S.01-25
ASER UNIVERSITY
For Information ?
SIMON FR
.
Senate Graduate Studies Committee
Annual Report to Senate for 2000
Submitted by Dr. J Driver, Dean of Graduate Studies ?
February 2001
Com p
osition and Mandate of the Committee
There were a number of important changes to the Senate Graduate Studies Committee in calendar
year 2000.
Following recommendations of the Graduate Student Survey Implementation Task Force
(November 1998) the position of Dean of Graduate Studies was separated from the portfolio of
the Vice-President, Research, and a full-time dean was appointed, effective I' May. At the same
time, the position of Associate Dean of Graduate Studies was eliminated.
Following recommendations from the Senate Review Committee, the SGSC was reduced in size,
also effective I" May. Previously SGSC had faculty representatives from every graduate
programme, and graduate student representatives from each faculty, as well as representation
from the Library and Registrar's office. As recommended by the Senate Review Committee, the
representation of faculty members was changed to the chair of each faculty's graduate programme
committee plus one other faculty member elected by and from each faculty's graduate programme
committee. Graduate student representation was reduced to two students elected by Senate.
The SGSC reviewed its membership and terms of reference during the summer. The Committee
recommended to Senate that the Graduate Issues Officer be added as an ex-officio member, and
that the two graduate student representatives be elected by graduate students, rather than by
Senate. These changes were passed by Senate. The terms of reference received minor rewriting,
and these were also passed by Senate.
The current membership of SGSC is the Dean (chair), Registrar (or designate), Librarian (or
designate), chairs of the five faculty graduate programme committees, one other faculty member
from each of the five graduate programme committees, two graduate students, the Graduate
Issues Officer of SFSS, and the Assistant Director Graduate Records (non-voting).
SGSC has established a regular monthly meeting schedule, in an attempt to spread the workload
of the committee more evenly over the year. Currently meetings are held at 2.30 p.m. on the third
Monday of each month. A list of meetings and activities for 2000 is attached as Appendix C.
2000 S.G.S.C. Report to Senate
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Graduate Studies at Simon Fraser University
?
a
Masters programmes are offered in each faculty, doctoral programmes in
all
but Business
Administration, and graduate diploma programmes in Business Administration and Education. In
addition, the Dean of Graduate Studies office administers the Special Arrangements Programme,
which provides a home for students with individual interdisciplinary programmes of study and
research. Summary statistics on enrollments and award of degrees are available from Analytical
Studies website and from the biannual Graduate Factbook. A list of programmes which permit
part-time study is appended (see Appendix B).
Graduate enrollments increased steadily from the late 1980's to the mid-1990's, and have remained
relatively stable since then (see Appendix A). This stability is the result of a number of factors.
There were relatively few new graduate programmes approved in the late 1990's, and the number
of faculty members available for graduate supervision has not increased significantly.
Furthermore, funding levels for graduate students have increased slowly, while employment
opportunities outside the university were relatively good. The number of degrees awarded has
also increased steadily and reached a plateau in the late 1990's.
When compared with other provinces, British Columbia's universities award more graduate
degrees per capita than all other provinces except Quebec, Nova Scotia and Ontario. This
contrasts with the lower rate of undergraduate degrees. Approximately
15%
of SFU's degrees are
at the graduate level, making us comparable with universities such as Alberta, Manitoba, Victoria,
Guelph, McMaster, York, New Brunswick and Waterloo. Locally, 21% of UBC's degrees are at
the graduate level, and other universities with similar figures include Calgary, Carleton, Ottawa,
Queens and Wilfrid Laurier (all at 19%), and Toronto (28%). (All data based on 1998 figures
from AUCC website).
During the year 2000 the proposal for an MBA in Management of Technology was reviewed
externally and recommended for approval by the Assessment Committee for New Graduate
Programmes. This proposal will come to Senate in 2001. Currently, the programme is being
offered under Cohort Special Arrangements.
The other major change in graduate programmes is the division of the Department of Mathematics
and Statistics into separate departments during 2001. The graduate programmes will also be
divided, thus adding to the total number of graduate programmes at SFU.
During the summer the Dean completed a survey of all departments to determine the extent to
which they conform to standards proposed for the "ideal department" described in the report of
the Graduate Student Survey Implementation Task Force. The results of the survey were collated
and a report submitted to the Vice-President, Academic. A copy of this report is attached as
Appendix D.
The 2000 edition of the
Graduate Studies Fact Book
has been produced, and will be circulated to
all graduate programme chairs and placed on the Dean of Graduate Studies website. In previous
reports of the Senate Graduate Studies Committee, the Dean has expressed concern about the
rate of withdrawal of students from programmes, time to completion of degree, and disparity in
2000 S.G.S.C. Report to Senate
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grading practices. The Fact Book demonstrates that these concerns remain valid, but these are
widespread in North American universities.
Of greater concern to Simon Fraser University should be the problem of funding graduate
students, especially in programmes where it is expected that most students will devote themselves
full-time to study and research. Over the last decade the University has received increases to its
base budget contingent on adding undergraduate spaces. We have not received any additional
base budget funding for the overall increase in graduate enrollment. To some extent this has been
offset by the increased success in faculty research grants, some portion of which will be used to
fund graduate students. Nevertheless, SFU's 1997 survey of graduate students suggests that a
significant number of students are inadequately funded. The recent (2000) report from the BC
University Presidents' Council on students who graduated with masters and doctoral degrees in
1995
also shows that many graduate students must work or take out loans to pay for their studies.
Underfiinding of graduate students is a problem across Canada, so universities which are able to
increase their level of support are in a position to recruit the best students. At SFU the Special
Graduate Entrance Scholarships programme is being continued in order to "top up" financial
packages offered to the best students. We have also increased to
$35,000
the cap on total awards
permitted to students receiving awards from non-private sources such as entrance scholarships,
NSERC/SS}IRC scholarships or SFU graduate fellowships.
SGSC Work for 2001
In addition to routine work, in 2001 Senate Graduate Studies Committee will review the
Graduate General Regulations, and expects to bring any changes to Senate early in 2002. A
review of the appeals mechanisms available to graduate students will be included in this process.
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1)ean of Graduate Studies
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2000
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1000
500
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19850 86/87 87/88 NO 89190 90191 91192 92193 93/94 94195 95/96 96)97 97/98 98/99 99/2000
B
Doctoral
DMaster's
2000 S.G.S.C. Report to Senate
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U
Appendix A
Annualized Graduate Enrolments for Fiscal Years
1985/86 86/87 87/88 88/89 89/90 90/91 91/92 92/93 93194 94/95 95/96 96/97 97/98 98/9999/2000
Head Count
?
1377 1366 1426 1444 1486 1623 1864 2008 2071 2225 2282 2254 2246 2201 2180
FTh ?
1125 1084 1147 1169 1256 1404 1594 1720 1779 1844 1914 1972 1997 1938 1939
10
Head
Count
UFTE]
Degrees Awarded in Fiscal Years
1985/86 86/87 87/88 88189 89/90 90/91 91/92 92/93 93/94 94/95 95/96 96/97 97/98 98/9999/2000
Master's ?
279 214 213 253 245 219 285 315 308 419 413 438 526 529 528
Doctoral ?
39
?
42
?
50
?
45
?
50
?
49 ?
64 ?
66 ?
66 ?
75
?
81 ?
72
?
101 ?
75 108
17J
2000 S.G.S.C. Report to Senate
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a
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Appendix B
Programs approved for part-time study, as of December 2000:
Archaeology (MA.,Ph.D.)
Biological Sciences (MPM)
Business Administration (Exec MBA)
Communication (M.A. ,Ph.D.)
Economics (M.A.,PH.D.)
Education (MA.,M. Sc.,M.Ed.)
Engineering Science (M.Eng.)
English (M.A.,Ph.D.)
French (MA)
Gerontology (M.A.)
History (M.A.,PII.D.)
Liberal Studies (M.AL)
Mathematics and Statistics (M.Sc.,Ph.D.)
Physics (M. Sc. ,Ph.D.)
Political Science (MA.)
Publishing (M.Pub.)
Resource and Environment Management (MRM)
Latin American Studies (M.A.)
Sociology and Anthropology (M.A.)
Special Arrangements (M.A.,Ph.D.)
Women's Studies (M.A.)
1 ]
2000 S.G.S.C. Report to Senate ?
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Appendix C
?
•
Report to Senate of the Activities of the Senate Graduate Studies Committee from January 2000
to December 2000.
1.
Number of Meetings -
5
2.
Graduate Curriculum Changes in Chemistry, Archaeology, English, Gerontology, History,
Mathematics and Statistics, Business, Education, Earth Sciences, Economics,
Criminology, Philosophy, Political Science, Psychology, Publishing, Engineering Science,
Kinesiology, NOM.
3.
Three Recommendations for Admission under Special Arrangements. Two admitted and
one withdrawn.
4.
Restructure of the Senate Graduate Studies Committee.
5.
Recommended to Senate that Graduate Students be represented on all sub-committees of
the Senate Graduate Studies Committee.
6.
Recommended to Senate that Graduate Students representatives and alternates be elected
to the Senate Graduate Studies Committee by Graduate Students.
?
0
7.
Recommended to Senate that the Graduate Issues Officer be an ex-officio member of the
Senate Graduate Studies Committee.
8.
Agreed to review the Graduate Student Appeals Committee in the light of the terms of
reference so that there is fairness for all concerned.
9.
Agreed to review the Graduate Studies-General Regulations.
10.
Agreed to schedule regular meetings of the Senate Graduate Studies Committee every
third Monday of the month.
.
2000 S.G.S.C. Report to Senate. Page 7 of 11
Appendix D
The Ideal Department Survey
Jon Driver
Dean of Graduate Studies
Simon Fraser University
September 2000
Report to the Vice-President, Academic
SUMMARY
A
survey of all units offering graduate programmes was undertaken, in order to determine how
closely they met the expectations of a hypothetical "ideal department." The responses suggest
that units perform well in many areas. More attention could be paid to recruitment, notably in
• attracting top students and in matching programme size to resources. The level of funding of
graduate students remains a concern, and it is recommended that faculty be encouraged to apply
for more research grants which include provision for graduate student support. The role of
graduate students in unit governance requires further investigation and discussion.
Introduction
In 1997 Dr. Bruce Clayman initiated a survey of all graduate students at SFU. The survey was
performed by an ad hoc committee, chaired by Dr. Ellen Gee, which subsequently produced a
detailed report and recommendations in March 1998. (See the Dean of Graduate Studies website
for details).
Dr. Clayman then formed a task force to develop a set of prioritized recommendations. One of
these was that academic units work towards a model of an "ideal department." The task force
described such a department, including topics such as recruitment, supervision, communication
and governance. The task force also recommended that a report be submitted to the Vice-
President, Academic, outlining steps which had been taken to implement the recommendations in
the report of the task force.
In 1999 Dr. Clayman began a survey of all academic units with graduate programmes, to assess
how well they matched the "ideal department" profile. The survey was completed by Dr. Jon
. Driver in the spring and summer semester, 2000. The results of the survey are presented here, and
fulfil part of the requirement that the Dean of Graduate Studies report to the Vice-President,
Academic about the implementation of the task force recommendations. I am pleased to report
that responses have been received from all units surveyed.
2000 S.G.S.C. Report to Senate
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The survey described nine characteristics of ideal departments, under six headings. Units were
asked whether their programmes fit the description. While some units provided extremely detailed
answers, others simply responded "yes" or "no" to each descriptor. The presentation of results
here uses yes/no responses as the lowest common denominator, with additional notes when
necessary.
At SFU graduate programmes are administered by faculties (e.g. Education), departments (e.g.
History), schools (e.g. Computing Science), and steering committees (e.g. Liberal Studies). These
are collectively referred to in this report as "units." The "ideal department" survey was sent to
people responsible for administration of graduate programmes in individual units. This means that
the three faculties which are divided into schools, departments and programmes (Science, Applied
Sciences, or Arts) are represented by more responses than the two, faculties (Business
Administration and Education) where administration of graduate studies is coordinated at the
faculty level. The survey therefore tends to emphasize the organization of graduate studies in
research-oriented programmes, rather than in professional programmes. When professional
programmes differ markedly from other graduate programmes this is noted below.
Ouestions and Responses
1. Recruitment
"The unit has a clear coordinated recruitment strategy (with enrollment targets) that meets
available and projected resources andfocuses on attracting the best candidates."
Responses were broken into three categories:
The unit has a recruitment strategy
Yes :12 ?
No: 21
(One unit had a recruitment strategy for one programme, but not the other)
There are enrollment targets
Yes: 20 ?
No:!!
Recruitment is related to resources
Yes :6
?
No: 12 ?
Partly :3 ?
No response: 11
Notes:
a.
some units noted that the problem is to keep enrollments capped at a managable size, not to reach enrollment
targets
b.
when evaluating responses, "recruitment strategy" was taken to mean more that just a package of information
and a website
c.
a number of responses indicated that individual faculty members were responsible for recruiting graduate
students to particular research programmes
d. a few units reported special efforts to attract top quality students
2. Admission
2A. "No student is admitted into an academic programme without first being assigned either a
senior supervisor or an interim advisor."
Yes: 23 ?
No: 4
?
N/A: 4 ?
No response: 1
2000 S.G.S.C. Report to Senate
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Notes:
a some professional programmes do not assign a senior supervisor before admission
b. some programmes assign a supervisor alter the second semester, following a standard package of courses
2B. "All students are guaranteed a minimal level
of
funding for afixedperiod of time (at least
one year) and commitments after that are made on an annual basis."
Yes: 16 ?
No: 17
Notes:
a one unit makes the guarantee for doctoral students, but not masters
b.
some programmes are designed for fully employed people, and therefore this is not a concern (e.g. Executive
MBA; EdD in Educational Leadership)
c.
units in Science and Applied Sciences tended to answer "ye? more frequently than other faculties
2C.
"Prior to accepting an offer of athnission the student is made fully aware of expected times
of completion, planned course offerings in the next year, and of funding and other resources
(e.g. office, supplies etc.) that will be made available to them during their time in the
programme. The unit accepts the responsibility for ensuring all commitments are met."
Yes: 21 ?
Yes (except course offerings) : 3 ?
No: 8
Notes:
a. quite a few units produce their own handbook
which
describes these topics
3. Courses
3A. "Students when reading the calendar have a clear idea of what courses they can expect will
be offered during their time at SFU."
Yes: 20 ?
No:i1
Notes:
a The number of "yes" responses may be inflated; some units offer core or required courses on a regular basis,
but other courses in the calendar may not be taught regularly
b. A number of respondents stated that their calendar descriptions were under revision because some courses
were not being offered
3B "The unit has developed a mechanism that provides graduate students with the opportunity to
comment formally on courses and instructors."
Yes: 24
?
No:7
Notes:
a. a number of "no" responses were accompanied by a statement that the small size of graduate courses meant
that it would be difficult to keep comments anonymous
4.
Governance
"Students are involved in the governance of the unit; they serve on the graduate studies
committee and the library committee, participate in unit meetings and are represented on search
committees and other committees as appropriate (in each case having the right to vote)."
Yes 27
?
No: 3
?
No response: 1
• ?
Notes:
a.
This question should probably have been broken down into a series of shorter questions; detailed responses
from some units suggests that there is a lot of variation in the role of graduate students in governance
b.
Two of the three "no" responses were from professional programmes
ThIfl7Ifll
2000 S.G.S.C. Report to Senate
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c. Of the 27 "yes" responses, 6 indicated that graduate students were represented only on the graduate
programme committee and/or at department meetings, and a further 3 indicated that graduate students were
not represented on faculty search committees
5.
Supervision
"The senior supervisor is responsible for supporting the academic programme of the student,
preparing a thorough annual evaluation of the student's progress - where necessaiy indicating
how any delays in or impediments to progress will be addressed, maintaining regular contact
with the student, and assisting and advising the student in preparing articles for publication and
in applying and interviewing for academic
appointments."
Yes: 29 ?
No:1
Notes:
a.
The single "no" was from a professional programme, and the response noted that all these activities were
undertaken informally.
b. Some units review progress more frequently
6. Unit environment
"The unit has developed a process for ongoing communication with the graduate students and
graduate caucus."
Yes: 29 ?
No:1
Notes:
a. Of the 29 "yes" responses, 11 stated that communication was achieved either through e-mail
(6)
or through
representation of students on the graduate programme committee
(5)
or through a combination of the two (1).
A few units reported that informal communication was important.
Comments and recommendations
The survey demonstrates that academic units at SFU conform closely to many of the task force's
criteria for an "ideal department." Notably, most units assign a senior supervisor or advisor prior
to admitting a student, many units provide a package of information to admitted students,
graduate students often have the chance to comment on courses, there is a mechanism for
communication with graduate students, supervision is taken seriously, and graduate students
generally have some representation on some of the unit's governing structures. Overall, the
responses indicate that there is considerable diversity in the way in which academic units perceive
and organise graduate studies, and this diversity reflects different academic traditions and different
types of programmes. For example, professional programmes in Business Administration and
Education often attract students who are fully employed, whereas full-time students in Science
depend more on funding from awards and research grants. Given this diversity, there seems little
point in encouraging conformity for the sake of conformity.
However, there are some areas where units did not conform very well to the ideal department,
and these are topics on which many units should reflect. First, recruitment is not a major concern
for many units. I interpret this to mean that most units believe they receive more applications from
qualified students than they can admit, and a number of comments in the survey responses support
this view. It was somewhat troubling to find that many units do not link recruitment (especially
targets) to available resources. An issue not addressed in the question or in most responses
concerns recruitment of top students. The Dean of Graduate Studies provides special entrance
r
2000 S.G.S.C. Report to Senate
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scholarships to help units create attractive financial offers for top students; this fund is spent
regularly, which suggests that some units are making an effort to recruit highly qualified
individuals. It is recommended that each unit evaluate its recruitment process, and that all units
familiarize themselves with the special entrance scholarships.
Second, only about half the units offering graduate programmes are also able to offer a financial
package for support during the student's first year. As noted above, such a practice is more
common in NSERC-funded areas, where a higher proportion of faculty tend to hold research
grants and where graduate students are often more closely involved with their supervisor's
research. SFU provides significant levels of funding to graduate students through graduate
fellowships, stipends, and internal awards, as well as through employment as teaching assistants.
While we should continue to improve internal funding, I believe that faculty members should be
encouraged to (a) apply more regularly for research grants, and (b) include funded opportunities
for graduate students to participate in their research. This recommendation is directed primarily at
units in SS}{RC-funded areas, and should be addressed by faculty deans.
Third, although most units reported that graduate students were involved in the governance of the
unit, the level of involvement was quite variable. Some units reported that graduate students were
voting members of all relevant committees (including search committees), while others reported
graduate representatives only on the graduate programme committee. As many respondents
simply answered "yes", without specifying the nature of the involvement, it would be worth
• gathering further information on this question. This could be combined with further investigation
of communication within the unit, which also seemed quite variable . For example, some units
stated that communication was largely through e-mail messages, while others held regular
meetings with the graduate caucus. It is recommended that graduate students negotiate these
issues with academic units.
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