S.07-141

•SIMON FRASER UNIVERSITY

Senate Committee on University Priorities

?

Memorandum

TO:

Senate

FROM:

John Waterh

Chair, SCUP

Vice Preside,

Academic

RE: Department of Humanities

?

DATE: ?

October

The Senate Committee on University Priorities (SCUP) has reviewed the External

Review Report on the Department of Humanities, together with responses from the

Chair and Dean of the Faculty of Arts & Social Sciences, 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 Humanities and the

Dean of Arts & Social Sciences on priority items resulting from the External Review.

The report of the External Review

Committee*

for the Department of Humanities was

submitted in May following the review team's site visit. The site visit took place March

2007. The response from the Department of Humanities and the response from the

Dean were received in June 2007.

The Review Team reported that the

'Humanities Programme is clearly a shining star'.

The Team was highly impressed with the curriculum, the academic productivity of the

faculty and the intellectual maturity of the students. A number of recommendations were

made by the Team which may further strengthen the Department.

SCUP recommends to Senate that the Department of Humanities and the Dean of Arts

& Social Sciences be advised to pursue the following as priority items.

1. Curriculum

o

Consider introducing study of the pre-classical Greek cultures and adding

related thematic studies.

o Continue to prioritize the hiring of faculty to teach courses on the

relationship of culture-science-society.

---

•

?

o Explore the pros and cons of a 'historicist' approach to understanding

Western cultural evolution via a departmental seminar.

o Consider reviewing the introduction of prerequisite courses to upper

division courses.

o Reassess the format of the Capstone course to provide strong preparation

for graduate school.

2. Faculty

o Explore with the Dean the possibility of hiring a Chinese or Indian scholar

in the area of art and culture, a language instructor in Greek and Latin,

replacements in the areas of science, culture and religion and fine arts

and humanities.

a Consider an external search for the next Department Chair.

3.

Staff

•

? a

Appreciating the pressures on resources, explore with the Dean the

appointment of an additional support person to assist with a new MA

programme.

4.

Asia-Canada Programme

o

Further integrate the Asia-Canada Programme with the Department of

Humanities and enhance the public image of the programme.

Dr. Peter Emberley - Review Team Chair (Carlton University)

Dr. Haijo Westra (University of Calgary)

Dr. Yuen-Fong Woon (University of Victoria)

CC Lesley Cormack, Dean, Faculty of Arts & Social Sciences

Stephen Duguid, Chair, Dept of Humanities

2

---

.

External Review of the Department of Humanities

?

Simon Fraser University

Report of the External Review Team:

Peter Emberely (Chair) ?

Haijo Westra

Yuen-Fong Woon

S

?

Michael Kenny (Internal)

Site Visit: March 14— 16, 2007

?

Report Submitted: April 16, 2007

r

3.

---

REPORT ON THE SFU HUMANITIES PROGRAM

?

0

With 116 majors the Humanities program is clearly a shining star. Since the last review, it

continues to service the university, now with 2277 students registered in its courses, and it has

also now developed a clear, dynamic focus, which ensures its visibility within the spectrum of

liberal arts programs in Canada. The evaluation team was highly impressed with the

comprehensiveness of the curriculum, the rigor and academic productivity of the faculty, the

intellectual maturity of the students, the energetic engagement among the students, and the

initiatives under study ensuring future success.

I) Quality of Teaching Program

The quality of teaching is by all measures exceptionally high. Teaching evaluations were

consistently very high, and written comments very favorable. Statements such as, "Probably the

most life-changing influential educational course I've taken at the university," are repeated often.

There was an intense intellectualism in the students we met, and they responded to our probings

with clarity, balance and insight. The classroom visit allowed us to see how exceptionally the

teaching staff animate their students and engender a truly interdisciplinary liberal arts

perspective. The curriculum has achieved the commendable goal of bringing a spectrum of

disciplines together, in a coherent and vital manner, and opening up the canonical texts to new

readings, thus providing the opportunity for comprehensive understanding and judgement. The

students expressed very high praise for the quality of the teaching. Interestingly, they also

expressed a desire for a more canonical curriculum. (The department's double aim of "text and

context," is commendable, the students' comments notwithstanding.) Openness to new

initiatives, such as the Certificate of Religious Studies, shared with other departments, but

housed in Humanities, reinforces the existing strong focus in the curriculum on contexts and

foundational sources of human endeavour.

There are, however, some suggestions department members might explore:

There are no materials in the curriculum, ante-dating the Greeks. Given all the work done

in the last twenty years showing the direct impact that ancient civilizations such as

Mesopotamia, Egypt, Assyria, and even India had on what came to be called the "west,"

some inclusion of these materials might merit discussion.

The program offers a very comprehensive curriculum, and it stands out from other

humanities' programs in Canada, in particular for its recognition of 'threshold" periods.

often neglected in other curricula (the Latin Humanist Tradition, the Carolingian period).

It might be useful to consider adding the Greek East-Latin West dispute. the 12"' century

Muslim-Christian-Jewish encounter and recovery of Aristotle, the Roman and British

writings on legal institutions and constitutions, and (for a connection with the ACP) the

dialogue between Heidegger and his Japanese admirers (eg. Count Kuki Shuzo and D.T.

S

---

.

One evident lacuna was the absence of science, or science and religion, and this study

area could be a candidate for a new Associate Level position. It might build on the use

that was made of Darwin's

Origin of the Species,

or open up opportunities to become

acquainted with continuing debates about the nature of "objective reality," or

evolutionary theory versus intelligent design. We consider it highly important that

Humanities students receive exposure to a systematic discussion of the

culture/science/society relationship

It was difficult for us to see the overarching principles governing the design of the

curriculum, and hence the criteria employed to add or change courses. The Calendar

entry, especially its wording "study of the humanities raises critical questions about

achievements and cohtroversies associated with civilization itself' and "students are

encouraged ... to integrate these concerns with degree programs in original and critical

ways" seems to place substantive weight on a post-Enlightenment understanding of

thought. Examining the progression of courses in the curriculum, one is tempted to

interpret the curriculum to be based on historicist principles, with western history

portrayed as a lockstep movement forward to modernity, away from an irretrievable past.

One sign of that (as it appears to an outsider, to potential students) is that there is neither

a revisiting in the third or fourth year of materials of the first two years, nor an

. ?

anticipation in the first two years of how the materials of the last two years could be

assessed. Students, presumably, work their way forward in time, and the past remains an

unrecoverable trace. An alternate, but complementary, perspective might focus students'

attention on the West's recurring tendency to retrieve the past so as to deepen or

accelerate the present. From this perspective, watershed periods such as the Hellenist.

Roman, Medieval, Romantic, and post-modern could be used to expose students to how

the West periodically renews itself, widening the present moment by a return (and

revision) of classical antecedents. The use of the Massey Lectures in Hum

38

1-4 is

commendable, and might be a vehicle for this theme, since many of these lectures - Jean-

Bethke Elshtain, George Grant, Charles Taylor, George Steiner. - supply materials for

such study.

We do, of course, recognize that making any single theoretical rationale for curricular

decisions explicit may suppress the healthy tension of competing methodologies.

We were made aware of a few problems, which might need to be attended to: a) an over-

enrollment in tutorials which may undermine the integrity of the tutorial structure, b) a

concern that prerequisite requirements in courses in cognate disciplines freeze the

students out of courses that would supplement their Humanities program considerably,

and c) the students' dissatisfaction with weak TA's from the Graduate Liberal Studies

program (the new MA program will, partially, solve this problem), d) some students

registered concern that courses on the books were not always available, and that advance

/5/,

---

notice had not been provided. Some students complained of a lack of courses in the

university at large that support the approach of the Humanities program, which translated

into the suggestion that the department develop better networks around the university

Additional points to consider: a) many courses do not have prerequisites, though this

policy is defensible in terms of ensuring enrollments; nonetheless, some faculty tend to

support this policy, while others do not. The issue should be addressed at a departmental

meeting; b) should consideration be given to enhancing the program with a third-year

course that requires a long essay? c) the Humanities coop/practicum is not utilized.

Consideration might be given to using the practicum to pair students up with university,

government, and non-government research groups, or in law firms, political offices. and

other public service agencies, not to say placing students in art galleries and museums, d)

the Scottish Studies and Prague Study Abroad are highly appreciated by the students, and

appear to add value to their liberal education. But there is no evident curricular necessity

to the choice of Scottish Studies and Prague (though this has obviously not effected its

popularity), and there appears to be neither advance study nor formal academic follow-up

after the trip. As faculty retire, and new faculty join the department, the place most

appropriate for study abroad, and its role in the curriculum, may need to be re-assessed

(we were informed that Prague is a constant, while Scotland could be changed, e) though

not uncommon in liberal arts programs, the students complain of being in classes with

non-majors; the department, rightly in ourjudgement, is resisting the pressure to make the

classes exclusively for Humanities' students, f) the dedication of the faculty is evident,

and remarked upon repeatedly in the teaching evaluations, especially the fact that the

faculty provide such personalized and dedicated attention to the students. But this also

entails a volunteerism that goes unrewarded - such as directed studies, project

supervision, and high amounts of unrecognized additional teaching and committee work

in other departments. As a small department, there is more committee work annually,

where in larger departments such obligations can be spread over a span of years. A

formula should be designed which rewards high levels of supervision and additional

teaching with some course release, as practiced in other Canadian universities. More

positively, what emerges from the students is their recognition that the education they are

obtaining in the Humanities is special, and that it is built on the deep respect for the

students.

Finally, one matter - which is more endemic across the university system, than unique to

the SFU Humanities Program - is a definite cultural-generation gap between students and

faculty, as evidenced by certain recurring comments in the teaching evaluations. Whether

it is the effect of a culture which trades on curt text-messaging, the impatient mouse-click

from one URL to the next, and slick graphics/avatars, or is the consequence of a school

system which has failed to instill habits of slow reading (not to say moderation,

generally), an appreciation of the architecture of a classic lecture, or openness to startling

.

/1.

---

unscripted insights, the students' comments signal a new challenge to today's faculty. A

comment by one student about a faculty member is illustrative: "very good at dumbing

down complex and abstract concepts." In evaluating their faculty, the students focus

heavily on non-cognitive tempers ("passionate," "enthusiastic"), and complain

extensively if faculty deviate from the syllabus. There is a recurring plaint of "too much

information" (which can be taken to mean, the students have insufficient highschool

background), and the difficulty of "complex and abstract concepts." One might

sympathize with the students, but when put together with the routine complaints about

faculty who fail to use power-point presentations, or who extemporize, or who fail to

satisfy the taste for visuals, it seems that students are inadequately prepared prior to

university admission. Certainly, the uniqueness of the academic vocation, and the beauty

of the inner architecture of a carefully designed traditional lecture, seems inadequately

grasped by some of the students. All this leads to a suggestion: perhaps the faculty would

entertain introducing a yearly tradition, to take place before fall classes begin, where

faculty members take turns giving a lecture to the Humanities students on the nature of

teaching in the traditional university.

That said, the students also clearly realize that the standard of the program is very high,

the professors very passionate and enthusiastic, and student participation highly

encouraged. The classroom visit which we sprang on the department, and which was thus

?

-

an unrehearsed seminar, was a model demonstration of well-organized, intellectually- ?

-

• ?

challenging and rewarding teaching. The student questions were sophisticated (indeed, at

graduate-level complexity), the discussion was animated, and the instructor, Dr. O'Brien,

was exceptional in her receptivity to the wide-range of student questions and comments,

and in her ability to steer the discussion methodically to a rich conclusion. And the three

students, with whom we spoke at some length, confirmed our judgements of the very high

calibre of the program. We were impressed by the clarity and maturity with which they

expressed themselves, and by the depth of their comments.

ii) Quality

.

of Faculty Research

Overall, the research achievements of the faculty are very good, and the breadth of topics being

studied is highly commendable. Articles and books both contribute to disciplinary fields

and to cross-disciplinary concerns. Statistically, the number of books produced by the

department amount to 16 monographs, 18 edited books, and 3 translated books. By our

calculations this translates into one book every 3.5 years if one adds up the years

served at SFU by all members of the department. The strongest faculty are Angus

(11)

and Dutton (8). Mezei follows with 3, Mirhady with 2 to 3, Stebner with 2, and Duguid

and Jones, each with 1. The junior faculty show good promise with books in

preparation or forthcoming: Gandesha (3), O'Brien (2). Crowe, due to his heavy

workload (8 courses/year and 10 Directed Studies!) at present has none, Kawasaki has

2 manuscripts in preparation, but no published monographs. A common measure of

scholarly output is one book every seven years over an entire career. Some members

---

of this department would fall short, but others far surpass this measure. Article

publication is equally very strong, notably Angus (44), Mezei (44), Mirhady (27), Dutton

(18), Gandesha (17), Kawasaki (15), Duguid (9) and Stebner(9). Given the variety of

backgrounds and activities, the discrepancies in number is not surprising, but may

occasion problems of evaluation.

There were five SSHRC grants to faculty last year, and six SSHRC grants ongoing,

which is very high. The SSHRC grants have the additional benefit of providing paid

research opportunities for graduate students, which provides further justification for a

graduate program. Recent major awards to Professors Duguid, Dutton, Gandesha,

Jones and Kawasaki are highly commendable.

At an informal level we had two luncheon opportunities to discuss the scholarship of the

faculty, and we considered the breadth, theoretical sophistication, and diversity of

ongoing research projects to be highly commendable. It was clear that a fine balance

had been struck between traditional commentaries on classical texts/visual media and

the process of using the tradition to widen the present moment.

This scholarly productivity has inevitably garnered awards, and we are struck by their

prestigious nature - the Harold Innis Prize to Professor Duguid, the honour of being

named Fellow to both the Medieval Academy of America and the Royal Society of

Canada by Professor Dutton (among other prizes), the Humboldt Research Fellowship

for Professor Gandesha, a CRC Post-Doctoral Fellowship for Dr. Jones, and the Japan

Foundation Fellowship for Professor Kawasaki. These awards place their recipients in

the top national and international tiers.

iii) Participation in Administration

The faculty are all significantly involved in the general administration of the department. As a

small department there is, relative to larger units, more committee work annually. Examining

individual faculty member's workloads, we recognized a volunteerism that often goes

unrewarded - directed studies, project supervision, additional teaching and committee work in

other departments. The one item we flag for attention is the upcoming process of choosing a new

departmental chairperson. There was some modest anxiety expressed about what changes a new

chairperson may initiate. Since the department is moving into a new era (it is an established

program, it has acquired a critical mass of exceptional and collegial scholars, it is putting

resources into graduate studies), new opportunities and pressures will require someone who can

imaginatively sustain the thematic unity of the department (academic programs, ACP, the

Institute of the Humanities, etc.), be involved in the development of the new M.A. program,

nurture the young faculty, initiate outreach to the public, identify and cultivate funding sources,

and cultivate potential patrons. We are recommending that serious consideration be given to

appointing an outside candidate, someone who might also have experience in ftindraising, be a

presence in the Vancouver, even national, media, and be a liaison with other liberal-arts

---

0 ?

programs around North America.

iv) Environment

Every indication suggests that the environment is highly positive, collegial and creative.

One measure is how students and faculty work to weave the themes of the diverse course-work

into a viable curriculum. We learned a great deal from the students of the part they contribute to

the program's success. They expressed high content with a practice whereby texts they study in

one class come up again in other classes, giving them very different perspectives on the same

texts. The students seem to enjoy taking writers whom they encounter in one class, and

interrogating an instructor of another course about this writer. They create links which the faculty

members have to respond to. This is one of the informal ways in which the Humanities'

instructors and the curriculum are woven cohesively together. This payout justifies the

departmental practice to have students highly involved in the curriculum.

There are, however, also small fault lines in the environment. Younger faculty expressed concern

about the lack of a formal feedback mechanism from senior faculty, though they were pleased

with informal channels of communication. We also were made aware that, similar to other

programs, good and innovative teaching is, perhaps, insufficiently rewarded, while publication is

emphatically promoted. In this demanding Humanities program, where students are particularly

praising the dedication of faculty in going above and beyond the required contact hours with

students, a moderately higher weighting towards teaching might be usefully entertained.

Space concerns are evident. Justifiably, the department is requesting an additional classroom, and

the new hallway of offices promised to the department in the near future is much anticipated.

Important to the general environment the department is fostering is a lounge/reading room for the

students and faculty. If space is available, we also suggest setting aside a reading corner for Asian

language newspapers, preferably those published in the Lower Mainland itself.

We were pleased with the strong endorsements of the Humanities program offered by the senior

administrators of the university. We were impressed with the level of library support in the form

of needs being addressed through the Gifts Program, the renewed support of classics books, the

acquisition support through Paul Dutton's scholarly work, and the use of endowment funding for

Humanities' acquisitions.

Yet, we are somewhat concerned that the Humanities program, on the evidence of some of the

faculty, seems to have an "image problem," and that the Humanities degree is not valued as

highly as it should be. This is evident in the restriction of access to courses (such as in

Philosophy). If the department were to sponsor a series of public events (lectures. debates, guest

speakers), and colleagues around the university became more aware of the high degree of

professionalism in the faculty, and the depth of textual exegesis the students are undertaking,

perceptions may change. One has to opine that much of the problem is a clash of methodologies -

1/

---

the Humanities program encourages students to pursue close exegetical analysis of texts from a

(philosophically defensible) "naive" perspective, where often departments of philosophy, for

example, work with the received ideas, and the body of scholarly conclusions of their discipline.

thus finding original re-readings problematic. Only renewed efforts at collaboration can solve

this issue.

v) The Proposed MA Program

The introduction of a Master's program in the Humanities is a commendable initiative, clearly

marking the significant transition the department is going through from a service department

(praiseworthily contributing to the general education of students as diverse as business and

history majors), to a stand-alone discipline, preparing students for advanced studies in the

humanities and, in some cases, serious scholarly vocations.

Every graduate humanities program is unique in setting out the particular stress-points, linkages,

problems, tensions, inheritances, etc. which it has identified as characterizing the history of

western civilization. A great deal of thought has gone into this plan, and the formulation which

will differentiate it from others across the country. The five modules (Classical and Medieval

Thought and Culture, Modernity and its Discontents, Humanities and Citizenship, Religion and

Culture, and Cross-Cultural Translation) have been exceptionally well-chosen, reflecting themes

and arguments drawn from the current academic self-reflection of European continental thinkers,

but also the world dynamic.

Students will, presumably, be exposed to how the lineaments of classical thought can be re-

appropriated, what crises modernity has survived and still faces, what the fading of the nation-

state effects on traditional notions of citizenship, what effect the recrudescence of religion may

have, and what the prospects for dialogue among civilizations can achieve. These are all timely

and profoundly engaging themes, and they will resonate deeply with students contemplating

graduate studies. The proposed program will satisfy, in a way that another university's program

may not, the 'unfinished business" of the undergraduate program. The students informed us that

a very high number of graduates go on to graduate school. The proposed curriculum very

satisfactorily promises to take students to an additional level of complexity and depth. The focus

on 'a community of inquiry" rather than isolated, individual research is also highly

commendable, as a practical illustration of the theoretical underpinnings the curriculum appears

designed to promote.

Sensibly, the program will start with only ten students. It might be asked if it is starting with too

many themes, which may add pressure on faculty. It is good to hear that two graduate fellowships

and six teaching assistantships have been committed to the program by the Dean of Graduate

Studies.

There is some concern among the faculty whether the additional work of the Graduate Program

'/Q.

---

will be counted towards their faculty workload. And the additional work may also lead to a

situation where faculty cannot cash in the additional credits, because of the tightening of

resources. Directed studies and project supervision are already seen as unrewarded volunteerism,

of particular concern to the young faculty trying to find time to write and publish.

There may be a need to investigate, and then broadcast to students, the potential problem of

admission to discipline-based Ph.D. programs in history, philosophy, literature etc., especially in

the United States where, among other formalities, subject-based GRE examinations are often

required. From our own experience, this does not always proceed seamlessly, especially as Ph.D.

programs become professional ized, and disciplinary prerequisites are more rigorously reinforced.

The department might wish to collect the entrance requirements of the graduate schools to which

graduates might apply, and preempt any surprises that come after graduation.

The graduate program will provide some very needed teaching assistants. It is not that the current

provision of teaching-assistants from the Graduate Liberal Arts Program is not greatly

appreciated, but in many cases they lack the broad inter-disciplinary perspective which would

more specifically assist the Humanities' students.

vi) Integration of Western and Asian Curriculum

As the relationship between the Asia Canada Program and the Humanities program was not

• evident, and yet the potential for linking them into a dynamic and creative engagement seemed

like a rich opportunity to explore, we spent considerable time discussing ways of coordinating

them and building fruitful points of convergence.

It is quite evident that the ACP faculty not only work very hard, and are remarkably committed to

their students, but also have made proposals to strengthen their visibility in the university. These

don't appear to have been implemented, evidenced by one of the ACP students who answered

our question as to how well the program is advertised by saying that none of his peers had heard

of it. Yet, their work is highly meritorious. For example, to show the uniqueness of the Asia

Canada Program, language instructors designed their own language text that catered to the Asian-

Canadian milieu in Vancouver, rather than following a text provided by the Education Ministry

in Beijing, currently adopted by both UBC and UVIC Asian Studies Departments. Although it

did not conform wholly to the mandate of the Modern Language Training Centre in the

Department of Linguistics, this text serves the clear mandate of the Asia Canada Program at

SFU.

There also is no overall coordination at the university level of all the Asia-Canada courses - at

least as evident in the Calendar - which would give a public face to the Asia-Canada initiative.

Hence we are proposing a modified direction, with hopes that a deeper collaboration both with

the Humanities program and the rest of the university, may develop. Since the Humanities

program is conceptualized to include "comparative and cross-cultural studies and philosophic

inquiry," here is an opportunity to develop a rich and lasting symbiosis.

'ii.

---

The most obvious lacunae in the ACP is a theoretical model, or conceptual framework, both for

itself, and to create a bridge between the two programs. But this could be solved by encouraging

the ACP faculty, in collaboration with the Humanities faculty, to build a strong theoretical core

into the program. The ACP is uniquely conceived, with spades of potential. By looking at Asians

in Canada, it not only provides a forum for the discussion of Asian cultures in a diaspora, and the

challenges of cultural adaptation, both at a practical and a theoretical level, but mutatis mutandis.

it is also a discussion of the impact of westernization on the non-west. There is a growing

literature on "cultural hybridity" (Canclini, 1995; Pieterse,

1995)

or "multiple modernities"

(Eisenstadt. 2000), which might serve as a bridge between the Humanities program and ACP,

particularly if courses in the 4

1h

year of Humanities - which ACP students could be required to

take - were to consider topics such as these within the general rubric of the theoretical the re-

assessments comprising late-modernity. Or, a course on the topic of globalization could be

developed, whose theme is the changing face of how the universal and particular have exhibited

themselves historically. To bring a critical mass of talent to these inquiries may necessitate

making some cross-appointments from departments such as sociology, political science or

history. At the very least, on the argument that language is the house of Being, the Asian

language teachers should be moved to the department to contribute to the enrichment of the ACP

program. Other means of strengthening the program is our strong encouragement to build a better

channel to Canadian Studies, to use Canadian literature as one of the bases for a stronger bridge

to the Humanities program, and to develop a "town and gown" relationship with the Asian

communities (with lectures, debates and exhibits). Professor Crowe has already commendably

proceeded with such an initiative, and his efforts should be reinforced.

We hope this review will provide the stimulus for a substantive reassessment of the Asia-Canada

Program, especially since this appears to be the first substantive review of ACP, and we were

apprized of the fact there had been no changes to the curriculum since 1974!

The chair asked us to consider the Eurocentricity of the curriculum, in contrast to the

multicultural nature of the student body. Although we did not hear any concern from the students

about this (which may suggest how successful the faculty are in presenting the materials in such a

way as to how they transcend narrowly-understood western formulations), a closer integration of

the ACP and liberal arts program along the lines suggested would allay any concern if it should

become an issue. However, we also make mention of the absence of India in the curriculum

which, in light of its (and China's) looming major presence on the world stage, might be a

significant shortcoming. (This could be remedied with a hire for the Surrey campus). We did hear

persuasive arguments that consolidating the Chinese expertise in ACP by the appointment of

another China scholar was a good strategy for strengthening the ACP. Strong Asian hires satisfy

one of the strategic goals of the "Three Year Academic Plan," namely "Maintaining and

enhancing SFU standing as a major international university," and should be appealed to in

justifying an Asia-Pacific hire.

From the ACP students' perspective, the program needs much more advertising, as it seems to he

---

I

known only by word of mouth. The students themselves expressed a desire for a more theoretical

core to the program, and wished that the program was more "main-streamed." They added that

ACP could be made more attractive by emphasizing its contribution to second-generation

students eager to retrieve their heritage, in addition to any student intrigued by how complex

cultural identities are negotiated. They also suggested that having more permanent, rather than

sessional, faculty would enhance ACP's profile. But without these improvements, they were

concerned that ACP would remain primarily only as a useful adjunct to other studies.

It was also noted that there is insufficient interaction with Canadian Studies, an obvious

"interlocutor" whose participation should be fostered, perhaps by hosting a joint colloquium.

To increase the visibility of the Asia Canada Program, we recommend the offices of the Chinese

and Japanese language teachers should be moved from their present location to the same corridor

as the Department of Humanities, perhaps adjacent to Dr. Crowe's office. Their office doors

should bear the label "Asia Canada Program." We are not suggesting a merging of the Asia

Canada Program with the Department of Humanities, but just to make their affiliation and

collaboration more visible to students, visitors, and possible donors.

vii)

Faculty Retirements and Renewal

There is one retirement which is imminent (Burton, 2007), and two others to follow (Duguid.

Feenberg-Dibon, 2008), with others which may follow in the near future depending on the

outcome of legal decisions concerning mandatory retirement. However, this plays out, it is

appropriate to plan for renewal, and to establish priorities. After discussion with the diverse

stakeholders of the department, and assessing the growth potential and components in the

program needing strengthening, we make the following hiring recommendations:

I) an associate-level appointment to the ACP, either Chinese or Indian scholar, possibly

in the area of art and culture

ii)

a senior language instructor in Greek and Latin (the yearly instruction of Latin is

particularly important)

iii)

an associate-level appointment in the area of science and religion, or the

nexus of culture-language-religion

(replacement on Duguid' s retirement)

All of these recommended positions are essential to the delivery and coherence of the curriculum.

viii) Department Structure and Programs

Although the different aspects of the Department (undergraduate program. ACP. the Prague Field

School, The Institute for the Humanities, the Centre for Scottish Studies) seem at first sight

incongruously associated together, we experienced a rich engagement between faculty, and the

J{/3.

---

students attested to the value of the creative tensions.

We were pleased to see the schedule of activities planned by Professor Stebner for the

Woodsworth Centre. When we had asked what the "values" were on which the curriculum was

designed, or how they competed for the students' attention, and how they were integrated in the

curriculum or teaching, we never received a direct reply. But it is quite evident that the presence

of the Woodsworth Centre within the department encourages students

to

find the moral links

between their formal studies and the world. Woodsworth's remarkable synthesis of charity,

justice and the intellectual life are being richly highlighted in the line-up for the coming year

("Peace and Social Movements," "Building Native-Non-Native Alliances," "Difficult

Conversations Across Significant Differences," "Preventing Gender-Based Violence, Spiritual

Practice for Peace and Justice," among many other events.)

We are not as certain about the presence of the Graduate Liberal Studies program in the

department. Its commendable work at fostering creative liberal arts study among professionals,

and the refreshing observations and enthusiasm contained in the Spring 2007 "Capstone Papers."

indicate a wide-ranging interest in the liberal arts, and a desire to connect this interest to work

lives. The papers are a rich demonstration of how an education in the liberal arts opens

dimensions of rich analysis and understanding of everyday life. Michael Feilman gave us a

helpful tour through its various offerings and achievements. Whether the program rightly fits

within the Department of Humanities, and whether the general impulse we are recommending of

building stronger theoretical linkages between the diverse components of the department is

applicable to the place of GLS, is something we cannot adequately judge. The GLS serves an

important constituency, but it is a different constituency from the department's undergraduate

and graduate students. That each is on a separate campus makes the link more tenuous. However,

the GLS's achievement is to link the everyday world of professional careers and life to the study

of the humanities, equally salutary to both sides. Perhaps if there were more common events and

more dialogue it would be easier to see the possibilities of an interesting synergy. (We thought.

for example, that various articles in the latest edition of Hastings Bridge had some potential to

spark debate among the undergraduates, but we were not aware if anyone invited the writers to

the Burnaby Campus for discussion.) But we would tag the GLS's place in the Department of

Humanities as an "ongoing experiment," which could be reevaluated in three years time.

The numerous initiatives pursued in the department are signs of mature creative ambition, public

responsibility, and the ability to build on existing strengths. For example, The Certificate in

Religious Studies capitalizes on the return of widespread interest in the religious life, religious

doctrine and the history of religious debate. Its breadth is matched by well-selected specificity

("Protestants. Papists and Puritans: Culture and Belief in Early Modern England"). Its inter-

disciplinary perspective and methodology will serve well in coordinating the array of religious

studies courses taught across the university. The same salutary contribution is made by the Centre

for Scottish Studies, especially with courses such as Professor Acken's Religion in Context.

which speaks not only to the renewed interest in Celtic spirituality, but equally, as a case study of

the regional variations of Christianity, or topically, the adaptation of the universal (or, global) to

il/ti.

?

.

---

the particular. Overall, if one were to try to identify one thread that connects the diverse facets of

the department it is their praiseworthy ability to cultivate the creative tension between thematic

and historical approaches, thus generating debate and discussion and nuanced observation of

contemporary life.

x) Faculty

Clearly the original core of faculty members, and the young faculty they subsequently hired, are

deeply dedicated teachers, substantive and creative scholars, and good citizens as it pertains to

administrative and committee work. Credentials of the faculty are outstanding, teaching is

undertaken with evident enthusiasm, research and publication measures are very high especially

for a department which places such a premium on outstanding teaching.

I) The quality of teaching was measured both by the students' oral and written evaluations and a

classroom visit. In the evaluations we consistently heard/found comments as follows: "she goes

beyond and above in every area," "best prof I have ever known at SFU," "very passionate." A

point repeated often was faculty members' deep respect for the students. We attended, without

much advanced warning a seminar by Dr. Emily O'Brien. The seminar was exceptionally

interesting, well-designed, inter-disciplinary and engaging. We noted how carefully the students

had read and prepared for the seminar, and were impressed by their capacity for sophisticated

•

?

ideas. There was a commendable instructor-student rapport, strong encouragement, and a highly

affirmative atmosphere. It also gave us an illustration of how the department's commitment to

interdisciplinarity in both "reading lists and instructional methods" is operational ized.

ii)

We have commented on the strong record of publication above. This scholarly productivity

has inevitably garnered awards, and we are struck by their prestigious nature - the Harold Innis

Prize to Professor Duguid, the honour of being named Fellow to both the Medieval Academy of

America and the Royal Society of Canada by Professor Dutton (among other prizes), the

Humboldt Research Fellowship for Professor Gandesha, a CRC Post-Doctoral Fellowship for Dr.

Jones, and the Japan Foundation Fellowship for Professor Kawasaki. These awards place their

recipients in the top national and international tier.

iii)

The academic administrative responsibilities both within the department and at the university

level appear to be equitably distributed, and accepted with equanimity.

Some faculty members are evidently over-worked. Crowe is an obvious case, but even generally

it is evident that instructors are teaching overloads, additional courses, and tutorials, justifying

the high praise of the students for their dedication, though also creating an environment

susceptible to burnout and disgruntlement. One flag we raise is concerns expressed by the young

faculty about the amount of service teaching they must do. As a small department there is,

relative to larger units, more committee work annually. Examining individual faculty members

workloads, we recognized a volunteerism that often goes unrewarded - directed studies, project

0

---

supervising,

xi) Administration

additional teaching and committee work in other departments.

?

0

There are two staff personnel. though one is currently on stress leave. The administrator also

advises students and, inevitably there is a "counseling" element, as there is no 'undergraduate

supervisor," as in many departments in Canada, and this places an extra burden on the

administrator. The master's program as of 2008 will create more administrative work for the

staff. Because of the growth and increased workload, there is a need for a new staff member. The

data supports the need for this position - compared to Archeology, Philosophy or French with

similar enrollments or program students taught, the department should have three staff members.

The department also legitimately claims that it needs more administrative office space, as the

current office is very cramped, and provides no opportunity for confidentiality. In 1999 the unit

had 2 staff members for its 13 faculty, 19 sessionals, 1074 students and

56

majors. In 2006, there

are still only 2 staff members, but 14 faculty, 38 sessionals, 2481 students and 121 majors. The

operating budget of 1999 was $15,900, today it is $21, 784 with all the additional management

and labour ensuing from the increase.

The task of balancing all the components within the unit is not without challenge, especially

where there is concern to ensure academic unity and synergy. It seems justifiable to provide the

Chair some additional funds to sponsor events (colloquia, guest lecturers, journals) which

provide a forum for identifying important links and mutual interests.

?

0

xii)

Connection of the Faculty

There seems to be an excellent rapport between the faculty, who engage each other in a lively

manner. The young faculty praise the collegiality, nurturing and support they receive from the

senor faculty. They comment that they have been made to feel very welcome. There also seem to

be informal mentoring processes between the senior and junior faculty, though this is somewhat

piecemeal (Crowe has no mentor), and adopting a formal framework for such mentoring might

prevent the appearance of inconsistency. A more institutionalized process of feedback from the

senior faculty would be much appreciated.

To reduce unnecessary pressure on junior faculty, we strongly recommend that when re-

appointment, tenure, and promotion evaluations are undertaken. "accepted" articles and books be

recognized, even though the writing in question is not yet published. This seemed to us to be

reasonable, and in line with practice in other Canadian universities. Equally worthy of discussion

is a reasonable request by the young faculty to receive some modest course reduction for

designing new courses. As the "old guard" retires, and the new faculty renew the curriculum, the

large amount of work of future planning risks being underestimated. Again it is important for the

next generation to understand the rationale, and philosophical underpinnings, of curricular

decisions made in the past. There is some grumbling about whether teaching is sufficiently

.

---

S ?

rewarded, and what the status of work done prior to hiring is, but these are issues best discussed

with the Dean.

Some faculty are very much in favour of (restoring) prerequisites to courses Other faculty re-

state that there is great value in having business or science students exposed to the humanities,

and so insistence on prerequisites is not as important. There is no obvious answer, as one side

emphasizes the need to prepare for graduate studies, while the other sees the wider

responsibilities to the student body at large. We also were apprised of pressure from senior

administrators to facilitate efficient student progress through the system. In addition, there is a

need to keep enrollments up, without compromising at the level of teaching. The only resolution

lies in finding a healthy balance, the specifics of which need to be aired in a well-attended,

candid department meeting where each side is exposed to the rationale of the other. In general,

though, prerequisites are preferable to ensure that instructors are not constantly in the bind of

having to devote a disproportionate amount of time to a constituency in the class unprepared for

the materials.

xiii) Future Directions

There was some discussion of relations and unions with other units, even a suggestion that the

university consider that all things pre-modern should be in Humanities. We limit ourselves to one

strong recommendation: that the Asian language teachers be moved to be in proximity of the

department, especially if ACP undergoes the revamping we are suggesting.

Numerous proposals, or identification of lacunae in the current academic program, were brought

forward or identified by the evaluating team, which we put forward for your consideration.

There is strong student demand for an honours program, which should be positively

entertained, especially as an honours' degree is commonly necessary for admission to

graduate school. The requirements should include a major essay.

The current "Humanities Graduating Seminar," focused on Schiller is an inspired and

compelling way to bring the program to some conclusions. We would, however, like to

recommend an alternative, one particularly useful to those students continuing to graduate

school, and the inevitable focus on methodology. We are suggesting the addition of a

capstone seminar which provides a synthesis of the existing program, and a self-

questioning about alternatives to the curriculum. Nowhere is there a statement of this

program's "philosophy," (enlarging the present moment, nostalgia for the ancient past,

necessary deconstruction), yet the list and description of courses offers some signals. Is

the program essentialist or historicist, is the goal one of recounting a great narrative or

methodological reflexivity, are the values of freedom or justice or charity being advanced.

etc. Discussion of these issues would seem particularly important in preparation for

graduate school The seminar could address curricular alternatives (thematic, periodic, and

textual approaches), methodological alternatives (experiential, positivistic, critical.

hermeneutical, post-modern) and the general values which are being furthered (justice.

0

?

V . jq.

---

charity, liberty, community. etc). If this proposal were accepted, consideration might also

be given to a proposal of reserving a third-year course for Majors, as preparation for the

capstone seminar.

xiv) Summary of Recommendations

the unrealized potential of the Asia Canada Program is evident. We recommend

an appointment of a Chinese scholar (to consolidate) or an Indian scholar (to

broaden), who should be expected to contribute to a formulation of a theoretical

model which would link the Asia-Canada Program with the Humanities Program

for the students' experience of some closure after four years of a very rich and

diverse liberal arts curriculum, we recommend a fourth-year capstone course

which provides students with the capacity to understand the philosophical

underpinnings of the four-year program, and philosophical alternatives to it.

Fostering methodological reflexivity about the organization of the intellectual

materials, and their organization into a curriculum, offers strong preparation for

graduate school. This course should be cross-listed with graduate courses.

some faculty appointments are essential for maintaining, and ensuring future

success, as follows:

I) an associate-level appointment to the ACP, preferably in the field of

either East Asian or South Asian art and culture

ii) a senior language instructor in Greek and Latin (the yearly instruction

of Latin is, particularly, important)

iii)

an associate-level appointment in the area of science, culture and

religion (replacement on Duguid's retirement), and possibly billed

as an 18"' century hire

iv) a replacement appointment for Ann-Mary Feenberg-Dibon in the

area of Fine Arts and Humanities

the Asian language instructors should be moved back to offices in the Department

an appointment of a Graduate Admissions' support staff should be made once the

MA program begins the process of admitting students, someone who could double

as the Chair's Administrative Assistant (we recognize that the department has

requested a new undergraduate secretary).

the department has already been successful at fundraising for a number of

projects. Because of this proven strength, the program should be a strong priority

in the fund-raising campaign of the university. Seeing the creativity, enthusiasm

1//I

---

S

and initiative of the members of this department, there seems to be a missed

opportunity when it comes to creative fundraising and even recruitment, not to say

acquiring a little public profile in the media. In our experience, senior

professionals are often very receptive to the right kinds of approaches for funding.

especially if they are invited, in creative environments, to participate directly in

the liberal arts. The department should be encouraged to identify some means of

having potential donors participate in the humanities' experience, and become

acquainted with the students, the faculty, and the seminar experience. Given the

exceptional talent in this community, some outreach might serve their own hopes

and constitute a praiseworthy public service

the department should be supported by departmental Chairs and the Dean to

negotiate more successfully with cognate departments on waiving some

prerequisites of their courses to ensure the Humanities students are not de-barred

from them. In addition, there needs to be a more collaborative mechanism for

negotiating the involvement of teaching assistants from other departments, to

ensure that they have adequate preparation to conduct tutorials in inter-

disciplinary humanities (a problem which will partially be resolved with the new

MA program in the Humanities)

we were made aware of the significant space problems facing the department, and

S ?

their hopes for an additional hallway section that was promised. The department's

success also would be enhanced if it were provided with a lounge in which

undergraduate and graduate students, and faculty, could informally encounter one

another

a modest amount of money should be allocated by the Dean to the Humanities

Department to be used for a beginning of the school-year retreat, in which the

issue of how the disparate elements of the program and department may be

creatively held together is negotiated

Peter Emberley

Haijo Westra

Yuen-Fong Woon

Michael Kenny

1-1

?

iJ

1q.

---

FACULTY OF

ARTS AND SOCIAL SCIENCES

MEMO

ATTENTION: BiLl Krane, Associate VP Academic

Facultv

Arts and Social Sciences

Office of the Dean

FROM

?

J

?

Pierce, ?

Dean ?

. -

.......................

RE ?

Humanities External Review

Sill lii!

?

r\l)DRESS

--------------..---.-. ?

-------------------------------------------

?

..............

Roorn

Academic

6168

Quadrangle

LDATE

?

November 14, 2007

Burnab y . BC Canada

VA iSO

i

consider this a very positive assessment of the current teaching, research and

outreach activities of the Department of Humanities. Through its effective hiring,

604-291-4415 (Tii.)

innovative pedagogy and partnerships, Humanities is emerging as an important

604-291-3033 (FAX)

FACULTY OF

AftTS ANE) SOCIAL SCIENCES

I would not support a change in the weightings assigned to assessments of

teaching, research and service for the department as a whole. The workload policy

allows for alterations in individual, faculty shares of teaching, research and service.

This would have to be done on a highly selective basis (Recommendation 8).

The reviewers recommend three net new positions. The department adds a fourth

request in pre-Renaissance Europe. Currently FASS has no budget for net new

positions. Unless this situation changes, we could not entertain these suggestions

(Recommendation 9).

Related to net new faculty positions, there is also a request for a net new staffing

position for the MA program. If sufficient students are attracted to the program,

and if provincial funding is made available for these students, we would entert in a

request for a staffing position (Recommendation 10).

Asia-Canada Program

I would agree that we need to rejuvenate the Asia-Canada Program and enhance its

"public face". Since 2006, two new appointments have been made to the program.

I look forward to seeing the results of future discussions on closer relationships/

integration of the Asia-Canada Program with Humanities. There are clearly major

fund raising possibilities that if successful, would provide a stronger resource base

to develop programming and research [Recommendation 12).

John T. Pierce

Dean, Faculty of Arts and Social Sciences

JTP/rt

Cc: S. Duguid, Chair, Department of Humanities

T. Kawasaki, Director, Asia-Canada Program

.

CV.

'.i)\

1

• 11 t\IV1,VY ?

THNKING 0F ?

-E 'A

l

RO

---

.

?

Department of Humanities Response to the

Report

of

the External Review

Committee on the Department of Humanities, Simon Fraser University

Stephen Duguid, Chair, Dept. of Humanities

The 2007 External Review of the Department of Humanities was a very positive

experience, the reviewers opening their report by judging the department as

"clearly a shining star" with a "clear, dynamic focus". The mandate of the

reviewers included assessing the Asia-Canada Program, one of the academic

units affiliated with the department.

The reviewers of course had several suggestions for improvements, most falling

within the categories of curriculum, staffing and Asia-Canada. What follows is

our summary of these suggestions and our initial response:

Curriculum:

Recommendation 1: The department should introduce textual materials that

ante-date the Greek Classical Era

Response:

Material from the pre-Greek period is covered in some depth in

Humanities

105

(Western Civilization) and particularly in Humanities 103 (The

Invention of the Book) which spends a third of the course on Sumerian,

Babylonian, Egyptian and Chinese examples of early writing and the texts

produced. Some attempts are also underway to explore early texts in

Humanities 101 (Introduction to the Humanities) and in our courses that centre

on religion such materials are often present. But it is the case that there is no

systematic study in the department of ancient cultures before Classical Greece.

For us this remains a resource issue and should the University deem this a high

priority we would be pleased to initiate a search for an individual able to offer

cross-cultural courses in this area. Presumably such a colleague would be able

to assist in enriching our existing courses with materials and approaches drawn

from these cultures, much as our colleagues in the Asia-Canada program have

helped infuse some of our courses with texts drawn from China, India and Japan.

Recommendation 2:. The department should consider adding some new

• ?

thematic or period studies such as:

a.

Greek East/Latin West dispute

b.

12th

century Muslim/Christian/Jewish encounter

---

c.

Roman and British study of legal institutions

d.

Link between Heidegger and Japanese thought

Response:

The department has just been through a major curriculum review, but

these suggestions for additional thematic courses will be reviewed by our

Undergraduate Curriculum Committee. There are faculty in Humanities who

could consider these specific themes (Prof. Mirhady, for instance has expertise

in the area law in Classical Greece and the Muslim/Jewish/Christian encounter is

considered in HUM 219 and in special topics courses, particularly the often

offered course on Abelard and Heloise).

Recommendation 3: Introduce (via a new position) courses on the relationship

of culture/science/society.

Response:

This is a hiring priority for the department based on a replacement

for Prof. Lynn Burton who retired this year. We would hope that the position

would focus on the Medieval, Renaissance or Early Modem era and thereby be

complementary to existing departmental strengths.

Recommendation 4: Faculty should assess the degree to which the Humanities

curriculum has tended toward an historicist understanding of Western cultural

evolution. To have students appreciate this issue a greater integration might be

sought between courses in the first two years and the second two years.

Response:

The issue of "historicism" has been a matter of on-going

"conversation" among faculty in the department and will no doubt continue to

be so. In light of these comments by the reviewers, however, we will

endeavour in the coming year to have a more formal exploration of the pros and

cons of an historicist approach via a departmental seminar. The further

integration of our lower and upper division curriculum was the intention of our

recent set of curriculum revisions, but more work clearly needs to be done.

Such integration is challenging in a department that is intrinsically

interdisciplinary.

Recommendation 5: The issue of prerequisites for upper division courses

should be re-assessed.

'3.

S

S

A

---

S ?

Response:

This has been discussed several times within the department and as

the reviewers suggest, there is as yet no consensus. Some faculty wish to have

their upper division seminars open to students from other departments and

Faculties, feeling it greatly enriches and diversifies the discussions. Others feel

that students without a background in the kind of texts and issues covered in

lower division courses in Humanities or closely related disciplines has a

negative effect on the quality of the seminars. We are considering moving a

few of our

3I(

year courses to 4

th

year, with specific Humanities prerequisites.

Recommendation 6: Reassess the format of the Capstone course

Response:

The capstone course, HUM

495,

was introduced after being

recommended by our previous external 'review. It has been offered for the past

three years as a two-credit, pass/fail course for Humanities Majors. While a

successful course, we are in the process of assessing its format and the nature of

the subject matter covered and will consider the review's proposal that it should

utilize a more summary approach.

9

?

Staffing Issues

Recommendation 7: That the department give serious consideration that the

next department chair be from an outside search.

Response:

The department would support this recommendation.

Recommendation 8: Given the small size of the department, the focus on

intensive and innovative teaching and the high degree of voluntarism observed,

the department should consider giving more weight to teaching and service in

assessment of performance.

Response:

Given what seems a pervasive acceptance across the University of

the 40-40-20 division among teaching, research and service, we are not sure

that a major re-alignment toward a focus on teaching and service is possible or

desirable given the need to remain a research-intensive institution. Steps can be

made, however, to reward in other ways (e.g. teaching release) work on

innovative teaching or greater-than-average service and we will focus on ways

to do this that do not place an undue burden on the department's ability to meet

student demand.

'4,

---

Recommendation 9: In terms of faculty renewal, the review committee

recommends a Lecturer position in classical languages; an Associate level

appointment in culture, science and religion; and an Associate level

appointment to the Asia-Canada program in the area of art and culture (India or

China).

Response:

The department applauds these recommended faculty renewal

positions since they parallel in many ways our existing proposals. We do feel

that as well as these positions the department also needs a position in the area of

art and culture, with a focus on pre-Renaissance Europe.

Recommendation 10: Recommendation for an additional staff person to work

with the new MA Program.

Response:

As the department is already under-staffed given its size in terms of

faculty, courses and enrolments, we strongly support this recommendation.

Recommendation 11: Consider a more formal mentoring program for new

faculty.

Response:

The department will take steps immediately to implement this

recommendation. Having made a rather abrupt transition from a unit dominated

by senior faculty to one with a much larger component of new hires, this issue

has obviously become more prominent and needs to be addressed.

Asia-Canada Program

Recommendation 12: Greater attention should be given to enhancing the

"public face" of the Asia-Canada Program and integrating it more fully with

the Humanities

a.

build a stronger theoretical core to the Asia-Canada Program (done in

close liaison with Humanities faculty).

b.

Encourage more Asia-Canada cross-appointments with other

departments ?

-

c.

Build stronger links between the A-C program and the local Asian

communities.

d.

The issue of India or South Asian Studies should be considered

A'

---

I ?

e. Consider moving the Asia-Canada language instructors to the

Humanities corridor.

Response:

When the department of Humanities was formed in 1999, the

already existing Asia-Canada then directed by Prof. Jan Walls was made an

affiliate unit of the department. This was seen at the time as primarily as an

administrative arrangement, with at the time only one joint appointment (Prof.

Yu) and an independent budget, separate steering committee and curricular

independence. The reviewers now envisage a greater degree of integration

between Humanities and Asia-Canada, a view we welcome. This integration

will be made more possible by the presence of two joint appointments between

Asia-Canada and Humanities (Paul Crowe and (in 2008) Shuyu Kong) and a

building interest among some Humanities faculty to enhance the presence of

Asian texts and perspectives in existing courses.

In the coming year the Asia-Canada Steering Committee, working

closely with its Advisory Committee drawn from several departments and with

faculty from Humanities, will explore each of the review committee's specific

recommendations. The current Asia-Canada director, Prof. Kawasaki (Political

Science) has already initiated a discussion of the "theoretical core" issue and in

S

?

the coming year the Chair of Humanities (who will be A/Director of Asia-

Canada while Prof. Kawasaki is on research leave) will undertake to include

Humanities faculty in that discussion.

I,