new physical space include the following key minimal requirements:
departmental seminar rooms, dedicated research labs for Professors, dedicated space for
the writing center. increased space for the language lab, a departmental common room.
. ?
Department of French
External Review 2006
DEPARTMENTAL RESPONSE TO THE REPORT OF THE EXTERNAL REVIEWERS
(approved at a departmental meeting, September 21, 2006)
PREAMBLE
The External Review of the Department of French was conducted in March. 2006, when the department
was engaged in a significant faculty recruiting campaign, to fill five continuing faculty positions (in a
13-
member department). That recruiting drive has now concluded successfully, our new colleagues are now
on campus and have participated in the preparation of the department's response to the External
Reviewers' report.
We are gratified and pleased that overall the Report of the External Reviewers is very positive. The
Reviewers have conducted a thorough assessment of the department and provided detailed
recommendations addressing the various components of our programs, our academic and scholarly
activities, as well as the level of administrative support and resources provided to the department.
Their recommendations are entirely in sympathy with the department's priorities: maintaining our
reputation for excellence in the teaching of French, promoting student bilingualism in a largely non-
francophone environment, for innovation in instructional methods, for multi-disciplinary program content
integrating both literature and linguistics as full and equal partners ; and, not least, maintaining and
promoting our status as. an academic unit committed to the pursuit of knowledge both in our students and
. ?
in our personal and collective research agendas.
We must nevertheless keep in mind that we are still a relatively small department, and once again a young
one, and the involvement of junior, untenured faculty in the process of renewal of the department's
programs and activities must not be at the cost of their individual careers : establishing themselves as
teachers and as scholars, with an independent research program should be their, and the department's,
priority.
We shall address the specific recommendations of the External Reviewers in two parts.
Part I
(prepared by the Department Chair with input from faculty at large) includes
Undergraduate Curriculum and Teaching, and
Administrative Support
Part II
(prepared by the Graduate Program Chair with input from graduate, research faculty) includes
Graduate Curriculum and Teaching, and
Research
.
q.
Department of French
Departmental Response to the Report of the External Reviewers
PART I
UNDERGRADUATE CURRICULUM AND TEACHING (Recommendations 1-10)
Recommendations 1 - 10 address classroom methodologies and curriculum development, including
interdisciplinary collaboration, and ancillary activities.
Language teaching (Recommendations 1 and
2)
(1) Content-based language teaching.
The Reviewers suggest first that the department "explore ways of
using Content-based language teaching along with the literature and linguistics courses". While it is true
that the sequence of introductory and intermediate language courses have as their priority the teaching
and acquisition of essential language structures, we note that certain other language courses do already
satisf
y
the Reviewers' recommendation: FREN 215 - Intermediate French : Oral Practice, as well as
FREN 300 - Advanced French : Oral Practice, are designed to develop listening comprehension and oral
expression via the study and discussion of material related to local, national and world francophonies
FREN 301 - Advanced French Composition, a Writing-Intensive course, develops written
communication skills via the study and analysis of texts chosen for their logical structure, content, and
style. Additionally, a variety of French Cohort Program (FCP) courses taught in French are content-
based: FREN 212; FREN 221; FREN
225;
HEST 102; POL 100; POL 221; POL 329; POL 359; POL 459;
POL 497; CNS 160; CAN 210; HUM 321. These courses may be taken by non-FCP students, with
permission, as space permits. The current level of instructional resources does not permit the addition of
new courses to the Language Program, but certain existing courses could be modified, where appropriate,
to qualify as content-based courses. For example, FREN 307 - French Vocabular
y
is most suitable to be
adapted in this way, with the addition of some literary, linguistic or cultural content, to become "content-
based".
It is proposed that this topic be referred to the department's undergraduate. curriculum committee for
discussion.
(2)
The use of ICTs.
Since the last external review (1999), the use
of
WebCT has been extended to all
1St
2d and
3rd
year language courses. On the other hand, although Can8, as well as other software, has
been gradually integrated to several language courses, its use has been limited by the paucity of
resources : the French Department has access to only one multi-media language laboratory (our own RCB
7404), which has only 25 places. The CanS license permits only 25 users at any one time. Consequently,
only one class can use the facility and the software at any given time. Hours of non-class access to the
laboratory are constrained by the limited amount of funding available for staffing of the facility (there is
no staff position, merely funding
of
two part-time student monitors) as well as by the lack of available
time-slots. With an average
of
30-odd sections of the multi-section language courses in a regular
semester, this situation is clearly inadequate : even with a limited access to the laboratory for each
language course (with multiple sections), the facility is now running to its full capacity and does not meet
the needs of all language courses and their numerous sections.
The development of ICT material is at present constrained not by a lack of expertise, but by competing
demands on the time of the team of Lecturers responsible for the language program, one of whom is
currently on full-time secondment to an administrative position with OFFA/BAFF. Lecturers may take
one non-teaching semester in nine (in other words, one every three years), to be devoted to projects such
as the development of ICTs.
.
leI
Department of French
Departmental Response to the Report of the External Reviewers
In short, while we recognize that this recommendation is of paramount importance, the development of
this teaching support facility requires that additional resources be provided, both physical space and
instructional support.
Italian
Although it is not reflected in its title, the Department of French is also responsible for Italian courses and
teaching staff. We note that the External Reviewers have made no recommendations regarding this aspect
of our programming and activities, but we wish to draw the attention ofthe administration to what we
have accomplished with the necessary financial support having been made available (thanks to external
funding). One-semester sessional appointments having been replaced with a faculty position, the number
of sections of the basic language courses has been increased, providing work also for Teaching Assistants
(in 2005-2006 one TA, this year two TAs) all Sections operate at capacity enrollments.
In addition to the initial 5 years' external funding, the Vice-President Academic and the Faculty Dean
have committed themselves to providing further internal funds in order to establish an Endowed Chair in
Italian Studies, in accordance with the original agreement with the Cassamarca Foundation. This will give
the Department of French and the newly established Certificate Program in Italian Studies a wider
humanistic option.
In addition to the core language program, the department also provides Italian language training at the
Surrey campus, for the SlAT Field School in graphic design, and at the Burnaby campus for the Prato
Field School in English/Humanities. As the number of course offerings, and enrollments, expands (from
•
?
three sections of one course in 2004 to eight sections in three courses in 2006), the integration of ICT in
the language pedagogy is frustrated by our inability to provide the necessary laboratory time. the
timetable of our single multi-media language laboratory being fully occupied by the French language
program. The provision of additional laboratory space is essential.
Beyond the SFU language classroom (Recommendations 3 and 4)
We know only too well the importance of using one's French outside the classroom, and are mindful of
the challenges involved in promoting bilingualism in a region far removed from even a predominantly
French-speaking environment.
(3)
We have in the past sponsored extra-curricular activities such as an annual
weekend d'imrnersion a
Squamish
open to all students in French, a class day-trip to Granville Island
enfrancais;
such
undertakings will continue, and on the model of the day-trip
enfrancais
a series of field trips would be
appropriate and could be integrated into the curriculum, especially for courses offered during the
Intersession (May-June), thanks to their intensive timetable. The department collaborates with
OFFA/BAFF in organising events for the annual
Semaine de lafrancophonie ;
activities are normally
scheduled to include students during different French classes. We also encourage student participation in
French cultural events organized by OFFA/BAFF and FSU (French Student Union) or activities staged
outside the university. Visits to local cinemas, theatres and the Vancouver International Writers Festival
already occur from time to time and will continue. Invited speakers are scheduled as far as possible to
coincide with an appropriate course, thus guaranteeing a public for the speaker, as well as providing this
type of exposure for the students.
(4) The suggestion of a compulsory study-abroad semester is in keeping with SFU's goal of enabling
every student to benefit from an international experience as part of his/her degree requirements. Cost is a
. significant obstacle, as well as other commitments and obligations (SFU students have jobs. they have
young children). We are certainly sympathetic to the motivation for this recommendation a sustained
period of immersion in a francophone environment is a significant benefit to the development of linguistic
91.
Department of French
Departmental Response to the Report of the External Reviewers
competence and cultural awareness. Students are encouraged to take advantage of
Myexplore
(formerly
the Summer Language Bursary Program) that allows them to study French in Québec or elsewhere in
Canada and receive language credit. Having noticed that many students have not heard of this program,
we intend to promote it in our 1",
2nd
and 3 year courses and encourage students to apply ; it would be
useful to invite students who have participated in this program to attend information sessions and talk
about their experience, as is done in promotion of the Field School.
Students also have the option
of
spending a semester or a year abroad on an Exchange program (exchange
agreements are in place with several French universities, as well as Quebec post-secondary institutions),
in additon to having access to the alternative Field School format. A semester abroad integrated into the
Major/Minor program is certainly an avenue to explore. Since it is already a component (3 year of
studies) in the French Cohort Program, the department could work on this project in collaboration with
OFFA/BAFF.
It is essential that more funding be found
if
such options are to be available to all students.
For some students, participation in a Co-op program, and working for one semester each year in a
francophone environment, is an option. Examples of available opportunities include Assistant d'anglais in
a school in France, or, with the Federal Government of Canada (HRDC), Designated Bilingual
Employment Officer.
Enhancing the academic curriculum (Recommendations 5, 6 and 7)
As the External Reviewers have noted, one of the strengths of the department is its combination of
expertise, in equal parts, in both literature and linguistics.
The literary studies program offers students learning in many areas of textual analysis including formalist
0
approaches to literature associated with certain branches of linguistics such as semiotics and narratology
(where students make interesting connections with their linguistics studies). The program also gives
students an opportunity to learn about literature from equally important social, historical and political
perspectives.
Existing courses, FREN 410— French Stylistics, in which linguistic approaches to French stylistics are
applied to the analysis
of
literary texts, and FREN 476 - Interdisciplinary Approaches in French
Literature, and FREN 491 - Readings in French Linguistics and/or Literary Criticism, provide a bridge
between literature and linguistics.
FREN
330 -
Francophone World explores literary forms in their cultural context. It would be possible to
co-teach such a course, or FREN 476, for example with a linguist studying the language variety used by
the author, and its socio-cultural context, complementary to the literary analysis of the text in question.
This possibility will be explored in future discussions of the undergraduate curriculum committee.
(6)
Cultural studies are already present in literature offerings (FREN 475 - The Contemporary Novel
incorporates history, philosophy and sociology into the study of the literary texts. FREN 330 incorporates
history, political science, even economics, into the course) and will surely increase in the future, with new
faculty in both literature and linguistics who will bring more cinema and popular Francophone culture to
the classroom.
(7)
We will continue to make students aware of existing joint majors with English and Humanities and the
popular French/History/Political Science major program, that attracts significant numbers of students.
The Reviewers' suggestions of new options for joint programs are somewhat puzzling, because we
already have joint majors with Humanities and with English, two of their suggestions. Discussions to
formalize ties with Linguistics have been underway for some time, as noted in our own Self-Study
Report.
.
T11 I
Department of French
Departmental Response to the Report of the External Reviewers
Possibilities exist in our curriculum for offering special purpose courses (such as French for Business),
but there is often, realistically, a limited clientele in such cases, making regular offerings of such courses
a luxury.
Enhancing the academic experience of talented advanced undergraduates (Recommendations 8 and
9)
(8) The FREN 480 seminar, which has always been part of the curriculum, was designed to be an
extension of a concurrent fourth-year course in literature or linguistics, and is available for the purpose
the Reviewers suggest,
cross-listing with a graduate seminar to bring interested and worthy
undergraduates into graduate seminars. In
fact, it was used this past semester (Summer 2006) for
precisely that. This practice will be continued.
(9)
The inclusion of research in the undergraduate student experience.
This is a good suggestion,
and would be a good way to recruit candidates for the Masters program. More students could be actively
encouraged to take the Honours BA option, which of course includes a research-based honours essay.
Some
4"
year courses, available to all upper-level students, also do require completion of a research-
based term paper. Faculty does try to recruit talented undergraduates as Research Assistants ; such
opportunities are exploited in faculty members' personal research, as well as in "Espaces Culturels
francophones en Colombie-Britannique", a collaborative research project originated at
SFU
and involving
faculty in the department and colleagues at other institutions.
•
?
The Field School (Recommendation 10)
(10)
Continuity in the department's participation in the Field School progam.
The Department will
continue to work with
SFU
International to strengthen the existing field school and negotiate an
arrangement with Tours or transfer to a new site. The Department Chair spent a week in France this
summer with Judith Phillips, Acting Director of SFU International, doing precisely that, exploring
possibilities for new links discussions are continuing with Université Catholique de Lille and with
Université de Basse-Normandie, Caen. The agreement with Tours will be renewed. We are considering
the possibility of alternating the annual Field School between Tours and a second, yet-to-he-identified
site. All faculty, including recently-appointedjunior faculty, are encouraged to participate ; actually
participating requires, however, that they be free from other commitments and responsibilities to do so.
ADIVHNISTR4TIVE SUPPORT (Recommendations 17
—22)
(17) The next Department
Chair. The current Chair's ten-n ends April 2007 and a replacement is needed
for May 2007. Discussions with the university Administration (the Faculty Dean and the Vice-President,
Academic) and within the department, are underway ; the department's preference is to be communicated
to the Dean by mid-October. The External Reviewers' recommendation, that a senior Faculty member
with administrative experience be hired as soon as possible to take the direction of the department, is
prompted by the obvious consequence of the series of retirements and faculty renewal that the department
is undergoing (the series of retirements is not yet complete).
(18)
Funding for part-time budget assistant.
The Dean's office has hired a revolving Departmental
Assistant, partly in response to concerns resulting from the implementation of the new information and
financial management systems. Yet to be ensured is that smaller departments will receive the help that
they need. It must be recognized that although they may be dealing with smaller numbers, they are
. ?
nevertheless dealing with the same range of tasks, and are expected to do so with fewer resources than the
large departments. In the Department of French, one of the smallest departments in the Faculty, the
Departmental Assistant is also the Student Advisor for the undergraduate program.
c3.
Department of French
Departmental Response to the Report of the External Reviewers
?
.
(19, 20, 21
and
22) Physical
space.
The department has already been told that it will be moved to the
West Mall Complex (19). Information has consistently been passed on to members of the department
when it was available (20). In June the department struck an
ad hoc
space committee that provided a
response to the Associate Dean's original proposal for allocation of space in WMX ; this resulted in a
modified proposal from the Associate Dean, which addressed some deficiencies in the original proposal.
Significant deficiencies (e.g. laboratory space), however, remained. The department's response to the
revised proposal, including a meeting between the Acting Chair and the Associate Dean (July 2006),
remains unanswered at this time.
(22) As noted in answer to Recommendations 1 and 2, above,
a second multi-media language
laboratory
is a priority; it is required to provide scheduled laboratory time to the Italian program, as well
as adequate access time for the large number of French classes desiring access, and to permit an adequate
amount of time and spaces for drop-in use by students working on language assignments outside the
scheduled class time. Dedicated space for the
Writing Centre
is also essential
if
this important support
function to the promoting of excellence in written communication in all intermediate and advanced
French courses (which contributes to the campus-wide initiative to improve student writing skills) is to be
maintained. The steady erosion of dedicated and pedagogically convenient instructional space in recent
years must be reversed if we are to continue to provide the quality second-language training for which we
have acquired a justly-deserved reputation.
Adequate dedicated
research space,
for faculty members and graduate students
I
research assistants, is
also a necessity, in view of the Administration's commitment to academic excellence in research. The
department's submission to the Office of the Dean contains precise specifications for this component
of
its physical space requirements.
The department is also responsible for the documentation contained in the
Centre d'Etudes
Francophones Quebec-Pacifique ;
this space must be preserved.
And finally,
departmental seminar rooms,
and a
departmental common room,
on a par with facilities
that other departments in the Faculty of Arts and Social Sciences enjoy, are crucial to maintaining the
high level of departmental functionality that has always been one
of
our assets.
(21)
If the above concerns are addressed, then indeed the relocation would be seen and used as an
opportunity for positive change, rather than simply a convenient solution to the need for re-alignment of
existing space, accomplished at the expense of a small department.
n
O?Y . -
Department of French
Departmental Response to the Report of the External Reviewers
PART II
The department welcomes the positive assessment of the graduate program and faculty research output
and we are in agreement with the Reviewers' acknowledgment of the tremendous impact that research
faculty renewal will have for the future. As literally half of the research faculty was appointed in 2006,
new orientations and specializations in research will develop and impact on the graduate program, which
will undoubtedly profit from it. As well, new opportunities for research and program collaborations.
within and outside the department should emerge and further support a direction already described in the
Department's Self-Study report prepared for the External Review. However, as pointed Out at the outset
of this response document, developing these opportunities of collaboration should be done mindful of the
priorities of new junior non-tenured faculty members, namely the development of their own independent
research programs.
GRADUATE PROGRAM (recommendations 11-13)
The report speaks of general satisfaction with the graduate program in its structure, its administration, in
the quality of its faculty teaching/supervision and its financial support to students. Some
recommendations are made about the development of the curriculum
(12-13)
and toward increasing
student participation in the research activities (11).
is11. Students' participation and weekly forums.
The department will consider different formats to the
existing ones for the presentation of student and faculty research. Currently, graduate students regularly
present their research work within graduate seminars and are encouraged to participate in (student)
workshops and conferences. Regular faculty and student presentations were actually in place in 2005, but
have been put to rest during the massive faculty renewal. These activities, along with guest speakers
invited in conjunction with specific courses, will resume and could be extended to a larger public, in
particular with the collaboration of the OFFA/BAFF. The suggestion of making presentations a
requirement in the development of a thesis proposal could be considered as a further venue for the
presentation of student research work.
Weekly meetings as suggested in the report, are nevertheless an ambitious undertaking given the limited
number of students (which we hope our efforts will continue to increase) and faculty members.
12. Creation of a new professional concentration in language and culture.
This proposal has good
merit. For one, a new research faculty member specializing in language and culture and hired to a position
financed by the OFFA/BAFF has started his appointment in September 06. Other new members of the
research faculty could also contribute to this concentration, namely in cinema and theater. As soon as
new faculty members settle in, discussion on such an initiative will be entrusted to a French graduate
curriculum committee whose mandate will be to facilitate the integration of new faculty expertise in the
existing program and assess the need to develop new graduate courses and possibly, new programs,
accordingly.
Of note: The French Department used to have a successful professional diploma (Master's in the
Teaching of French) in the 80's, but it was suppressed by the University. Renewed collaboration with the
Faculty of Education (see recommendation 15 below) will perhaps allow launching a new professional
diploma geared toward teaching professionals.
/
Department of French
Departmental Response to the Report of the External Reviewers
13.
Creation of joint graduate courses to improve course selection.
Course selection has been
restricted by research faculty renewal in the last year or so, but the arrival of
5
new colleagues in 2006
should correct the situation in the very near future. The issue of the language of pedagogy is an important
one to the Department: While reviewers suggest that "The linguistic aim
of
a degree is proficiency, not
intellectual exclusion based on language", the Department considers that oral and written language
proficiency in an isolated French minority context requires using French as much as possible, i.e. French
as a medium as well as a subject matter. That being said, graduate students are permitted to follow I or 2
courses outside the department (depending on the program option) and under special circumstances, are
allowed to write and/or defend their Masters' thesis in English. The development of courses taught in
English, with term work written in French. is not excluded, but these would ideally be reserved for special
joint (professional) programs instead of the core French program.
As the core French graduate program settles in with its new faculty composition, formal collaboration
with other units, such as Education and Linguistics, but also History, Political Science etc., will be
envisaged.
(Of
note: individual faculty collaboration with Linguistics, English, Education and Women
Studies through co-supervision and/or graduate seminars participation/invitation is already occurring). In
that regard, the model developed for a French-language cohort BA in Public Administration and
Community Services, with the support
of
OFFA/BAFF, could inspire joint graduate program
developments. Indeed, French speaking faculty members being hired in e.g., Education, History, and
Political Science could be involved in future joint graduate program curriculum development in French.
The
RESEARCH
report speaks
(recommendations
of
the impact
of
14-16)
the massive
?
faculty renewal on the development
of research in the
•
department. The research profile and identity of the department will be redefined and new expertise will
develop. To provide a framework for this renewal, the report encourages departmental support for a
strong research culture (14), increased research collaboration
(15)
and the establishment of a collective
research group within the department (16).
14.
Support for a strong research culture.
A strong research culture already exists in the department, as
evidenced by the active research program of the faculty, its "excellent research output" and "adequate
level
of
external research funding". The addition
of
new active colleagues should only stimulate further
this positive research environment. The Department intends to strongly support new research initiatives
and encourage new faculty members in applying for external research funding early in their tenure track.
The addition of new faculty members is also an opportunity to actively recruit graduate students from
within the undergraduate program. The web site of the department will also be updated to reflect the
newly added expertise, and a new graduate program pamphlet will be prepared and distributed across
Canadian and foreign universities to publicize our updated research specialties and graduate program
options.
15.
Consider a variety of strategic new research collaborations.
Research collaborations with other
SFU units have already increased significantly in the last couple
of years: Co-direction of students (4)
within the faculty
of
Education, the Departments of English and Women Studies, presentation by our
faculty members at colloquia and/or guest speaker in graduate seminars (Dept of linguistics). Our
department will support more research collaboration, perhaps leadin
g
to joint research projects and joint
programs. The prospect of formal collaborations with UBC is something that could also he revisited in
the future, having been explored a few times in the past. However, for new faculty members, the
expansion
of
research collaboration outside the department should not, in the short and mid term, be
Department of French
Departmental Response to the Report of the External Reviewers
prioritized over the development of their own research programs. Research collaboration should be a
means of increasing research strength, not establishing it.
16. Establishing a collective research project/group within the department.
Such a collective
research project already exists
Espaces culture/s francophones en Colombie Britannique,
is funded by
the SSHRC, involved 6 faculty members in the last 3 years and is the main project hosted by the Centre
d'études Francophones Quebec-Pacfique.
The main investigator, Dr Guy Poirier, has since left the
department but remains as adjunct professor. The Renewal of our faculty is a golden opportunity for the
continuation and development of the project.
S
.
9
.
SIMON FRASER UNIVERSITY
Office of the Dean, Faculty of Arts and Social Sciences
MEMORANDUM
To:
?
Bill Krane ?
From: ?
John T. Pierce
Associate VP Research ?
Dean, FASS
Subject: French External Review
?
Date: ?
October 16, 2006
The external review makes three key points: the teaching and research programs
are "healthy"; given the number of new hires the department is "in the midst of a
substantial renaissance and that it is very much a 'work in progress"; and
perhaps most importantly, with judicious strategic planning the department has
the potential to become among the "very best" in the country. Overall, this is a
• highly positive assessment of a unit that is very student centred, and that, at the
same time, is focused upon improving the quality and diversity of the research
and learning environments. There is also clear evidence of excellent outreach to
the francophone community and collaboration with OFFA/ BAFF.
The external review offers 22 separate recommendations. The department's
response to these recommendations is both informed and measured. It is not my
intention to comment on all recommendations because the vast majority can be
accommodated internally and fall more in the domain of suggestions as opposed
to imperatives for improvements.
There are, however, five issues which I consider to be imperatives and when
acted upon will require support/ direction from my office.
1)
Given the increased reliance upon ICTs in undergraduate French
instruction, the expansion in student enrollment in Italian and the
preparation for the Italian field school, planning must commence for
additional lab space. We will also examine the need for additional
instructional resources.
2)
We will attempt to plan for the needed additional space in the new
facilities that the department will inherit in WMC in Spring of 2007, along
with other space requirements for both faculty and students.
IN
3)
The issue of succession planning looms large in the French department.
The reviewers recommended the recruitment of an external chair. The VP
Academic and I have met twice with the department to discuss the merits
of this. The department voted in favour of proceeding internally and I am
awaiting word on nominations. If none appear I will approach the VP
Academic for permission to search externally.
4)
The external review made suggestions regarding new programming
opportunities at the undergraduate level with OFFA/BAFF and at the
graduate level for teachers of French with the Faculty of Education. I
encourage these initiatives and will work toward their development.
5)
Related to the previous point is the need to be strategic in positioning the
department in Western Canada. The external review comments as
follows: "This is where the SFU French Department must clearly
delineate a strategy which it can pursue in BC and Western Canada,
particularly in relation to competing institutions in terms of preparing a
new generation of French instructors."
JTP/rt
Cc: P. Wrenn, Chair, Dept. of French
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