Senate Committee on University Priorities

Memorandum

TO: Senate FROM:

John Waterh

Chair, SCUP

Vice Preside

RE Undergraduate Curriculum

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DATE: ?

April 27, 2004

Implementation Task Force

recommendations

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At its April 22, 2004 meeting SCUP reviewed and approved the recommendations

from the Undergraduate Curriculum Implementation Task Force and recommended

the following motions:

Motions

That Senate approve each of the following recommendations of the Undergraduate

Curriculum Implementation Task Force, as elaborated on in the attached memo,

•

Task

dated

Force:

April 27, 2004 from D. Krebs, Chair, Undergraduate Curriculum Implementation

Recommendation 1: New WQB Graduation Requirements

• That University-wide WQB graduation requirements be implemented for

students admitted to SFU for the Fall 2006 semester as outlined in the

memorandum dated April 27, 2004 from D. Krebs.

Recommendation 2: New Admissions and Continuation Requirement Pertaining to

English competencies and Writing Skills

• That applicants to SFU be required to demonstrate their competence in

English language skills, to be in effect in the Fall 2006 semester as

outlined in the memorandum dated April 27, 2004 from D. Krebs.

Recommendation 3: New Admissions and Continuation Requirements Pertaining to

Quantitative Skills

• That admission standards pertaining to quantitative skills be in effect in

the Fall 2006 semester as outlined in the memorandum dated April 27,

2004 from D. Krebs.

Recommendation 4: The Creation of a Task Force or equivalent body to explore the

establishment of a Student Learning Centre

establishment of a Student Learning Centre.

---

Recommendation 5: Foundational Writing Skills Courses

• That new Foundational Writing Skills courses be developed for students

admitted to SFU with low grades in English and/or low scores on a

language proficiency test, - ?

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Recommendation 6: Foundational Quantitative Skills Courses

• That new Foundational Quantitative Skills courses be developed for

students with low grades in Mathematics

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Enclosures:

1.

Memo re: Recommendations from Undergraduate Curriculum Implementation

Task Force from Dennis Krebs, April 27, 2004

2.

New Directions for the Undergraduate Curriculum: A Discussion Paper on the

Implementation of University-Wide Writing, Quantitative, and Breadth

Requirements Revised Recommendations, Amended: April 27, 2004

The rationales for the recommendations listed above can be found on the

following pages of the MS Word version of the Discussion Paper:

Recommendation 1: (4) p.3, p.9-1 1, p.14-i 9, p.25

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Recommendation 2: (la) p.2, p.4-7, p.21-22, p.24, p.28

Recommendation 3: (1 b) p.3, p.4, p.7-8, p.22, p.24, p.29

Recommendation 4: (5) p.4, p.11, p.37-38

Recommendation 5: (6a) p.4, p.12, p.26

Recommendation 6: (6b) p.4, p.13, p.26-27

A summary of revisions made in the recommendations of the original (November)

edition of the Discussion Paper is provided in Appendix A, p.24-27.

C: ?

D. Krebs

K.C. Bell

R. Blackman

0

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•

100 1

MEN

SIMON FRASER UNIVERSITY ?

Undergraduate Curriculum Implementation Project

TO:

Senate Committee on Agenda and Rules (SCAR)

FROM:

Dennis Krebs, chair

Undergraduate Curriculum

Implementation Task Force

RE: Recommendations from Undergraduate

?

DATE:

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April 27, 2004

Curriculum Implementation Task Force

At the request of SCUP, I am forwarding the following recommendations from the Undergraduate

Curriculum Implementation Task Force.

Recommendation 1: New WQB Graduation Requirements

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 in

the upper division, preferably within the student's discipline;

• 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

T0program).

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*programs may waive the requirement that their students take the DB 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 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 UB, 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 WQB requirements are minimum requirements; programs may set additional W, Q

and/or B requirements for their students.

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teas

Students will be encouraged

t

At

aJeleast one W and one Q course within their first 30 credits at

SFU and will be required to t

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least one W and one Q course within their first 60 credits.

Transfer students who have not received transfer credit for a W and/or Q course will be required to

take at least one W and/or one Q course within their first 30 credit units at SFU.

4 e a- c c- ''

Joint Majors, Double Majors. Majors with Required Minors. 2nd degrees

Students undertaking joint or double majors will be required to meet the same requirements as other

students, but they will 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 will 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 WQB requirements will have to be assessed to determine WQB course

credit.

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, and in cases in which the

requirements would otherwise jeopardize the academic integrity of the program, the program may

petition SCUS for its students to be exempted from some portion of the breadth requirement.

Recommendation 2: New Admissions and Continuation Requirements Pertaining to

English Competencies and Writing Skills

In order to "demonstrate a command of English sufficient to meet the demands of classroom

instruction, written assignments and participation in tutorials and discussions" (p. 40, 2003-2004

Calendar), we recommend that, beginning with the 2006-3 intake, applicants to SFU be required to

demonstrate their competence in English language skills in one of the following ways:

Direct Admission from Grade 12

(a)

A grade of 86% (A) or higher in a course equivalent to (or more advanced than) English 12

(more advanced English courses would include Advanced Placement and International

Baccalaureate);

(b)

A grade of 60% - 85% (C to B) in a course equivalent to (or more advanced than) English 12

plus a score of 4 or

5

on the essay portion of the Language Proficiency Index (LPI) or an

equivalent score on an accepted language proficiency test;

(c)

A score of 6 on the essay portion of the LPI or an equivalent score on an accepted language

proficiency exam.

Continuation Requirement for Students Admitted with English 12 grades in the 60% -

69% Range

Applicants admitted on the basis of English 12 (or equivalent) grades in the 60%-69% range will be

required to register in a Foundational Writing Skills (FWS) course within their first 30 credits at SFU

and to complete it with a grade of C or better within their first 45 credits before being allowed to

register in a W course. Students who fail to obtain a grade of C or better in an FWS course after

attempting it a maximum of two times will be required to withdraw. Such students would have to re-

apply for admission. They could be re-admitted if they established that they had acquired the

necessary proficiency in English.

Enrolment Cap

We recommend that admissions requiring registration in an FWS course be limited to 500 students in

an academic year. As a result, some students who meet the minimum English/Writing admission

standard may not be admitted.

Admission by college or university transfer

We recommend the following admission requirements for college or university transfer students:

(a)

Fulfillment of the requirements for direct admission from high school; or

(b) A grade of

fe

e

or better in a certified W course that is transferable to SFU.

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• ?

International applicants

We do not recommend any changes to the admission standards for International applicants.

International applicants may satisfy SFU's English language competency requirement in one of

several ways. Applicants may submit an acceptable JELlS score (or an equivalent score from another

approved test of English language proficiency). Applicants admitted on the basis of their JELTS

score will be "streamed" into W or Foundational Writing Skills courses on the basis of that score.

Applicants admitted on the basis of a score earned on a different English language proficiency test

(e.g., TOEFL, CAEL, etc.) will also be required to take the LPI or an equivalent language proficiency

test before the conclusion of their first semester at SFU.

International students who score below 4 on the essay portion of the LPI, or who fail to obtain an

acceptable score on an equivalent exam, will be required to withdraw from any W course in which

they may have registered and to register instead in an appropriate program or pre-W course (which,

depending on the student's level of competence might be the English Bridge Program, the English

Language and Culture Program or a Foundational Writing Skills course).

The Language Instruction Committee may make additional recommendations about admission,

writing requirements and resources for International students.

Students with Disabilities, Diverse Qualifications and Programs for Mid-Career Adults

We do not recommend any changes in our current policies, as stated in the 2003-2004 Calendar.

Recommendation 3: New Admissions and Continuation Requirements Pertaining to

• ?

Quantitative Skills

All students admitted to SFU should be adequately prepared to complete the quantitative aspects of

their programs, including the new Q courses. To ensure that we meet this goal, we recommend

improved admission standards pertaining to quantitative skills.

Direct admission from Grade 12

We recommend that, beginning in 2006-3, all applicants be required to demonstrate their

competence in quantitative skills as a part of the admissions process by obtaining a grade of 60% (C)

or higher in a course equivalent to Principles of Math 11 (or Applications of Math 12), or in a

course equivalent to Principles of Math 12 (whichever is required for admission to their specific

Faculty and/or Program).

Applicants who obtain math scores in the 60% - 69% range may be admitted, but will be required

either to register directly in a Foundational Quantitative Skills (FQS) course . to take a diagnostic

quantitative skills test within their first semester. The diagnostic test will contain modules equipped

to assess the quantitative abilities needed for all types of Q courses. Admitted students who choose to

take the diagnostic test and who score 70% or higher on the appropriate module will be eligible to

register in an appropriate Q course (that is, a Q course with prerequisite skills assessed by the

module). Those who score below 70% will be required to register in an appropriate Foundational

Quantitative Skills course within their first 30 credits and to obtain a grade of C or better within their

first 45 credit units before being eligible to register in a Q course. Students who fail to obtain a grade

of C or better in an FQS course after a maximum of two attempts will be required to withdraw from

SFU. Such students would have to re-apply for admission. They could be re-admitted if they

established that they had acquired the necessary proficiency in quantitative skills.

FC1

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Admission by college or university transfer

Students transferring from other post secondary institutions must either (a) meet the math

requirements of students who are admitted directly from high school, or (b) obtain a grade of

5

or

better in a certified Q course that is transferable to SFU.

International applicants

International applicants may meet the Q admission requirement by fulfilling either the Grade 12 or

college transfer entry standard.

Recommendation 4: The Creation of a Task Force or equivalent body to explore the

establishment of a Student Learning Centre

We 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 a Student Learning Centre.

Recommendation 5: Foundational Writing Skills Courses

We recommend the development of a set of new Foundational Writing Skills (FWS) courses for

students admitted to SFU with low grades in English and/or low scores on a language proficiency test.

Such courses would prepare students to read and write at a first-year university level. Although FWS

courses may provide some remedial assistance, they would not be equivalent to English 12. Rather,

they would establish a framework for uses of reading and writing that direct students toward such goals

of university literacy as use of Standard English, accurate representation, critical assessment of

sources, and the ability to construct and develop arguments. We would expect such courses to be

designed in somewhat different ways for students with English as a first language and students with

English as an alternative language.

We recommend that registration in the FWS courses be capped at 500 students per academic year.

(Note that the limit of 500 is based on current enrolments and may change as enrolments rise.) This

enrolment limit may result in the minimum English grade for admission being higher than 60%

(Grade 12) or C (for college transfer).

We recommend that FWS courses be 3 credit courses, but that these credits be "additive" rather than

"integral." That is, students passing the courses would be awarded academic credit and their course

grades would be included in the calculation of their GPAs. However, FWS credits would not count

toward the number of credits required to graduate (usually 120).

We recommend that students required to take FWS courses must obtain a grade of C or higher in an

FWS course before registering in a W course. Students should be allowed to repeat an FWS course

only once. Following two unsuccessful attempts, students should be required to withdraw. Such

students would have to re-apply for admission. They could be re-admitted if they established that

they had acquired the necessary proficiency in English.

We recommend that tuition for FWS courses be charged at the Basic Tuition Fee rate.

I

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. ?

Recommendation 6: Foundational Quantitative Skills Courses

We recommend that registration in FQS courses be limited to 500 students in an academic year.

(Note that the limit of 500 is based on current enrolments and may change as enrolments rise.) We

do

.

j believe that this requirement is likely to function as an enrolment cap at the admissions level

because statistical evidence suggests that fewer than 500 students per year would require an FQS

course.

We recommend that FQS courses be 3 credit courses, but that these credits be "additive" rather than

"integral." That is, students passing the courses would be awarded academic credit and their course

grades would be included in the calculation of their GPAs. However, FQS credits would not count

toward the number of credits required to graduate (usually 120).

We recommend that students required to take FQS courses must obtain a grade of C or higher in an

FQS course before registering in a Q course. Students should be allowed to repeat an FQS course only

once. Following two unsuccessful attempts, students should be required to withdraw from SFU. Such

students would have to re-apply for admission. They could be re-admitted if they established that

they had acquired the necessary proficiency in quantitative skills.

We recommend that tuition for FQS courses be charged at the Basic Tuition Fee rate.

.

.

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.

New Directions for the Undergraduate Curriculum:

A Discussion Paper on the Implementation of

Released: March 31, 2004?

Amended: April 13, 2004?

Amended April 20, 2004?

Amended April 22, 2004?

Amended April 27, 2004?

By the Undergraduate Curriculum Implementation Task Force

(This document also is available on the Internet at http://www.sfu.ca/ugcr

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1: INTRODUCTIONAND OVER VIEW

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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.' In November 2003, the

Implementation Committees released a Discussion Paper that contained a set of

preliminary recommendations and outlined what they believed to be a workable plan for

the advancement of undergraduate education at SFU. Following the release of this

document, the Implementation Committees consulted widely within SFU and with other

institutions.

Most of our recommendations remain unchanged or have changed in relatively minor

ways. However, we have withdrawn our recommendation for a course-specific test of

quantitative proficiency. In its place, we propose to set a minimum quantitative standard

for admission to SFU similar to the English language standard we proposed in the

November paper, and to require students with relatively low high school math grades to

take a test to assess their level of quantitative proficiency and/or take a Foundational

Quantitative Skills course before being permitted to register in a Quantitative (Q) course.

http://www.reg.sfu.calSenate/SenateMinutes02/Sum

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REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004

1

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The revised recommendations are outlined and discussed below.

1.2 Weighing Costs and Benefits

In revising our recommendations, 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 recommend 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 (Section 4). Finally, we

discuss how the changes can be integrated into existing administrative and decision-making

structures (Section

5).

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 we propose to come into

effect for students admitted to SFU in September 2006.

Recommendation: New Admissions and Continuation Requirements Pertaining to

English Competencies and Writing Skills

We recommend that all applicants be required to demonstrate their competence in English

as a part of the admissions process in one of four ways: (a) by obtaining an A (86%) in a

course equivalent to (or more advanced than) English 12; or (b) by obtaining a score

equivalent to a 6 on the LPI on an another accepted English language proficiency test; or

(c) by obtaining at least a C (60%) in a course equivalent to (or more advanced than)

English 12 and an acceptable score on an accepted language proficiency test; or (d) by

obtaining at least a C grade in a certified writing-intensive (W) course that is transferable

to SFU. We also recommend that students streamed into the Foundational Writing Skills

REVISED Undergraduate Curriculum Discussion Paper: Amended April

27, 2004, 2

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courses may make up to two attempts to achieve a grade of at least C in an FWS course

or be required to withdraw from SFU. Such students could reapply if they achieved the

requisite competence.

Recommendation: New Admissions and Continuation Requirements Pertaining to

Quantitative Skills

We recommend that all applicants be required to demonstrate their competence in

quantitative reasoning as a part of the admissions process by: (a) obtaining a grade of C

(60%) or higher in a course equivalent to (or more advanced than) Principles of Math 11

(or Applications of Math 12), or a course equivalent to (or more advanced than)

Principles of Math 12 (whichever course is required for admission to their specific

Faculty and/or Program); or (b) by obtaining a grade of C or higher in a certified

quantitative/analytical (Q) course transferable to SFU. We also recommend that students

streamed into the Foundational Quantitative Skills courses may make up to two attempts

to achieve a grade of at least C in an FQS course or be required to withdraw from SFU.

Such students could reapply if they achieved the requisite competence.

(Recommendation: New Post-secondary Transfer Admissions Requirements)

Integrated in the recommendations pertaining to new admissions requirements is the

requirement that students entering SFU from post-secondary institutions be required to

meet the same minimum Writing and Quantitative standards as students entering from

high school or obtain at least a C grade in a W or Q course that is transferable to SFU.

(Recommendation: A Course-Specific Test of Quantitative Proficiency.)

This recommendation from our November Discussion Paper has been dropped.

Recommendation: New WQB Graduation Requirements

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), including at least one within the

upper-division, preferably within the student's discipline; (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

first 30 credits

will be

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SFU, and

encouraged

required to

to

take

take

them

at least

within

one

their

W and

first

one

60

Q

credits.

course

Transfer

within their

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REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 3

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. ?

students who have not received transfer credit for a W and/or Q course will be required to

take at least one W and/or one Q course within their first 30 credit units at SFU.

Recommendation: 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 Student Learning Centre.

Recommendations: Foundational Writing and Quantitative Courses

We recommend that a limited number of new Foundational Writing and Foundational

Quantitative Skills courses be created, and that support services for students who are not

sufficiently well prepared to take these courses 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 that

pertain 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 whom we decide to admit 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 study. 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

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 4

---

deficient writing and quantitative skills are plagiarism, grade inflation and a lowering of the

level of lectures and discussions. Many faculty members and students have spoken of the

demoralizing effect of this problem. The

Final Report of the Task Force on Academic

Honesty and Integrity discusses how "developing the abilities necessary to avoid

unintentional plagiarism can be particularly challenging for those learning an additional

language and/or working from a different set of cultural assumptions, even if they are

advanced learners who meet language requirements."2

At present, all students admitted directly from high school are required to have passed

English 12 and at least Principles of Math 11.

3

Many programs (e.g., Science, Business

Administration, Computing Science, Engineering Science and Kinesiology) require

Principles of Math 12. Students admitted from other post-secondary institutions are not

required to meet these standards. Unfortunately, SFU instructors encounter a significant

number of students who are unable to write at an appropriate level and unprepared to

take the quantitative courses required in their programs. 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.

2

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Or Applications of Math 12

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 5

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Recommendation: New Admissions and Continuation

Requirements Pertaining to

English Competencies and Writing Skills

In order to "demonstrate a command of English sufficient to meet the demands of

classroom instruction, written assignments and participation in tutorials and discussions"

(p. 40, 2003-2004 Calendar), we recommend that, beginning with the 2006-3 intake,

applicants to SFU be required to demonstrate their competence in English language skills

in one of the following ways:

Direct Admission from Grade 12

(a)

A grade of 86% (A) or higher in a course equivalent to (or more advanced than)

English 12 (more advanced English courses would include Advanced Placement

and International Baccalaureate);

(b) A grade of 60% -

85%

(C to B) in a course equivalent to (or more advanced than)

English 12

-

plus a score of 4 or

5

on the essay portion of the Language Proficiency

Index (LPI) or an equivalent score on an accepted language proficiency test;

(c) A score of 6 on the essay portion of the LPI or an equivalent score on an accepted

language proficiency exam.

Continuation Requirement for Students Admitted with English 12 grades in the

60%-69% Range

Applicants admitted on the basis of English 12 (or equivalent) grades in the 60%-69%

range will be required to register in a Foundational Writing Skills (FWS) course within

their first 30 credits at SFU and to complete it with a grade of C or better within their

first

45

credits before being allowed to register in a W course. Students who fail to obtain

a grade of C or better in an FWS course after attempting it a maximum of two times will

be required to withdraw. Such students would have to re-apply for admission. They

could be re-admitted if they established that they had acquired the necessary proficiency

in English.

Enrolment Cap

We recommend that admissions requiring registration in an FWS course be limited to 500

students in an academic year. (Note that this figures is based on current enrolments and

may change as enrolments rise.) As a result, some students who meet the minimum

English/Writing admission standard may not be admitted.

Admission by college or university transfer

We recommend the following admission requirements for college or university transfer

students:

•

?

(a) Fulfillment of the requirements for direct admission from high school; or

(b) A grade of C or better in a certified W course that is transferable to SFU.

.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 6

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International applicants

We do not recommend any changes to the admission standards for International

applicants. International applicants may satisfy SFU's English language competency

requirement in one of several ways. Applicants may submit an acceptable IELTS score

(or an equivalent score from another approved test of English language proficiency).

Applicants admitted on the basis of their IELTS score will be "streamed" into W or

Foundational Writing Skills courses on the basis of that score. Applicants admitted on the

basis of a score earned on a different English language proficiency test (e.g., TOEFL,

CAEL, etc.) will also be required to take the LPI or an equivalent language proficiency

test before the conclusion of their first semester at SFU.

International students who score below 4 on the essay portion of the LPI, or who fail to

obtain an acceptable score on an equivalent exam, will be required to withdraw from any

W course in which they may have registered and to register instead in an appropriate

program or pre-W course (which, depending on the student's level of competence might

be the English Bridge Program, the English Language and Culture Program or a

Foundational Writing Skills course).

The Language Instruction Committee may make additional recommendations about

admission, writing requirements and resources for International students.

Students with Disabilities, Diverse Qualifications and Programs for Mid-Career

Adults

We do not recommend any changes in our current policies, as stated in the 2003-2004

Calendar.

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,

U I /ic 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

continues to examine other English language proficiency exams that may be more suitable

for students with English as an alternative language.

Recommendation: New Admissions and Continuation Requirements Pertaining to

Quantitative Skills

All students admitted to SFU should be adequately prepared to complete the quantitative

aspects of their programs, including the new Q courses. To ensure that we meet this goal,

we recommend improved admission standards pertaining to quantitative skills.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 7

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Direct admission from Grade 12

We recommend that, beginning in 2006-3, all applicants be required to demonstrate their

competence in quantitative skills as a part of the admissions process by obtaining a grade

of 60% (C) or higher in a course equivalent to Principles of Math 11 (or Applications of

Math 12), or in a course equivalent to Principles of Math 12 (whichever is required for

admission to their specific Faculty and/or Program).

Applicants who obtain math scores in the 60% - 69% range may be admitted, but will be

required either to register directly in a Foundational Quantitative Skills (FQS) course or to

take a diagnostic quantitative skills test within their first semester. The diagnostic test

will contain modules equipped to assess the quantitative abilities needed for all types of

Q courses. Admitted students who choose to take the diagnostic test and who score 70%

or higher on the appropriate module will be eligible to register in an appropriate Q course

(that is, a Q course with prerequisite skills assessed by the module). Those who score

below 70% will be required to register in an appropriate Foundational Quantitative Skills

course within their first 30 credits and to obtain a grade of C or better within their first

45

credit units before being eligible to register in a Q course. Students who fail to obtain a

grade of C or better in an FQS course after a maximum of two attempts will be required to

withdraw from SFU. Such students would have to re-apply for admission. They could be

re-admitted if they established that they had acquired the necessary proficiency in

quantitative skills.

Admission by college or university transfer

Students transferring from other post secondary institutions must either (a) meet the

math requirements of students who are admitted directly from high school, or (b) obtain a

grade of C or better in a certified Q course that is transferable to SFU.

International applicants

International applicants may meet the Q admission requirement by fulfilling either the

Grade 12 or college transfer entry standard.

IRecommendation: New Post-secondary Transfer Admissions Requirements

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I

(Note: Integrated in Recommendations above.)

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 to

successfully complete Principles of Math 11 or Applications of Math 12 (or their

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equivalent) and English 12 (or its equivalent). Students transferring from other post-

secondary institutions may also meet our English and quantitative standards by obtaining

at least a grade of C in a W or Q course that is transferable to SFU.

REVISED Undergraduate Curriculum Discussion Paper: Amended April

27, 2004, 8

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IRecommendation: A Course-specific Test of Quantitative/Analytical Proficiency

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0

As a result of our consultations, we abandoned this recommendation in the conviction

that the University and its students will be better served by the measures now outlined in

our revised Recommendation for improved Quantitative admissions and continuation

standards (above).

2.3 Navigating the New Course Requirements

The Recommendation 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, specified

that at least one W course should be taken at the upper division, preferably in the

student's discipline, and outlined a process for exemptions.

IRecommendation: 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 in the upper division, preferably within the student's discipline;

• 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 DB 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

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 UB, 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 WQB requirements are minimum requirements; programs may set

additional W, Q and/or B requirements for their students.

Students will be encouraged to take at least one W and one Q course within their first 30

credits at SFU and will be required to take at least one W and one Q course within their

REVISED Undergraduate Curriculum Discussion Paper: Amended April

27, 2004, 9

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first 60 credits. Transfer students who have not received transfer credit for a W and/or Q

course will be required to take at least one W and/or one Q course within their first 30

credit units at SFU.

Why require one W course in the Upper division?

Lower-division writing courses expose students to the "tools of the trade" by: (a)

introducing them to university-level academic writing; (b) enabling them to recognize

disciplinary differences; (c) helping them appreciate citation practices, the use of and

reporting on sources, library research skills, essay structure, paraphrasing, etc.; (d)

helping them develop attitudes about writing as a means of learning as well as

communication; and (e) fostering learning skills in collaboration, drafting processes and

revision strategies.

Upper-division writing courses apply and use the tools and strategies of writing in

different contexts. They are attentive to: (a) the relation between theory and data, and the

use of primary sources; (b) the acquisition of meta-strategies—knowing that you know

what you know, and how; (c) the shift from dependence on the instructor as the source of

knowledge to students' development of their own analytical ability; (d) the preparation of

students for professional and workplace contexts; (e) professional forms of writing; (f)

analysis and synthesis of complex data and ideas; (g) the acquisition of scholarly research

attitudes and skills; (h) the importance of critical participation in civil society; and (i) the

specifics of disciplinary practices.

The fundamental purpose of the writing initiative is to make sufficient improvements in

the literacy of SFU students to enable them to become decent writers. A student who

passes two lower-division W courses may not meet this standard. Upper-division writing

experiences are viewed by all members of the Writing Support Group and other experts in

writing as qualitatively superior to lower-division writing experiences. Universities with

exemplary writing programs typically structure their writing requirements in ways that

ensure that students take upper-division courses in their disciplines. Third- and fourth-

year students are better prepared intellectually to benefit from training in writing; upper-

division writing courses are more likely than lower-division writing courses to be in

students' disciplines, and upper-division classes tend to be smaller than lower-division

classes.

Many SFU departments are keen to develop upper-division writing courses; they can

accommodate the needs of their students by making a relatively small number of their

upper-division courses writing intensive.

2.4 Joint Majors, Double Majors, Majors with Required Minors, 2' degrees

Students undertaking joint or double majors will be required to meet the same

requirements as other students, but they will be required to meet them only once.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

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Students seeking second degrees from SFU who have fulfilled the WQB requirements

while earning their first degrees at SFU will 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 WQB requirements will have to be assessed to

determine WQB course credit.

2.5

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, and in

cases in which the requirements would otherwise jeopardize the academic integrity of the

program, the program may petition SCUS for its students to be exempted from some

portion of the breadth requirement (Section 5.6).

2.6 Toward a New Student Learning Centre

When Senate passed the new WQB requirements in principle, it recommended "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: The creation of a Task Force or equivalent body to explore the

establishment of a Student Learning Centre

We 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 a 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. Our recommendation and covering memo appear as

Appendix G.

The Task Force on Academic Honesty and Integrity has recommended the University

"establish an Academic Learning Centre for the Burnaby campus and accommodate the

needs of students at Harbour Centre and the Surrey campuses." 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.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

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0.

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Recommendation: Foundational Writing Skills Courses

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We recommend the development of a set of new Foundational Writing Skills (FWS)

courses for students admitted to SFU with low grades in English and/or low scores on a

language proficiency test. Such courses would prepare students to read and write at a

first-year university level. Although FWS courses may provide some remedial assistance,

they would not be equivalent to English 12. Rather, they would establish a framework for

uses of reading and writing that direct students toward such goals of university literacy as

use of Standard English, accurate representation, critical assessment of sources, and the

ability to construct and develop arguments. We would expect such courses to be designed

in somewhat different ways for students with English as a first language and students

with English as an alternative language.

We recommend that registration in the FWS courses be capped at 500 students per

academic year. (Note that the limit of 500 is based on current enrolments and may change

as enrolments rise.) This enrolment limit may result in the minimum English grade for

admission being higher than 60% (Grade 12) or C (for college transfer).

.

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We recommend that FWS courses be 3 credit courses, but that these credits be "additive"

rather than "integral." That is, students passing the courses would be awarded academic

credit and their course grades would be included in the calculation of their GPAs.

However, FWS credits would not count toward the number of credits required to graduate

(usually 120).

We recommend that students required to take FWS courses must obtain a grade of C or

higher in an FWS course before registering in a W course. Students should be allowed to

repeat an FWS course only once. Following two unsuccessful attempts, students should

be required to withdraw. Such students would have to re-apply for admission. They

could be re-admitted if they established that they had acquired the necessary proficiency

in English.

We recommend that tuition for FWS courses be charged at the Basic Tuition Fee rate.

Students needing additional assistance before attempting Foundational Writing Skills

courses would be referred to appropriate resources. Such resources might include the

English Bridge Program, the English Language and Culture Program, individual assistance

or online, self-directed programs that teach basic skills. Delivery of these resources could

be coordinated through a Student Learning Centre.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

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IRecommendation:

SFU currently offers

Foundational

some foundational

Quantitative

level mathematics

Skills Courses

courses,

?

but we believe

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additional courses will need to be developed. Foundational Quantitative Skills (FQS)

courses would prepare students to enter Q courses at a first-year university level.

Different kinds of FQS courses would be offered for students who seek to register in

different kinds of Q courses.

We recommend that registration in FQS courses be limited to 500 students in an academic

year. (Note that the limit of 500 is based on current enrolments and may change as

enrolments rise.) We do not believe that this requirement is likely to function as an

enrolment cap at the admissions level because statistical evidence suggests that fewer than

500 students per year would require an FQS course.

We recommend that FQS courses be 3 credit courses, but that these credits be "additive"

rather than "integral." That is, students passing the courses would be awarded academic

credit and their course grades would be included in the calculation of their GPAs.

However, FQS credits would not count toward the number of credits required to graduate

(usually 120).

We recommend that students required to take FQS courses must obtain a grade of C or

higher in an FQS course before registering in a Q course. Students should be allowed to

repeat an FQS course only once. Following two unsuccessful attempts, students should

be required to withdraw from SFU. Such students would have to re-apply for admission.

They could be re-admitted if they established that they had acquired the necessary

proficiency in quantitative skills.

We recommend that tuition for FQS courses be charged at the Basic Tuition Fee rate.

Students needing additional assistance before attempting FQS courses would be referred

to appropriate resources. Such resources might include individual assistance or online,

self-directed programs that teach basic skills. Delivery of these resources could be

coordinated through a Student Learning Centre.

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

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 13

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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

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, 4

we revised the definitions, and they have been further refined as a result of

comments received during our consultations on the previous edition of this Discussion

Paper.

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.

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A compendium of WQB comments received in response to our April questionnaire is

available at

http://www.sfu.ca/ugcr/WOB

Requirements!

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2.

Examples of writing within the disciplines are used as a means of instruction about

typical 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 based

on explicit criteria and is directed at improving the quality of their writing.

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.

5. At least half the course grade is based on written work for which students receive

feedback (see Criterion 3).

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 or which are otherwise deemed

likely to be W courses is available in Appendix C.

Definition

To qualify as

Quantitative/Analytic

(or 'Q' for short), a course must have either

quantitative (numerical, geometric) or formal (deductive, probabilistic) reasoning as part

of its primary subject matter, or make substantial use of such reasoning in practical

problem solving, critical evaluation, or analysis.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

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Interpreting the Q Definition

1. Mathematics courses already required in Math, the Sciences, Engineering,

Business Administration and Economics, and statistics courses required in Social

Science programs clearly qualify as Q courses, as do the symbolic logic courses

offered in Philosophy.

2.

Courses currently offered in programs such as Engineering Science, Physics,

Chemistry, Biology, Business, Economics and other Social Science programs

that contain a significant math or stats component also would be eligible for Q

designation.

3.

A third type of course eligible for Q designation will be designed especially for

students in the Humanities and Fine Arts. The goal of such courses will not be

simply to nurture traditional math skills. Such courses will aspire to the greater

challenge of deepening the understanding and appreciation of quantitative and

formal reasoning, their ubiquitous utility, and their creative potential. We view

such courses as focusing on the relation between (a) concepts and structures

communicated through numbers and other systems of abstract representation

(such as formal languages, programming languages, geometries, graphs) and (b)

fostering students' ability to engage more effectively with the subject matter of

their respective programs and practical everyday situations. Such courses need

not focus primarily on quantitative or formal reasoning methods, but should give

significant exercise to such techniques through model building and problem

solving, both in class and in course assignments.

3.2.3 What is a Designated Breadth (DB) course?

Designated Breadth (DB) courses expose students to new theoretical perspectives, forms

of thought and modes of enquiry. To qualify as a DB course, a course must be

intellectually accessible to "non-majors"; that is, students' ability to master the course

content must 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:

1. It explicitly addresses how and why a discipline (or disciplines) defines, acquires

and organizes knowledge in particular ways; it identifies important questions and

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

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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.

3.2.4 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, Q courses for students who have had

difficulty with quantitative concepts, and Designated Breadth courses in the Sciences to

meet the demand will be particularly challenging.

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 C for examples.

3.3.2 Instructional Support for the Development of W, Q 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

sources.

Learning and Instructional Development Centre (LIDO

: 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 online teaching

materials, webpages, videos and interactive exercises.5

http:/Iwww.sfu.caIlidcI

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S

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 17

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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 lAs for

writing-intensive course development, assessment and revision.6

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, 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

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Learning in the Classroom:

Jossey-Bass, 2001.

Funds are available to support the development and recurring offering of W, Q and B

courses.

3.4 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 DB course belongs. Programs 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.

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6

http://www.sfu.calcwil/

REVISED Undergraduate Curriculum Discussion Paper: Amended April

27, 2004,

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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.

4.1 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.

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 believe

that substantial additional resources will be required.

4.2 Modeling Supply and Demand

We have prepared estimates of the number of course spaces that will be needed to enable

students to meet the WQB requirements. Our analysis indicates that the challenge of

developing enough courses to meet the need will be greatest for writing courses,

quantitative courses for Humanities students and designated breadth courses in Science.

Documents setting out our estimates of the development and recurring funds necessary to

implement the proposed WQB requirements, and the models from which we derived our

estimates, are available on our website.7

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 have prepared guidelines and

7

hup:i/www2.stu

.ca/ugcr/Task

Forces and Support Groups/UCITF/Documents/

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 19

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procedures to guide the allocation of resources to implement and sustain the proposed

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. Our proposed

allocation process is outlined in some detail in a document available on our website.

8

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 in our Resource Allocation document (see footnote

8). Following implementation, we recommend that normal course approval processes be

followed.

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 them 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

courses). Most high school students who apply to SFU also apply to other BC colleges

or university colleges.

8

http://www2.sfu.c'ucr/Task Forces and Support Groups/UCITF/Documents/

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 20

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Students applying to UBC and UVic from outside BC are not exempted from the language

proficiency requirement, although some students choose to write a language proficiency

test or tests 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.

Special administrations of an appropriate language proficiency test or tests will be

arranged at appropriate times for International students.

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 low grades in English 12 or on language proficiency tests, we

believe the benefits of identifying such students are worth the costs.

We expect a similar number of applicants will be denied admission on the basis of poor

grades in the required math courses.

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 a language proficiency test 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 a language proficiency test

before December of their Grade 12 year. Such students could, however, be granted

admission contingent on achieving an acceptable language proficiency score.

Applicants seeking admission to SFU in other semesters would have more time to submit

language proficiency scores, because Spring and Summer semesters have no "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.

We are proposing that the International English Language Testing System (IELTS) be

given priority over the Test of English as a Foreign Language (TOEFL) as a means for

International applicants to demonstrate proficiency in the English language. We have

arrived at this position after multiple consultations with SFU International and the

Language Instruction Committee. Our proposals "promote" IELTS, which we believe is a

more reliable predictor of proficiency in academic English, by making it possible for those

submitting an acceptable IELTS score to register directly in a W course. Those who

submit scores from less trustworthy English language proficiency tests will be required to

take the LPI or an equivalent test sometime before the conclusion of their first semester at

SFU.

REVISED Undergraduate Curriculum Discussion Paper: Amended April

27, 2004,

21

---

•

?

The proposed quantitative admissions standard requires no additional information from

applicants, although a post-admissions assessment of

Q

skills is required for those whose

math grades are in the lowest acceptable range.

It is difficult to know whether the proposed changes to SFU's English language and

quantitative 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.

5.4.1. Articulating Q Courses

We recommend that

Q

credit be granted for university-level courses that have been

certified as meeting the criteria for our

Q

courses and are transferable to SFU.

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. Transfer courses will

have to be examined carefully to determine whether they 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, many

students will be unable to satisfy the requirement to take one upper-division W course

before they are admitted to SFU.

5.4.3 Articulating B Courses

It will be relatively easy for students to satisfy UB requirements with transfer courses. In

general, we recommend that courses eligible for transfer credit for an SFU course with a

DB designation be awarded SFU DB credit.

5.5 Record Keeping

The new Student Information System (SIMS) will be able to track completed W,

Q

and B

• 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

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 22

---

purposes, and students and advisors will be able to track which requirements remain to be

completed for graduation. We propose that the W, Q and B 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 - the Faculty UCC -* SCUS -* SCUP -*

Senate.

6:

CoNcLusioN

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.

We welcome your comments and suggestions. Please send them to

sIrhodessfu.ca.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 23

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. .

?

November Discussion Paper

New admissions requirements pertaining to Writing skills

In November we recommended that, to be admitted to SFU, applicants who obtained a grade

below 80% in English 12 or an equivalent course be required to obtain an acceptable score on

a language proficiency test. We have upgraded the English 12 standard to 86%. We believe

that the higher grade (A) is a better predictor of readiness for a university Writing course.

The higher standard will not produce a significant increase in the number of applicants who

write a language proficiency test, because most applicants to SFU apply to other BC post-

secondary institutions that require the Language Proficiency Index (LPI) or an equivalent

language proficiency test.

In November we recommended that students with English 12 grades between 60% and 69%

and an acceptable score on a language proficiency test be required to obtain a grade of C- in a

Foundational Writing Skills course as a condition for continuation. We have raised this grade

to C because grades below C are generally considered to be unsatisfactory and below

community expectations for academic performance.

New admissions requirements pertaining to Quantitative skills

In November we recommended that instructors of introductory-level Quantitative courses be

S

?

?

encouraged to develop course-specific tests to assess the preparedness of their students to

?

learn the quantitative concepts they intended to teach. During our consultations, we found

that members of the community believed that this recommendation "watered down" the Ad

Hoc Committee's original recommendation. Some members of the community commented

on the discrepancy between the English language and Quantitative standards. Our previous

recommendation, it was thought, would not ensure that students were adequately prepared to

take Q courses, and, it was suggested, we were not being sufficiently directive in placing

students at the appropriate Q levels. Finally, the recommendation was viewed as impractical,

requiring many instructors to create quantitative proficiency tests. In response to such

concerns, we abandoned this recommendation in favour of the following (which we include

here in its entirety):

Direct admission from Grade 12

We recommend that, beginning in 2006-3, all applicants be required to demonstrate their

competence in quantitative skills as a part of the admissions process by obtaining a grade

of 60% (C) or higher in a course equivalent to Principles of Math 11 (or Applications of

Math 12), or in a course equivalent to Principles of Math 12 (whichever is required for

admission to their specific Faculty and/or Program).

Applicants who obtain math scores in the 60% - 69% range may be admitted, but will be

required either to register directly in a Foundational Quantitative Skills (FQS) course or to

take a diagnostic quantitative skills test within their first semester. The diagnostic test

will contain modules equipped to assess the quantitative abilities needed for all types of Q

courses. Admitted students who choose to take the diagnostic test and who score 70% or

S

?

?

higher on the appropriate module will be eligible to register in an appropriate Q course

?

(that is, a Q course with prerequisite skills assessed by the module). Those who score

below 70% will be required to register in an appropriate Foundational Quantitative Skills

course within their first 30 credits and to obtain a grade of C or better within their first

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 24

---

45

credit units before being eligible to register in a Q course. Students who fail to obtain a

grade of C or better in an FQS course after a maximum of two attempts will be required to

withdraw from SFU. Such students would have to re-apply for admission. They could be

re-admitted if they established that they had acquired the necessary proficiency in

quantitative skills.

Admission by college or university transfer

Students transferring from other post secondary institutions would have to either (a)

meet the math requirements of students who are admitted directly from high school, or

(b) obtain a grade of C or better in a certified Q course that is transferable to SFU.

International applicants

International applicants may meet the Q admission requirement by fulfilling either the

Grade 12 or college transfer entry standard.

We believe that this recommendation restores an appropriate level of symmetry between

the W and Q requirements, though it does not make them completely symmetrical.

Differences between the W and Q requirements are unavoidable because no standardized

test equivalent to the LPI is available to assess quantitative proficiency prior to

admission, and no other BC (or to our knowledge, Canadian) university assesses the

quantitative proficiency of students prior to admission. Furthermore, we currently

require all direct entry students to submit English 12 grades, which are included in the

calculation of our admission GPA, because all programs require this level of mastery of

English. However, different programs require different levels of mathematical

proficiency for admission, and Math 11 grades are not counted in our admission GPA.

Finally, our conception of quantitative proficiency is not limited to mathematical skills,

making it difficult to assess.

Instructors may set prerequisites for quantitative courses based on math grades or scores

on appropriate modules of the quantitative proficiency test that exceed the minimal

levels we have identified.

New WQB graduation requirements

In November we recommended that students be required to take 6 credits of courses that

foster writing abilities (W courses), including at least one course from the upper division.

Following extensive discussion, we revised this recommendation to read: "including at least

one course in the up p er division, preferably within the student's discipline."

The fundamental purpose of the writing initiative is to make sufficient improvements in the

literacy of SFU students to enable them to become decent writers. A student who passes two

lower-division W courses may not meet this standard. Upper-division writing experiences are

viewed by all members of the Writing Support Group and other experts in writing as

qualitatively superior to lower-division writing experiences. Universities with exemplary

writing programs typically structure their writing requirements in ways that ensure that

students take upper-division courses in their disciplines. Third- and fourth-year students are

better prepared intellectually to benefit from training in writing; upper-division writing

courses are more likely than lower-division writing courses to be in students' disciplines, and

upper-division classes tend to be smaller than lower-division classes.

The creation of a Task Force or equivalent body to explore the establishment of a

Student Learning Centre.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 25

---

• ?

This recommendation has been advanced to the VP, Academic and appears as Appendix G.

Foundational Writing Skills courses

In November we recommended that students with English 12 grades between 60% and 69% be

required to take a Foundational Writing Skills (FWS) course. Refining this recommendation,

we now stipulate that:

• Enrolment in FWS courses should be limited to 500 students in one academic year. Note

that this "cap" may result in an elevation of the English 12 grade required for admission.

• The 3 credits granted for FWS courses should be "additive" rather than "integral." By this

we mean that such courses should be granted academic credit and the grades students earn

should be included in the calculation of their GPAs, but the credits should not count

toward those required to graduate (usually 120 credits).

Students should pay for FWS courses at the Basic Tuition Fee rate.

• A grade of C or higher in an FWS course should be required as a prerequisite to register in

a W course.

• Students should be allowed to repeat a FWS course only once. Following two unsuccessful

attempts, students should be required to withdraw. Such students could be readmitted if

they established the requisite proficiency in writing.

Implicit in this requirement is the belief that it is appropriate to offer a relatively small

•

?

number of students who have not yet acquired the level of English proficiency needed to

complete a university-level W course, but who have demonstrated exceptional abilities in

other subject areas, an opportunity to redress this problem after admission. However, we need

to limit the resources we invest in courses designed to teach students skills they should have

acquired prior to admission.

Foundational Quantitative Skills courses

The recommended admission standard for quantitative skills is supplemented with a

recommendation to develop Foundational Quantitative Skills (FQS) courses parallel to FWS

courses.

In addition to the foundational math courses we currently offer, we recommend the

development of new Foundational Quantitative Skills courses for students admitted to

SFU with low grades in math and/or low scores on a quantitative proficiency test. Such

courses would prepare students to enter Q courses at a first-year university level.

Different kinds of FQS courses could be offered for students who seek to register in

different kinds of Q courses.

We recommend that registration in FQS courses be limited to 500 students in an

academic year. We do not believe that this requirement is likely to function as an

enrolment cap at the admissions level, because statistical evidence suggests that fewer

than 500 students per year would require an FQS course.

We recommend that FQS courses be 3 credit courses, but that these credits be "additive"

rather than "integral." That is, students passing the courses would be awarded academic

credit and the grades for the courses would be included in the students' GPAs. However,

. ?

FQS credits would not Count toward the number of credits required to graduate (usually

120).

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 26

---

• We recommend that students required to take FQS courses be required to obtain a grade of

C or higher before registering in a Q course. Students should be allowed to repeat a FQS

course only once. Following two unsuccessful attempts, students should be required to

withdraw from SFU. Such students could be readmitted if they established the requisite

proficiency in writing.

We recommend that students should pay for FQS courses at the Basic Tuition Fee rate.

Students needing additional assistance before attempting FQS courses would be referred

to appropriate resources. Such resources might include individual assistance or online,

self-directed programs that teach basic skills. Delivery of these resources could be

coordinated through a Student Learning Centre.

Implicit in this recommendation is the assumption that it is appropriate to offer a relatively

small number of students who manifest problems with quantitative proficiency but

demonstrate exceptional abilities in other subject areas an opportunity to redress such

problems in their first year. However, we need to limit the resources we invest in courses

designed to teach students skills they should have acquired prior to admission.

fl

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 27

---

Appendix

Bi:

Graphic Representation of the Proposed New English Language

Admissions Standard

2(On g

liIb i

?

age

Direct entry from Grade

12appicaiit,

English requirement

Additional requirements

A grade of 86% or higher

in a course equivalent to, or

more advanced than,

English 12 (e.g. AP or IB)

A grade of 70% to 85% in

Plus

a score of Level 4

a course equivalent to, or

or

5

on the essay

more advanced than,

component of the LPI (or

English 12

an equivalent score on an

accepted language

proficiency test)

A grade of 60% to 69% in

Plus

a score of Level 4

and

completion of a

a course equivalent to, or

or

5

on the essay

Foundational Writing

more advanced than,

component of the LPI (or

Skills Course with a

English 12

an equivalent score on an grade of C or better

accepted language

(before being allowed

proficiency test)

to register in a W

course)

A score of Level 6 on the

essay component of the LPI

or equivalent test (or an

equivalent score on an

accepted language

proficiency test)

Post-secondary institution transfer apphcants

English requirement ?

—

Students transferring from other post-secondary

institutions must either (a) meet the English

requirements of students who are admitted directly

from high school, or

(b)

obtain a at least a C grade in a

W course that is transferable to SFU.

International

apphcants

Additional requirements

Acceptable IELTS test

?

Students will be "streamed", according to their IELTS score,

score ?

into either W courses or a Foundational Writing Skills (FWS)

course. Students streamed into the FWS course must achieve a

grade of C or better before they may register in a W course.

Acceptable test score in

Plus

a score of Level 4

other tests of English

on the essay component

language proficiency

of the LPI or an

standards (TOEFL, CAEL,

equivalent score on an

etc.)

accepted language

proficiency test

International applicants who score below Level 4 on the essay component of the LPI must

complete a Foundational Writing Skills Course with a grade of C or better before being

allowed to register in a W course.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

28

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Admissions Standard

?

0

2006Quantitathe skills

competenk requiiements

?

]

Direct

entry

from Grade

12

Quantitative skills ?

requirement

A grade of 70% or higher in

Principles of Math 11 (or

Applications of Math 12) or

Principles of Math 12

A grade of 60% to 69

7

/6 in

Plus

a score of 70% or

Principles of Math 11 (or

better on a diagnostic

Applications of Math 12) or

quantitative skills test

Principles of Math 12

(before being allowed to

I register in a Q course)

OR

A grade of 60% to 69% in

Plus

completion of a

0

Principles of Math 11 (or

Foundational

Applications of Math 12) or

Quantitative Skills

Principles of Math 12

Course with a grade of C

or better (before being

allowed to register in a Q

I course)

Important Note: In all cases involving admission from Grade 12, the math requirement

that must be met (i.e., Principles of Math 11 [or Applications of Math 121 OR

Principles of Math 12) is set by the Faculty or program to which admission is being

sought.

Post-se

onthr

y

transfer qppUcan ts

Quantitative skills requirement

Students transferring from other post-secondary

institutions must either (a) meet the math requirements

of students who are admitted directly from high school,

or

(b)

obtain a grade of C or better in a course that is

equivalent to an SFU Quantitative course.

International apphcants

?

a

Quantitative skills requirement

International students may meet the Quantitative

admission requirement by fulfilling either the Grade 12

or college transfer entry standard, but must meet one or

the other.

.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004,

29

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0. ?

Appendix C: Examples of Existing W, Q and B Courses

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 and B courses provided below is meant to supply a

sense of the range of existing courses that may confonn 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 are

expected to 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.

.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 30

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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

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/Analytical 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.

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, operationalization,

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.

Quantitative/Analytical Courses for the Humanities

PHIL 110: Introduction to Logic and Reasoning

The aim of this course is to familiarize students with fundamental techniques of correct

reasoning. Special attention is given to the methods of logic in particular, and to their role in

the discovery of truth not only within science and philosophy but within all forms of rational

enquiry.

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

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 31

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.

?

emphasis on problem solving, participatory investigations and collaborative projects rather

than applying the lecture/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):

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.

HUM 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):

BISC 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.

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 new

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.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 32

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PHYS 190: Introduction to Astronomy

Historical astronomy, telescopes, the sun and the solar system, stellar evolution, galaxies,

cosmology.

Desi g

nated 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.

CRIM 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.

SA 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

society, 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.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 33

.

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9

10

II

0

. ?

Appendix D: 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.9

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.'°

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."

5. Content courses taught by faculty with the assistance

of

trained lAs.

Relatively large

content courses are restructured to meet the criteria for W courses. TAs assume the

primary responsibility for helping students develop their writing skills. TAs are trained

and their workload is adusted to reflect the additional work required to supply feedback

and marking of writing.

2

6. 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.

for an example.

12

(For an example see

hrtp://wwv.sfu.caJcwil/docs_content/fac_docs/w_courses/HIST_1 01 syllabus.)

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 34

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Develop W, Q and B Courses ?

0

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:

Faculty members, in conjunction with their respective Undergraduate Curriculum

?

Committees and in consultation with Support Groups, CWIL, LIDC and other sources of

?

assistance, develop proposals

I

Faculty Undergraduate Curriculum Committees decide which proposals to support

1

Support Groups evaluate proposals. Deans of the relevant Faculties receive copies of the

?

proposals for information.

I

UCITF rates proposals

'Jr

VPA, in consultation with Deans, decides which proposals to fund

.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 35

---

9

Appendix F: Consultation Schedule

The Undergraduate Curriculum Implementation Task Force has carried out a comprehensive

consultation process in relation to the Discussion Paper and has considered all input received

from members of the SFU community and other institutions. Further comments on the

REVISED Discussion Paper may be submitted to Susan Rhodes via email at slrhodessfu.ca

until April 7, 2004.

2003

February 12

Open Forum, Burnaby

November 26

VPs & Deans

February 19

Open Forum, Surrey

December 3

SCUP

February 24

TSSU

December 8

SCUTL

February 26

Course Accessibility

December 9

SCUS

Implementation Cttee

December 11

Admissions

Recruitment

SFU International

March 2

Arts DAs

December 11

Chairs

March

5

College Advisors

Directors

March 8

Langara College

Administrators

March 19

ContemporaryArts

December 12

BC Council on Admissions

March 22

VPs

and Transfer

March 23

Science DAs

March 24

Deans

2004

April 1

Kwantlen UC,

January

5

Senate

April 1

Kinesiology UCC

January 12

Douglas College

April 7

Susan Kennedy, Mm of

Communications

Education

W

Department

April 13

SCUS

January 14

Faculty of Science UCC

April 14

Douglas College

January 15

Faculty of Arts UCC

April 20

FAS UCC

January 22

Student Services

April 21

SCUP

February 4

Faculty of Business UCC

April 26

SCUTL

February 4

Chemistry UCC

May 7

BCCAT English

February 11

Faculty of Education UPC

Articulation Committee

June 4

BCCAT Mathematics

Articulation Committee

.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 36

---

creation of a new Task Force

SIMON FRASER UNIVERSITY

Office of the Vice President Academic

Undergraduate Curriculum Implementation Project

TO:

John H. Waterhouse, Vice President, Academic

FROM:

KC Bell, Coordinator

Undergraduate Curriculum

Implementation Task Force

RE: Recommendation from the UCI Task Force

?

DATE: ?

February 4, 2004

I am forwarding to you a recommendation from the Undergraduate Curriculum

Implementation Task Force. As you know, the Discussion Paper published in November

contains a recommendation to establish a new task force (or similar working group) "to

review existing university-wide student academic support services and structures and to make

recommendations about the establishment of a centralized Student Learning Centre."

Our consultations to date have suggested that we broaden this recommendation to include

consideration of academic supports beyond those required to address the writing and

quantitative skills that form the core of our mandate. As well, the curriculum project groups

believe that the work of the new task force should not await the conclusion of our

consultation process before beginning. To this end, we are sending our detailed

recommendation to you now.

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 37

---

. ,

?

A recommendation to create a Task Force or other working group to research and

make recommendations on enhancing student academic support

The Undergraduate Curriculum Implementation Task Force included the following

recommendation in its current Discussion Paper (page

5):

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.

The draft report by the Academic Integrity Task Force contained a similar recommendation

and another is anticipated from the Language Instruction Committee.

Because expanded academic support for students will need to be in place when the new

curriculum requirements are introduced in September 2006, we recommend that the Vice

President, Academic create a Task Force or similar working group to:

a)

estimate the increased demand that will be created for student support services by the

new writing, quantitative and breadth requirements;

b)

determine which academic and service units currently provide academic support in the

areas of writing and quantitative skills;

c)

determine the range and service providers of language and other academic support

currently provided for ESL students within the University; and

d)

identify the most efficient (centralized, "distributed," or "blended") and effective

("best practices") means of enhancing academic support to meet the increased

•

?

demand so that all appropriate services are available in September 2006.

It may be useful for this group to consider in their review and recommendations academic

support offered to students in areas other than writing and quantitative skills.

We suggest that the new task force be chaired by a faculty member in order emphasize that

academic support remains clearly the heart of its mandate.

Specific Tasks and Responsibilities Mandate

By June

1st,

2004:

• Survey the forms of academic support in the areas of writing and quantitative skills

currently offered by academic and service units at SFU

• Conduct a needs assessment of the kind and extent of additional academic support

that students will need to fulfill the new graduation requirements

• Compile an "inventory" of all academic and service units currently offering academic

support to ESL students, outline the nature of the support each provides, its cost and

how those costs are covered

• Recommend what additional writing and quantitative skills support should be made

available, in what form, and what resources will be needed to provide it

• Recommend how the provision of student academic skills support can be offered most

effectively and efficiently (centralized, distributed or "blended" models)

• Develop an overall strategy and timeline for providing these enhanced student

academic support services

• Liaise with the UCI Task Force and the Language Instruction Committee as needed

REVISED Undergraduate Curriculum Discussion Paper: Amended April 27, 2004, 38