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SIMON FRASER UNIVERSITY ?
Office of the Vice President Academic ?
Undergraduate Curriculum Implementation Project
TO: Senate
RE:
Discussion Paper to Senate
FROM:
KC Belt, Coordinat
Undergraduate Curricult.
Implementation Task Fo
DATE: ?
December 4, 20(
I attach a copy of the recently released Discussion Paper issued by the Undergraduate
Curriculum Implementation Project Task Force and its ancillary Support Groups. We would
like to present the paper for discussion at the January 5, 2004 Senate meeting.
Attending would be the chairs of the four implementation committees, Dennis Krebs, Roger
Blackman, Phil Hanson and Len Berggren, and I would attend as Project Coordinator.
L
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Please let me know if you require any further information.
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V)
Curriculum Implementation Project
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Synopsis of the Discussion Paper
In Fall 2002, Senate approved in principle significant changes to SFU's undergraduate
curriculum. After lengthy deliberation, the committees charged with refining and
implementing those changes have prepared a set of recommendations and focus questions,
which they offer in the context of a Discussion Paper. We encourage you to read the
Discussion Paper and to send us your comments and suggestions. Following a period of
consultation, we intend to revise the recommendations and present them to Senate for final
approval in May or June of 2004.
The proposed changes are aimed at improving SFU undergraduate students' writing and
quantitative abilities and extending their exposure to the ideas and modes of inquiry of
disciplines other than those in which they specialize. If effectively implemented, we believe
these changes will enhance our students' educational experience, increase their capacity to
fulfill their civic responsibilities, better prepare them for graduate studies and improve their
employment prospects. We also believe the changes will enhance the reputation of SFU and
the value of our Bachelor's degrees. Implementing these changes will also introduce
opportunities for new and exciting teaching experiences and help establish a more unified
curriculum.
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Implicit in our recommendations is a three-pronged approach to the enhancement of writing
and quantitative abilities: (a) increasing the proportion of students who possess at admission
the writing and quantitative abilities we expect; (b) offering students with problems in writing
or quantitative abilities the assistance they need; and (c) requiring all students to whom we
grant Bachelor's degrees to take courses designed to foster writing and quantitative abilities.
With respect to breadth, we recommend that all undergraduate students be required to take
courses outside their programs of study, including a set of courses specially designed to
introduce them to the ideas and methods of the humanities, sciences and social sciences.
In searching for and attempting to develop effective means of implementing these
recommendations, we have addressed several particularly challenging questions:
1. How can we increase the proportion of students we admit who possess the writing and
quantitative abilities we expect and they need? How best can we assess the writing and
quantitative abilities
of
students applying
to SFU?
We propose to require that all students we admit obtain high grades in English courses
and/or an acceptable grade on the essay component of an appropriate language
proficiency test. We propose that students transferring from other post-secondary
institutions meet the same English and math requirements as students admitted directly
from high school.
r
2.
How can we ensure that students who register for Wand Q courses are adequate/v
prepared to take them?
In addition to refining our admission standards, we propose to employ grades in high
school English and math courses and/or scores on the essay component of language
proficiency tests and course-specific tests of quantitative abilities to place students in
appropriate courses. Students who are not adequately prepared to take W and Q courses
will be encouraged or required to take courses that help them to acquire the prerequisite
skills.
3.
What are
W, Q
and B courses? How can we distinguish courses that warrant these
designations from courses that do not?
We have developed initial definitions for W, Q and B courses, sent them to all programs
for comment. and revised the definitions in response to the suggestions and concerns we
received. We include the revised definitions in the Discussion Paper and offer examples of
courses that we believe meet the criteria.
4.
What models for teaching
W, Q
and B courses should we support?
We outline a variety of models and list a preliminary set of evaluation criteria.
5.
What procedure should we use to certify courses as
W, Q
and
B?
We propose that, in the initial stage, candidate courses be forwarded to the appropriate
Support Group (W. Q and/or B) for evaluation. We propose that Support Groups review
the courses and forward those they approve to the Task Force, which will submit them to
SCUS, and so on through our normal course-approval procedures. Following the initial
phase courses will be approved in the normal manner.
6
What procedures should we use to determine which courses from other post-secondary
institutions are equivalent to our
W, Q
and B courses?
We propose to work with sending institutions to articulate W, Q and B courses. In the
initial stages, the Support Groups and Task Force would offer assistance; thereafter,
normal procedures would be employed.
7.
Should all students be required to meet the proposed
W, Q
and B requirements?
We recommend that all students be required to meet the W and Q requirements. We
outline a process through which Programs that do not provide enough elective credits for
students to meet the B requirement may apply for their students to be exempted.
8.
Should we place a limit on the time available for students to meet the proposed Wand Q
requirements?
We recommend that all students be encouraged to take at least one W and one Q course
within their first
30
credit hours at SFU, and that they be required to do so within their
first 60 credit hours at SFU.
Curriculum Project Discussion Paper
Synopsis 2
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9. What kind of
academic support should we offer students who need help developing their
writing and quantitative skills?
Our Mathematics Department currently offers two forms of quantitative support to
students: foundational math skills courses and tutoring. These services may need to be
expanded. We propose that SFU create a course designed to help students acquire
foundational writing skills. We also recommend that a Task Force be created to
examine existing student academic support facilities at SFU and to consider the idea of
amalgamating and expanding them in a new centralized Student Learning Centre.
10.
What kind of instructional support should we offer faculty who want to develop
W, Q
and
B courses?
We describe several sources of support for faculty interested in developing W, Q and B
courses, including the Learning and Instructional Development Centre and the Centre for
Writing Intensive Learning.
11.
What resources will be needed to implement the new requirements?
We are preparing estimates of the number of course places that will be required to enable
students to fulfill the WQB requirements, the number of courses currently available, and
the number of new courses that we will need to develop. The need to develop new writing
courses, quantitative courses for humanities students, and "big idea" breadth courses will be
particularly challenging.
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12. How will resources be allocated?
We have developed preliminary principles and procedures for the allocation of resources
for the development of W. Q and B courses.
A
Califor Proposals: WQB Pilot Projects
Programs are encouraged to submit pilot proposals for the development of W, Q and B
courses, including an estimate of costs, in accordance with the guidelines outlined in
Appendix
D of the Discussion Paper. Proposals may be brief. We will try to evaluate the initial set of
proposals (in consultation with Deans) by mid-January, 2004, and the next set by mid-March,
2004. We intend to make recommendations for funding to the VP Academic and Deans.
Curriculum Project Discussion Paper Synopsis
3
New Directions for the Undergraduate Curriculum:
?
A Discussion Paper on the Implementation of
?
University-Wide?
Writing, Quantitative, and Breadth Requirements
Released: November 26, 2003
B y
the Undergraduate Curriculum Implementation Task Force
With the Writing, Quantitative and Breadth Support Groups
(This document also is available on the Internet at http://www.sfu.ca/ugcr
.
1: INTRODUCTION AND OVERVIEW
1.1 A Commitment to General Education
Since its inception, Simon Fraser University has been known for its commitment to
undergraduate education. Like other institutions, we are finding it ever more challenging to
fulfill this commitment. Technological and cultural changes, the rapid creation of new
information, a larger and more diverse student body, conflicting sets of expectations on
the part of social and political institutions; these are among the many factors that increase
the difficulty of offering students a relevant, effective and coherent education.
In October 2002, the SFU Senate approved in principle several recommendations aimed at
complementing the depth of knowledge students acquire from specialized programs with
a set of general education requirements for all Bachelor's degrees. The recommendations
were designed to enhance students foundational writing and quantitative abilities and to
expose them to the basic concepts and modes of inquiry in the humanities, sciences and
social sciences.
Recognizing that the task of implementing these requirements would be complex, Senate
established a Task Force, which was supplemented by three Support Groups (hereafter
collectively referred to as the "Implementation Committees"), to recommend how the
proposed changes could be implemented most effectively.' The purpose of this
Discussion Paper is to report the preliminary recommendations of the implementation
Committees, offering what we believe to be a workable plan for the advancement of
undergraduate education at SFU.
1.2 Weighing Costs
and Benefits
During the past year, the Implementation Committees consulted extensively, both
internally and externally to SFU, and debated a wide range of alternative approaches to
implementing Senate's decisions. We were guided by three principles. First, the changes
must work for students. To ensure that students are prepared to benefit from the new
requirements, we have recommended changes to admission and transfer policies, and the
establishment of a Student Learning Centre (Section 2). Second, the changes must work
for faculty and programs. We have given much thought to the definition of the new
courses and to issues of development, certification and faculty support (Section
3).
Resource issues are always crucial, and we have addressed them in a separate section
(Section 4). Finally, we discuss how the changes can be integrated into existing
administrative and decision-making structures (Section 5).
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Undergraduate Curriculum Discussion Paper. November 26, 2003. 2
In this paper, we highlight "focus questions" about issues that we believe warrant further
consideration, but this is not imply that we do not welcome feedback about other issues
as well. We intend to revise and refine our recommendations in light of the feedback we
receive and to present them to Senate late in the spring of 2004, keeping the community
apprised of our progress during the process.
We believe that Senate's decision to support this initiative was well-founded. Although
the proposed changes will be challenging to implement, they possess the potential for
substantial benefits. If implemented successfully, our undergraduate students will be
better prepared to live productive lives and to make significant contributions to society -
qualities that the parents and the taxpayers who fund Simon Fraser University expect.
Better writing and quantitative abilities will enable students and faculty to spend more
course time on substantive issues, and to address such issues at an appropriate level.
Implementing the new requirements will present interested faculty with an opportunity
to reconsider their course offerings and to revitalize their methods of instruction. Not
least, in graduating students who are more literate, numerate and broadly knowledgeable,
we will improve the employment prospects of our degree-holders and enhance the
reputation of our University, enabling us to attract an increasing number of well-qualified
students.
1.3 Recommendations in Brief
The following summary highlights the principal changes that are proposed to come into
effect for students admitted to SFU in September 2006.
Recommendation 1:
New Admissions
Requirements Pertaining
to Writing
We recommend that all applicants be required to demonstrate their competence in English
as a part of the admissions process in one of three ways: (a) by obtaining a high grade in
English 12 or a more advanced English course; (b) by obtaining a high score on a language
proficiency test: or (c) by obtaining an acceptable grade in English and an acceptable score
on a language proficiency test.
Recommendation
2:
New Post-secondary Transfer Admissions Requirements
We recommend that students entering SFU from post-secondary institutions be required
to meet the same English and mathematics standards as students entering from high
school.
Recommendation 3: Post-Admission Tests of Quantitative Proficiency
We recommend that instructors of introductory-level quantitative courses be encouraged
to develop tests equipped to assess the preparedness of students to learn the quantitative
concepts they plan to teach. Students who score below the level expected should be so
advised and encouraged to register in a less demanding quantitative course, or to seek
assistance from another source.
Recommendation 4: New WOB Graduation Requirements
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We recommend that all students seeking a Bachelor's degree be required to complete (a) 6
credits in courses that foster writing abilities (W courses), with at least one from the
Undergraduate Curriculum Discussion Paper. November
26. 2003. 3
upper division; (b) 6 credits in courses that foster quantitative abilities
(Q
courses); (c) 18
credits in designated breadth (DB) courses, including 6 credits in the Humanities, 6 credits
in the Sciences and 6 credits in the Social Sciences; and (d) 6 credits in undesignated
breadth (UB) courses taken outside the student's major program. Programs may permit
their students to substitute UB courses for the DB courses in their area.
Students will be encouraged to take at least one W and one
Q
course within their first 30
credits at SFU, and required to take them within their first 60 credits.
Recommendation 5: A Student Learning Centre
We recommend that a Task Force be established to review existing university-wide
student academic support services and structures and to make recommendations about the
establishment of a centralized Student Learning Centre.
Recommendation
6:
Foundational Writing Courses
We recommend that a new Foundational Skills writing course be created, and that support
services for students who are not sufficiently well prepared to take this course be
expanded to meet the need.
2: ISSUES FOR STUDENTS
2.1 Better Courses, Better Qualifications
In this section, we explain why we believe that changing admissions standards pertaining
to language and quantitative skills will improve the probability that the students we admit
are prepared to meet the challenges of a university education, including the new WQB
requirements. We address issues pertaining to transfer credit and describe the proposed
new WQB graduation requirements. Finally, we discuss the need for additional academic
support for students who arrive without the foundational writing and quantitative skills
necessary to succeed in the courses we offer.
2.2 Preparing for New Admissions Standards
Principles of fairness and equity prescribe that all applicants to SFU should be evaluated
in terms of the same basic standards. As a University whose admissions standards are
premised on admitting 'the best and the brightest," we expect those admitted to SFU to
be fully prepared to undertake our programs of stud
y
. However, experience shows that a
significant number of undergraduate students admitted to SFU are poorly equipped to
begin the quantitative courses required in their disciplines or to write at the first year
level.
Students who are not prepared for the courses they take struggle to keep up. They may
slow the progress of fellow students who possess the necessary skills and consume
disproportionate time and resources. Among the repercussions of admitting students with
deficient writing and quantitative skills are plagiarism, grade inflation, and a lowering of
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Undergraduate Curriculum Discussion Paper. November 26. 2003. 4
the level of lectures and discussions. Many faculty members and students have spoken of
the demoralizing effect of this problem. The
Draft Report of the Task Force on Academic
Honesty and Integrity
2
discusses how "the challenges of working in a second or other
language, a lack of familiarity with the conventions of Western academic discourse, and
the more general need to develop academic literacy contribute to instances of both
intentional and unintentional plagiarism in students' writing."
At present, all students admitted directly from high school are required to have passed
English 12 and at least Principles of Math 114. Many programs (e.g., Science, Business
Administration, Computing Science, Engineering Science and Kinesiology) require
Principles of Math 12. Unfortunately, SFU instructors encounter a significant number of
students who have passed high school math courses, but have not mastered their content.
Approximately 20% of first year students who take a high school level Math Skills
Assessment Test administered at SFU fail it.
One source of this problem is that standards from high schools are inconsistent. The high
school portion of the blended marks (i.e., 60% course grade and 40% provincial exam) on
which our direct admissions are based may vary from school to school. Another source is
our failure to require students transferring from other post-secondary institutions to
obtain acceptable grades in English and math courses.
What should we do? There is little support for the idea of implementing extensive and
expensive remedial services to assist students we admit under our current procedures.
And there is little support for the idea of inflicting on such students the responsibility to
redress their deficiencies within 30 credits or be required to withdraw. A wiser, fairer and
more responsible alternative is to make a concentrated effort to identify applicants with
seriously deficient writing and quantitative skills during the admission process and insist
that they acquire the requisite skills before they are granted admission. Although we
might choose to admit some otherwise outstanding students with minor writing or
quantitative deficiencies, we should not accept more students than we are willing to help.
[Recommendation 1:
New Admissions Requirements Pertaining to Writing
We recommend that, beginning in 2006, all applicants be required to demonstrate their
competence in English language skills as a part of the admissions process, by obtaining
either:
(a) a grade of 80% or higher in English 12 or equivalent; or
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Undergraduate Curriculum Discussion Paper. November 26. 2003. 5
(b)
a grade of 70% or higher in a course more advanced than English 12 or equivalent
(e.g., International Baccalaureate, Advanced Placement or a college English course
for which English 12 is a prerequisite); or
(c)
a score of Level 6 on the essay component of the Language Proficiency Index
(LPI) or a similar level of achievement on an equivalent language proficiency test;
or
(d)
a grade of 70 - 79% in English 12 or equivalent,itts a score of Level 4 or
5
on the
essay component of the LPI or a similar level of achievement on an equivalent
language proficiency test; or
(e)
a grade of 60 - 69% in English 12 or equivalent
-
plus a score of Level 4 or 5 on the
essay component of the LPI or a similar level of achievement on an equivalent
language proficiency test. Applicants admitted in this category will be required to
complete a Foundational Writing course with a grade of C- or better before being
allowed to register in a W course.
We recommend that International applicants continue to be required to provide evidence
of English competence via the TOEFL, IELTS and other currently accepted tests and to
meet the standards currently deemed acceptable for admission. We also recommend that
International students be required to meet the same standards as domestic students for
registering in W courses. We recommend that International students admitted to SFU who
have not taken the essay component of the LPI or an equivalent language proficiency test
be required to complete it before or during their first semester of registration at SFU.
Those who score below Level 4 or equivalent would be required to complete an
appropriately-designed Foundational Skills writing course with a grade of C- or better
before being allowed to register in a W course.
A graphic representation of these proposed new English language admission requirements
is shown in Appendix A.
2.3. Why
the Language Proficiency Index?
The Writing Support Group evaluated available language proficiency tests and decided
that none was superior to the LPI, which is administered by an institute housed at UBC.
The LPI is already taken for placement purposes by most students admitted to UBC,
UVic and other post-secondary institutions in BC, so introducing its use here should not
pose an additional financial burden on most applicants. The Writing Support Group is
examining the possibility that the IELTS may constitute a more appropriate test for
students with English as an alternative language.
Focus Question 1: Should we deny admission to students with acceptable grades
who fail to score at an acceptable level on a language proficiency test?
Undergraduate Curriculum Discussion
Paper, November 26, 2003, 6
.
IRecommendation 2: New Post-secondary Transfer Admissions Requirements
To improve the consistency between our admission requirements for applicants from high
schools and applicants from post-secondary institutions, we recommend that students
entering SFU from other colleges, universities or institutes be required to meet the same
English and math standards as those required of students admitted directly from high
school. For example, all students seeking admission to the Faculty of Arts would have
successfully completed Principles of Math 11, or Applications of Math 11 and 12, or
their equivalent.
2.4.
A Quantitative
Proficiency Admissions Test?
The Quantitative Support Group considered at length the idea of requiring applicants to
SFU who have not obtained a good grade in a high school level (or more advanced)
mathematics course to take a quantitative proficiency test before being admitted. Several
possible assessment tools were considered, ranging from SAT-type examinations to
Provincial examination scores (rather than blended marks) for high school mathematics
courses. Such tools proved problematic for the following reasons:
virtually all quantitative assessment tests (e.g., the SAT) focus exclusively on the
assessment of mathematical abilities: such tests are not appropriate to gauge"non-
mathematical" aspects of quantitative abilities such as formal logic;
the SAT is expensive, especially for foreign administrations;
there is no widely-used Canadian test for assessing quantitative skills;
UBC and UVic do not assess the quantitative skills of their applicants; indeed we
know of no other Canadian university that requires such an assessment;
the logistics of giving/taking such tests are daunting and should be redundant given
the existence of Provincial exams; however,
(a)
Math 11 is not examined Provincially;
(b)
Changes to Provincial high school graduation requirements now under
discussion by the Ministry of Education may make the Math 12 Provincial
examination optional (although SFU programs could continue to require it for
admission);
(c)
Provincial examination scores arrive too late to be used in admission decisions
(but we could grant applicants provisional admission pending acceptable
Provincial examination scores).
The Quantitative Support Group also considered the recommendation of the Ad Hoc
Senate Committee that students admitted to SFU without a good grade in an appropriate
mathematics course be required to take a mathematics placement test before being
permitted to register for a Q course.
3
This recommendation was not pursued because the
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Undergraduate Curriculum Discussion Paper. November 26, 2003. 7
logistics of administering such tests as, in effect, prerequisites to Q courses, was deemed
not to be administratively feasible.
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0
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Recommendation 3: A Course-specific Test of Quantitative Proficiency
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I
After extensive discussion, the Quantitative Support Group recommended that the most
effective way of assessing students' quantitative abilities is to encourage instructors of
introductory-level Q courses to develop tests designed to assess the preparedness of
students to learn the quantitative concepts the instructors intend to teach. Separate
instruments could be developed for Q courses requiring Math 11, Math 12, and formal
logic. Such tests could be made available for students to take online before registering in Q
courses. Students who scored below the level expected for introductory competence could
be encouraged to register in a less demanding Q course, or to seek assistance from sources
such as a Student Learning Centre, tutors, and/or online resources. Most upper-level Q
courses would not require such tests. For example, students Who passed Calculus I would
be considered ready to take Calculus II.
Focus Question 2: Should we assess students' quantitative proficiency and, if so,
when and how?
2.5 Navigating the New Course Requirements
Recommendation 4 below reiterates and elaborates on the University-wide requirements
approved in principle by Senate in October 2002. We have specified an implementation
date, recommended when W and Q courses should be taken and outlined a process for
exemptions.
I
Recommendation 4: New
WQB Graduation Requirements
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I
We recommend that the following University-wide graduation requirements be
implemented for students admitted to SFU for the Fall 2006
(2006-3)
semester:
6 credits of courses that foster writing abilities (W courses), including at least one
course from the upper division;
6 credits of courses that foster quantitative abilities (Q courses);
24 credits of breadth, including:
18* credits of Designated Breadth (DB), consisting of 6 credits in the
Humanities, 6 credits in the Sciences and 6 credits in the Social Sciences; and
6 credits of Undesignated Breadth (i.e., courses taken outside the student's
major program).
*programs may waive the requirement that their students take the D13 courses in their
areas. For instance, Biological Sciences may exempt its students from completing DB
Science courses. In such cases, students would be required to replace the credits with
Undergraduate Curriculum Discussion Paper. November 26. 2003. 8
Undesignated Breadth (UB) courses. In the example cited, Biological Sciences majors
would replace the 6-credit Science DB requirement with an additional 6 credits of
Undesignated Breadth, for a total of 12 credits of DB (6 in the Humanities and 6 in the
Social Sciences) and 12 credits of UB (courses outside their programs).
Note that these Breadth requirements are minimum requirements; some programs may
choose to set additional Breadth requirements for their students.
Students would normally take at least one W and one Q course within their first 30
credits at SFU and be required to take them within their first 60 credits.
2.6. Joint Majors, Double Majors, Majors with Required Minors, 2"
d
degrees
Students undertaking joint or double majors would be required to meet the same W and Q
requirements as other students, but they would be required to meet them only once.
Students seeking second degrees from SFU who have fulfilled the WQB requirements
while earning their first degrees at SFU would not be required to fulfill additional WQB
requirements for their second degrees.
The academic work of students who obtained a first degree from another institution or
from SFU prior to the introduction of the B requirements would have to be assessed to
. ?
determine WQB course credit.
2.7
Exemptions
It is possible that the completion of the full breadth requirement will prove unduly
onerous for students in programs that permit few elective credits. In such cases, the
program may petition SCUS for its students to be exempted from some portion of the
breadth requirement (section 5.6).
2.8 Toward a New Student Learning Centre
When Senate passed the new WQB requirements in principle, it recommended that the
development and maintenance of additional support services such as a writing centre and
a math centre be added to the issues which the task force will address."
Although we believe that our proposed changes to admissions policy will improve the
readiness of new students to meet the demands of a university curriculum, some students
will
continue to need additional academic assistance.
Recommendation 5: The creation
of
a Task Force or equivalent body to explore the
establishment
of a
Student Learning Centre
The Implementation Committees recommend that the Vice President Academic establish a
. ?
Task Force or comparable body to review existing University-wide student academic
support services and structures and to make recommendations about the establishment of
Undergraduate Curriculum Discussion Paper. November 26. 2003. 9
a centralized Student Learning Centre. Such a Centre might offer workshops, clinics.
individual consultations and peer tutoring, and assist in the development of such new
online resources as skills-assessment quizzes and self-guided tutorials.
We understand that the
Task Force on Academic Honesty and Integrity
intends to
recommend that the University "establish an Academic Learning Centre for the Bumaby
campus and accommodate the needs of students at Harbour Centre and the Surrey
campuses," and that the
Language Instruction Committee
plans to recommend that a
Student Learning Centre be the point of contact between ESL students admitted to SFU
and programs designed to improve their academic English. Currently, the English Bridge
Program and the English Language and Culture Program offer services of this kind.
IRecommendation 6: Foundational Writing Courses
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I
We recommend the development of a new Foundational Skills writing course for students
admitted to SFU with low grades in English and/or low scores on a language proficiency
test. A foundational skills course aims to prepare students to read and write at a first year
university level. While it serves some remedial functions, it does not repeat instruction
given at the high school for different purposes. Rather, it establishes a framework for uses
of reading and writing that direct students toward such goals of university literacy as: use
of Standard English, accurate representation and critical assessment of sources, and ability
to construct and develop arguments. ?
.
Students needing additional assistance before attempting the Foundational Skills course
would be referred to appropriate resources. Such resources might include individual
assistance or online, self-directed programs teaching basic writing skills, which could be
coordinated in a Student Learning Centre.
Focus Question 3: Do we need a Student Learning Centre and, if so, what form
should it take?
3: ISSUES FOR FACULTY
3.1 Innovation and Collaboration
Implementing the new requirements will create opportunities for faculty to develop new
courses and to redesign existing courses in ways that enhance their teaching experiences
and the learning experiences of their students. Faculty who have structured their courses
to include a writing-intensive component have been impressed with the contributions this
change has made to the quality of the courses. Some have even said that they would never
go back to their old way of teaching the courses. Their enthusiasm has been nourished by
feedback from students who have said that, in spite of their initial reservations and some
Undergraduate Curriculum Discussion Paper. November 26. 2003. 10
S
increase in effort required, they learned significantly more than they did in courses
without a writing-intensive component.
Some students are insecure about their quantitative abilities. We need quantitative courses
that will help these students allay their insecurities. Courses that enable students to
acquire skills such as those involved in evaluating the statistical information they
encounter daily through the media and elsewhere, understanding basic probabilities and
risks, and completing their own income tax forms are of considerable practical value.
Designing such courses is a challenging but potentially rewarding experience.
Creating breadth courses that expose students to new ways of thinking about important
issues and the "big ideas" that shape cultures should offer an exciting and invigorating
experience for faculty. Replacing or supplementing the current array of breadth
requirements with one coherent set should help organize, standardize and clarify the
curriculum.
3.2 Definitions of
W,
Q and B Courses
To designate courses as W, Q and B, we need criteria that enable us to distinguish them
from other kinds of courses. In April 2003 we sent preliminary definitions of W, Q and B
courses to programs for comment. Following discussion of the comments and suggestions
• ?
we received. 6
we revised the definitions, which we offer here for further comment.
3.2.1 What is a W course?
On the assumption that students entering W courses have met a basic competency
standard (see section 2.2), we propose that W-courses fulfill the following conditions:
Students have opportunities to use writing as a way of learning the content of the
course and are taught to write in the forms and for the purposes that are typical of
disciplines and/or professions, in ways that are clearly distinguished from remedial
and foundational skills courses.
2.
Examples of writing within the disciplines are used as a means of instruction about
t y
pical structures, modes of reasoning, styles of address, and the use of technical
language and of evidence.
3.
Students receive appropriate feedback and response to their writing that is
explicitly directed at improving the quality of their writing.
6
.
A
compendium
ofWQB comments received in response to our April questionnaire is
available atjitip ://www .sfu .ca/ugc r/WOB Requirements
Undergraduate Curriculum Discussion Paper. November 26, 2003.
11
4. Revision is built into the process of writing for formal assignments, usually in
terms of revisions of the same paper, or alternatively, in revisions accomplished
through successive similar assignments.
At least half the course grade is based on the quality and content of written
assignments, which are evaluated according to explicit criteria. (Note that this
standard does not equate to half the grade being based on the quality of writing.)
Students whose grade on written work is C- or less may not claim W credit even if
they have an overall passing grade in the course.
On these criteria, courses that require written assignments but do not provide explicit
instruction in writing would not qualify as W courses. A list of courses developed in
conjunction with the Centre for Writing Intensive Learning (CWIL) or which are
otherwise deemed likely to be W courses is available in Appendix B.
Focus Question 4: Do these criteria adequately define a W course?
Focus Question 5: What is the appropriate amount of writing a course should
require to be considered a W course?
Focus Question 6: Is half the grade allocated to written assignments too much
or too little, and should final exams count as "written" work?
3.2.2
What is a 0 course?
To qualify as a Quantitative (Q) course, we propose that a course must have either
quantitative (e.g., numerical, geometric or statistical) or formal (e.g., logically deductive or
probabilistic) reasoning as part of its primary subject matter, or make substantial use of
such reasoning in practical problem solving, critical evaluation or analysis.
Guidelines for applying the Q definition:
Math courses required in such programs as Mathematics, Science. Economics. Engineering,
and Business Administration, and statistics courses required in most social science programs
would qualify as Q courses. For students in such programs, the completion of the Q
requirement
will
merge seamlessly into the completion of their major.
The central challenge in implementing the Q requirement
will
be to identify and develop Q
courses for students in humanities programs in which mathematics does not play a major role.
We envision such courses focusing on the relation between
(a)
information communicated through numbers or other modes of abstract formal
representation (e.g.. programming languages, algorithms, phonological and
cartographic analyses), and
(b)
students' ability to engage effectively with the subject matter of their respective
programs and with practical situations that arise in their everyday lives.
Skills nurtured in humanities-oriented Q courses might include the following: analyzing
evidence, reading graphs. interpreting statistics. assessing risk, assessing relative likelihoods,
Undergraduate Curriculum Discussion Paper. November 26. 2003. 12
• ?
and detecting fallacies of reasoning. Aspects of mathematics might include measurement.
quantitative data representation. computation or spatial visualization. (These lists are not
meant to be definitive.
)7
Focus Question 7:
Do these
criteria adequately define a Q course?
3.2.3 What is a
Designated Breadth (DB) course?
To qualify as a Designated Breadth (DB) course, we propose that a course should be
intellectually accessible to "non-majors"; that is, students' ability to master the course
content should not depend on bringing to it the kind of specialized knowledge typically
possessed by students majoring in a discipline. Although most DB courses will be
introductory in nature, upper-division courses may qualify as DB courses if they do not
require students to have specialized knowledge or specific prerequisites.
In addition, we propose that a (DB) course substantially fulfills AT LEAST ONE of the
following three conditions:
I. It explicitly addresses how and why a discipline (or disciplines) defines, acquires and
organizes knowledge in particular ways; it identifies important questions and problems in
the discipline (or disciplines) and describes procedures used to generate valid answers to
• ?
the questions or workable solutions to the problems.
2.
It is designed to give students a broad understanding of the historical development
and/or the contemporary dynamics of the physical, natural, social and/or cultural
environments.
3.
It provides a survey of a substantial body of the knowledge, theories and/or
controversies that are deemed to be central to a discipline or disciplines.
DB courses should expose students to new theoretical perspectives, forms of thought and
modes of enquiry. and encourage them to examine and assess their values, beliefs and
commitments.8
Focus Question 8:
Do these
criteria adequately define a DB course?
Focus Question 9: Should we encourage the development of clusters or
sequences of courses that offer students the opportunity to satisfy the DB
requirement in one package, perhaps as cohorts?
A list of possible Quantitative courses developed from the current SFU Calendar course
index is available at
htt
p://www
.S
f U.Cau
1I
g
C
r0B
RequirernentSl p
Uafltitat1\Ci.
For
• ?
examples of Q for the Humanities-type courses, see Appendix B.
A list of possible DB courses developed from the current SFU Calendar course index is
available atiip/i'Y" .sfu
.
ca/ugcr/WOB Requirements/BredllbI.
Undergraduate Curriculum Discussion Paper. November 26. 2003.
13
32.4 What is an Undesignated Breadth (UB) course?
?
.
A UB course is simply a course taken outside a student's program, as determined by the
program. For example, the Department of History might decide that courses in all
programs except History count as UB courses.
3.3 Designing and Developing W, Q and B courses
If the proposed changes to the undergraduate curriculum are to succeed, we will need to
develop W, Q and B courses that appeal to students and accomplish the goals for which
they are designed. Developing enough W courses to meet the demand will be a
particularly challenging task.
3.3.1.Designing W-courses: A Sample of Models
Writing courses that meet the W criteria (section 3.2. 1) may be designed in a wide variety
of ways. See Appendix D for six examples.
3.3.2 Instructional Support for the Development of W. 0 and B Courses
Faculty who are interested in revising existing courses to qualify as WQB courses, or who
wish to develop new WQB courses, may obtain expert assistance from the following
?
0
sources.
Learning and Instructional Development Centre (LIDC). LIDC is mandated to
support and promote effective teaching of all kinds, to assist in the integration of
instructional technologies, and to provide media services and classroom support.
LIDC staff are available to help faculty develop conventional and on-line teaching
materials, webpages, videos, and interactive exercises.9
Centre for Writing-intensive Learning (CWIL). CWIL is mandated to provide
expert guidance to instructors from all disciplines interested in adding a writing-
intensive component to their courses or developing new writing-intensive courses.
CWIL is specifically mandated to help faculty design assignments and
instructional strategies that help fulfill departmental criteria for successful writing
in the discipline, and to offer workshops, seminars, summer institutes,
departmental retreats, and other forms of training sessions for faculty and TA s
for writing-intensive course development, assessment, and revision.10
hup:!/ww.sfu .ca'lidc/
0
hitp:!/www .sfu .calcwi I!
Undergraduate Curriculum Discussion Paper, November 26. 2003.
14
Support Groups: Members of the Writing, Quantitative and Breadth Support
Groups are available for consultation. They are an excellent resource to draw on
for inspiration and tips and cautions about what to do and what to avoid. In
addition, many SFU faculty have considerable expertise in the development of
writing-intensive, quantitative-intensive and breadth courses.
Reference material: Material is available on the Internet pertaining to the
development of W,Q and B courses (e.g., the LIDC and CWIL websites above).
Widely used in developing W-type courses elsewhere is John C. Bean's
Engaging
Ideas.' The Professor
'
s Guide to Integrating Writing, Critical Thinking, and Active
Learning in the Classroom:
Jossey-Bass, 2001.
3.4 A Call for Proposals: WQB Pilot Projects
We encourage faculty who are interested in developing W, Q or B pilot courses that will
require additional funding to submit proposals to us as soon as possible, even if in a brief
form, with copies to their Deans. if possible, we will evaluate submissions received
before January 15, 2004, by the end of January, and we will evaluate submissions
received before March 15, 2004, by the end of March. We will try to make funding
recommendations to the VP Academic, who will consult with Deans, in time for the
courses to be offered in 2004-3 and 2005-1 respectively.
Please direct your proposals to:
Curriculum Implementation Task Force
do
KC Bell
Office of the Vice President Academic
Fax: 604-291-5876
Or via attached document to: kbell@sfu.ca
Please see section 4.3 for the principles we propose to employ to guide decisions about
the allocation of resources. See Appendix D for proposal guidelines.
3.5 Certifying W, Q and B Courses
We recommend that, during implementation, courses be designated W, Q and B by the
appropriate Support Group based on documentation supplied by the programs
nominating the courses for these designations.
One or more successor bodies with expertise in and commitment to each requirement
should be charged with monitoring and maintaining the lists of W, Q, and B courses to
ensure that there is an ample supply to meet the demand and that the goals envisioned for
these requirements continue to be met.
For DB courses, the process of certification will include determining the sub-group or
groups (B-Sci, B-Hum, B-Soc) to which a Designated Breadth course belongs. Programs
Undergraduate Curriculum Discussion Paper. November 26. 2003.
15
seeking to have a course certified DB will be asked to recommend a classification. The
Breadth Support Group may seek clarification from other programs regarding the
appropriate classification/category proposed for a DB course.
The content of some courses may qualify them to be classified in more than one sub-
group (e.g., both B-Sci and B-Soc). When a course qualifies for more than one DB
designation, students taking the course may select one (and only one) of the designations.
Credits for individual courses should not be split. However, specialized programs such as
the Semester for Dialogue and various Field Schools may qualify to have some or all of
their credits distributed among classifications (e.g., 6 credits B-Hum, 6 credits B-Soc).
All courses that are identified, revised or developed as a result of this curriculum initiative
will have to go through the normal channels of review and approval at Departmental,
Faculty and University levels.
4: RESOURCE ISSUES
4.1 A Planning Challenge
Implementation of the W, Q and B requirements is intended to improve the quality of
undergraduate education at SFU without overburdening students with additional
requirements. Most students should be able to fulfill the WQB requirements within the
credit hours currently required in their programs.
?
0
Careful planning will be required to ensure that an appropriate number of courses are
available to students, and that a suitable quantity of fiscal, human and physical resources
are available to support the development, implementation and maintenance of the new
requirements. SFU currently provides significant support for writing, quantitative and
breadth courses. Although it should be possible to redirect some resources, we anticipate
that substantial additional resources will be required.
4.2 Modeling Supply and Demand
We are currently preparing estimates of the number of course spaces that will be needed
to enable students to meet the WQB requirements. Preliminary analyses indicate that the
challenge of developing enough courses to meet the need will be greatest for writing. We
currently offer enough Q courses to enable students to meet the Q requirement, but we
will have to develop new Q courses for students in the humanities. We probably also
offer enough breadth courses to meet the demand, but we anticipate the need to develop
DB courses that are specially designed to expose students from one discipline, such as the
sciences, to the ideas of other disciplines, such as the humanities.
See Appendix F for the types of analysis we envision performing to estimate the
resources required to implement the requirements.
.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 16
0
?
4.3 Resource Allocation
We are eager to encourage and support the participation of faculty and programs in the
identification and development of W,
Q,
and B courses. We are preparing guidelines and
procedures to guide the allocation of resources to implement and sustain the new
requirements. We expect the costs of initial development to be higher than the costs of
maintaining the requirements.
Models for teaching W,
Q
and B courses differ in expense, but different models may be
necessary to support different pedagogies. We are committed to developing fair and open
procedures for the allocation of resources and to making hard decisions that ensure that
resources are allocated equitably and used effectively and efficiently. Whenever possible.
structures designed to develop, implement and maintain the requirements should be
housed within, and be complementary to, existing University frameworks. The long-term
success of the W,
Q
and B requirements will depend on implementing sustainable teaching
and administrative models.
4.4 Procedures for Resource Allocation
The procedure we propose to follow for the allocation of resources for WQB pilot
projects is outlined in section
4.3
and Appendix D. The procedures we propose to
follow for the allocation of resources during the implementation process are outlined in
Appendix E. Following implementation, we recommend that normal course approval
processes be followed.
5: ADMINISTRATIVE ISSUES
5.1 Using Existing Structures
Our guiding principle in all administrative matters has been to integrate the proposed
changes into the existing administrative and decision-making structures of the University
in a way that meshes with the needs of other BC post-secondary institutions. In this
section we address some relevant issues.
5.2
Recruitment
We do not believe that requiring domestic students who apply to SFU to write a language
proficiency test will entail a significant hardship. Students admitted to other BC
universities are required to take such tests, and most BC students write the LPI relatively
early in the application process. Our student recruiters report they are often asked by
potential applicants from BC high schools why SFU does not require applicants to take
the LPI (as do UBC and UVic in order to place students in appropriate first-year English
Undergraduate Curriculum Discussion Paper. November 26. 2003. 17
courses). Most high school students who apply to SFU also apply to other BC colleges
or university colleges.
Students applying to UBC and UVic from outside BC are not exempted from the LPI
requirement, although some students choose to write the test following their arrival in BC.
Sittings of the LPI are offered in a number of locations outside of BC, and individual
sittings can be arranged anywhere in the world.
Some concern has been expressed that requiring language proficiency scores will
discourage otherwise qualified applicants from applying to SFU, but as mentioned, most
applicants take the test anyway. Although data provided by Analytical Studies suggest
that a relatively small number of high school students applying to SFU would be deemed
inadmissible on the basis of their language proficiency scores, we believe the benefits of
identifying such students are worth the costs. The proposed requirements are sufficiently
flexible to allow for exceptions to be made when appropriate. We believe that the
statement of SFU's commitment to excellence implicit in the new requirements should be
beneficial to recruiting activities.
5.3
Admissions
One foreseeable impact of the changes in the admission process is that applicants would
have to write the LPI far enough in advance for their scores to be included in their
applications. Currently, the early admission deadline for Fall semester entry (for
Canadian high school applicants) is two months before the regular application deadline.
Students seeking early admission would have to write the LPI before December of their
Gre 12 year. Such students could, however, be granted admission contingent on
achi!ving acceptable language proficiency scores. Applicants seeking admission to SFU in
other semesters would have more time to submit language proficiency scores, because
spring and summer semesters do not have an early admission process. Administratively,
the admissions process need not change significantly; applicants would simply submit
additional information that should be helpful in making admissions decisions.
It is difficult to know whether the proposed changes to admission requirements would
result in a change in the demographic profile of students admitted to SFU. What is
perhaps more easily predicted is an improvement in the skill set and academic readiness
of admitted students.
5.4 Transfer and Articulation
SFU grants transfer credit for most of the academic courses taken by students at BC's
sending institutions" (institutes, colleges, and university colleges). We will work with
the sending institutions to determine which transfer courses warrant certification as W, Q
or B.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 18
.
5.4.1. Articulating 0 Courses
We expect the articulation process to be relatively straightforward for Q courses because
the quantitative component of courses is usually apparent in course descriptions. Q for
the Humanities-type courses may require closer analysis.
5.4.2. Articulating W Courses
We expect the articulation process to be more complex for W courses. The characteristics
that distinguish a W course from other courses are in large part pedagogical, and these
features are often not apparent from standard course descriptions. it will take much closer
inspection to determine whether transfer courses meet the W criteria. Adding to this
complexity is the possibility that a transfer course may merit a W designation when
taught in one way, but not when taught another way (while being fully deserving of non-
W transfer status in both cases). Because most transfer courses are lower division,
students will generally be unable to satisfy the upper-division W requirement before
admission to SFU.
5.4.3. Articulating B Courses
It will be relatively easy for students to satisfy Undesignated Breadth (UB) requirements
with transfer courses. The situation with Designated Breadth (DB) is more akin to that
for W-course articulation. SFU will have to examine the sending institutions' courses
carefully to determine which ones merit a DB designation.
5.5 Record Keeping
The new Student information System (SIMS) will be able to track completed W. B, and
Q requirements. Courses with W. Q, or B labels will be listed in the SFU Calendar, the
electronic course catalogue, and when successfully completed, on students' records
Students will be able to see which courses carry which designation for course selection
purposes, and students and advisors will be able to track which requirements remain to be
completed for graduation. We propose that the W, B and Q requirements be noted in
cumulative fashion on students' official transcripts.
5.6 Standards and Exemptions
If a program is unable to implement the new requirements without jeopardizing the
academic integrity of its curriculum, it may apply for an exemption. We propose that
programs seeking exemptions prepare a rationale for their request, then consult with the
relevant Support Group(s), which will forward the request to the Task Force. After
review, the Task Force will forward its recommendation along the following path: the
appropriate Department or Program UCC 4 the Faculty UCC 4 SCUS -* SCUP 4
Senate.
Undergraduate Curriculum Discussion Paper. November 26. 2003.
19
6: CONCLUSION
?
9
We believe that this initiative has the potential to enhance significantly the quality of
undergraduate education at SFU and to elevate its national profile. It also contains the
potential to make faculty more aware of and engaged in the University curriculum as a
whole and to engender a set of new and exciting courses. Although the costs of
implementing the proposed recommendations may be significant in material and staff
resources, we believe the benefits will vastly outweigh the costs.
Our consultation schedule is shown in Appendix G, as is a timeline for some major
project goals over the next several months.
We welcome your comments and suggestions. Please send them to
kbell@sfu.ca
.
r
Undergraduate Curriculum Discussion Paper, November 26. 2003. 20
1
-7. j
?
APPENDICES
Appendix A: Graphic Representation of the Proposed New English Admissions
Standard
r
-IUUD tngnsn iannage .luu
English
Additional requirements
-requirement
A grade of 80% or
higher in English 12 or
equivalent
A grade of 70% or
higher in a course more
)
advanced than English
12 or equivalent
For example, IB,
A?
or a college English course for which English 12 is
a
prerequisite
A score of Level 6 on
the essay component of
the LP1 or equivalent
test
A grade of 70 to 79% in
Plus a score of Level 4 or
English 12 or equivalent
5 on the essay component
of the LPI or equivalent
A grade of 60 to 69% in
test
Plus a score of Level 4 or
and completion of a
English 12 or equivalent
5
on the essay component
Foundational Writing
of the LPJ or equivalent
Course with a grade of
test
C- or better before
?
UUUUip
being allowed to
register in a W course.
International applicants
?
-
English
Additional requirements
requirement
Current test standards
Completion of the LP1 or
via TOEFL, IELTS, etc.
equivalent test during first
?
...._uu........................
semester of registration at
SFU.
Those scoring below Level 4 must complete an appropriately
designed Foundational Writing Course (e.g., the English Bridge
Program) with a grade
of
C- or better bef
ore
being allowed to
- ?
-
re ister in a W course
L
Undergraduate Curriculum Discussion Paper, November 26. 2003. 21
Appendix B: Examples of Existing W, Q and B Courses
?
40
A number of courses. each within their own particular context and for their own purposes. are
currently offered at the University and would potentially qualify as meeting the W. Q or B
requirements. The list of potential W, Q, B courses provided below is meant to supply a sense
of the range of existing courses that may conform to our draft definitions.
Writing courses
Business
The Business Communications course BUS 360 is designed to provide students with the
strategies and skills to communicate effectively in the business world. While the main
emphasis in the course is on written communication - memos, letter, email, reports and
employment documents - other types of communication are important and are addressed.
Students are required to do writing in class and out of class. Feedback is provided on out of
class work and the students are then given the opportunity to re-write the work. The primary
goal is to raise their communication performance to a professionally acceptable level within
realistic business contexts.
Engineering
The ENSC Undergraduate Communication program is a four-year integrated program that
consists of a sequence of six courses and other program requirements relating to mandatory
co-op and the honours thesis. Three one-credit communications courses are paired with
courses from the core curriculum to create a three-to-five credit writing intensive unit. For
example, ENSC 102-1
Form and Style in Professional Genres
is paired with PHYS 131-2
Physics Laboratory I.
ENSC 102 focuses on the style and format of technical writing with
attention to laboratory reports. It also includes resumes, cover letters, and interview skills to
help students prepare for their first internship semester. The three paired courses and another
two-credit stand-alone course could be classified as writing intensive. All four are taught by
senior lecturers supported by TAs who have been trained within the program.
English
English 199 introduces students to the practice of scholarly writing. Focusing specifically on
the research genres, it addresses the conditions students encounter as readers at university,
and the expectations they must meet as writers at university. Accordingly. students should be
prepared to read and master complex and often lengthy scholarly materials from a variety of
disciplines, and to concentrate on developing their own ability
to compose rigorous scholarly argument. Assuming students competence at sentence level.
and presupposing some experience of the contexts of university writing. English 199 is
neither a remedial course nor one suitable for writers seeking ESL instruction.
Students undertake six assignments, ranging from 400 to 1500 words, developed from
assigned readings of the type described above. One of these assignments is composed in class.
and a passing grade in the in-class assignment is a necessary (but not sufficient) condition for
passing the course.
Physics
PHYS 332 is a lab course that is being revised with the idea of converting it into a writing-
intensive course. Students work on a series of experiments during the semester and write up
Undergraduate Curriculum Discussion Paper. November 26. 2003. 22
one of these experiments as a paper suitable for submission to a physics journal. Several of
the other assignments have been changed to enhance and develop this experience.
The writing-related assignments are used to get the students ready to write their final report.
For example, students are asked to analyze a classic physics paper with emphasis on how the
material is presented and how the scientific argument is developed. Other assignments ask
them to make an outline of their formal report or write drafts of figure captions or other
sections. These are read and returned with comments, but not marked. The full draft of the
final report is returned with comments on strengths and weaknesses and students are given
the opportunity to revise.
The faculty member who usually teaches the course handles all of the feedback and marking
involved in the writing-related assignments and in the formal report. He does not feel
comfortable assigning this evaluation to a TA.
quantitative Courses:
BUEC 232: Data and Decisions I
An introduction to business statistics with a heavy emphasis on applications and the use of
Excel. Students will be required to use statistical applications to solve business problems.
STAT 101:
An Introduction to Statistics
An introductory course in the collection, description, analysis and summary of data, including
the concepts of frequency distribution, parameter estimation and hypothesis testing.
.
?
FPA 147: introduction to Electroacoustic Music
An introduction to the application of electroacoustic technology to music, including the
concepts of the audio signal, signal processing and sound synthesis in their musical
applications. The techniques of tape music, electronic music and computer music
composition will be introduced and their role in both studio composition and live
performance will be discussed. Practical experience in several of these areas is included in the
lab component
JART 206: Programming Multimedia, Encoded Activity
Designed to introduce students to the concepts involved in multimedia production.
Multimedia is understood as interactive applications that the user engages through multiple
channels of visuals, text and audio. The tools used are Director and Lingo.
SA 255:
Introduction to Social Research
An introduction to the conduct of sociological and anthropological research. Topics covered
include: the relationship between theory and research, concept formation, operational ization.
exploratory studies, hypothesis generation and testing, data collection techniques within both
sociology and anthropology, the assessment of causality, the critical evaluation of research
on both theoretical and methodological grounds, the definition of research problems, and
ethical issues in social research.
Q!jtitative Courses for the Humanities
PHIL 001: Introduction to Critical Thinking
An introduction to the evaluation of arguments as they are encountered in everyday life. The
central aim will be to sharpen skills of reasoning and argumentation by understanding how
arguments work and learning to distinguish those which actually prove what they set out to
i
sshow from those which do not. Open to all students.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 23
EDUC 211: Mathematical Experience 1: Numbers and beyond (pending approval)
Builds on a variety of mathematical topics to build the mathematical literacy of Liberal Arts
students in general and to increase their capabilities for quantitative reasoning and deductive
argumentation in particular.
EDUC 212: Mathematical Experience 2: Shape and Space (pending approval)
Mathematics will be presented as meaningful and accessible human activity situated in
relevant historical and cultural contexts. Focus on aesthetics and utility of mathematics, with
emphasis on problem solving, participatory investigations and collaborative projects rather
than applying the lecturer/tutorial format.
Late Renaissance Thought and the New Universe (from Dartmouth University)
Focuses on the problem of planetary motion and the search for a satisfactory predictive
model in the sixteenth and seventeenth centuries, exploring the interactions between
mathematical, scientific, political, philosophical, artistic and magical fields of discourse in the
early modern period. Developed and co-taught by a mathematician and an English professor.
Mathematics and Music (from Dartmouth University)
Reveals the mathematical structures and patterns underlying music. Students learn about
timbre (through Fourier analysis), scales, melody, rhythm. musical structure. Developed and
co-taught by a mathematician/composer and a musician.
Mathematics and Science Fiction (from Dartmouth University)
Draws on a substantial body of novels and stories that depend on mathematical ideas. is
mathematics simply a way of mystifying, even intimidating, readers, or does understanding
the underlying mathematics contribute to the total experience of reading a story?
Designated Breadth Courses
Designated Breadth in the Humanities courses (B-Hum):
FPA 104: Music Fundamentals
This course is designed to provide a basic understanding of the elements of music and teaches
the skill of reading music notation. An introduction to music theory and exposure to the
application of music materials in a wide spectrum of music literature will be accompanied by
practical exercises. The course is designed for students with no formal music training.
HIST 105: Western Civilization
from
the Ancient World to the Reformation Era
An introduction to the Greek and Roman origins of Western Civilization, and its
development to the 16th century.
1-f UlvI 101:
Introduction to the Humanities
An introduction to issues and concepts central to the study of the Humanities. Through
exposure to primary materials drawn from different periods and disciplines, students will
become acquainted with a range of topics and ideas relating to the study of human values and
human experience.
Designated Breadth in the Sciences courses (B-Sci):
BJSC 100: Introduction to Biology
An introduction to the basic concepts of biology, emphasizing evolution as a unifying theme.
Topics include cell structure, mitosis and meiosis, DNA structure and function, evolution and
population and ecosystem ecology.
?
0
Undergraduate Curriculum Discussion Paper. November 26. 2003. 24
EASC 103: The Rise and Fall of Dinosaurs
An introductory course that deals with the class Dinosauria and, in particular, how our
understanding of this extinct group of animals has been radically altered in the light of ne'
discoveries during the last few decades. The course addresses the rise of the dinosaurs, criteria
for the recognition of the different groups, fossil data regarding dinosaur metabolism.
evidence of dinosaur behavior, possible evolutionary relationships with birds and so-called
feathered dinosaurs, and theories of dinosaur extinction.
EVSC 200: Introduction to Environmental Science
The course focuses on how environmental scientists develop their insight and how the
scientific discoveries eventually become incorporated (or not) into new regulations and
attitudes.
PHYS 190: Introduction to Astronomy
Historical astronomy, telescopes, the sun and the solar system, stellar evolution, galaxies.
cosmology.
Designated Breadth in the Social Sciences courses (B-Soc):
ARCH 105: Evolution of Technology
A history of technology from earliest times to the beginning of the Industrial Revolution.
The course will discuss the causes and effects of technological change. as illustrated by
specific technological developments including stone tools. metallurgy, agriculture. etc.
CRJM 104: Sociological Explanations
of
Criminal and Deviant Behaviour
A survey of some major sociological perspectives on crime and deviance that will include
. ?
both mainstream and critical theories. These will include: anomie, neutralization, control.
group conflict, sub-cultural, ecological, functionalist and critical theories. Critical analysis of
the assumptions upon which each theory is based. Examination of the similarities and
differences between/among the various explanations.
HIST 151: The Modern Middle East
An introductory survey of the changing societies of the Middle East since 1800. Emphasis
will be placed on familiarizing students with the basic aspects of Islamic society, the influence
of European imperialism, the modernization of traditional societies, the origins of the Arab-
Israeli conflict, and the social and political ferment in the period since the Second World
War.
LAS 140: Cultural Heritage
of
Latin America
A multi-disciplinary introduction to contemporary Latin American culture through the
examination of pre-Columbian. Iberian, and African civilizations.
S.4 100: Perspectives on Canadian Society
An examination of Canadian society from the perspective of the social sciences - an
introduction both to the nature of Canadian society and to the use of sociological and
anthropological concepts applied to the analysis of modern societies in general. This course
is meant to appeal to those who specifically wish to expand their knowledge of Canadian
Societ
y
. and also to those who may be considering further work in sociology and
anthropology. Topics to be considered include class structure, the nature of Canada's
population, regional variation, gender relations, multiculturalism, native issues.
.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 25
Appendix C: Types of Writing-intensive courses
1.
Content courses with a writing component.
Existing courses (often relatively small in
size) are modified to include writing assignments, typically with marker assistance. The
balance of grades in such courses is adjusted to reflect the value attached to the written
work."
2.
Writing courses linked to content courses.
One and two credit courses of this type are
currently offered in the School of Engineering by lecturers with expertise in writing,
rhetoric and technical communication who are assisted by TAs.'2
3.
Discipline-specific writing courses.
Courses of this type are stand-alone writing courses
designed to teach students to write in the genre of the disciplines that offer the courses.
The writing courses taught in the Faculty of Business Administration, which are supported
by a peer-mentoring program, are examples. It has been suggested that SFU develop a
course for writing in the Sciences.
4.
English writing courses:
In English 199 and English 371 students from different
disciplines are taught to write in the genres of their disciplines.
13
5.
Content courses taught by faculty with the assistance of trained TA s.
Relatively large
content courses are restructured to meet the criteria for W-courses. TA s assume the
primary responsibility for helping students develop their writing skills. TA s are trained
and their workload is adusted to reflect the additional work required to supply feedback
and marking of writing.
Content courses taught by faculty with the assistance
of
a head writing instructor and TAs:
A writing component is added to a relatively large course whose content is taught
primarily by a faculty member. The writing component is overseen primarily by another
instructor with expertise in teaching writing. Under the supervision of the faculty
member. the writing instructor teaches tutorials and coaches and coordinates the teaching
of several TAs, monitoring the writing-intensive features of the course, providing
instruction on essay grading and revision, and organizing W-intensive tutorials.
See lit
tp:/ A . ;
vw.
sfu
.
ca/cwil/facrespg/di SC iplincs/archaeolog".html for an example.
2 hnp:!/ .
vww .cnsc .sfu .ca!undcrgrad/courses!ENSC 101 .html
' http://ww .sfu .ca/cde/cp/engl/enl
I 99.htm
http:/Avwv.sfu.caJ'cwi 1/docs_contenh/fac_docS/w _courses"HISI_ 101 _syllabus.)
Undergraduate Curriculum Discussion Paper. November 26, 2003. 26
Appendix D: Guidelines for Requests for Resources to Develop or Revise W, Q or B
Cou rses
I Indicate whether resources are needed for the revision of an existing course or for the
development of a new course. Has the course in question been scheduled? For what
semesters? How often will the course be offered over the next five 'ears? Provide an
estimate of how many students would be enrolled in the course.
2 Describe the course, focusing on its W. Q and/or B content.
3 Describe the instructional methods, the W, Q and/or B requirements of the course, and
methods of evaluating students' work and assigning grades.
4 ldentifv those who will be responsible for revising, developing and teaching the course.
5 Estimate the costs of revising or developing the course (e.g.. teaching release, expert
consultation).
6 Estimate the costs per student of offering the course (e.g., additional instructional
support; specialized equipment; base increase in program budget). How much more will it
cost to offer the course as W, Q, or B than as a regular course offering?
7. Describe how the effectiveness of the course will be assessed.
SEvaluation Criteria
I Extent to which the course is equipped to meet the objectives of, and criteria for, a W, Q
and/or B course.
2 Cost-effectiveness.
3. Extent to which the course helps to balance the proportion of W. Q and/or B courses
offered in different disciplines.
Proposals that are innovative and creative are particularly welcome.
At the conclusion of the first offering of a revised or newly developed W, Q, B course, a report
containing an evaluation of the course and assessment of students' learning will be required.
L-1
Undergraduate Curriculum Discussion Paper. November 26, 2003. 27
Appendix E: Decision-making Process for the Initial Allocation of Resources to
Develop W, Q and
B Courses
Initially, we anticipate a large number of requests for resources. After the WQB requirements
are in effect, we expect the administration of the requirements and allocation of resources
needed to maintain them to be integrated into the regular operations of the University.
We propose to employ the following process for making decisions about the allocation of
resources for the development, adaptation and/or teaching of W. Q and B courses:
.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 28
Appendix F: Modeling Student Demand
Student Demand Projections
o Analyze the number of students we currently admit and propose to admit and
determine how many of these students would qualify to take the
recommended W, Q. B courses.
o Estimate the number of students requiring W or Q foundational courses before
they could proceed to fulfill the requirements.
o Map projected student intakes and create flow models for W.
Q.
and B.
courses that would potentially be required for academic years 2006/07 -
2011/12.
Student Places Required
• Have each of the Support Groups provide a rough estimate of the number of
student places in courses that already exist that could potentially fulfill the
requirements.
• Review what courses WQB courses incoming college students could transfer.
• Have each of the Support Groups provide a rough estimate of where gaps
could occur, i.e.,
Q
student places for Humanities students. W student places
for Science students, Big Ideas or Flagship type offerings for B, etc.
Courses required
o Based on the above figures, provide a rough estimate of the number of new
and revised courses that will be required for each of the requirements during
the period 2006/07-201 1/12.
• ?
Level of Interest from Programs to Meet the Need
o Through the responses from the questionnaires and based on follow-up
meetings, develop a preliminary assessment of the willingness of programs to
help meet the need for courses for the W.
Q.
B requirements.
Resources required
o Assess the type, the amount and the extent of currently available resources.
• identify sources of funding that could be used to assist with the development
and implementation of the requirements.
• Estimate the type. the amount and the extent of additional resources required
and their costs.
A preliminary example of the kind of demand modeling we envision for W courses is outlined
below:
Annual course spaces required
AcadYr ?
WI
W2
W1&W2
06/07
?
2600
700
3300
07/08 ?
4300
2000
6300
08/09 ?
4.500
4200
8600
09/10
?
4.600
5700
10,300
10/11 ?
4,700
5900
10,600
.
11/12 ?
4.800
6000
10.800
Undergraduate Curriculum Discussion Paper, November 26. 2003. 29
Appendix G: Consultation Schedule and a Brief Timeline:
?
0
The Undergraduate Curriculum Implementation Task Force intends to carry out a
comprehensive consultation process in relation to the Discussion Paper and to consider all
input received from members of the SFU community as well as those external to it. Students
are invited to attend all of the open forums or to provide their feedback via their student
representatives on SCUP, SCUS, SCUTL and Senate. Any Program. School. Department or
individual who feels that they need a specific consultation in addition to those listed below.
may request one of the Task Force through KC Bell at khellIsfu.ca or (604) 268-6854.
All information will be accessible through the Undergraduate Curriculum website, Comments
can be sent in writing either via e-mail or paper or provided at one of the specific
consultation sessions.
It is expected that the consultation process will run from late November 2003 to late spring
2004.
2003
November 26
VP's & Deans
December 3
SCUP
December 8
SCUlL
December 9
SCUS
December 11
Admissions
Recruitment
SFU International
December 11
Chairs
Directors
Administrators
December 12
BC Council on Admissions and Transfer
2004
January 5
?
Senate
Specific Consultations Still to be Determined for Januar
y
2004 Onward:
Five Faculty Undergraduate Curriculum Committees
Student Services
Course Accessibility Implementation Committee
I forum - Burnaby
I forum - Surrey
I forum - Harbour Centre
Kwantl en University College
?
Douglas College
Langara College
?
Capilano College
Important dates:
November 25, 2003: Release of Discussion Paper
November 25, 2003 - April 2004: Consultation Period
January 15, 2004: Deadline to receive proposals for pilot WQB projects for Fall
2004
March 15. 2004: Recommendations on funding first pilot projects for Fall 2004
?
db
Undergraduate Curriculum Discussion Paper. November 26. 2003,
30
.
?
March 30, 2004: Deadline to receive proposals for pilot WQB projects for Spring
2005
May/June 2004: Recommendations to Senate for approval
Students admitted for September 2006: Implementation Date
.
Undergraduate Curriculum Discussion Paper. November 26. 2003. 31
