Division of Interdisciplinary Studies

S.95 - 65 i

S.95 - 65 j

Department of Linguistics

S.95 - 65 k

Department of Political Science

S.95

- 651

Department of Psychology

S.95 - 65 m

SCES/SFU Program

S.95 - 65 n

Department of Sociology/Anthropology

S.95-65o

Department of Spanish and Latin American Studies

S.95 - 65

University College of the Fraser Valley/Simon Fraser

University

In all cases agreement has been reached between the Faculty and the Library in

the assessment of library costs associated with new courses

ARCH 101-3

Change of level to ARCH 201-3

ARCH 273-3

Change of title and group

ARCH 301-3

ARCH 330-3

ARCH 332-3

ARCH 333-3

ARCH 334-3

Change of title, description, prerequisite,

ARCH 335-5

ARCH 336-3

Change of title, prerequisite and group

ARCH 340-5

Change of title, prerequisite and vector

ARCH 344-3

Change of vector and group

ARCH 350-0

ARCH 351-0

ARCH 360-5

ARCH 365-3

SCUS Reference: SCUS 95 - 15 a

vector and group

w V

S.95-65 a

Department of Archaeology

SCAP Reference: SCAP 95 -57 a

Ancient Peoples and Places

ARCH 100-3

ARCH 349-5 ?

Management of Archaeological Collections

Readings in Archaeology

Changes to requirements for majors, minor and honours

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 a:

....2

ARCH 370-3

Change of title, description and prerequisite

ARCH 372-5

ARCH 373-5

Change of vector and group

ARCH 374-3

ARCH 376-5

ARCH 377-5

ARCH 385-5

Change of prerequisite and group

ARCH 386-3

ARCH 390-5

Change of title and prerequisite

ARCH 410-5

Change of level, prerequisite, vector and group

ARCH 411-5

ARCH 432-5

Change of title, credit hours, prerequisite

ARCH 433-5

ARCH 434-5

Change of title, credit hours, prerequisite

ARCH 435-2

Change of title, credit hours, prerequisite

ARCH 438-5

ARCH 442-5

ARCH 450-0

ARCH 451-0

ARCH 471-5

Change of number, title and vector

ARCH 474-3

ARCH 476-5

ARCH 480-5

Change of title, level, number, credit hours and vector

Change of title and description-

ARCH 485-5

Change of title and number

ARCH 493-5

ARCH 499-5

ARCH 100-3 (Ancient Peoples and Places)

This course replaces the current Arch 101 as the first year introductory course in

archaeology. (Arch 101 will be upgraded to Arch 201). The present Arch 101 is a course

in archaeological method and theory, and the department, in consultation with

undergraduate students, feels that a course in human prehistory would be more

appropriate. Informal surveys of students reveal that many would prefer to learn about

- human culture history. The vast majority of these students do not major in archaeology,

and for most, this will be the only archaeology course they will take. In this regard, it

may be more useful for these students to learn something of past human cultures rather

than how archaeologists proceed with their work. Finally, most faculty feel that method

and theory is a topic more appropriate to a second-level course.

Department: Archaeology

Abbreviation Code: Arch

Course #: 100

Title of Course: Ancient Peoples and Places

Vector: 2i1/0

A broad survey of human cultural development'from the Late PalaeolithiclPalaeolndian periods

(ca.

40,000

B.P.) to the rise of civilisation and empires, in both the Old and New Worlds.

Nature of Course: Lecture and Tutorial

Prerequisites (or special instructions): None

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? Every semester

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

Burley, D'Andrea, Driver, Hayden

Objectives of the Course: To provide students with an overview of the broad patterns of human cultural

development from the end of the Stone Age to the rise of civilisations and empires.

Budgetary and VSnace Requirements

What additional resources will be required in the following areas:

Faculty: None

Staff: None

Library

Minimal (materials will overlap with present courses Arch 272 and Arch 273)

COURSE OUTLINE/READING LIST

III ?

XII

iiTt1iii -

Archaeology 100-3

Ancient Peoples and Places

Autumn, 1996

Dr. Catherine D'Andrea

Burnaby Campus

MPX 9613, Local 5790

Day/Time: TBA

Office Hours: TBA

Location: TBA

Tutorials: TBA

Prerequisites:

None.

Course Description:

The course provides an overview of the general

development of human cultures from the end of the

Palaeolithic/Palaeolndian periods (40,000 B.P.) to the rise of civilisation and

empires in both the Old and New World. Lectures and tutorials will be

supplemented by slides, films, and case study examples.

Required Text:

Wenke, R.J. 1990.

Patterns in Prehistory.

Third Edition.

New York: Oxford University Press.

Recommended Reading:

Gowlett, J.A.J. 1993.

Ascent to Civilisation.

Second Edition. New York: McGraw-Hill, Inc.

Grade Distribution: ?

Mid-term

Examination ............................. .

Tutorial...................................................... ?

10%

Essay

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

35%

Final Examination

....................................30%

DEFERRED GRADES WILL BE GIVEN ONLY ON THE BASIS OF

AUTHENTICATED MEDICAL DISABILITY

Tutorials

will

be held the first week of classes

Syllabus ?

The following readings are from Wenke, R.J. 1990

Patterns in Prehistory.

Week 1

Introduction: History and Archaeology. Pp. 3-38

Week 2 ?

Fundamentals of Archaeology. Pp. 39-74.

Week 3

Origins of Culture and Old World Palaeolithic Cultures. Pp. 75-195.

Week 4 ?

The Peopling of the Americas. Pp. 196-224.

Week

5 ?

Origins of Agriculture / Mid-Term Exam. Pp. 225-276.

Week 6

Evolution of Complex Societies. Pp. 277-317.

Week

Complex Societies of Southwest Asia and Egypt. Pp. 318-406.

Week

Week 10

Secondary Old World States. Pp.

452-475.

Week 11

Mesoamerican Civilisation. Pp.

476-528.

Week 12

Andean Civilisation. Pp.

529-556.

Week 13

Prehistory in Perspective. Pp. 594-605;

Tutorials

Tutorials are designed to

supplement lecture and reading materials. They will include

seminar discUssions, 'laborátoiy 'de'mnstrations and films. The tutorial constitutes 10% of

the total grade, and sfidents will be 'evaluated based on a number of assignments.

Students are responsible for all :máteria.l covered in the tutorials, including films.

Essay

A list of essay topics and details of essay requirements will be made available in the first

week of The maximum length is strictly limited to 10 type-written, doubled-

spaced pages (aprox. 2,500 words).

Late submission

:the Essay 'due 15 March) will

result in mpenalty of one iettergrade per day.

READING LISTS/JOURNALS AVAILABLE UPON REQUEST

Archaeological Collections Management; Arch

349-5

This course has been taught for four years under a special topics number, with

full

enrollment.

It is taught by the Museum Curator, providing a means for students to become familiar with

museum aspects of archaeology. It has been well received by students. Several graduates who

have taken this course are now employed in the field of museum curation.

5. ?

NEW COURSE PROPOSAL FORM -

Abbreviation Code; ARCH Course #: 349 Credit Hrs:

Vector: 2/0/3

Title of Course: Management of Archaeological Collections

Calendar Description of Course: The philosophy, policies and practices of the care of

archaeological collections. This lecture and laboratory course treats the practical problems of

designing museum programmes within a framework of legal responsibilities for collections.

Contemporary issues such as repatriation will be discussed.

Nature of Course: ?

lecture/laboratory

• Prerequisites (or special instructions): ?

three 200 division Archaeology courses

What course (courses), if any, is being dropped from the calendar if this course is

approved: ?

None

How frequently will the course be offered? once per year

Semester in which the course will first be offered? 96/1

would be available to make the proposed offering

Objectives of the Course: This course examines the principles, policies and procedures

of managing an archaeological collection, from the field situation to museum curation.

It will cover principles which apply to many types of collections, with a specific focus on

archaeological and scientific reference collections.

What additional resources will be required in the following areas:

Department of Archaeology

Course Outline ?

Archaeology

349-5 ?

Management of Archaeological Collections

Spring, 1996

Barbara J Winter

Evening, Burnaby Campus

MPX 8603, local 3325

Prerequisites: three 200 division Archaeology courses

Course Description

This course examines the legislation, principles, policies and procedures of managing an archaeological

collection, from the field situation to museum reposition. It covers principles which apply to many types

of collections, with a specific focus on archaeological and scientific reference collections. Topics inc1ud'

the development and use of computerized databases and the use of the Internet to disseminate information

on archaeological collections. The effects of a broader decision making base in archaeological collections

management, specifically the inclusion of representatives of originating peoples as decision makers will be

discussed and debated.

Required text:

Pearce, Susan. 1990.

Archaeological Curatorship.

Smithsonian Institution Press.

Introduction, science and reference collections and the development of museums.

Internet participation

Week 2

Legal responsibilities of a±chaeologicals tepositories

Week 3

Information Systems Theory

Archaeological registration systems

History and development of the Canadian Heritage Information. Network

Week 6

Post excavation/post analysis collections management

Midterm exam

Current issues in archaeological collections management - collection repatriation

Week 9

Current issues in archaeological collections management - the reburial of human remains

Week 10

Demonstration of CHIN/ GEN-CAT in a museum

Week ii

Archaeological collection management and the Internet

Archaeological collection management and the World Wide Web

Week 13

Role of a collections manager

job opportunities

Laboratories are designed to supplement the lecture and reading materials. They will include laboratory

demonstrations, anifact registratiOn; seminar discussions and debates. Students will receive assistance

with their assigned major project in arChaeological collections management during this time. Students

are

resiionsiblO

for material covered' in laboratory time.

REFERENCE LThT AVAILABLE UPON REQUEST

ARCH 479-3 Directed Readings

The course replaces Arch 480-5 Directed Readings (which is being re-organised into a

course entitled: Directed Laboratory/Library/Field Research). A course of three-credit

hours more accurately reflects the amount of work that is involved in directed readings

offered by this department.

Approval

Date:

SENATE COMMIT

ME ON UNDERGRADUATE STUDIES?

Department: Archaeology

Abbreviation Code: Arch

Course #: 479 ?

Title of Course: Directed Readings

Vector: 0/0/0

Directed readings for upper level students who desire to study slected topics in depth.

Nature of Course: Directed readings

Prerequisites (or special instructions): Pripission of department

What course (courses), if any, is being dropped

r om

the calendar if this course is appr9yed: None

How frequently will the course be offered? Every semester

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

all faculty

Objectives of the Course: To allow students to study specific topics in detail with guidance from an

instructor.

What additional resources will be required in the following areas:

COURSE DELETION AND RATIONALE

ARCH 436-3 Readings in Archaeology

Course Deletions:

Rationale:

Arch 436-3 was part of the field school programme offered in this

department. The re-organisation of the field school courses (see below) obviates

the need for Arch 436-3.

1/.

The department offers cpurses leading to 4chelor of Arts

FROM:

degree. S

tudents planning to

major or take honors in Archaeology are expected to obtain a multidisciplinary background

by taking courses in a number o cppenentary d

iscip

l ines

and are wged to seek advice

from the departeifl çrly in their university careers with regard to the tructuring of their

individual pfograms. PHYS 18-3 is, spifjcal1y recommended for majors.

Upper division Archaeology courses

divided into the following groups.

Group I

471-5 Archaeological Theory

372-5 4rchaeology Laboratory Techniques (or 433)

376-5

Quantitative Methods in Archaeology

Group H

Introductory Zooarchaeology

'340-5

365-3

Ecological Archaeology

373-5

Human Osteology

377-5

Historical Archaeology

385-5

Palacoanthropology

410-5 Advanced Archaeometiy

411-5 Archaeological Dating

432-5

Advanced Physical Anthropology

439-5 Geoarchaeology

442-5 Forensic Anthropology

485-5

Lithe Technology

Group III

301-3 Prehistoric and Primitive Art

330-3 Prehistory of Latin America

336-3 Special Topics in Prehistoric and Primitive Art

344-3. Primate Behaviour

360-5 Native Cultures of North America

370-3 Western Pacific Preliistory

374-3 Prehistory of south and East Asia

384-6 Archaeological Resource Management

474-3

egionai

Studies in Archaeology: North America-Southwest

476-5 Regional Studies in 4rchaqlogy: Nprth America-Northwest

Pacific

Spca1 tQpcs fld)Qr direted

dread' courses may be substituted for group H or ifi courses,

provided, that the content of the special topics and/or directed studiescqtgsè suggests a suitable

substitution, a

that written consent of the department is obtained prior to regiraion.

•1

I?.

Major Program

Students who will major in Archaeology must fulfill the following requirements.

Lower Division Requirements as Prerequisites

101-3 Introduction to Archaeology

• 272-3 Archaeology of the Old World

Students must complete at least 30 semester hours of upper division Archaeology which

must include the following.

-all group I courses

-at least two courses from group II

-at least two courses from group ifi

Honors Program

Archaeology majors who wish admission to the honors program must have a minimum

CGPA of 3.0 and obtain permission of the department. To remain in the program, students

must maintain that average and also successfully complete 132 hours which must include

ARCH 493

and 499. Also, please refer to the

Faculty of Arts, Bachelor of Arts Honors

Program section.

Minor Program

Students who will minor in Archaeology must fulfill the following requirements

Lower Division Requirements as Prerequisites

101-3 Introduction to Archaeology

Students must complete at least 15 hours of upper division Archaeology including at least

one course from each of groups I, H, and Ill listed above.

Extended Minor Program

This program consists of the lower division requirements for a major and the upper

division requirements for a minor. Certain other criteria may be set by individual

departments and programs. Students must have their program approved by the advisor for

the extended minor program.

Languages

Other

Than

English

are advised to acquire a reading knowledge of at

least one language other than English.

Joint Major in Archaeology and Latin American Studies

See the

Spanish and Latin American Studies

section.

Co-operative Education Program

This program is for students who wish to acquire work experience in archaeology and

physical anthropology. The program entails planned semesters of study and employment

(termed practicurns) in an area of the student's choice.

Requirements

To be admitted, students must have declared a major and have completed at least 30

semester hours, with a minimum cumulative grade point average of 3.0, including the

following courses (or equivalent as approved by the department Co-operative Education

Co-ordinator).

both

101-3 IntroductiOn to Archaeology

one of

272-3 Archaeology of the Old World

three of

Archaeology Laboratory Techniques

373-5 Human Osteology

376-5

Quantitative Methods in Archaeology

377-5

Historical Archaeology

386-3 Archaeological Resource Management

442-5 Forensic Anthropology

To participate in Co-op Education, contact the Co-op Education Co-ordinator,

Undergraduate Chair, and/or Departmental Assistant at least one semester before the first

work semester (see the

Co-operative Education

section which describes job competition,

responsibilities of the student and employer, student fees, pay rates and evaluation).

During work semesters, Co-op students are formally registered in a job practicum course

and assessed a fee.

Continuation in this program requires that the student maintain a minimum CGPA of 3.0 in

all course work. College transfer students must have completed at least 15 semester hours

at Simon Fraser University before becoming eligible for admission to the Co-operative

Education program. Transfer students who have participated in co-operative education

programs elsewhere may be credited with the semester(s) already taken pending evaluation

and approval of the Simon Fraser University Co-operative Education Program.

/41.

••

TO:

The department offers various programs (described below) leading to the BA degree.

Students must meet requirements for the BA degree as described in the

Faculty

of Arts

section, should take courses in a number of complementary disciplines, and are urged to

seek advice from the department early in their university careers with regard to the

structuring of their individual programs. PHYS 181 (a prerequisite for ARCH 311 and

410) and STAT 103 (a prerequisite for ARCH 376 which is recommended for majors and

required for honors) are specifically recommended.

Upper division Archaeology courses are divided into the following groups.

Group I (Core Program)

Material Culture Analysis

373-5 Human Osteology

376-5 Quantitative Methods in Archaeology

471-5 Archaeological Theory

Group II (Laboratory Courses)

Special Laboratory Topics in Archaeology

335-5

340-5 Zooarchaeology

349-5

Management of Archaeological Collections

377-5 Historical Archaeology

385-5

Palaeoanthropology

390-5

Archaeobotany

432-5

Advanced Physical Anthropology

442-5

Forensic Anthropology

485-5

Lithic Technology

Group III (Regional Courses)

330-3 Prehistory of Latin America

360-5 Native Cultures of North America

370-3 Western Pacific Prehistory

374-3 Prehistory of South and East Asia

378-3 Pacific Northwest North America

379-3 American Southwest

Group IV (Topical Courses)

301-3 Prehistoric and Indigenous Art

311-5 Archaeological Dating

336-3 Special Topics in Prehistoric and Indigenous Art

344-3 Primate Behaviour

365-3 Ecological Archaeology

386-3 Archaeological Resource Management

410-5 Advanced Archaeometry

438-5 Geoarchaeology

Special topics and/or directed studies courses may be substituted for group II, ifi, or IV courses,

provided that the content of the special topics and/or directed studies course suggests a suitable

ssubstitution, and that written consent of the department is obtained prior to registration.

/5:

06'05 '94 14:51

ID:SFU ARCHEOLOGY DEPT

FrtX:604-291-5666

PAGE

Major Program

Students who major in Archaeology must fulfill the following requirements:

Lower Division Requirements

201-3 Introduction to Archaeology

272-3 Archaeology of the Old World

Students nmch complete at least 30 hours of upper division Archaeology which must

include the following:

-at least three group I courses (ARCH 372, 471, and either 373 or 376). It is strongly

contemplating graduate studies complete all four group I courses.

-at least one group II course

-at least one group III course

-at least two group IV courses

Should students take both ARCH 373 and 376, they may use both as group I requirements

or use 373 as a group II requirement or 376 as a group IV requirement.

Honors Program

Archaeology majors who wish admission to the honors program must have

a t

minimum

GPA of 3.0 and obtain permission of the department. To remain in the program, students

requirements as set out for the major program, honors students must complete all four

Arts

Faculty of Arts, Bachelor of

Minor Program

Students who minor

Archaeology must fulfill the following requirements:

Lower Division Requirements

201-3 Introduction to Archaeology

1.31-3 Human Origins

Students must complete at least 16 hours of upper division Archaeology including at least

one course from each of groups 1, 11, 111, and IV listed above.

fio.

This program consists of the lower division requirements for a major and the upper

Extended Minor Program

division requirements for a minor in Archaeology. Students must have their program

approved by the advisor for the Department of Archaeology.

Languages Other Than English

Students who contemplate graduate work are advised to acquire a reading knowledge of at

least one language other than English.

Joint Major in Archaeology and Latin American Studies

See the

Spanish and Latin American Studies

section.

Co-operative Education Program

This program is for students who wish to acquire work experience in archaeology and

physical anthropology. The program entails planned semesters of study and employment

(termed practicums) in an area of the student's choice.

Requirements

To be admitted, students must have declared a major and have completed at least

semester hours, with a minimum cumulative grade point average of 3.0.

he following

courses (or equivalent as approved by the department Co-operative Education Co-

ordinator) are recommended:

both ?

201-3 Introduction to Archaeology

one of ?

272-3 Archaeology of the Old World

three of ?

Material Culture Analysis

373-5 Human Osteology

376-5

Quantitative Methods in Archaeology

377-5

Historical Archaeology-,

386-3 Archaeological Resource Management

442-5

Forensic Anthropology

To participate in Co-op Education, contact the Co-op Education Co-ordinator,

Undergraduate Chair, and/or Departmental Assistant at least one semester before the first

work semester (see the

Co-operative Education

section which describes job competition,

responsibilities of the student and employer, student fees, pay rates and evaluation).

During work semesters, Co-op students are formally registered in a job practicum course

and assessed a fee.

Continuation in this program requires that the student maintain a minimum CGPA of 3.0 in

all course work. College transfer students must have completed at least 15 semester hours

at Simon Fraser University before becoming eligible for admission to the Co-operative

Education program. Transfer students who have participated in co-operative education

programs elsewhere may be credited with the semester(s) already taken pending evaluation

and approval of the Simon Fraser University Co-operative Education Program.

1-7.

tightens up the structure

Course Groupings Re-organisation:The

arrangement

courses into four groups

the programme by offering these natural clusters

specialised

courses which reflect the research specialties of the faculty. Group I is designated as a core

programme, group II is made up of courses with a laboratory component, group ifi

courses deal with the archaeology

a specific region while group IV is made up

various

topical courses.

Programme Requirements:

A choice was introduced into Group I requirements in

order to introduce more flexibility into the major programme, and to alleviate crowding that

we have been experiencing in some upper division courses. In the past, having Arch 376

(Quantitative Methods in Archaeology) as the sole other requirement placed undue pressure

on the one faculty member who teaches it. Also, basic statistics are covered in a number

other courses in the programme. Finally, having Arch 376 (Quantitative Methods in

Archaeology) as a requirement for majors, considerably slows down the progress

students through the programme (STAT 103 is a prerequisite for Arch 376). Therefore,

Arch 376 (Quantitative Methods in Archaeology) is now strongly recommended for majors,

and is a requirement only for Honours students. Arch 373-5 (Human Osteology) is added

to the core programme because

the importance of human remains in archaeological sites.

The choice between Arch

(Material Culture Analysis) and Arch 433 (Background

to Fieldwork) is dropped to alleviate enrollment pressure on the field school.

S.95-65 b

School for the Contemporary Arts

SCUS Reference: SCUS 95 - 15 c

SCAP Reference; SCAP 95-57 b

i) ?

Visual Arts:

Deletion of:

FPA 164-2 Visual Art Techniques:

Video

FPA 165-2 Visual Art Techniques:

Photography,

Painting,

Sculpture

Change in program requirements: Visual Art Major and Extended -

FPA 358-2 Speech and Oral Interpretation I

FPA 454-2 Speech and Oral Interpretation II

New courses: ?

FPA 257-3 Foundations of Theatre I

FPA 258-3 Foundations of Theatre II

Change in requirements for Theatre Major Program

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15

FPA 160-3

FPA 163-3

FPA 269-3

FPA 366-3

FPA 367-3

FPA 369-3

FPA 254-3

255-3

FPA 354-3

FPA 355-3

FPA 224-3

FPA 324-3

FPA 279-3

FPA 489-5

FPA 310-5

FPA 311-5

FPA 312-5

FPA 313-5

FPA 314-5

FPA 315-5

COURSE DELETION AND RATIONALE

. ?

SCHOOL FOR THE CONTEMPORARY ARTS

VISUAL ART

Course Deletions:

FPA 164-2: Visual Art Techniques: Photography, Video

FPA 165-2: Visual Art Techniques: Painting, Sculpture

----- -Over the last two years the Visual Art area has worked to integrate the curriculum of FP-A- - -

164-2 and 165-2 into a range of lower level courses. This integration has had significant

curricular and fiscal advantages which the area would like to make permanent.

The change was initiated because demands on the temporary instruction budget made it

difficult or impossible to offer FPA 164-2 and FPA 165-2. Accordingly, the faculty

began to incorporate the curriculum of 164-2 and

165-2

into a range of lower level skills

and studio courses. FPA 160, 161, and 163 have integrated the introductory aspects of

painting and sculpture. The lower level skills courses have absorbed the remainder of the

curriculum of FPA 164-2 and FPA 165-2. Specifically FPA 263 has assimilated the

painting component; FPA 264, the sculpture; FPA 265, the photographic; and FPA 290,

the video.

Deletion of FPA 164-2 and 165-2 from the Visual Art program has two significant

curricular advantages to students. First and most importantly, it will enhance the

interdisciplinary emphasis of their BFA, as they correspondingly increase course work

from outside Visual Art. Second, it will smooth the transfer of students from other

institutions since the unusual, modular combination of these courses have made the

admission of transfer students unneccessarily complicated.

CHANGE IN PROGRAM REQUIREMENTS:

VISUAL ART MAJOR AND EXTENDED MINOR PROGRAMS

The following changes are proposed in order to increase the course options available to,

and reduce the credit hours required within, the major and extended minor programs in

Visual Art.

The revised curriculum increases the range of course options for Visual Art major and

extended minor students by including courses from the film and technical theatre areas

which are complementary to the core courses of the Visual Art program. The extended

minor and major programs have always included FPA 390 Video Production Ii as an

upper level option; the revised programs will include its prerequisite, FPA 290 Video

Production I, in the list of lower level credit options. Similarly, FPA 370 Introduction to

Stage Design will be joined by FPA 170 Introduction to Technical Theatre in the major

program; both FPA 170 and 370 will be added to the extended minor program.

The overall credit requirement for the major program will be reduced from 83 to 79

credits, and the extended minor requirements will be reduced from 48 to 44 credit hours.

Within the Calendar listing of the requirements for the major program, the studio course

FPA 390 will be moved from a group of primarily theoretical courses to a list of studio

skills courses.

PROPOSED CHANGES IN PROGRAM REQUIREMENTS:

THE VISUAL ART EXTENDED MINOR PROGRAM

FROM:

Minimum of 31 credit hours

165-2

Visual Art Techniques: Photography, Video

Visual Art Techniques: Painting Sculpture

One of: FPA 166-3 History of Art: Ancient to Renaissance

167-3 History of Art: Renaissance to Modem

168-3 History of Art: 20th century

Plus one additional course in VSAR

Minimum of 17 credit hours

365-3

Baroque and Enlightenment

14-5

one additional upper division FPA course. An additional Visual Art course- - - -

The Contemporary Period

Plus- ?

may be used to fulfill

this requirement.

TO:

Minimum of 27 credit hours

One of: FPA 166-3 History of Art: Ancient to Renaissance

167-3 History of Art: Renaissance to Modern

168-3 History of Art: 20th century

Three of:

170-3

290-3

Minimum of 17 credit hours

Introduction to Technical Theatre

Video Production I

S ?

370-3

Introduction to Stage Design

The, Arts in Context:

Selected Topics

one additional upper division FPA course. An additional Visual Art course

The Arts in Context:

Bxoque and Enhighenment

313-5

The Arts in Context:

Romanticism

314r5

Tiie Arts in Context:

Th Contemporary Perio

Plus ?

may be used to fulflJl this rqufreient.

PROPOSED CHANGES IN PROGRAM REQUIREMENTS:

THE VISUAL ART MAJOR

PROGRAM

FROM:

Minimum of 43 credit hours

of: ?

265-3

150-3

Visual Art Techniques: Photography, Video

Visual Art Techniques: Painting Sculpture

History of Art: 20th century

History of Art: Ancient to Renaissance

Studio in Visual Art II

History of An: Renaissance to Modem

Issues in Spatial Presentation

Selected Topics in Visual An

History of Dance: Origins to 20th Century

History and Aesthetics of Cinema I

History and Aesthetics of Cinema H

Music in the 20th Century

Basics of Theatre

History of Dance: 20th Century

Western Music in the 17th through 19th Centuries

Plus two additional FPA courses other than Visual An, one of which must be a studio.

Minimum of 40 credit hours

All of: ?

461-3 Studio in Visual An VI

360-3

Studio in Visual Art III

361-3

Studio in Visual An IV

366-3

Seminar in Visual Art I

367-3

Seminar in Visual Art

460-3

Studio in Visual Art V

Introduction to Film Theory

335-3

390-3

Selected Topics in Fine and Performing Arts

Directed Studies in Fine and Performing Arts

Criticism of Performance

Video Production II

Selected Topics in Contemporary Theory

Senior Seminar in Critical Studies

Directed Project in Visual Art

Note: With permission other upper level courses germane to the student's Visual Art

program may count toward this requirement. Students should be aware that some of

these courses have .prerequisite requirements beyond those that can be applied to the

311-5

12-5

Baroque and Enlightenment

one additional upper division FPA course. An additional Visual Art course

The Contemporary Period

One of which

must be FPA 314 or 315

Plus ?

may be used to fulfill this requirement.

Minimum of 39 credit hours

History of Art: 20th century

FPA 166-3 History of Art: Ancientto Renaissance

Studio in Visual Art II

One of:

167-3 History of Art: Renaissance to Modern

Two Of: ?

FPA 163-3 Issues in Spatial Presentation

History of Dance: Origins to 20th Century

2903

Video Production I

JUL -4 1995

170-3

History and Aesthetics of Cinema I

FACULTY OF APT

History and Aesthetics of Cinema II

Music in the 20th Century

Basics of Theatre

Introduction to Technical Theatre

History of Dance: 20th Century

Western Music in the 17th through 19th Centuries

Plus two additional FPA courses other than Visual Art, one of which must be a studio.

Minimum of 40 credit hours

All of: ?

360-3 Studio in Visual Art Ill

361-3

Studio in Visual Art

366-3

Seminar in Visual Art I

367-3

Seminar in Visual Art II

460-3

Studio in Visual Art V

461-3

Studio in Visual Art VI

65-3

390-3

Video Production

At least two of: ?

335-3 Introduction to film theory

370-3

Selected Topics in Fine and Performing Arts

379-3

382-3

Directed Studies in Fine and Performing Arts

384-3

Criticism of Performance

388-3

411-5

Selected Topics in Contemporary Theory

412-5

Senior Seminar in Critical Studies

426-3

Directed Project in Visual Art

469-3

Note: With permission other upper level

courses germane to the student's Visual Art

program may count toward this requirement. Students should be aware that some of these

courses have prerequisite requirements beyond those that can be applied to the major

requirement.

At least one of:

310-5 The Arts in Context: The Renaissance

311-5

The Arts in Context: Selected Topics

The Arts in Context: Baroque and Enlightenment

313-5

The Arts in Context: Romanticism

314-5

The Arts in Context: Modernism

315-5

The Arts in Context: The Contemporary Period

One of which

must be FPA 314 or 315

Plus ?

one additional upper division FPA course. An additional Visual Art course

may be used to fulfill

this requirement.

Note: Students must ensure that their choice of courses yields at least 40 credits.

COURSE DELETION AND RATIONALE

Course Deletions:

We are proposing to delete two courses which are required for the BFA Theatre major:

FPA 358-2 Speech and Oral interpretation I

This course provides .ircduction to

:the.,elements of English speech and its

use in the dramatic setting. Students will be introduced-to basic practices

leading to the creation of .a theatrical

FPA 454r2 Speech and Oral Interpretation II

Advanced work in the elements of spoken English with attention given to

relationship between oral use of the language and elements of oratory and story

telling. Elements of story and .'

story telling will be considered through active

interpretation of myths, fairy tales, biblical psalms, carnival pitches, patter

songs, anecdotes and choral work from the classical Greek canon. (Studio)

Prerequisite: FPA 358.

Over the last several years we have come to the conclusion that the material contained

within these highly specialized courses could be

more efficiently and more effectively

covered in the voice and s

eech component of the Theatre Laboratory courses and in the

acting courses. In addition, the faculty member who was responsible for teaching these

courses has left the University.

0 ?

NEW COURSE PROPOSAL AND RATIONALE

Proposed New Courses:

FPA 257-3 Foundations of Theatre I

FPA 258-3 Foundations of Theatre II

Theatre history and theory have been under-represented in the School for the

Contemporary Arts. There has been a modest theatre history component in the Theatre

Laboratory Courses (FPA 254,

255,

354, 355) but it is not at a standard commensurate

with the School's recently instituted BFA. In addition, the positioning of academic work

in the Theatre Laboratories is anomalous and does not mesh well with the voice and

movement components of the Laboratory courses.

We are now in the fortunate position of being able to offer academic theatre foundation

courses due to the appointment of a new faculty member, Dr. Peter Froehlich who has

expertise in theatre history. The two foundation courses will provide a comprehensive

approach to history and theory and will include the play reading content removed from

FPA 254,

255,

354,

355.

The new courses, FPA

257-3

and FPA 258-3 will be core

requirements for the BFA in Theatre but they will also be available to any student

interested in the history of the theatre.

0 ?

New course proposal forms are attached, as are course outlines and reading lists.

SENATE

NEW COURSE

COMMITTEE

PROPOSAL

FORM

UNDERGRADUATE STUDIES

School for the Contemporary Arts

Dep't:

Hrs:

Title of Course: Foundations of Theatre I

Calendar Description of Course: This course is a survey of the theatre from its

origins to the Renaissance. It involves the study of dramatic texts and dramaturgy,

theatre architecture and technology, staging, theatrical convention, and the social and

historical context of theatre production. Particular emphasis will be placed on the

changing relationship between theatre and its audience.

Nature of course: Lecture

Prerequisites (or special instructions): None

What course(s) if any, is being dropped from the calendar if this course is approved:

FPA358-2

2. Scheduling

How frequently will this course be offered? Once each year.

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering

possible? Peter Froehlich

Objectives of the Course: To provide a historical and theoretical component for

Theatre majors and for University students at large.

4. Budgetar y

and Space requirements

What additional resources will be required in the following areas:

None (standard classroom required)

Equipment ?

None (standard AN equipment required)

Foundations of Theatre I

Instructor: Peter Froehlich

Course Description

This course is a survey of theatre from its origins to the Renaissance. It involves the

study of dramatic texts and dramaturgy, theatre architecture and technology, staging,

theatrical convention, and the social and historical context of theatre production.

Particular emphasis will be placed on the intimate and changing relationship between

theatre and its audience.

Please note that there is a weekly reading assignment. It will consist of one full length

play or several short plays, plus associated readings.

Textbooks

TPA 257 Readings', available from the University Bookstore (Custom Courseware).

Foundations of the Theatre I -- Weekly Course Outline

FPA

257

Week 1:

Roots and

Ritual: ?

Imitative Magic and Kaiharsis; Community and Audience

(Souix War Dance, Catholic Mass. Balinese Ketjak, Babenzele Story-Drama etc.).

Week 2: Aeschylus,

..-lganien:non:

Action & the Drama1ic The Unseen & the Moment Before

(The Persicins. The Lihciiion Becirers. The Eumenides)

Week 3:

Sophocles,

Oedipus: Ancignorisis

Dike

Euripides,

Chorus and Character: The Idea of the Tragic

(The Bcicchcie)

Week 5:

Aristophanes,

Lisistrula:

Obscenity and Polemic; The license of Fools.

Flcrodas,

Professional Theatre; Street Theatre

Situation Comed y (N lenander.

Disko/os)

Week 7:

Plautus,

The 1iu,:aeein;,t:

High and Low Comedy. Exposition in Comic Genres

(Terence, The Adeiphi; Abbott

Seneca,

Empire and Cultural Appropriation; Rhetoric and

Non-DramaticTheatre; Entertainment as Opiate; Circus and Spectacle

Serinoi: of the Iio!i' Grape*:

Anon

y mous,

hans Sachs,

The Pregnant Former

The Meioiz T/zief(1<voen)* :

Folk Drama. Carnival and the Subversion of Order

Week 10:

AnonymouS,

..4bral:ani . The Second Shepherds P/ar *:

Liturg

and Theatre;

The Invisible made Visible; Amateur Theatre

\Veek 11:

Anonymous,

Everr,nu,, ',

The St George Mununiiig P/ar

Plays

and Games;

Piety and Paganism (Nevfbund1and Mumming Play)

Week 12:

Zeami,

Jiak:, RaIiite,: (Noh)*;

Mahendr.-\'ar,nan,

MataiVasa

(Indian)*

Afudrci

('odes and Convent ion; Ahernat ive Aesthetics

Week 13:

Chikamatsu,

The courierfor Hell (Kabuki):

.4-fie:

Gesture as Spectacle;

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

School for the Contemporary Arts

Dep't:

Title of Course: Foundations of Theatre II

Calendar Description of Course: This course is a survey of the theatre from the

Renaissance to the end of the 19th Century. It involves the study of dramatic texts

and dramaturgy, theatre architecture and technology, staging, theatrical convention,

and the social and historical context of theatre production. Particular emphasis will

be placed on the changing relationship between theatre and its audience.

Nature of course: Lecture

Prerequisites (or special instructions): FPA

257-3.

What course(s) if any, is being dropped from the calendar if this course is approved:

FPA 454-2

2. Scheduling

How frequently will this course be offered? Once each year.

Semester in which the course will first be offered? 97-1

Which of your present faculty would be available to make the proposed offering

possible? Peter Froehlich

Objectives of the Course: To provide a historical and theoretical component for the

Theatre Majors and University students at large.

4. Budgetar y

and Space requirements

What additional resources will be required in the following areas:

None (standard classroom required)

Equipment ?

None (standard AN equipment required)

Foundations of Theatre

Instructor: Peter Froehlich

This course is a survey of the theatre from the Renaissance to the end of the 19th

Century. It involves the study of dramatic texts and dramaturgy, theatre architecture and

technology, staging, theatrical convention, and the social and historical context of theatre

production. Particular emphasis will be placed on the intimate and changing relationship

between theatre and its audience.

Please note that there is a weekly reading assignment. It will consist of one full length

play, or several short plays, plus associated readings.

Textbooks

'FPA 258 Readings', available from the University Bookstore (Custom Courseware).

FPA 258 Foundations of the Theatre II -- Weekly Course Outline

/1.

0 ?

Anonmous,

Clowns & Stock Characters:

Oral Tradition; Improvisation, Shtick

Week 2:

1\Iachiavelli,

M'nzdragola:

Humanism; The Idea of the Classical; Patronage.

Academic Theatre (Monteverdi.

Lope tie

Lope

Veg'i,

The Dramaturgv of Rambo; Action and Poetry (Calderón.

Christopher

The Elizabethan \Vorld Order;

The Elizabethan Stage. Iambic Pentameter (Norton & Sackville.

Gorhoduc

\Veek 5: \Villiani Shakespeare,

01/ic/Jo:

Character. Emotion and Poetry. The \Ianipu lilt ion of

Time and Space, Romantic Comedy

(Twelfth Viglit)

Week 6:

Ben .Jonson,

Volpone:

Elizabethan Psycholog

Dip/iilo and Grcinida*,

Week 7:

.Jean Racine,

Pliedre:

Classicism; Cultural Engineering: Alexandrine Verse

Moliere,

The Marriage of High and Low Comedy

(The Flying

Doclor*:

Geuelletie,

The Blind, One-.rnied Deaf-Mute )

Comedy as a Mirror of Audience;

William Wvcherlv,

The Count' Wife:

\Vit; Sex and The Cult of the Actor (Aphra Beim.

The Row,)

Week 10:

.Johaiui von Goethe,

Faust,

part 2: Straining at the Limits of Theatre

Henrik Ibsen,

Naturalism, The Actor inside the Selling;

Social Drama (Hauptman.

The U"eavers)

\Veek 12:

August Strimlberg.

The Ghost Sn

oc i ta ?

Realis m of the Interior:

The invisible made Visible (Maeterlinck.

Realism as Theatricality; Atmosphere;

Stanislavski, Action and the Dramatic.

/5.'

CHANGE IN REQUIREMENTS FOR THEATRE MAJOR PROGRAM

FROM: Lower Division Requirements

A minimum of 42 credit hours must be completed including

all of

Issues in Fine and Performing Arts

111-3

151-3

Introduction to Acting I

152-3

Introduction to Acting II

170-3

Introduction to Technical Theatre

254-3

255-3

Theatre Laboratory II

plus one of

Stage and Production Management

171-3

History of Dance: Origins to the 20th Century (or

FPA227)

136-3

The History and Aesthetics of Cinema I

137-3

The History and Aesthetics of Cinema II

Ancient to Renaissance

167-3

History of Art: Renaissance to Modem

168-3

History of Art: 20th Century

211-3

Introduction to the Fine and Performing Arts in

216-3

Canada

242-3

Western Music in the 17th Through 19th Centuries

plus two FPA studio courses other than Theatre.

Upper Division

Requirements

A minimum

of 41 credit hours must be completed including

Theatre Laboratory ifi

355-3

Theatre Laboratory IV

358-2

Speech and Oral Interpretation I

454-2

Speech and Oral Interpretation II

plus five of

Directing and Acting for Film and Video

339-3

Selected Topics in Theatre II

370-3

Selected Topics in the Fine and Performing Arts II

372-3

Technical Production I

373-3

Technical Production IL

379-3

I'.

S ?

382-3

Directed Studies in Fine and Performing Arts I

384-3

Criticism of Performance

388-3

390-3

Video Production II

426-3

Theory and Practice of Directing

450-3

Advanced Studio Skills I

453-3

456-3

Conceptual Approaches to Drama

458-3

Directed Studies in Theatre I

*plus two of

The Arts in Context: The Renaissance

310-5

311-5

The Arts in Context: Selected Topics

The Arts in Context: Baroque and Enlightenment

313-5

The Arts in Context: Romanticism

314-5

The Arts in Context: Modernism

The Arts in Context: The Contemporary Period

*f which one must be FPA 314 or 315.

TO: ?

hours must be completed including

A minimum of

credit

all of

Issues in Fine and Performing Arts

111-3

151-3

Introduction to Acting I

152-3

Introduction to Acting II

170-3

Introduction to Technical Theatre

Theatre Laboratory II

257-3

Foundations of Theatre I

258-3

Foundations of Theatre II

plus one of

Stage and Production Management

171-3

History of Dance: Origins to the 20th Century (or

FPA 227)

136-3

The History and Aesthetics of Cinema I

137-3

The History and Aesthetics of Cinema II

150-3

Basics of Theatre

166-3

History of Art: Ancient to Renaissance

167-3

History of Art: Renaissance to Modem

168-3

History of Art: 20th Century

211-3

Introduction to the Fine and Performing Arts in

216-3

Canada

242-3

Western Music in the 17th Through 19th Centuries

plus two FPA studio courses other than Theatre.

111

credit hours must be completed including

A minimum of

350-3

354-3

Theatre Laboratory ifi

355-3

Theatre Laboratory IV

plus five of

Directing and Acting-for Film and Video

339-3

338-3 Screenwriting II

352-3 Playmaking ifi

353-3

Playmaking IV

359-3

Selected Topics in Theatre

370-3

Selected Topics in the Fine and Performing Arts II

372-3

Technical Production I

373-3

Technical Production II

379-3

382-3

Directed Studies in Fine and Performing Arts I

384-3

Criticism of PerfOrmance

388-3

390-3

Video Production II

426-3

Conceptual Approaches to Drama

450-3

Advanced Studio Skills I

453-3

Theory and Practice

Directing

456-3

458-3

Directed Studies in Theatre I

*plus two of

310-5 The Arts in Context: The Renaissance

311-5

The Arts in Context: Selected Topics

The Arts in Context: Baroque and Enlightenment

313-5

The Arts in Context: Romanticism

314-5

The Arts in Context: Modernism

The Arts in Context: The Contemporary Period

*f which one must

be FPA 314 or 315.

S.95-65 c

School of Criminology

SCUS Reference: SCUS 95- 15 d

SCAP Reference: SCAP 95-57 c

Change in Lower Division requirements for a Minor in Criminology

Change in wording to requirements for continuation as a Major, Honors or Minor

in Criminology

New entry for Honors Program in Criminology

New courses: ?

CRIM 432-3 Gender in the Courts and Legal Profession

CRIM 491-5 Current Theory and Research in Criminology:

Advanced Topics

Deletion of:

CRIM 418-3 Current Issues in Criminology and Criminal Justice

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 a:

CRIIVE 213-3 Change of title and description

CRIM 314-3 Change of title

CRIM 416/7/8-3 Change of prerequisite

C1UM 203-3 Change of prerequisite

CRIM 450-3 Change of description, credit and vector

CRIM 490-5 Change of title and description

CRIM 499-8 Change of title, description and credit

Add a course to lower division requirements for a Minor in 

Criminology. (Changes underscored.) 

DEPARTMENT OF CRIMINOLOGY 

FROM: 

?

Minor Program: Students wishing to Minor in Criminology must obtain 

credit from CRIM 101, 131 and at least 18 other semester hours in 

Criminology courses numbered 300 and above. 

Students who minor in Criminology must obtain a minimum grade of C- 

in CRIM 101 and CRIM 131. 

T0 ? 

Minor Program: Students wishing to Minor in Criminology must obtain 

credit from CR111 101, 131 and 135 and at least 18 other semester hours 

in Criminology courses numbered 300 and above. 

Students who minor in Criminology must obtain a minimum grade of C- 

in CR114 101, CRIM 131 and CRIM 135. 

(Please note: this form should be used for each of the curriculum changes?

To add CR111 135-3 (Introduction to Canadian Law) to the lower 

division requirements for a Minor in Criminology, together 

with the requirement of a minimum C- final grade. 

CR11 . 

1 135-3 has become a preprequisite for a large number of 

upper division Criminology courses, and it is felt that our 

students should have at least an introductory law course prior to 

undertaking such courses. The addition of CRIM 135 to the 

requirements for the Minor would make it consistent with the 

requirements for the Advanced Certificate in Criminology, which 

is our Distance Education equivalent of a Minor in Criminology, 

and with the lower division prerequisites for 

admission to the Post Baccalaureate Diploma (CRIM) 

program. 

mentioned above)

SENATE COMMITTEE ON UNDERGRADUATE STUDIES? 

NEW COURSE PROPOSAL FORM 

1. Calendar information ? 

Department: School of Criminology 

Abbreviated Code: •Crini Course #: 432 

?

Credit Hrs:3 Vector: 0-3-0 

Title of Course: Gender in the Courts and the Legal Profession - 

Calendar Description of the Course: 

The

g

endered nature of law 

will be addressed throu 

q h an examination of its urderlvin 

factual assum 

p

tions., and the use of social science research as 

evidence in e 

q ualit y liti g 

ation. The use of the Cha 

rt

er, human 

rights le 

g islation, and other le g al means to achieve gender 

eq ualit y 

throu g h the le g al s 

y stem in the areas of work. 

the barriers which ma 

y

still 

p revent them from participating 

equally in the 

profession today. 

Nature of the Course: 

Criminology 

Prerequisites: ? 

Crim 330 

Course being dropped from the calendar? 

None (this course will replace 

Distance Education CI.IM 418-3 ST: Gender in the Courts and the Legal Protession, 

2

Scheduling 

as it is largely the sane course, students 

.

who canpieted 418-3 

Distance Education may not calete 432 for further credit). 

How frequently will this course be offered? 

?

Twice a year 

?

(including Distance Education offering) 

Semester in which the course will first be offered? 

?

1996-3 

Which of your present faculty would be available to make the 

proposed offering possible? 

J. Brockman, zD. Chunn, J. Osborne 

3.

Objectives of the Course: 

To introduce under 

g raduates students 

to a more detailed anal 

y

sis of the nature of law and judicial 

reasoning with a view to develo p 

ing a critical] feminist analysis 

of law in the present Canadian context.. 

?

The im 

p ortance of 

historical anal 

y

sis is em p 

hasized. issues to be explored 

include: women and work, 

p ay and em 

plo y ment e 

q uity 

and

com p ensator y 

schemes for 

p

ersonal injuries. 

4.

What additional resources will be required in the following 

areas.: 

Faculty: 

None Staff.: None Library: None 

Audio Visual: 

None 

Space:: 

None 

Equipment.: 

None 

5.

Approval: 

Date: ? 

"4 rr

________

?

"IRS

.

partment c ? 

) ?

(Dean) ? 

'(Ohair,, :Sc.US) 

and

RATIONALE FOR NEW COURSE PROPOSAL:

CRIM 432-3 Gender in the Courts and 

W ?

the Legal Profession 

DEPARTMENT OF

CRIMINOLOGY 

READING LIST AVAILABLE UPON REQUEST

The course "Gender in the Courts and the Legal Profession" was 

originally offered as one of our Current Issues/Special Topics 

courses, under the course number CRIM 418-3 ST: Gender in the 

Courts and the Legal Profession. When the course was developed 

for Distance Education that same course number was used, and the 

course has been offered since 93-1 as CRIM 418-3 without 

difficulty. However, during the course scheduling process for 

semester 95-1 it became clear that we could not continue to offer 

the course using a Special Topics course number and offer a 

Special Topics course at Burnaby or Harbour Centre using that same 

course number -- even though two different sections and topics 

were involved. The Registrar's Office advised that the 

Teleregistration System would not permit two essentially different 

courses using the same course number. It was made clear that we 

would have to re-number the Distance Education course, Or undertake 

• to avoid using the CRIM 418-3 for any other Special Topics course 

in either of the two semesters a year that the Distance Education 

course is offered. 

At the same time, we are taking the opportunity to revise the 

course description to better reflect the course content as it has 

evolved since 1993. 

As the changes to the course involve not only the course number 

and the Calendar description, but the addition of a prerequisite 

not currently required of students registering for CRIM 418-3, it 

was determined that a New Course Proposal should be submitted 

rather than a Course Alteration. 

CRIM 432-3 

GENDER IN THE COURTS AND THE LEGAL PROFESSION 

INSTRUCTION: oan Brockman 

CALE!IR DESCRIPTION 

The genderd nature •f law will be addressed through an 

examination of its underlying factual assumptions, and the use of 

social science resea:rch as evidence in equality litigation. The 

useof the iChart 

.

er,

human rights legislation, and other legal 

means to 

,

acjeve g 

.

er e.qality through the legal system in the 

areas of work, employment and pay equity, and compensatory 

schemes for personal injuries will also be examined. This course 

will also examine women's struggles to gain admittance to the 

legal 

pr

ofessio n, 

and the barriers which may still prevent them 

from participating equally in the profession today. 

PREREQUISITES: 

?

Crim 330 

OUTLINE OF THE COURSE: 

I.  Thinking About Gender 

•

Bias and Equality 

II.

The Bias of Language and the Role of Stereotypes 

III. 

Studying Gender Bias 

IV.

Women in Law Schools and Legal Education 

V.

Women in the Legal Profession Today 

VI.

Women Judges/Judicial Education 

VII. Litigating Equality 

VIII. 

Social Science Research as Evidence in Equality 

Litigation: Social Authority 

IX.

Social Science Research as Evidence in Equality 

Litigation: 

Social Framework 

X.

Discrimination in Civil Damage Awards and Other 

Compensatory Schemes 

XI.

Women and Work 

XII. 

Employment and Pay Equity 

REQUIED TEXT: 

Brockman, Joan and Dorothy E. 

Chunn,

Investigation Gender Bias in 

Lay: Soqio-Le9a1 Perspectives 

(Toronto: Thompson Educational 

Publishing Inc., 1993).' 

Case Book available through the URiversity Bookstor, 

COURSE EVALUATION 

Assignment ? 

20%

Seminar participation 

?

20%

Seminar Presentation 

?

10%

Term Paper ? 

50%

.

CRIM 432-3 ? 

By Joan Brockman? 

TABLE OF CONTENTS--PART I 

WEEK 1: THINKING ABOUT GENDER BIAS AND EQUALITY 

Women's Struggle for Equality 

Sex, Gender and the Role of Dominance 

Focusing on Effect 

Equality From Whose Perspective? 

WEEK 2: THE BIAS OF LANGUAGE AND THE ROLE OF STEREOTYPES 

-

The Bias of Language 

Stereotypes, Expectations and Evaluations 

What is in a Label? 

Credibility 

The Undervaluation of Women and Their 

Work 

WEEK 3: STUDYING GENDER BIAS 

Epistemological Issues and the Search For Knowledge 

Theoretical Perspectives 

Moving Beyond the Universal (White) Woman 

Research Methods 

Applying the Theory to the Research 

PART II 

WEEK 4: WOMEN IN LAW SCHOOLS AND LEGAL EDUCATION 

Women Law Students 

Women Law Professors 

Gender Issues in Law Schools 

"Dispensing of Privilege" 

WEEK 5: WOMEN IN THE LEGAL PROFESSION 

Milestones for Women in Legal History 

Women Gaining Entrance into the Legal Profession 

2.

?

.

Women and Men Leaving the Practice of Law 

Numbr 

of

Women in the Legal Profession 

Women of Colour in the Legal Profession 

.Members With Persistent Disabilities 

Lesbian and Gay Lawyers 

Class Structure Within The Profession 

Committees and Task Forces on Gender )Bias 

Are Women Lawyers Making a Difference? 

WEEK 6: WOMEN JUDGES/JUDICIAL EDUCATION 

The Appointment 

,

of Judges 

The ,Number of Women Judges 

Increasing Diversity on the Bench 

tt

Wjii Women Judges Really Make a Difference? 

Judicial Regulation 

Judicial Evaluation 

Judicial Education 

PART III 

WEEK 7; LITIGATING EQUALITY 

Equality Provisions in the 

Charter 

Can Women Achieve Equality Through Litigation Legal Rights? 

Feminist Legal Analysis 

The Nature of Law and Legal Reasoning 

WEEK 8: SOCIAL SCIENCE RESEARCH AS EVIDENCE IN EQUALITY 

LITIGATION: SOCIAL AUTHORITY 

Introducing Evidence in Court Proceedings 

The Use of Social Science Research as Evidence in Litigation 

Social Authority 

WEEK 9: SOCIAL SCIENCE RESEARCH AS EVIDENCE IN EQUALITY 

LITIGATION: SOCIAL FRAMEWORK 

O ?

3

Social Framework Evidence 

PART IV 

WEEK 10: DISCRIMINATION IN CIVIL DAMAGE AWARDS AND OTHER 

COMPENSATORY SCHEMES 

The Nature of the Law of Damages and Other Compensatory 

Schemes 

Sexual Assault: Civil Suits 

Other Problems Faced by Women Seeking Compensation 

WEEK 11: DISCRIMINATION IN EMPLOYMENT 

Women at Work 

Domestic Workers 

Sexual Harassment 

WEEK 12: EMPLOYMENT AND PAY EQUITY 

Theories of Equality in Employment 

Employment Equity 

Pay Equity 

WEEK 13: SUMMARY AND IMPLICATIONS FOR GENDER, LAW AND EQUALITY 

-7.

06/07

'95 11:19 

?

ILJ:SFU CRIMINOLOGY 

?

FX:604-291-4140 

?

PAGE ? 

2

Honors Program 

The School of Criminology has a structured honors program for 

its outstanding undergraduate students. The program dovetails with 

the major n criminology and consists of twosethesters of advanced 

coursework 

and stpervid ? 

arch. Honors stdents are required 

p

defend 

to

rogram 

write 

their 

as

and

a

theses 

group 

defend 

in

by

a

September 

short 

the following 

thesis. 

of each 

April, 

Students

year, 

and

are

must 

admitted 

complete 

to

and

the

Students normally enter the program withninimum of 110 

Undergraduate 

semester 

enter 

semester 

with 

of

hours 

less 

the

P

ro

(e

and

prog 

g

rmme. 

course 

take 

am

Students 

with 

one

re

additional 

q

the

uiremezits 

are

permission 

required 

course 

below) 

of

to

during

but

the

complete 

students 

Director 

the first 

a

may

of

minimum of 132 semester hours with grade point averages in 

Average 

requirements 

including 

accordance 

of

the

not

with 

(please 

re

less 

quirement 

General 

than 

see

andFaculty 

3.00pages 

of

?

a

(3.50

minimum 

21

(Honors Thesis I), Crjm. 4915

pf

for

79

Arts 

Cumulative 

First

"

of theGra 

Class

duation

'

95/96 

Grade 

Honors").

Calendar), 

Point

Lower Division 

?

The lower division re 

q

uirements are the same as those for the 

?

major in Criminology. 

Upper Division 

Student must complete a minimum of 72 semester hours, of which 

?

selected 

Crirn, 

at least 

320

from 

60

and

must 

Criminology 

Crjm. 

from 

330. 

courses 

cOurses, 

Of these 

.

11

numbered 

?

60 semester 

300 and 

hours, 

above 

50

including 

must be 

?

As part of their 72 semester hours students will be required 

to take Crim. 490 

?

ol

-5

(Current Theory 

and

(Honors

Research 

Thesis

In

II).

Criminogy:

Advanced . 

'ropjcs), and Crim. 499-12 

To ?

continue 

?

in

cumulative ? 

grade 

?

point 

the ? 

program, 

average ? 

of

stud 

?

must ? 

majntaj ? 

a

3.0. 

all

?

to

grade 

?

point 

average ? 

tails 

Those ? 

students 

,- " , 

whose 

below ? 

a ?

3.0 ? 

will ? 

not

?

be

allowed to 

register 

?

in

complete 

Crirn. ? 

499-12 

and, ? 

therefore, 

?

will ? 

not

?

be

the

prqgrarn. 

Admission Procedure 

Iigib1e students are normally identified by the School and 

Se

also 

p

invited 

rocess 

p

tember. 

apply 

normally 

to

Students 

tp

apply 

te

takes 

Director 

for

who

place 

admission 

feel 

of

each 

they 

U

ndergraduate 

April 

to

are

the

eligible 

for

program. 

admission 

Programs. 

for

The

admission 

the

selection 

following 

may

-' _,-i.I_,.

V11.11.

'-'-"'r'-"o ?

-------- _---

outline).

note:

re p ort is

• Calendar Information ?

C

Current Theory and Research in Criminology: Advanced Topics 

Calendar Descri

tion of Course:

A detailed and canprehensive examination of the dominant 

theoretical research programs currently found in criminology. The subject matter of the semi- 

nars may change fran year to year according to topicality and may include the- following: bio- 

logical theory and research; social psychological research programs (e.g., social learning 

theory); environmental criminology; state theory; new social movements theory; left realism; 

feminism; post structuralism and post modernism. Students are also required to attend a 

weekly proseminar. 

Prereauisites (or special instructions):

Three-hour seminar once per week, as well as a weekly proseminar. 

Normally open only to students who have been admitted to the 

Rat

tne

tploqy. 

course

critten 

(courses),

Hnots 

penu$sion 

Pro

rm.

any,

Othei 

or.

being

the

students 

clroppea

Erectoror 

from

Under 

be

the

admitted 

calendar

ractuate. 

un.er 

mis

ro

course

exceptional 

rarns.). 

is approved:

circumstances 

None. ? 

-

}{ow frequently will the course be offered?

Every Fall Semester. 

Semester in which the course will first be offered?

Fall 1996. 

Which of your present faculty would be available to make the proposed offering possible?

Dr. R.M. Gordon, Dr. B. Burtch, Dr. D. Lacombe, Dr. D. Chunn, Dr. K. Faith. 

To provide Honors students with an advanced knowledge and understanding of contemporary 

criminological theory and the inseparable links between theory and research. 

What additional resources will be required in the following areas:

None. 

None. 

Library*

None. 

Audio Visual

None. 

Space

None. 

Equipment

None. 

DEPARTMENT OF cRnvallorJJGY

CRIM 491-5 

?

- -

This course will be an integral part of the new honors program. Faculty 

and students agree that an advanced theory/research seminar is of critical 

importance to an effective honors program and that the course here proposed 

will meet the need. The form and content of the course is the product of 

two years of experimentation and revision. 

.

?

SCHOOL OF CRIMINOLOGY 

CRIM.491-5: HONOURS SEMINAR 

CURRENT THEORY AND RESEARCH IN CRIMINOLOGY: ADVANCED TOPICS? 

MODEL COURSE OUTLINE (USED 94-3) 

N.B. COURSE OUTLINES AND READINGS MAY VARY SLIGHTLY ACCORDING TO? 

THE INSTRUCTOR AND THE CURRENCY OF THEORIES 

?

Week 1: ? 

Introduction and administration. 

?

Week 2: ? 

Theory and theorizing in criminology: a review. 

Identifying current theory and associated research 

programmes. 

?

Theory, research and ideology. The 

?

competing epistemologies in criminology. 

Readings: Akers, Chapt. 1. 

Wagner, The Growth of Sociological 

Theories 

?

• Week 3: 

?

Biological research programmes: genetics and crime, 

the endocrine system and crime. 

Readings: Akers, Chapts. 4 & 5. 

Mednick, et al, The Causes of Crime: 

Biolo g 

ical Perspectives 

?

Week 4: 

?

Social psychological research programmes: 

?

social 

?

learning theory. 

Readings: Akers, Chapt. 6. 

- ? Individual library research assignments. 

?

Week 5: 

?

Social psychological research programmes: control 

and bonding theories. 

Readings: Akers, Chapt. 7. 

Individual library research assignments. 

?

Week 6: ? 

Social structural research programmes: state theory 

and post structuralist state theory 

?

(social 

?

movements theory). 

SCUS Reference: SCUS 95 - 15 e

Readings: Akers, Chapts. 2 & 3. 

Individual library research assignments. 

I,.

Week 7: 

?

Left Realism. 

Readings: Lowman and MacLean, Realist Criminology? 

MacLean & Milovanovic, "Left Realism". 

W e eks.;, 

?

?S?tua1sm: Foucault 

Readings; Foucault, Disci 

p line and Punish 

Week 9: 

?

. ?

Post-Structuralism: The Foucaultians. 

Readings: Individual readings of the work of qne 

Foucaultjan (e.g., Cohen, Garland, qbunn, Lacombe). 

Week 10: 

?

Gender and crime. 

Readings: Akers, Chapts. 3 & 10. 

MacLean & Milanovic, !!Feminisml!. 

Messerschrnjdt, Masculinitjes and Crime 

Faith, Unrul 

y

Women 

Week 11: 

?

Post-Modernism. 

Readings; MacLean & Milovanovic, "Post-Modernism". 

Handout of recent articles on post-modern 

approaches to crime and justice. 

Week 12; 

?

Sociobiology and Crime. 

(Dr. Charles Crawford, Department of Psychology) 

Readings; Handout of articles on sociobiology. 

Week 13: ? 

Review and discussion. 

The possibility and desirability of theoretical 

ntegration in criminology. 

Req uired Readings 

isAkers, R. (1994). Criminological Theories. Roxbury: Los Angeles. 

Faith, K. (1993). Unrul 

Women: The Politics of Confinement and 

Resistance. Vancouver: Press Gang. 

Foucault, M. (1979). Disci 

pline

and Punish. Vintage: New York. 

Lowman J. & B. MacLean (eds.), ? 

(1993). ? 

Realist Criminology. ? 

Toronto: University of Toronto Press. 

MacLean B. & D. Milovanovic (eds.), 

?

(1991). ? 

New Directions in ? 

Critical Criminolo 

. Vancouver: Collective Press. 

Mednick S., Moffit, T. & S. Stack (eds.), 

?

(1987). The Causes of ? 

Crime: New Biological Approaches. Cambridge: Cambridge University 

Press. 

?

-

Messerschmidt, J. (1993). Masculinities and Crime. Lanham: Rowman 

& Littlefield. 

Wagner, D. (1984). 

?

The Growth of Sociological Theories. Sage: ? 

Beverley Hills. 

Other readings will be prescribed or distributed as the course 

?

proceeds. 

Evaluation 

Seminar participation: 

?

10%

Library research assignments: 30% 

Final paper: 60% 

L h

kC\ Q

LL LL&

Attendance at the weekly proserninarJand the submission of a 

weekly proseminar report are mandatory. A pass/fail grade is given 

for the proseminar component. Students must obtain a pass grade to 

complete Crim. 491 (see the proseminar hand-out). 

ADDITIONAL RECOMMENDED READINGS - AVAILABLE UPON REQUEST 

/3.

FOR INFORMATION ?

S.95-65 d

Department of Economics

SCAP Reference; SCAP 95- 57 d

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 e:

Change of vector: ECON 100-3, 355-4, BUEC 397-5

S.95-65 e

Department

of French

SCUS Reference: SCUS 95 - 15 f

SCAP Reference: SCAP 95 -57 e

New course FREN 099-3

French for Beginners

Proposed Post-Baccalaureate Diploma in French and Education

Changes to French Language Proficiency Certificate Requirements

DEPARTMENT OF FRENCH

FREN 099-3

The question of complete beginners in French has been a difficulty for a long time. They

are few in numbers, which is why we do not have a special course to acommodate them.

However we have had criticisms from 1) students and 2) colleges who seek transfer

credits for their beginners courses. We are now probably the only post-secondary

institution in B.C. to offer two courses only prior to the course equivalent to Fr. 12. This

new course is an effort to remedy the situation.

We do not anticipate a large demand. The course will probably have one section only.

1•

SENATE COMMITEE ON UNDERGRADUATE STUDIES

Abbreviation Code: FRENcourse #: 099

FRENCH

Title of Course: FRENCH FOR BEGINNERS

Vector. 0-4-2

This course is for complete beginners. Admission after an interview with the Department.

The emphasis is on oral communication and the basics of French grammar.

Nature of Course: ?

Tutorials and labs

Prerequisites (or spocial instructions):

Absolute beginners.

What course (courses), if any, is being droppe4 frpm the calendar if this course is approved:

N on

How frequently will the course be offered?

Once a year.

Semester in which the course will first be offered? 96-1

Which of your present faculty would be available to make the proposed offering possible?

Juliette Luu-Nguyen, Monique McDonald, Claire Trépanier.

To fill a gap in our course system. At the moment we accept beginners in our FR 100 course, which is designed for students

with some knowledge of French (2 years at school). It is discouraging for the beginners. Because the large majority of our

students are from B.C. , they can fit in our present system. But is is unfair to those few students from outside Canada.

Budgetary and Space Reouirements

What additional resources will be required in the following areas:

Appva

h comp fling t zsform,for instructions see Memorandum SCUS 73-34a. Attached course outline).

epol

DEPARTMENT OF FRENCH

M.McDonald ?

Objectives: To give a fair start to beginners; to establish basic vocabulary and structures; to give good

pronunciation habits.

Textbook : C'est ça! Golding & Jeantet

1995

(ch.

1-5)

and Workbook/Laborator

Manual,

Grading:

3 quizfts (sound discrimination, comprehension, gammar) 30%

Final : Oral (Interview) ?

chapitre préliminaire

chapitre 1.

chapiire 2. Quizz #1

chapitre 2.

chapitreEntracte. Chapitre 3.

chapitre 3. Mid-term.

chapitre 3.

chapitre 4. Quizz #2.

JUN-14-1995 :

12:

09w

FROM EFU L I BRARY MANAGEMENT

TO. ?

5932 P.002/02

W.A.C. BENNETT LIBRARY

SIMON FRASER UNIVERSITY

To:

Department

Monique McDonald

of French

From; Sharon

Collections

Thomas,

Mgmt.

Head

Re: ?

Course Assessment: FREN 099

Date: ?

June 14, 1995

Since you Intend to teach this course entirely from a textbook and since you do

not wish to place a copy on reserve In the Ubra, there are no Library cons associated

with FREN 099

icc ?

—

a

k

TO: Andrea Lebowitz, Chair

Department of French

tMt

MEMORANDUM

Faculty of Arts

Curriculum Committee

RE: Post-Baccalaureate Diploma

in French and Education

FROM: Jacqueline Viswanathan

Chair

DATE: March 30, 1995

At its meeting of March 23, 1995 the Department of French approved the enclosed

proposal for the Post-Baccalaureate Diploma in French and Education.

This proposal was developed jointly with Diane Dagenais and André Obadia from the

Faculty of Education who will submit it to their Curriculum Committee.

Would you please place this item on the agenda of the next meeting of the Faculty of Arts

Curriculum Committee.

ELW ((

04€ C

/Jacq'eline Viswanathan

(Chai±

Enclosed:

- Description of the Post-Baccalaureate Diploma in French and Education.

- Course syllabus for Fren 310, 311, 312.

c.c.: B. Bartlett, FACC French Rep.

D. Dagenais, A. Obadia, Faculty of Education

1^1

PROPOSAL FOR A POST BACCALAUREATE

EDUCATION

DIPLOMA IN FRENCH AND

DIPLOME POST-BACCALAUREAT EN FRANAIS ET EN EDUCATION

Rationale

The Post Baccalaureate Diploma in French and Education is designed for teachers or

future teachers of French who wish to pursue a post-baccalaureate degree

with

a program

of studies which corresponds to their specific professional needs.

This new program is different from the Post-Baccalaureate degree in Education because it

will give teachers an opportunity to enhance their knowledge of French as well as to

further their studies in pedagogy. It includes both courses offered in the Department of

French and in the Faculty of Education as well as optional courses (selected according to

professional needs, interest or prior studies), which will allow teachers to further their

competence in the language as well as culture, literature, or linguistics.

The new Post Baccalaureate program does not require any new courses. Course outlines

for the existing core courses are attached.

POST BACCALAUREATE DIPLOMA IN FRENCH AND EDUCATION

The Department of French and the Faculty of Education jointly offer a Post Baccalaureate

Diploma in French and Education, comprising a set of organized courses for practising or

future teachers of French. This program includes courses directly related to the pedagogy

of French as a second language as well as courses enhancing previous competence in the

French language, or knowledge of French literature or linguistics.

Program Admission Requirements:

Students must seek athriission or re-admission to the University and, once admitted, they

must separately apply to the Student Advisor of the Department of French for admission

to the Diploma program. Qualifications for application to the program include the

following:

The completion of a recognized Bachelor's degree with a minimum graduation

grade point average of 2.0 from institutions within British Columbia and 2.4

from institutions from outside the province. University coursework undertaken

subsequent to the Bachelor's degree will also be considered for admissibility

to this diploma program.

A demonstrated knowledge of spoken and written French. e.g. competence

equivalent to successful completion of French 206.

Application packages are available from the Department of French and the Faculty of

Education. Before applying to this diploma progam, students should consult with the

Student Advisor in the Department of French:

Rita Gould

Tel: 291-4505

Program Requirements:

I. The successful completion of an approved program comprised of at least 30 upper

division credit hours is required. Graduate courses may be taken with prior approval.

Normally 15 credit hours will be completed from each of the French and Education

Departments as per list of courses.

A minimum cumulative grade point average of 2.5 is necessary on courses applied

towards the diploma.

The completion of the diploma is required within five years of admission to the

program. Note for teachers seeking a reclassification: Since integrated programs are

looked upon as upgrading work, all courses included in such programs must be takcn

no more than 10 years before the date of reclassification through TQS.

Formal application for graduation is made through the Office of the Registrar. Deadlines

for submission of applications are outlined in the course timetable and registration

instructions.

Transfer Credit:

Transfer credit for coursework in Education and/or in French may be considered toward the

fulfilment of the diploma. A maximum of six transfer credits in each of French and Education

may be awarded.

Course Requirements:

FRENCH

Students normally choose 15 credits from among the following French courses:

A MINIMUM OF TWO OF THE FOLLOWING COURSES ARE REQUIRED

Fren. 310-3 Linguistics and French Language Learning

Fren. 311-3 The Acquisition of Vocabulary

Fren. 312-3 Corrective Phonetics

THE REMAINING CREDIT HOURS IN FRENCH MAY BE SELECTED FROM THE

FOLLOWING COURSES:

Fren 301-3

Advanced French Composition I

Fren 302-3 Advanced French Composition II

Fren 300-3

Advanced French Conversation

Introduction to Linguistics II

French Stylistics

History of French: Phonology

History of French: Morphology & Syntax

Modem French: Morphology

Modern French: Syntax

Fren 413-4

Modem French: Phonology

Fren 414-3

French Linguistic Theories

Fren 420-3

French Semantics & Lexicology

Intermediate French Literature

Fren 430-3

The French-Canadian Novel & Theatre

Fren 431-3

French-Canadian Poetry

Fren 460-3

Introduction to Medieval & Renaissance Texts

Fren 463-4

Literature of the 17th Century

Fren 4

65-4

Literature of the 18th Century

Fren 467-3

Romanticism

Fren 470-4

Realism to Naturalism

Fren 472-3

The Contemporary Theatre

Fren 474-3

French Poetry

Fren 475-3

The Contemporary Novel

Fren 490-3 ?

Linguistics & Literary Criticism

French.

N.B.

All course selections must be approved by the Student Advisor

the Department of

Note: Students whose underaraduate record includes credit hours from the above courses or their

equivalents must select approved substitutes from among upper division French courses.

Students with no previous undergraduate courses in French linguistics or French literature are

required to take the Lower level prerequisites: French 270-Introduction to French Linguistics I

and/or French 230/240-Introduction to French Literature.

EDUCATION

Students normally choose 15 credits from among the following Education courses:

A MINIMUM OF TWO OF THE FOLLOWING COURSES ARE REQUIRED

Educ. 450-4

French Curriculum Studies

Educ. 361-3

Contemporary Issues in Education

Ethic. 441-4

Multicultural Education

THE REMAINThSTG EDUCATION CREDITS MAY BE CHOSEN FROM' THESE COURSES

Educ.

325-3

Assessment of Classroom Teaching

Educ. 326-3

Classroom Management and Discipline

Educ. 451-4

Classroom French Curriculum Practices

Educ. 481-4

French Immersion and Programme-cadre de français. This course may be

substituted with Educ.858-5 if Educ. 481-4 has already been taken (special

permission required).

S ?

Educ. 473-4 

?

Designs for Learning: Reading. This course may be substituted with Educ.

826-4 if 

Educ.

473-4 

has already been taken (special permission required).

Educ. 472-4 

?

Designs for Learning: Language Arts

Educ. 480-4 

?

Designs for Learning: French as a Second Language

Educ. 384/385 

Comet courses: These are offered in the French Language at the end of

various week-long summer institutes.

Educ. 

474-4

Designs for Learning: Social Studies 

Educ. 

475-4

Designs for Learning: Mathematics 

Educ. 

476-4

Designs for Learning: Natural Sciences 

j

PM.TENT

OF FRENCH

LINGUISTICS

FRENCH ?

SPRING SEMESTER 1.995

LANGUAGE LEARNING

COURSE CHAIR: Marguerite Fauquenoy

OFFICE:

CC 3117 ?

Tel: 291-3552 (or 291-4740 for messages)

and FREN 370 or FREN 306 (or permission of the course

FREN

301

chair). This course is a required course for the French and Education joint minor.

COURSE CONTENT:

Ce cours s'adresse aux futurs professeurs de français langue seconde. II présente un

résumé et une synthèse des différentes approches daris lenseignement du français

langue seconde. 11 traite des apports de

théorie linguistique a la didactique des

langues sccondes ainsi que de linfluence de Ia sociolinguistique sur les méthodes

nouvelles (approche communicative) en les appliquant au cas du fancais.

Les travaux pratiques consistent dans des exercices tires du manuel de classe

qul visent a une participation orae des étudiants.

comprennent aussi la

presentation de lectures et la discussion de dossiers. pédagogiques prparés par

les étudiants sur l'un ou Fautre des sujets de leur choix. Le cours sera donné

intégralement

français.

Alvarez, Gerardo: Concepts linguistigues cn dictigue des Jangues,

Québec, ?

Publication L-1, CIRB/ICRB, 1989 (ISBN: 2-89219-203-X).

RECOMMENDED TEXTS:

Germain, Claude: Evolution de )'enseignement des langues: 5000 ans d'bJui

PARIS, CLE international, 1993 (ISBN: 2.19.033353.9).

Le Petit

RQhri

(dictionnaire)

GRADING

a) Coruptes-rendus de lectures

IT IS STRONGLY ItECOMMENiflD THAT YOU SEE THE DEPARTMENT

CHAIR OR DEPARTMENTAL ASSISTANT

REGARDING YOUR DEGREE

REQUIREMENTS AT LEAST ONE SEMESTER BEFORE YOU PLAN TO

GRADUATE.

UNLESS YOU

MEET BOTH

FACULTY AND MAJORJMINOR

PROGRAM REQUIREMENTS, YOUR GRADUATION CANNOT BE APPROVED.

/0.

(DIP FRENCH

FRENCH 311-3

SUMMER SESSION 1993

(June 27 - Aug. 3, 1994)

ACQUISITION DU VOCABULAIRE

EVENING

COURSE CHAIR:

Juliette Luu-Nguyen

OFFICE:

CC 8118 PHONE: 291-3233

PREALABLES:

Français 301 et 370 ou 306 (ou permission du responsable)

DESCRIPTION DU COURS:

Le cours vise a famitiariser les apprenants avec les vocabulaires général et spécialisO dont its

auront besoin pour enseigner le français Langue Seconde et diverses matières scolaires en

français. On étudie aussi les techniques d'enrichissement du vocabulaire personnel.

OUVRAGES REQUIS:

Jeannine Bochart-Fièrez/Jeari Delahaut. Richesse du vocàbutaire. Tome I. Editions Duculot,

Paris. ISBN: 2-8011-0879-0

Robert Galisson. Les ex

ressions imaoées. Les mots mode d'emplol.

OLE

international, Pails.

ISBN: ?

2-19-033271-0.

OUVRAGE SUGGERE:

Robinson, S. et D. Smith. Dictionnaire du français canadien. Stoddart, Toronto.

NOTATION:

Examen de mi-session ?

STRONGLY RECOMMENDED THAT

YOU SEE THE DEPARTMENTAL CHAIR OR

DEPARTMENTAL ASSISTANT REGARDING YOUR DEGREE REQUIREMENTS AT LEAST

ONE SEMESTER BEFORE YOU PLAN TO GRADUATE. UNLESS YOU MEET BOTH

FACULTY AND MAJOR/MINOR PROGRAM REQUIREMENTS, YOUR GRADUATION

CANNOT BE APPROVED.

II.

DEPARTMENT OF FRENCH

CORRECTIVE PHONETICS (EVENING)

Intersession 1995

May 8 - June 23,1995

MUNCIE 12

(Evening @ Burnaby Campus)

Course Chair:

Juliette Luu-Nguyen

Office: CC8118 Phone: 291-3233

Cours pré-reguis:

Français 206 et Français 306 ou Français 270 ( ou

permission du professeur)

Ouvrage reguis:

Dansereau,

Diane (1990). Savoir Dire. Cours de phonétique et de

- -. prononciation. D.C. Heath and Company.

Ouvrages suggéres:

Leon, Pierre. Prononciation du Français Standard. Paris, Didier (1966).

Description du Cours:

L'objectif de ce cours est d'aider les étudiants (en particulier ceux qul

se destinent a I'enseignenient du français-L2 ou en immersion) a

perfectionner Ieur prononciation du français et a se familiariser aux

principales techniques de correction phonétique.

Le programme comprendra une étude pratique du système phonétique du

français standard.

*Articulation

des Sons (vocalisme et consonantisme).

*prospdie du français (accent, intonation, syllabation, rythme).

Les sessions theoriques et pratiques en classe seront suivies d'un

travail au laboratoire sous la direction du professeur.

Examen I (mi-trirnestre) ?

Examen II (fin de trimestre)

IT IS STRONGLY RECOMMENDED THAT YOU SEE THE DEPARTMENTAL CHAIR OR

DEPARTMENTAL ASSISTANT REGARDING YOUR DEGREE REQUIREMENTS AT LEAST ONE

SEMESTER BEFORE YOU PLAN TO GRADUATE. UNLESS YOU MEET BOTH FACULTY AND

MAJOR/MINOR PROGRAM REQUIREMENTS YOUR GRADUATION CANNOT BE APPROVED.

/2.

fic q.

J ?

t..

At its meeting of January 19,

iB 2

DEPARTMENT OF FRENCH

FACULTY OF ARTS

MEMORANDUM

To: ?

Andrea Lebowitz, Chair

From:

Jacqueline Viswanathan,

Subject:

Date: ?

1995,

the Department of French, approved the following:

Re French Language Proficiency Certificate Requirements:

French Language Proficiency Certificate, Program Requirements:

that the Minimum Grade Point Average of25 (currently 2.0) be calculated

on all courses taken at SFU and applied to the Certificate. Duplicate courses are

counted only once.

Would you please place this on the agenda of the next meeting of the Faculty of Arts

Curriculum Committee.

Chair,

Department of French

13.

DEPARTMENT OF FRENCH

French Language Proficiency Certificate

Program Requirements

FROM:

• Minimum grade point average

of 2.0

calculated on all courses taken at

SFU and applied to the certificate. Duplicate courses are counted only once.

TO: . Minimum grade point average

012.5

be calculated on all courses

taken at SFU and applied to the Certificate. Duplicate courses are

counted only once.

RATIONALE: ?

Please provide an explanation for these changes

By raising the minimum grade point average to

2.5,

the Department of

French wishes to ensure that the value of the certificate is maintained. Only a

very few students in the past few years have obtained the certificate with a

GPA in French lower than

2.5.

In their case, the Department felt that their

proficiency in French did not correspond to the competence one should

expect, for instance, from a teacher who may use the certificate to document

his/her professional competence.

/L1L.

S.95-65 f

Department of Geography

SCUS Reference: SCUS 95 - 15 g

SCAP Reference: SCAP 95 - 57 f

Change to Calendar entry for Co-op Program

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 g:

GEOG 302-0

GEOG 303-0

GEOG 402-0

GEOG 403-0

GEOG 409-0

GEOG 355-4

From: R.B. Horsfall, Department of Geography

IN'I1IN'1ORi\PD1_J1VI

To:

Andrea Lebowitz, Chair ?

Date: ?

May 23, 1995

Subject: Calendar revision/Science Coop Changes

Geography students who are enrolled in the BSc program can take the Co-operative

Education program through the Faculty of Science Co-op Office. A change in the

Faculty of Science section of the Calendar, following the Geography Program

requirements, is needed to outline the Co-operative Education Program through the

Faculty of Science. The copy for this change is attached.

The Practicum courses for geography also need to be amended to reflect the fact that

there are two programs. I understand the change must he approved by both faculties and

we request this approval from the Faculty of Arts.

At a meeting of the Undergraduate Studies Committee, the Department of Geography

Committee approved the attached calendar revisions. Would you please place this matter

on the agenda of the next meeting of the Faculty of Arts Curriculum Committee.

Current Entry for Science, Geography Co-operative Education Program

The Department of Geography offers a Co-operative Education Program for

students who wish to acquire practical experience. Please refer to the Department of

Geography inthe Faculty of Arts section of this Calendar.

Proposed Entry for Science, Geography-Co-operative Education Program

Co-operative Education augments academic studies with relevant work experience.

The program includes four full-time paid work semesters which alternate with academic

semesters. Arrangements for the work semesters are made through the Co-operative

Education Program.

Major and Honors students in the Geography B.Sc. program may apply for

admission into the Co-operative Education program through the Faculty of Science Co-op

Office. Geography students in the B.A. program should apply to the Faculty of Arts Co-

should seek advice from a co-op co-ordinator as early as possible in

Students wishing to enrol in the Co-operative Education program must apply by the

end of the third week of the preceding semester. Science students should obtain a

minimum cumulative GPA of 2.5 to enrol and to continue in the Science Co-operative

Education program (Note: honors students are required to achieve higher averages).

For further information, interested science students should contact:

the Science Co-op Office

Academic Quadrangle 5003

Tel: 291-4716

Students in the geography major, B.A. program should refer to the Department of

Geography in the Faculty of Arts section of this calendar, page 112, and contact:

S.95-65 g

Department of History

SCUS Reference: SCUS 95 - 15 h

SCAP Reference: SCAP 95-57 g

HIST 405-4 Early Modern English Society

HIST 412-4 Marxism and the Writing of History

HIST 339-4 The British Empire and Commonwealth

• Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 h:

HIST 404-4

Change of title and description

Early Modern English Society

DEPARTMENT OF HISTORY

NEW COURSE PROPOSAL

HISTORY 405-4 

Calendar Caption:

This research seminar will examine select themes in the social history of early

modern England. Foundational subjects will be the social order, agriculture,

industry, demography, family formation, religion and poverty. Optional themes

include: crime and the law, literacy and education, women, urban life, perceptions

- and uses of the past, parish communities, government regulation of economic and

social life and London. (Seminar) Prerequisite:

9

hours of lower division History

credit. History

315

recommended.

For the past thirty years there has been an enormous increase of scholarly interest in

the social history of early modern England. Further, the Department is keen to

offer a seminar in which students can focus on some of the research interests of Dr.

John Craig, our newly-hired specialist in early modern England.

Note:

History

405-4 

('Early Modern English Society') is not a duplicate of History

405-3 

('Absolutism and Enlightenment in Europe'). The latter course was last listed in the

1992-3 

calendar.

Title of Course: Early Modern English Society

Abbreviation Code: Hist

Course #: 405

Credit Hrs: 4

Vector: 0-4-0

Calendar Description of Course: This research seminar will examine select themes in the social

history of early modern England. Foundational subjects will be the social order, agriculture, industry,

demography, family formation, religion and poverty. Optional themes include: crime and the law, literacy

and eduation, women, urban life, perception and uses of the past, parish communities, government

regulation of economic and social life and London.

Seminar

9 hours of lower division history credit

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? At least once a year

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

Professor John Craig

Professor Ian Dyck

3. ?

To provide students with an opportunity to study important themes in the social, cultural and religious

history of early modern England.

Budgetar y

and Space Requirements

What additional resources will be required in the following areas:

73-34b: ( Whencompletzngthisfonn, for instructions see Memorandum SCUS 73-34a. Attadhedcourse

.outline)..Arts 92-3 (*

nOte:a separate1ibraryreportisnowi'equired)

History 4054: Early Modem English Society

This is a fourth year reading and research seminar. That is to say that our weekly

meetings will be both the occasion for discussion of assigned readings and the catalyst

for the production of a research paper. Our subject is the social history of early modern

England and the approach is thematic. We will begin with a certain number of

foundational subjects: the social order, agriculture, industry, demography, family

formation, religion and poverty. The remaining themes will be chosen by the seminar

from the following options: crime and the law, literacy and education, perceptions and

uses of the past, women, urban life, London, witchcraft, government regulation of

economic and social life and the parish community. At a wider level, the seminar will

address the arguments about the nature of social change identified by Keith Wrightson

in his work on English Society 1580-1680.

Grading:

The research essay lies at the heart of this seminar. Length: 3,000 -3,500 words minimun,

typed and footnoted. Essay topics must be discussed with me and chosen no later than a

certain date. Essays must use some form of primary documentation and are due on a

certain date.

The gobbet assignments are shorter pieces of written work which will be read out to the

class and the starting point for a discussion. Two of these must be written in the course

of the term. Length:

no more than

1,000 words, typed. Use brief citations. You will be

asked to write a critical analysis of a chapter and a document. Your analysis might focus

the following questions: With what specific argument(s)/issue or event is the

chapter /document concerned? What information is provided on the matter? What are

the broader issue(s) of historical significance pertinent to the text? There are other

questions that can be asked but the thrust of the exercise is to allow you to look closely

and critically at a piece of evidence or text and then step back to view the gobbet within

a broader context.

Texts:

Keith Wrightson, English Society, 1580-1680

photocopied package of articles and documents

Discussion of sources; the social order

Poverty and provisions for the poor

Optional topics for weeks 9-13 will be chosen by the seminar from the following:

crime and the law

literacy and education

women

urban life

London

perceptions and uses of the past

parish communities

the county community

government regulation of economic and social life

S ?

HISTORY 412-4 Marxism and the Writing of History

DEPARTMENT OF HISTORY

NEW COURSE PROPOSAL

Calendar Caption:

This course aims to provide a basic understanding of Marx's theory of history

and to introduce students to some of the important ideas used by Marxists in the

writing of history. Readings for the course will include some of Marx's original

work, the writings of historians who have been influenced by Marx as well as

selected writings from some of Marx's critics.

Marxism has influenced the writing of history as has no

other school of thought. It

S ?

has offered interpretations of every period of history, as well as made vital

contributions to historiography and methodology. Students of all streams and fields

of history find their subjects informed by debates within Marxism, while even non-

Marxists appreciate the need to understand the basic concepts of Marxist history.

This course will provide students with an opportunity to work with some of the

research interests of Dr. Mark Leier, our recently-hired specialist in Canadian

labour history. Further, the course has the advantage of spanning the Department's

three streams in the manner called for by last year's external reviewers.

1^1

5..

Abbreviation Code: Hist ?

Course #: 412

Credit Hrs: 4 ?

Vector: 0-4-0

Title of Course: Marxism and the Writing of History

Calendar Description of Course: This course aims to provide a basic understanding of Marx's

theory of history and to introduce students to some of the important ideas used by Marxists in the writing of

history. Readings for the course will include some of Marx's original work, the writings of historians who

have been influenced by Marx as well as selected writings from some of Marx's critics.

Seminar

9 hours of lower division history credit

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? At least once a year

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

Professor Mark Leier / Professor Allen Seager

To acquaint students with the importance, scope and nature of Karl Marx's influence upon the methods and

ideas of historians;

What additional resources will be required in the following areas:

73-34b:-( When completing this form, for instructions see Memorandum SCUS 73-34a. Attached course

outline).

Arts 92-3 (*

note: 9 separate library report is now required)

History 412, Marxism and the Writing of History

"Philosophers have until now only interpreted the world; the point, however, is to

change it." So wrote Karl Marx in 1845 at the age of 27. His subsequent writings

went on to influence the history of the nineteenth and twentieth centuries as no

others have. Yet no body of work has been so little understood by its critics and,

often, its supporters. This course will introduce students to some of the Marx's

most significant works, including

Capital.

It will also examine the influence of

Marxism on the writing of history in areas such as the transition to capitalism,

economic history, political history, and labour history. The course will

demonstrate what Marxist approaches bring to the discipline of history and will

outline their strengths and weaknesses. We also consider the relevance of

Marxism in the late twentieth century and analyse the challenge it has offered to

the status quo.

Format:

The seminar will meet weekly to discuss the assigned readings. Students will

also present to the class papers on aspects of Marxism and history.

Assignments:

Weekly participation in t

presentation to the clas

help lead the discussion.

suggested for that week

pages. A term paper o

1e seminars will be graded. Each student will make a

based on the readings for a particular week and will

These presentations will focus on one of the questions

and will be revised and handed in as papers of 6-8

12-15 pages will be handed in at the end of the

Texts: David McLellan,

Karl Marx;

Harvey Kaye,

The British Marxist Historians;

Karl Marx,

Capital

(student's edition, C.J. Arthur, ed.); Karl Marx,

The German

Ideology

(student's edition, C. J. Arthur, ed.); S. H. Rigby,

Marxism and History:

An Introduction

SIMON FRASER UNIVERSITY

DEPARTMENT OF HISTORY

NEW COURSE PROPOSAL

HISTORY 339-4

The British Empire and Commonwealth

Calendar Caption:

This course provides an outline history of the British Empire, its rise and decline,

and discusses the origin and significance of the Commonwealth. In addition there is

a detailed account of the 'Westminster Model' of parliamentary democracy, on

which the political institutions of many Commonwealth nations are based.

Rationale:

The Department offers a wide range of courses on British and Imperial history,

concentrating on India, the Middle East and Africa, but does not have a course that

examines the Empire and Commonwealth as a whole. The Department has several

members capable of teaching and contributing to this course. For the time being it

will be offered under Distance Education, where it is expected to attract large

numbers of students both for its inherent interest and for its usefulness to students

of History-and Political Science.

SENATE

COMMITTEE

ON UNDERGRADUATE STUDIES

Title of Course: The British Empire and Commonwealth

Abbreviation Code: Hist

Course #: 339

Credit Hrs: 4

Vector: 3-1-0

Calendar Description of Course: This course provides an outline history of the British Empire,

its rise and decline, and discusses the origin and significance of the Commonwealth. In addition

there is a detailed account of the 'Westminster Model' of parliamentary democracy, on which the

political institutions of many Commonwealth nations are based.

- Prerequisites (or special instructions):

Lecture/Tuturial

9 hours of lower division history credit

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? At least once a year

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

Professor Martin Kitchen / Professor Edward Ingram

To provide the Department of History and its students with an upper-level course that explores the British

Empire and Commonwealth as a whole, including enquiry into the application of the British style of

government abroad as well as the evolution of the Commonwealth up to the present day.

What additional resources will be required in the following areas:

73-34b:-( When completing this form, for instructions see Memorandum SCUS 73-34a. Attached course

outline). Arts 92-3 (* note: a separate library report is now required)

1^1

COURSE OUTLINE/READING LIST

Department of Hisry

Hist 339-3 ?

The British Empire and Commonwealth

INTRODUCTION:

In its heyday the British Empire covered more than ne quarter of the earth's surface. The

Empire has now vanished, Britain no longer a great power and only a few colones

remain under the Union Jack, but the legacy of Empire still has a profound effect

throughout the globe. This course provides an outline history of the British Empire, its

rise and its decline, and discusses the origins and significance of the Commonwealth. In

addition there is a detailed account of the "Westminster Model" of parliamentary

democracy, on which the political institutions of many Commonwealth nations are based.

COURSE OBJECTIVES:

To give you a better idea of the course the following is a list of some of the objectives.

By the time you have finished the course you should be able to:

Give an outline of British constitutional history.

Describe the British system of government in practice.

Describe the origins of the Empire..

Discuss the various motives behind the imperial expansion.

Distinguish between the "First" and "Second" Empires.

Outline the history of British rule in India.

Explain the fundamental principles of 19th century colonialism.

Give details of the Durham Report.

Explain the "imperialism of free trade."

Discuss the particular problems of the White settler colonies.

Describe the growth of nationalism and anti-colonialism.

12.

Detail the effects of two world wars on the Empire and Commonwealth.

13.

Describe the process of de-colonisation.

14.

Describe the structure and institutions of the Commonwealth.

COURSE COMPONENTS:

The course consists of-

- A Study Guide giving instruction on how to proceed with the course

- A textbook: Martin Kitchen,

Empire and After: A Short History of the British Empire

and Commonwealth.

A pamphlet: Martin Kitchen,

The British Parliamentary System.

A Course Reader, including speeches and writings by contemporaries on the aims,

objectives and criticisms of the Empire.

Students taking the course for credit will also receive an assignment sheet, giving them

precise details of assignments and the exact dates when their assignments are due. Their

course package will include a Centre for Distance Education Student Handbook and all

required procedural information.

a'fSrjS,2fl.

COURSE

QUIREMENTS AND EVALUATION:

Students taking the course for credit will write three essays of about 1,000 words, each

final grade. The first essay is due in week 4, the second in week 8 and

There is also a final examination lasting three hours, Consisting of three essay questions

final

from

grade.

a choice of at least seven questions. This final examination is worth 40% or your

CRITERIA FOR GRADING:

Your essays will be well written and properly organised. They will be evaluated on your

argument.

command of the relevant facts and your ability to combine these facts into a coherent

who will be available by telephone to

FURTHER READING:

Your Study Guide contains suggestions for further reading which will help you in writing

the assignments and preparing for the final examination. Most of this material is

available in the Simon Fraser University Library, and some in local public libraries.

Handbook

SFU's external

for details.

librarian will help you find additional materials. See your Student

Humanities Program

S.95-65 h

SCUS Reference: SCUS 95 - 15 i

SCAP Reference: SCAP 95 -57 h

Great Texts in the Humanities Ill

HUM 203-3 ?

HUM 376-3 ?

The Hellenic Studies Seminar -.

HUM 383-3

Selected Topics in the Humanities III

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 i:

Change of prerequisite: HUM 201, 202, 302, 303, 305, 307, 311, 312, 325,

340,375,381,382,320,321,327,330

page 5

a) HUM 203-3 Great Texts in the Humanities III

Changes in the Cultural Context of humanities Courses:

With the institution of the Asia Canada Program and continued support from such

bodies as the Shastri Institute, the Faculty of Arts at SFU is meeting the needs of a

changing student body and Simon Fraser's role as a Pacific Rim University. The

Humanities Program wishes to support these changes by including in its -offerings- - -

courses in the Asian traditions. In the past we have offered selected topics courses

in such areas as Gandhi Studies and the Devotional Literature of Hinduism. The new

proposal will allow courses in Asian traditions to be offered on a regular basis.

New Faculty:

The Humanities Program has a new joint appointment in Chinese studies (Dr. Teresa

Yu, who will be teaching two courses a year for the program commencing in 1996-

1). At present we have no courses in the calendar to accommodate her area of

expertise. The course we are proposing (designed in consultation with Dr. Yu) will

provide the opportunity for her to teach her specialty on a regular basis.

Program Expansion:

All current Humanities courses (except Selected Topics) centre upon the Western

European tradition. We intend to expand our offerings slowly, as resources permit, to

include Eastern traditions. The current courses HUM 201-3 and 202-3 cover the early

and late periods in the Western tradition and are core courses in the program; we

consider this the appropriate area to add a parallel course in the Eastern traditions.

Further, in recognition of the fact that Eastern traditions are comprised of several

major cultures, we propose a calendar description for the new course which will

allow several important areas to be taught as faculty and resources are available.

SENATE COMM IYFEE ON UNDERGRADUATE

RADUATE STUDI ES

Department Humanities Program

Calendar Information.

Abbreviation Code: HUM Course #: 203

Credit Firs: 3 ?

Vector:

Title of Course:

Great Texts in the Humanities III

This course is an introduction to classic texts which have endured as monuments

Page 6

2/i/O

of Asian thought and literature. Readings and discussions of primary texts and

their central ideas will introduce students to philosophical, literary and religious

themes in a selected, major Asian tradition.

What course (courses), if any, is being dropped from the calendar if this course is

30 credit hours

approved: None

How frequently will the course be offered? Once a year.

Semester in which the course will first be offered? 1996-3

Which of your present faculty would be available to make the proposed offering

possible? ?

Dr. Teresa Yu, Dr. Anand Paranjpe

To familiarize students with selected primary texts in a major Asian tradition.

Budetarv and Space Requirements

What additional resources will be required in the following areas:

Page

HUM 203-3 Great Texts in the Humanities III:

The Chinese Tradition

HUMANITIES PROGRAM, AQ 6180

? Phone: 291-4509

Semester: xxx-x

Instructor: Teresa Yu ?

The object of the course is to familiarize students with selected primary texts in the Chinese

tradition of philosophy, religion and literature

Unlike the West where the history of ideas and social structures went through revolutionary

changes, traditional Chinese society was by comparison more stable and homogeneous. Important

concepts in Chinese philosophy, history, and literature were formulated rather early, by around

the first emury A.D. There were many contending schools of thought during the Sprhi-and

Autumn period, but after the ascendancy of Confucian orthodoxy in the Han Dynasty, the Chinese

philosophical foundation remained relatively unchallenged. . The introduction of Buddhism, its

sinicization and the influence of Taoism led finally to the Neo-Confucianist Movement in the

eleventh and twelfth centuries. Neo-Confucian scholars worked out a world view that paralleled

the Buddhist cosmology, and a system of moral philosophy to explain the metaphysical basis of

Confucian ethics. The three systems of thought co-existed, forming the basis of Chinese thought

until the advent of Western ideas at the turn of this century.

this course we shall examine some of the central ideas that have shaped the Chinese tradition

rough the study of its major classics. Our readings include three Confucian texts:

The. Analects

of Confucius, Mencius

Chuang Tzu; The Platform Sutra of the Sixth Patriarch,

a celebrated work in Ch'an (Zen) Buddhism;

excerpts from the

Shih Chi,

a classic which has shaped the Chinese view of history; and

The Book

Songs

Songs of the South, two

fountainheads of Chinese poetry around which important

ideas about literature were developed.

REQUIRED AND RECOMMENDED TEXTS:

Waley, Arthur, trans.

The Analects of Confucius.

London: Allen and Unwin, 1938. New York:

Random House, 1966.

Lau, D.C., trns.

Mencius.

Harmondsworth: Penguin, 1970.

[.au, D.C., trans.

Lao Tzu Tao Te Ching.

Baltimore: Penguin Books, 1963.

Watson, Burton, trans.

The Complete Works of Chuang Tzu.

New York: Columbia University

Press, 1968.

Watson, Burton, trans.

Hsün Tzu: Basic Writings.

New York: Columbia University Press, 1963.

Waley, Arthur, trans.

The Book of Songs.

New York: Grove, 1960.

Hawkes, David, trans. The Songs of the South: An Anthology of Ancient Chinese Poems by Qu

Yuan and Other Poets.

Harmondsworth: Penguin, 1985.

Yanipoisky, Philip, trans.

The Platform Sutra of the Sixth Patriarch.

New York: Columbia

University Press, 1978.

Watson, Burton, trns. Records of the Historian: Chapters from the "Shih Chi" of Ssu-ma Chien.

New York: Columbia University Press, 1970.

RADING STRUCTURE:

wo analytical essa

s (5-8 pages) 50%

ght reading responses 25%

Participation in class discussion

25%

Page 8

HUM 203-3 - Sample

Weekly Topics and Readings

Week 1 ?

Introductory Lecture

The Chinese Tradition: Patterns of Cultural, Historical and Social

Development and the Role of the Classics.

Week 2 ?

Confucianism and Chinese Humanism (I)

Week 3

Humanity and Self. Cultivation

The Analecis of Confucius

Week 4 ?

Confucianism and Chinese Humanism (II)

Week 5 ?

The Debate Over Human Nature

Mencius

Hsün Tzu

Week 6

Taoism and Chinese Mysticism (I)

The Way According to Lao Tzu

Lao Tzu Tao Te Ching

Taoism and Chinese Mysticism (II)

Week 8

The Way According to Chuang Tzu

Chuang Tzu

Buddhism and the Teaching of Buddhistic Englightenment

9 ?

Ch'an

(Zen)

•0

The Platform Sutra of the Sixth Patriarch

Week 10 ?

The Values of History and the Awakening of the Individual.

Records of the

Historian: Chapters from the "Shih Chi" of Ssu-ma Chien

Week 11 ?

Poetry and the Function of Literature

Week 12

The Book of Songs

Week 13 ?

Poetry, Shamanistic Culture and the Politics of Loyalty and Dissent

The Songs of the South

page 9

b) HUM 376 -3 The Hellenic Studies Seminar

Humanities has been authorized to make a new appointment in Hellenic Studies (the

New Faculty:

Hellenic Congress of BC Chair in Hellenic Studies) starting in either 96-1 or 96-3.

The terms of the position indicate that the appointee will teach full time for the

Humanities and may teach courses in either ancient or modern Greek literature,

history and philosophy. While we have one course in ancient Greek civilization in

the calendar, we have no courses in post-classical Greek civilization. A Hellenic

Studies Seminar would accommodate a variety of selected topics courses in this area.

Type of course proposed:

The Hellenic Studies Seminar is modelled after the existing Woodsworth Seminar

(HUM 375-3), which is normally taught by the holder of the J.S. Woodsworth Chair in

the Humanities. Essentially a limited selected topics course, the Hellenic Studies

Seminar like the Woodsworth Seminar will accommodate a range of topics in ancient

and modern Greek civilization.

5-.

Page 10

Department: ?

Abbreviation Code: HUM Course : 376 Credit Hrs: 3

Vector: ?

0/3/0

Title of Course: ?

The Hellenic Studies Seminar

Calendar Description of Course: A special topic in the Humanities normally to

be offered

by the holder of the Hellenic Congress of BC Chair in Hellenic Studies.

Prerequisites (or special instructions): ?

45 credit hours

What course (courses), if any, is being dropped from the calendar if this course is

approved: None.

How frequently will the course be offered? Twice a year.

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering

possible? ?

The holder of the Hellenic Congress of BC Chair; Dr. Paul Dutton

To provide senior students with seminars on topics in ancient and modern Greek

civilization appropriate to the Humanities and not covered by regular offerings.

Budgetary and S

ace Requirements

What additional resources will be required in the following areas:

YtA-4

SAMPLE

PROCOPIIJS AND THE WORLD OFJUSTINIANIC BYZANTIUM

HUMANITIES PROGRAM, AQ 6180

____reek Byzantium had several golden ages, but the first and probably the most splendid occurred

under the reign of Justinian (527-565) and Theodora (503-547/58). These two rulers reshaped not

only the city of Constantinople, giving it a marvellous new basilica, the famed Haija Sophia, new

social institutions, and a Code of Roman civil law, but the whole of the Mediterranean world.

Surveying this world was one of late antiquity's greatest historians, Procopius of Caesarea (500-

565). He served as the secretary of the general Belisarius and went on campaigns to Persia, North

Africa and Italy. He witnessed the outbreak of bubonic plague that hit Byzantium In 542.

This course represents an attempt to read Justinianic Byzantium through Procopius's sometimes

admiring, sometimes critical eyes. We shall try to measure his divided loyalties, the quality of his

of Justinian and Theodora's larger

(Twayne), (though Prof. Evans is about to publish a

J.A.S. Evans,

Procopius

new study of the historian that may be superior).

books 1-4, ed. H.B. Dewing (Loeb vols. 1-2 of

The

7 of the Procopius series.

ING:

Sample - HUM 376-3 Weekly Topics and Readings

The Hellenic Seminar: Procopius and the World of Justinianic Byzantium

Week I

Introduction and Organization

Week II

Constantine and the history of fourth and fifth century

Constantinople.

Readings:

P. Whining,

Byzantium: An Introduction,

pp. 1-38; Harry J.

Magoulis,

Byzantine Christianity: Emperor, Church, and the West,

pp.

1-53.

Week III

Topic: The Procopius Problem

Readings: J.A.S. Evans,

Justinian's Wars: The Eastern Frontier

History of the Wars: Book 1

Week V

Topic: The Protracted Persian Conflict

History of the Wars: Book 2

Week VI

Topict Theodora nd the Hippodrome Riots of 532

History of the Wars: Book 3

Week VII

North Africa and Justiiiianic Orthodoxy

Readings: Procopius,

History of the Wars: Book 4

Week VIII

Topic: Justinian's Code:

Corpus furls Civilis

Readings: passages from The Digest on reserve

Week IX

Hajia Sophia and the Buildings of Constantinople

pp. 1-219 and slides on reserve in the

Buildings,

Fine Art Room

Week X

Ravenna and Justinianic Art in Italy

pp. 219-318 and slides on reserve in the

Buildings,

The Secret History,

pp.

1-113

Week XII

Topic: Why is Theodora the villain of the

Secret History?

Readings:

Topic: Final Evaluation of Procopius: his Role as a Historian and

The Secret History,

pp.

113-194

Week XIII

Critic of Justinianic Byzantium

Set Question for the Final Examination: Discuss the strengths and weaknesses of

Procopius's interpretation of Byzantine history, particularly with regard to the roles

played by Justinian, Theodora, and Belisarius.

page 13

HUM 383 -3 Selected Topics in the Humanities III

The mandate of the Humanities Program is to offer courses over an exceptionally

Breadth of mandate:

broad area that includes classical antiquity, religious studies, and history, literature

and philosophy in the Western European tradition from their origins to the present.

We have a particular need of Selected Topics courses to fulfil this mandate.

New Faculty:

The Program is in the process of acquiring two new faculty: Dr. Teresa Yu (96-1), in

Chinese Studies, and a proposed incumbent of the Hellenic Chair (95-3 or 96-1) who

will teach courses in ancient and modern Greek culture. While we intend eventually

to introduce permanent courses to our curriculum in these areas, we think it best to

involve the faculty primarily responsible for teaching the courses in their design.

In the meantime we will need an additional Selected Topics course to accommodate

their teaching.

) Curriculum Development:

Humanities is in a moderate growth phase, expanding to include courses in eastern

civilizations in particular, and uses its two present selectedtopics courses to try out

ideas for the permanent curriculum. For example, in 1989 a course on environmental

issues was offered as a "Selected Topics" seminar. This eventually became HUM 325-3:

Humanity and the Natural World. In order to continue using selected topics courses

in this way, as well as to accommodate new faculty, we require a third course.

4) Wide Demand:

Humanities selected topics courses are in demand for a number of uses: to

accommodate the specialties of visiting scholars, for field school courses (e.g. the

new field school in Prague, 95-2, is using HUM 381-3 as one of its courses), and to

mount courses for Seniors at Harbour Centre. A third selected topics course will

enable us to continue our offerings in these areas.

Page 14

Abbreviation Code: HUM Course #: 383

Selected Topics in the Humanities III

Prerequisite: 45 credit hours

What course (courses), if any, is being dropped from the calendar if this course is

approved: None

How frequently will the course be offered? Once or twice a year

Semester in which the course will first be offered? 1996-3

Which of your present faculty would be available to make the proposed offering

possible? ?

Dr. Teresa Yu; holder of the Chair in Hellenic Studies; regular and visiting

faculty.

To provide senior students with seminars on topics appropriate to the Humanities and

not covered by regular offerings.

What additional resources will be required in the following areas:

Date:

HUM

ST: THE NERONIAN RENAISSANCE

HUMANITIES, EAA 2102

Semester:,

92-3,, Wed 0930-1220, SFU

Office: ?

A96020

Instructor: ?

Dr. Paul Dutton

Nero has certainly had a bad press, most of it

deserved. He may not have burned down

Rome, but he did murder at least four members

of his family including his mother, step-brother,

and two wives. His singing tour of the East

outraged the Roman world, in part because the

doors to the concert halls were locked once the

audience was inside.

But despite Nero's excesses and self-indulgent

nature, he stood at the centre of one of the

most extraordinary literary and artistic out-

ourings of western civilization. Standing

ehind the young Nero was the stoical Seneca,

hose letters, plays, and great satire

(The

Pumpkinfi cation of Claudius the Clod)

we shall

read. We shall also explore the epic poem,

On the Civil War,

by his nephew Lucan. As well

we shall spend several weeks studying Pel.ronlus's

masterpiece of radical Invention,' the

Satyricon.

All of these writers also died

as a result of the failed Pisonian conspiracy, so that It might be said that in

the end Nero literally killed off his renaissance. What we shall examine, with the help of Suelonlus and

Tacitus, is the history of Nero's little world of poets and generals, dinner parties and intrigues,

monumental art and looming disaster.

Nota Bene! Students should read Suetonius's

Lives of Caesars

up to and including

Nero)

for the first class!

Four Tragedies and Octavia

Suetonius,

Lives of the Caesars

Seneca,

Letters from a Stoic

Petronius,

The Satyricon with the Apocolocyrttosis

Lucan,

Civil

War,

trans. Widdows

J.P. Sullivan,

Literature and Politics in the Age

Nero

•ASSIGNMENTS:

Pçesntation (with background paper) 25

Commentary (on a selected reading)

Seminar Participation'

Synthetic Essay on Set Topic

The Twelve Caesars,

the first six (Caesar to Nero)

Week 2

Topic: Tacitus,

The Annals of Imperial Rome, pp. 231-397.

Visit by Prof. Keith Bradley.

3 ?

Topic:

A closer analysis of

Suetonius's biography of Nero and Tacitus's account of Nero's

career. ?

Please also read Sullivan,

Literature and Politics, pp. 19-

73.

4 ?

Topic: Seneca,

The Apocolocymosis

the Divine Claudius;

and ?

pp. ?

The

and ?

pp.

Civil

War,

1-5

Discussion of background papers on Slaves:

6-10

and ?

pp. ?

a ?

Stoic

Week 11

Freedman; Pliny the

Elder and Nero; the Pisonian Conspiracy; on the Great Fire of

Rome; on the Assassination of Nero; on Stoicism as a formal or

informal philosophy of resistance; on Epictetus; on the Aftermath

(the years

68-70

and, hence, Tacitus's

Histories);

etc.

Final thoughts on the Neronian Renaissance;

12 ?

Sullivan,

Literature and Politics,

pp.

180-196.

Preparation of the Synthetic Essay

13 ?

Division of Interdisciplinary Studies

S.95-65

SCUS Reference: SCUS 95 - 10, 95 - 15 j

SCAP Reference: SCAP 95 - 57 i

Calendar statement on admission to Chinese Language courses

Japanese

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 10:

CHIN 100-4 Change of description, credit hours, prerequisite and vector

CHIN 101-4 Change of credit hours and vector

CHIN 151-3 Change of vector

CHIN 201-3 Change of vector

CHIN 202-3 Change of vector

Waiver to permit the changes in 96-1

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 j:

JAPN 100-3 Change of description and prerequisite

Page 4

DIVISION OF INTERDISCIPLINARY STUDIES

0

??

JAPN 200-3 Advanced Beginners' Japanese I

RATIONALE: Expansion of Japanese course offerings to meet the demand for these

courses and

particularly to provide further courses for students working in fields related to

Japan.

1^1

.

Title of Course: Advanced Beginners' Japanese I

Abbreviation Code: JAPN

Course #: 200

Credit His: 3

Vector: 0/4/0

Calendar Description of Course: Continuation of JAPN 101.

Prerequisites (or special instructions): JAPN 101 or instructor's permission.

What course (courses), if any, is being dropped from the calendar if this course is approved: N/A

How frequently will the course he offered? I - 2 times per year

Semester in which the course will

first

be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

N. Oniae

This course provides students communicative skills in advanced beginner's level Japanese, through the study of

vocabulary, grammar, and culture.

Understanding conversations and speeches in various everyday situations and on a variety of everyday

Speaking in various everyday situations and on a variety of everyday topics.

Reading of adapted texts written in Hiragana, Katakana, and one hundred to three hundred Kanji.

Writing on a variety of everyday topics with coherency and cohesion, using Hiragana, Katakana, and

to two hundred Kanji.

Understanding cultural differences and applying it to actual language performances.

Employing communication strategies to actual language performances.

Budgetary and Space Requirements - None

What additional resources will be required in the following areas:

When completing this form,for instructions see Memorandum SCUS 73-34a Attached course outline).

Library* - see attached

5. ?

'i" c

note:

Page 6

INTERDISCIPLINARY STUDIES, AQ 6180 Phone: 291-4509 (messages)

Semester: XX-3, Day, SFU,' D1.00

Instructor: Noriko Omae

Office: AQ 6191

Phone: 291-5432

JAPN 101 or Instructor's permission.

This course provides students conununicative, skills in advanced beginner's level Japanese, through the study of

vocabulary, grammar, and culture.

Understanding conversations and speeches in various everyday situations and on a variety of everyday topics.

Speaking in various everyday situations and on a variety of everyday topics.

Reading of adapted texts written in Hiragana, Katakana, and one hundred to three hundred Kanji.

Writing on a variety of everyday topics with coherency and cohesion, using Hiragana, Katakana, and one hundred tc

two hundred Kanji.

Understanding cultural differences and applying it to actual language performances.

Employing communication strategies to actual language performances.

Schedule:

Week 1

Introduction and review

Week 2-6

Lessons In the text

Review and Exam 1 (oral)

Week 8-11

Lessons In the text

Osaka University of Foreign Studies. Tokyo:. Gakken, 1973.

Review and Exam 2 (oral)

Japanese for Today.

An Introduction to Modem Japanese.

Mizutanl, 0. & Mizutani, N. Tokyo: The Japan Times, 1977.

A Guide to Reading & Writing Japanese.

(Revised edition), Tuttle, 1959.

REFERENCES:

Japanese Language Learners' Dictionary. Tokyo:

Shlncho-sha, 1995.

GRADING

Quizzes (written and aural-written) 25%

Exam #3- Final (written)

25%

Assignments: No submission and lateness are subject to a penalty of up to 100/0.

Attendance and participation: Lack of attendance and negligence of class participation are subject to a

penalty of up to 10%.

0 /6

OFFICE OF THE DEAN

From: ?

Andrea Lebowitz, Chair

Curriculum Committee

Department of

Native speakers of Chinese, or students who received their

Subject:

Date:

FROM: ?

TO: ?

secondary education entirely within a Chinese-speaking

community will not normally be admitted to a Chinese

language course numbered 100 to 200.

This calendar entry is to ensure that people enroll in language courses suited to

their level of knowledge. This addition parallels a similar statement in the French

Department's calendar entry.

Andrea Lebowitz

Chair, Department of

CALENDAR ADDITION AND RATIONALE

AL:dgg

Page 2

Addition to Calendar Course Description section under Japanese Course Heading

DIVISION OF INTERDISCIPLINARY STUDIES

FROM: ?

TO: Native speakers of Japanese or students who received their secondary education

entirely within a Japanese-speaking community will not normally be admitted to

Japanese language courses numbered 100 - 200 inclusive.

Students with some prior knowledge of Japanese should see the department to

arrange for a placement interview with a Japanese language instructor.

RATIONALE: To ensure that students are enrolled at the appropriate level. A similar statement

appears in the Chinese language entry.

5-.

Page 7

DIVISION OF INTERDISCIPLINARY STUDIES

JAPN 201-3 Advanced Beginners' Japanese II

RATIONALE: Expansion of Japanese course offerings to meet the demand for these courses and

particularly to provide further courses for students working in fields related to

Japan.

Page 8

SENATE COMMITFEE ON UNDERGRADUATE STUDIES

Calendar Information ? Department ?

1. ?

Title of Course: Advanced Beginners' Japanese H

Abbreviation Code: JAPN

Course #: 201 ?

Credit Hrs: 3 ?

Vector:

01410

Calendar Description of Course: Continuation of JAPN 200.

Prerequisites (or special instructions): JAPN 200 or permission of the instructor.

What course (courses), if any, is being dropped from the calendar if this course is approved: N/A

How frequently will the course be offered? 1 -2 times per year

Semester in which the course will first be offered? 97-1

Which of your present faculty would be available to make the proposed offering possible? N. Omae

This course, which completes the beginners' level Japanese, provides students communicative skills in advanced

beginners' level Japanese, through the study of vocabulary, grammar, and culture, and prepares them to deal with

unadapted or nearly-unadapted

Japanese

in their continuation of study.

Understanding situational and thematic conversations and speeches.

Speaking in various situations and on a variety of topics.

Reading of texts written in Hiragana, Katakana, and two hundred to five hundred Kanji.

Writing on a variety of topics with coherency and cohesion, using Hiragana, Katakana, and two hundred to three

hundred Kanji.

Understanding cultural differences and applying it to actual language performances.

Employing communication strategies to actual language performances.

4. ?

Budgetary and Space Requirements - None

What additional resources will be required in the following areas:

this Jo rm,for instructions see Memorandum SCUS 73-34a Attached course outline).

Library* - see attached

(Department Chair) 

^'

(Dean)

SCUS 73-34b:-(W7zen

completing

Arts 92-3

note: a separate library report

is now required)

Page 9

- SAMPLE - ?

JAPN 201-3: ADVANCED BEGINNERS' JAPANESE II

INTERDISCIPLINARY STUDIES, AQ 6180 Phone: 291-4509 (messages)

Semester: XX-3, Day, SPU, D1.00

Instructor: Noriko Omae

Office: AQ 6191

Phone: 291-5432

JAPN 200 or Instructor's permission.

This course, which completes the beginners' level Japanese, provides students communicative skills in advanced

beginner's level Japanese, through the study of vocabulary, grammar, and culture, and prepares them to deal with

unadapted or nearly-unadapted Japanese in their continuation of study.

Understanding situational and thematic conversations and speeches.

Speaking in various situations and on a variety of topics.

Reading of texts written in Hiragana, Katakana, and two hundred to five hundred Kanji.

Writing on a variety of topics with coherency and cohesion, using Hiragana, Katakana, and two hundred to three

hundred Kanji.

Understanding cultural differences and applying it to actual language performances.

Employing communication strategies to actual language performances.

Schedule:

Week 1

Introduction and review

Week 2-6

Lessons in the text

Review and Exam 1 (oral)

Week 8-11

Lessons In the text

Osaka University of Foreign Studies. Tokyo: Gakken, 1973.

Review and Exam 2 (oral)

Japanese for Today.

An Introduction to

Modem Japanese.

Mlzutanl, 0. & Mizutani,

N. Tokyo: The Japan Times, 1977.

Guide to Reading & Writing Japanese.

(Revised edition), Tuttle, 1959.

REFERENCES:

Japanese Language Learners' i)ictionary. Tokyo:

Shlncho-sha, 1995.

GRADING:

Quizzes (written and aural-written) 25%

Exam #3- Final (written)

25%

Assignments: No submission and lateness are subject to a penalty of up to 100/b.

Attendance and participation: Lack of attendance and negligence of class particIpaion are subject to a

penalty of up to 10%.

GRADING

EQUIVALENTS:

A .i

S.95-65 j

Department of Linguistics

SCUS Reference: SCUS 95 - 15 k

SCAP Reference: SCAP 95-57 j

Change in requirements for Post-Baccalaureate Diploma in Teaching English

as a Second Language

Change in requirements for Certificate in Teaching ESL Linguistics

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 k:

LING 362-3

Post-Baccaleaureate Diploma in Teaching

Change in program requirements:

English as Second Language

DEPARTMENT OF LINGUISTICS

FROM: ?

Individual and Social Development

Theories of human development and language use, their implications for the

classroom, and of the sociocultural context of learners and speakers

represents a basic component in the preparation for language teaching.

Students are required to complete any one of the following courses that has

not been completed previously.

EDUC 320-3 Instructional Psychology

Classroom Management and Discipline

Cognitive Strategies in Learning

Learning Disabilities

School Counseling for the Classroom Teacher

Multicultural Education

Sociolinguistics

Canadian Ethnic Minorities

Development

Theories of human development and language use, their implications for the

classroom, and of the sociocultural context of learners and speakers

represents a basic component in the preparation for language teaching.

Students are required to complete any one of the following courses that has

not been completed previously.

EDUC 320-3

Instructional Psychology

326-3

Classroom Management and Discipline

420-4

Cognitive Strategies in Learning

422-4

Learning Disabilities

425-4

School Counseling for the Classroom Teacher

441-4

Multicultural Education

LING

Canadian Ethnic Minorities

RATIONALE: Change in level of LING 250 to LING 350 in the 1995/96 Calendar

enables LING 350 Language Acquisition to be included in the list of

courses satisfying the

Individual and Social Development

requirement, to

which it is clearly highly relevant.

Individual and Social

Certificate in Teaching ESL Linguistics

Change in program requirements: ?

DEPARTMENT OF LINGUISTICS

250-3

Introduction to Linguistics

Introduction to Syntax

Language Acquisition

(15

semester hours)

Recommended courses

EDUC ?

220-3 Introduction to Education Psychology

LING ?

221-3 Introduction to Phonolgoy

260-3 Language, Culture and, Society

Curriculum and Instruction in Teaching English as a

Second Language

Linguistics and Language Teaching: Theory

Linguistics and Language Teaching: Practice

English as a Second Language: Theory

English as a Second Language-Practice

(16 semester hours)

Recommended courses

EDUC ?

468-4 Recent Advances in the Teaching of English as a

Introduction to Linguistics

Introduction to Syntax

Introduction to Education Psychology

'Introduction

to Phonology

Languages of the World

'(15

350-3

Curriculum and Instruction in Teaching English as a

Second Language

Linguistics and Language Teaching: Theory

Linguistics and Language Teaching: Practice

English as a Second Language: Theory

English as a Second Language: Practice

(16 semester hours)

Recent Advances in the Teaching of English as a

Second Language

Language Acquisition

Requirements need to be changed to reflect

1995/1996

Calendar change in

level of LING 250 to LING 350, while retaining the owerall number of

required semester hours in lower division and upper division courses.

LING 241, new in the 1995/1996 calendar, is highly relevant to teaching

ESL, as are EDUC 220 and LING 221 and 260. LING 350 is relevant but

not essential.

FOR INFORMATION

S.95-65 k

Department of Political Science

SCUS Reference: SCUS 95 - 15 1

SCAP Reference: SCAP 95-57 k

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 1:

POL 330-3

Change of title, description, prerequisite and vector

POL 347-3

POL 348-3

POL 411-3

POL 412-3

POL 415-3

POL 435-3

POL 443-3

POL 451-3

Change of title and prerequisite

POL 455-3

POL 457-3

SCUS Reference:. SCUS 95 - .15

S.95-65

Department of Psychology

SCAP Refeence: SCAP 95 -571

Change to Minor Program requirements

Change to Major Program requirements

PSYC 364-3 Psychology of Gender

PSYC 384-3 Developmental Psychobiology

PSYC 387-3 Biological Bases of Abnormal Behavior

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 m:

PSYC 100-3

PSYC 201-3

PSYC 210-3

Change of title and vector

Change of title, level, credit hours and vector

PSYC 301-3

PSYC 302-3

PSYC 303-3

PSYC 304-3

PSYC 306-3

PSYC 308-3

PSYC 311-3

PSYC 321-3

PSYC 325-3

PSYC 326-3

PSYC 330-3

PSYC 335-3

PSYC 367-3

Change of title and vector

PSYC 382-3

Change of title, prerequisites and credit hours

Change of title, prerequisites, credit hours and

383-3

PSYC 385-3

Change of title, prerequisites, credit hours and

PSYC 388-3

PSYC 410-5

411-5

Change of title and prerequisites

PSYC 430-5

Change of title and prerequisites

PSYC 459-5

Change of title and prerequisites

PSYC 481-3

PSYC 483-3

485-5

PSYC 488-3

PROGRAM REVISION AND RATIONALE - PSYCHOLOGY DEPARTMENT

vector

CHANGE OF PROGRAM REGULATION: Psychology

Minor

FROM:

Current Calendar Entry

(p.

124)

To be admitted to the minor program, students must obtain a minimum

cumulative grade point average of 2.0 in the following courses.

PSYC 100-3 Introductory Psychology I

PSYC 102-3 Introduction to Psychology II

PSYC 201-3 Research Methods in Psychology.

TO: ?

Proposed Calendar Entry

To be admitted to the minor program, students must obtain a final course grade

of C (2.0) or better in he following courses

PSYC1 06-3 Introductory Psychology I

PSYCIO2-3 Introduction to Psychology II

PSYC20I-3 Research Methods in Psychology.

RATIONALE: The specified courses impart fundamental knowledge, information

and understanding that is considered to be important for, and basic to, the

discipline of psychology. It is possible that students may satisfy an average

grade point requirement without achieving an adequate level of performance in

all the required areas. The change to a minimum final grade requirement in each

course ensures that at least satisfactory performance has been demonstrated in

all areas.

CHANGE OF PROGRAM REGULATION: Psychology

Major

FROM: ?

Current Calendar Entry

(p.

123)

To be admitted to the major program, students must obtain a minimum

cumulative grade point average of 2.0 in the following courses:

PSYC 100-3 Introductory Psychology I

PSYC 102-3 Introduction to Psychology II

PSYC 201-3 Research Methods in Psychology

PSYC 210-3 Data Analysis in Psychology

TO: ?

Proposed Calendar Entry

To be admitted to the major program, students must obtain a final course grade

of C (2.0) or better in/the following courses,

PSYC 100-3 Introductory Psychology I

ePl.

PSYC 102-3 Introduction to Psychology II

PSYC 201-3 Research Methods in Psychology

PSYC 210-3 Data Analysis in Psychology

RATIONALE: The specified courses impart fundamental knowledge, information

and understanding that is considered to be important for, and basic to, the

discipline of psychology. It is possible that students may satisfy an average

grade point requirement without achieving an adequate level of performance in

all the required areas. The change to a minimum final grade requirement in each

course ensures that at least satisfactory performance has been demonstrated in

all areas.

0 ?

NEW COURSE PROPOSAL. RATIONALE - PSYCHOLOGY DEPARTMENT

PSYC

364-3 Psychology of Gender

RATIONALE: There is no course currently offered in the Psychology

Department that deals specifically with gender. In addition to faculty and student

interests, there is a large and sophisticated body of new research in this area.

This course would offer students a unique approach to gender that would

complement but not overlap with courses in Women's Studies, which focus

specifically on women. This course will provide an integrative overview of

conceptual and empirical work from the areas of developmental, social,

personality, and abnormal psychology.

Y- -

Senate Committee on Undergraduate Studies

New Course Proposal Form

Abbreviation Code: PSYC

Explores theories and research on the psychology of gender. Gender similarities and differences

in psychological development, social roles, and personality will be discussed.

Nature of Course: ?

Lecture/Tutorial.

Prerequisites

(or special instructions):

Psyc ?

201.

What course (courses), if any, is (are) being dropped from the calendar if this course is approved: None

How frequently will the course be offered: Once or twice a year

Semester in which the course will first be offered? 94-3

Which of your present faculty would be available

to make the proposed offering possible?

Drs. Kerig, Kimball

Objectives of the Course

To provide an overview of theories and empirical findings related to the psychology of gender

What additional resources will be required in the following areas:

(for information only)

(Faculty, Staff, Library, Audio Visual, Space, &/or Equipment)

Course Proposal ?

Psyc 364: Psychology of Gender

Instructor:

Office:

Office hours:

General Description:

This course will review theories and research regarding gender in psychological

development, social roles, and personality. Topics to be covered will include the

distinctions between sex and gender; conceptualizations of masculinity, femininity, and

androgyny; perspectives on gender and its development; similarities and differences

between males and females in emotions, achievement, power, communication and

relationship styles; cross-cultural comparisons.

Texts: ?

Doyle, J. & Paiudi, M. (1991). Sex and gender: The Human Experience. Wm. C.

Brown.

Golombok, S. & Fivush, R. (1994). Gender development. NY: Cambridge.

Packet of readings to be available in class

Evaluation:

Tutorial Participation: ?

Outline of Topics

Overview: Sex, gender, sex role

Conceptualizing sex roles

Biology and the study of sex differences

Sex-role socialization

Gender schema theory

Gender in peer relationships

Gender and emotions

Gender and intimate relationships

Gender and psychopathology

12.

Cross-cultural studies

13.

Gender and science

NEW COURSE PROPOSAL. RATIONALE -PSYCHOLOGY DEPARTMENT

PSYC 384-3: Developmental Psychobiology

RATIONALE: This course is being introduced to provide coverage of a rapidly

expanding subdiscipline of psychobiology. It is aimed primarily at students

specializing in thebiopsychology stream, and will givethem a biological

perspective on a variety of issues that are central to developmental psychology.

Up to now, biopsychology courses have been taken mostly by students with a

special interest in that area and have attracted relatively low enrollments. We

hope that this new course will draw more students into the biopsychology

stream, and in doing so will introduce a biological perspective into the other

streams in our curriculum.

.7.

.

Senate Cmmittee on 

undergraduate Studies 

New Course Proposal Form 

1. Calendar Information 

?

Department: ? 

PSYCHOLOGY 

Abbreviation Code: 

?

PSYC 

?

Credit Hours: 

?

Course Number: 384 

?

Vector: ? 

2-0-1 

Title of Course: 

?

Developmental Psychobiology 

Calendar Description of Course: 

A survey-of research on normal and abnormal brain development and its 

behavioral consequences, covering, the fetal period through old age. 

Genetic, prenatal, nutritional, and experiential effects on brain and 

behavior will be discussed. Topics to include: bio-developmental 

aspects of sensory-motor, social, linguistic, intellectual, and sexual 

behavior. Effects of head trauma, disease, abnormal environments, and 

ageing will also be covered. 

Nature of Course: 

?

lecture/tutorial 

Prerequisites (or special 

instructions):

Psyc 

?

201, 280. Psyc 250 recommended 

What course (courses), if any, is (are being dropped from the calendar 

if this course is approved: 

None 

2.

Scheduling 

How frequently will the course be offered: 

?

1 or 2 times per year 

Semester in which the course will first be offered? 

?

Fall 1995 

Which of your present faculty would be available to make the proposed 

offering possible? 

Beyerstein, Davis, Mistlberger, 

3.

objectives of the Course 

To survey the area of brain development and behavior. To provide a 

biological perspective relevant to the developmental psychology 

offerings in the curriculum. 

4.

Bud g etary 

and S p 

ace Requirements (for 

information only) 

What additional resources will be required in the following areas: 

(Faculty, Staff, Library, Audio Visual, Space, &/or Equipment) 

None 

Date: 

vil

- Department Chair 

?

Dean 

?

)hair, SCUS 

SCLIS 73-34B: (When completing this form, for instructions see Memorandum 

SCUS 

73-34a. Attach course outline).0. 

PSYCHOLOGY 384-3?

Sample Course Outline?

Developmental Psychobiology

Prerequisites:

PSYC 100 & 102 (or 101); PSYC 201 and 280

Recommended: PSYC

250

Description: A survey of research on normal and abnormal brain development and its

behavioral consequences, covering the fetal period through old age. Genetic, prenatal,

nutritional, and experiential effects on brain and behavior will be discussed. Topics to

include: bio-developmental aspects of sensory-motor, social, linguistic, intellectual, and sexual

behavior. Effects of head trauma, disease, abnormal environments, and ageing will alsp be

covered.

Re q

uired Readin

gs:

Readings will consist of original journal articles and book chapters

placed on reserve in the library.

Evaluation:

Tutorial participation 10%

0 ?

NEW COURSE PROPOSAL. RATIONALE - PSYCHOLOGY DEPARTMENT

PSYC 387-3 Biological Bases of Abnormal Behavior

RATIONALE: This course is intended to provide better coverage of the clinical

areas of biological psychology for students specializing in the psychobiology

stream, and to supply a biological perspective on a variety of issues that are

central to the abnormal/clinical stream. The students most interested in clinical

psychology have traditionally been the ones least likely to explore the areas of

biopsychology relevant to their interests and hence were more likely to

underestimate the biological components in the etiology and treatment of mental

disorders. Up to now, biopsychology courses have been taken mostly by

students with a special interest in that area and have attracted relatively low

enrollments. We hope that this new course will draw more students into the

biopsychology stream, and in doing so will introduce a biological perspective into

the other streams in our curriculum.

1^1

(0.

Senate Committee on Undergraduate Studies 

?

New Course Proposal Form 

1.

Calendar Information 

?

Department: ? 

PSYCHOLOGY 

Abbreviation Code: 

?

PSYC ? 

Credit Hours: 

Course Number: 387 

?

Vector: ? 

2-0--1 

Title of Course: Biolo 

g

ical Bases of Abnormal Behavior 

Calendar Description of Course: 

Examines consequences and treatments of brain damage and disease, and 

the biological bases of psychopathologieS, including mood disorders, 

anxiety, schizophrenia, eating disorders and substance abuse. 

Nature of Course: 

Prerequisites (or special instructions): 

201, 280 

What course (courses), if any, is (are being dropped from the calendar 

if this course is approved: 

None 

2.

Scheduling 

How frequently will the course be offered: 

?

once/twice per year 

Semester in which the course will first be offered? 

?

ASAP 

Which of your present faculty would be available to make the proposed 

offering possible? 

Mistiberger, Beyersteifl, Davis, 

3.

Objectives of the Course 

To provide students with a comprehensive survey of current progress in 

understanding biological bases and treatments of psychopathology, brain 

damage and disease. To provide a biological perspective relevant to 

the abnormal psychology offerings in the curriculum. 

4. Bud g etary 

and S 

p ace Re 

quirements 

(for 

information only) 

What additional resources will be required in the following areas: 

(Faculty, Staff, Library, Audio Visual, Space, &/or Equipment) 

5.

Approval 

Date: 

____________

/.4'r

Department Chair 

?

Dean ? 

.

?

Chair, SCUS 

SCUS 73-34B: (When completing this form, for instructions see Memorandum 

. ?

g

73-34a. .Atach course outlifle)o 

ii.

PSYCHOLOGY 387

BIOLOGICAL BASES OF ABNORMAL BEHAVIOR

SAMPLE COURSE OUTLINE

Prerequisites:

Psyc 100 and 102, or 101; Psyc 201 and 280.

Recommended: Psyc 241

Description:

This course examines the effects and treatments of brain

damage and disease, and the biological bases of mental and behavioral

disorders, including depression, anxiety, schizophrenia, anorexia and

bulemia, and substance abuse.

Required ?

readings:

Fraser, Molinoff and Winokur, Biological Bases of Brain Function and

Disease, 1994.

Bloom, Psych opharmacology: The fourth generation of progress.

0 ?

Evaluation:

Percentage of final grade:

PSYCHOLOGY 387 - BIOLOGICAL

BASES OF ABNORMAL BEHAVIOR

SAMPLE LECTURE SCHEDULE AND TOPICS

WEEK

TOPIC ?

READINGS

1 ?

Principles

neurobiology

. Review andextension:

1(ch.

2-5)

Neural excitability and conduction; receptprs an

effectors; molecular biological techniques.

Principles of neurobio

ogy II. Synaptic transmission,

neurotransmitters and modulators.

1 (ch .6-8)

Behavioral pharmacology.

15)

Brain damage and recovery of function.

Diseases of the brain.

Genetic approaches to mental illness.

Primary text: A. Frazer, P. Mo1jnof, A.

W3 okur

(eds). Biological Bases

of Brain Function and Disease (1994)

S.Iectd readings ,on brain damag., brain disease and reco

y ry of

fumtion.

$elte.d chapters from F. Bloom .(d.), Psychopharmacology: The fourth

'be used to sppplrnent the primary

'3.

Department of Spanish and Latin American Studies

S.95-65

[sJ

SCUS Reference: SCUS 95 - 15 p

SCAP Reference: SCAP 95 - 570

LAS 404-3 Special Topics: Field School I

LAS 405-3 Special Topics: Field School II

LAS 410-4 Andean History and Culture

SLAS 380-0 Practicum I

SLAS 390-0 Practicum II

SLAS 480-0 Practicum III

SLAS 490-0 Practicum IV

SPAN 307-3 Practical Spanish Phonetics

SPAN 445-5 Selected Topics in Modern Spanish Literature

SPAN 448-5 Selected Topics in the Golden Age

SPAN 456-5 Selected Topics in Modern Latin American

Narrative

SPAN 457-5 Selected Topics in Modern Latin American

Poetry and Theatre

Deletion of:

SPAN 440-5 Modern Spanish Novel

SPAN 441-4 Modern Spanish Theatre

SPAN 442-5 Modern Spanish Poetry

SPAN 443-5 Spanish Theatre of the Golden Age

SPAN 447-5 Cervantes

SPAN 451-5 Modern Latin American Novel

SPAN 453-3 Modem Latin American Short Story

SPAN 452-5 Modern Latin American Poetry

SPAN 454-3 Latin American Theatre

Acting under delegated authority of Senate, SCUS has approved the following revisions as

detailed in SCUS 95 - 15 a:

Department of Spanish and Latin American Studies

Abbreviation Code: LAS

Course #: 404 ?

Credit Hrs: 3 ?

Vector

013/0

Title of Course: Special Topics: Field School I

This course will be part of the SLAS Field School in Latin America. The selected region will be examined

on site from a multidisciplinary perspective.

Prerequisites (or special instructions): LAS 200 or permission of the department.

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? Every 2 years.

Semester in which the course will first be offered? Fall 1995

Which of your present faculty would be available to make the proposed offering possible?

Clavero, DeGrandis, GarcIa, Gdmez-Moriana, Kirschner, Escudem-Faust, Otero, Sosa, Spurling.

5 ?

This is a course on field methods. In the case of the 1995 Field School to Chile the three first weeks will be

spent on Burnaby Mountain where students will receive instruction on observation techniques, methods of

displaying results and techniques of analysis. Instruction will also be given on how to keep a field journal,

the fundamental requirement for the course. During this period, students will undertake field assignments

in the local area.

4. ?

What additional resources will be required in the following areas:

LAS 404-3 Special Topics: Field School I

RATIONALE: SLAS has too few LAS Special Topics courses to offer a sufficient

number on campus and on the field school. By creating 2 new Special Topics courses for

the field school, we will avoid the conflict of both programs needing to use the same

courses.

. ?

Instructors: M. Lee./E. Joyce, C. Ridgewell

CHILE FIELD SCHOOL

LATIN AMERICAN STUDIES 404-3

Special Topics: Field School I

Individual Field Study in Chile

This is a course on field methods. In the three weeks spent on Burnaby Mountain, students will

FALL 1995

receive instruction on observation techniques, methods of displaying results and techniques of

analysis. Instruction will also be given on how to keep a field journal, the fundamental

requirement for the course. During this period, students will undertake field assignments in the

local area.

REQUIRED TEXT:

Merrill, A. T., ed.

Chile. A Country Study.

Washington: The American University, 1982.

Students will be given additional reading assignments at the beginning of the semester.

For students who have access to Mosaic or Netscape, the following sources may be of interest for

up-to-date information:

1. University of Texas ?

http://lanic.utexas.edu/

2. World Bank datasets

-Social Indicators of Development, 1994

(http:/ /www.ciesin.org/IC/wbank/sid-home.html)

-Trends in Developing Economies, 1994

(http://www.ciesin.org/IC/Wbank/tde-home.html)

GRADING

Local field assignments: 20 %

Due Date: September 18

Participation: 30%

Student participation in field school activities such as field trips and lectures.

The participation grade will be the average of the grade provided by each of the three instructors.

Field journal:

50%

The journal grade will be the average of the grade provided by each of two instructors.

Due Date: November 30

PREREQUISITE: LAS 200

outline).Arts

92-3 (*mote: a separate library report is now required)

SCUS

34a. Attached course

Department of Spanish and Latin American Studies

Abbreviation Code: LAS

Course #: 405

Title of Course: Special Topics: Fióld School II

Vector:

013/0

This course will be part of the SLAS Field School in Latin America -Atopic will be chosen which can be

examined profitably from a multidisciplinary perspective.

Prerequisites (or special instructions): LAS 200 or permission of the department.

What course (courses), if any, is being dropped from the calendar if this course is-approved: None

How frequently will the course be offered? Every 2 years.

Semester in which the course will first be offered? Fall 1995

Which of your present faculty would be available to make the proposed offering possible?

Clavero, DeGrandis, Garcia, GOmez-Moriana, Kirschner, Escudero-Faust, Otero, Sosa, Spurling.

The purpose of this course is to familiarize the student with a particular topic related to the economy and

society of the SLAS Field School region. The topic will be chosen according to the country/countries of

each Field School and to faculty team expertise. In the case of the

1995

Chile Field School this course will

examine and evaluate the changes which have taken place in the Chilean economy in the last thirty years or

so. It will do so by means of two case studies of export-oriented industries: the fishing industry and

the wine industry. Students will choose one case study.

What additional resources will be required in the following areas:

DEPARTMENT OF SPANISH AND LATIN

AMERICAN STUDIES

LAS

405-3

Special Topics: Field School II

RATIONALE: SLAS has too few LAS Special Topics courses to offer a sufficient

number on campus and on the field school. By creating 2 new Special Topics courses for

the field school, we will avoid the conflict of both programs needing to use the same

courses.

CHILE FIELD SCHOOL

Case Studies in the Chilean Economy

405-3

FALL 1995

Special Topics: Field School II

Instructors: I. Joyce, C. Ridgewell

COURSE CONTENT:

The course will examine and evaluate the changes which have taken place in the Chilean economy

in the last thirty years or so. It will do so by means of two case studies of export-oriented

industries: the fishing industry and the wine industry. Students will choose one case study.

Crisis in the World's Fisheries. People, Problems and Policies.

McGoodwin,

Neo-liberal Agriculture in rural Chile.

Basingstoke: McMillan, 1990.

Students will be given additional reading assignments at the-beginning of the semester.

GRADING

Annotated bibliography: 30%

Students will prepare an annotated bibliography of materials relevant to their topic during our three

weeks on Burnaby Mountain.

Date Due: September 21

Research proposal: 20%

Based on the annotated bibliography, students will prepare a detailed proposal for the research they

intend to carry out in Chile. Care should be taken to arrive at a program that may be realistically

undertaken within the constraints of the field school.

Date Due: September 21

3. Written Research Report:

completing this form, for instructions

Date Due: November 30

PREREQUISITE: LAS 200

SCUS

73-34b:-( When

see Memorandum

SCUS 73-34a.

outline).Arts 92-3 (*

note: a separate library report is now required)

SENATE COMMI1TEE ON UNDERGRADUATE STUDIES

Department: Spanish and Latin American Studies

Abbreviation Code: LAS

Course #: 410

Credit Hrs:

4 ?

Vector 04-0

Title of Course: Andean History and Culture ?

An interdisciplinary study of the history and culture of the Andean

region from the Inka period to the present. The first half of the course examines the Andean response to

colonialism and the nation-state; the second half focuses on issues and problems that Andean peoples

confront today.

Prerequisites (or special instructions): LAS 140 and LAS 200 or permission of the instructor

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? Once every 3 semesters.

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible?

Geoffrey Spurling

Objectives of the Course To provide students with an in-depth understanding of the history and culture of

the Andean region.

Budgetar y

and Soace Requirements

What additional resources will be required in the following areas: ?

***please see the note below.

***No additional resources will be required. I have already offered the course a number of times under LAS

310--Regional Studies (in 89-3,92-1, 93-3; I will teach it once again as LAS 310 in

95-3).

The library

holdings have always been adequate for the course; also, over the past 3 or 4 years the library has added

substantially to its collection on the Andes, with the acquisition of many new English- and Spanish-

language monographs and with new subscriptions to journals with an Andean focus (eg.

Revista Andina,

LAS 410-4

This course will fill an important niche in the Department's overall undergraduate LAS

program, providing students with an in-depth historical and cultural analysis of a specific

Latin American region (the Andes) from the pre-colonial period to the present. It has

been offered previously under the generic heading LAS 310 Regional Studies and should

have a separate title and calendar description. The level (400) and credit hours (4)

appropriately reflect the course's difficulty and coverage.

0 ?

SAMPLE COURSE OUTLINE

LATIN AMERICAN STUDIES 410

ANDEAN HISTORY AND CULTURE

Instructor:

Geoffrey Spurling

Course Description:

This course examines the history and culture of the central Andes. We begin with

an analysis of Andean history from the Spanish invasion of the Inka state to the

present. We examine the political, economic, and socio-cultural transformations of

Andean society under colonial and republican rule. We then focus on some of the

critically important issues and problems that Andean peoples confront today: rural-

urban migration and participation in the informal economy, the reworking of

cultural identity, class and ethnic divisions, severe economic crisis and

neoliberalism, the traffic in cocaine and the attempts to eradicate the production of

coca leaf, political repression, and the violent struggle waged by Shining Path

S ?

Deborah Poole and Gerardo Renique,

Peru: Time of Fear.

Karen Spalding,

Huarochirl: An Andean Society Under Inca and Spanish Rule.

Recommended Text:

José Carlos Mariategui,

Seven Interpretive Essays on Peruvian Reality.

Course Assignments and Grading:

Seminar Participation

10%

Course Organization:

Two two-hour seminars weekly.

SAMPLE COURSE SYLLABUS ?

LATIN AMERICAN STUDIES 410

ANDEAN HISTORY AND CULTURE

Course Instructor:

Geoffrey Spurling

Course Description:

This course examines the history and culture of the central

Andes. We begin with an analysis of Andean history from the Spanish invasion of

the Inka state to the present. We examine the political, economic, and socio-cultural

transformations of Andean society under colonial and republican rule. We then

focus on some of the critically important issues and problems that Andean peoples

confront today: rural-urban migration and participation in the informal economy,

the reworking of cultural identity, class and ethnic divisions, severe economic crisis

and neoliberalism, the traffic in cocaine and the attempts to eradicate the production

of coca leaf, political repression, and the violent struggle waged by Shining Path

guerrillas.

Course Assignments and Grading:

Seminar Presentation ? 20%

Seminar Participation ? 10%

Translated by Frances Horning Barraclough.

University of Texas Press, Austin.

Poole, Deborah, and Gerardo Renique

1992

Peru: Time of Fear.

Latin America Bureau, London.

Spalding, Karen

1984 HuarochirI: An Andean Society Under Inca and Spanish Rule.

Stanford University Press, Stanford.

Recommended Text:

Mariategui, José Carlos

[

1928

]

1971

Seven Interpretive Essays on Peruvian Reality.

Translated by

Marjory Urquidi. University of Texas Press, Austin.

to.

SLAS 380-0 Practicum I

SLAS 390-0 Practicum II

SLAS 480-0 Practicum ifi

SLAS 490-0 Practicum IV

Calendar Information ? Department of Spanish and Latin American Studies

Abbreviation Code: SPAN

Course #: 307

Title of Course: Practical Spanish Phonetics

Vector: 1-0-2

A video-assisted course designed to improve oral skills and to provide detailed information about phonetic

analysis and the sound system of Spanish.

Nature of Course: Lecture/laboratory

Prerequisites (or special instructions): SPAN 220 or equivalent; SPAN 303 recommended

What course (courses), if any, is being dropped from the calendar if this course is approved: None

How frequently will the course be offered? Every 3 semesters.

Semester in which the course will first be offered? Fall 1996

Which of your present faculty would be available to make the proposed offering possible?

Juan M. Sosa

To improve the pronunciation, spoken fluency and communicative competence of intermediate and

advanced students of Spanish. To familiarise students with methods for phonetic analysis. To provide

theoretical and practical information about the phonetic and phonological differences between Spanish and

English.

Budgetar y and Space Requirements

What additional resources will be required in the following areas:

Faculty NONE

Staff NONE

Library* MINIMAL (around $100). See attached library report.

Audio Visual Video tapes, audio tapes to make 4 sets of the course materials. Estimated cost: $300

Arts

note: a separate library report is now required)

course

PRACTICAL SPANISH PHONETICS

SPANISH 307-3

RATIONALE

At present, the Department of Spanish and Latin American studies at SFU has a fairly

comprehensive language program that emphasizes listening comprehension, grammar,

vocabulary and writing skills at the introductory level, as well as advanced grammar,

conversation and composition at the intermediate and advanced levels. However, little

•emphasis is placed on oral fluency and pronunciation, two aspects that are absolutely

essential for the overall communicative competence and global proficiency of non-native

speakers. This problem is not unique to SFU, in general the acquisition of an acceptable

and relatively accent-free pronunciation of a second language is an aspect that has been

consistently overlooked in the foreign language classroom in North America.

The course I am proposing addressed this issue, for it is conceived as a practical audio-

visual method specifically intended to develop and increase the intelligibility and oral skills

of the students. A comprehensive introduction to phonetic and phonological analyses as

well as descriptions of the phonetic and phonological systems of both Spanish and English

is provided. The sound systems are illustrated with examples of articulations and includes

pronunciation exercises and drills, as will as a discussion of the most common

interferences and errors of English speakers learning Spanish. Each of the recorded

lessons lasts between 12 and 16 minutes and the language of instruction is Spanish.

This pronunciation course has been already offered twice at the SLAS Department as a

Selected Topics course (SPAN 460-3) with favourable response and evaluations. The

enrollment was 19 students in the Fall 92 semester and 12 in the Fall 94 semester. In

addition, 5 students from SLAS and one from the Linguistics Department that have taken

Directed Studies with me have used the videos of this course as the basis of their class

work.

The equipment and language lab necessary for this course, as well as the audio-visual

resources and technical support needed, already exist at SFU. The language lab in

CC7203 has been equipped with a VCR and monitor connection to the console, so as to

allow the students to receive the signal through earphones in their own work stations and

record their voices on audio cassettes while watching the videos, under the supervision of

the instructor. In addition,' we have access to a CSL 4300 (Computerized Speech Lab) by

Kay Elemetrics, which already has been used by students

to produce pitch tracks and

spectrograms to visually analyze the acoustic properties of Spanish sounds as opposed to

English ones.

/3.

The innovative and comprehensive use of existing technology, is one of the aspects that

has made this course successful and effective. The proponent of the course is its co-

author, in collaboration with Dr. Francesco D'Introno. It was first developed in 1988 in

the Audiovisual Department of the University of Massachusetts and is currently been used

in several major universities in the USA.

The new Language Centre at SFU will provide expertise, facilities and resources for the

further development of this course into an interactive, computer-driven course with a

multimedia component.

DEPARTMENT OF SPANISH AND LATIN AMERICAN STUDIES

SPANISH 307-3

PRACTICAL SPANISH PHONETICS

Course Chair: Juan M. Sosa

Office: AQ5105A ?

Phone: 5970

OBJECTIVES OF THE COURSE:

The main objective of this course is to improve the pronunciation, spoken fluency and

communicative competence of second and third year Spanish students, by means of a series of

video-assisted exercises and drills. This course is devised to provide theoretical and practical

information about the phonotactics of connected speech, the variability of spoken Spanish and

the phonetic and phonological differences between Spanish and English.

REQUIRED TEXT

La Pronunciación del Espaflol. Curso Práctico. Francesco D'Introno & Juan Manuel Sosa.

University of Massachusetts,

1988.

(Available from the instructor)

RECOMMENDED READINGS

Canfield, D.L. Spanish Pronunciation in the Americas. The University of Chicago Press,

1981.

Ladefoged, P. Elements of Acoustic Phonetics. The University of Chicago Press,

1962.

Quilis, A. and J. Fernández. Curso de Fonética y Fonologla Espaflolas. Madrid: Consejo

Superior de Investigaciones CientIficas,

1982.

PREREQUISITE

SPAN 220 or equivalent, or permission of the instructor. SPAN 303 recommended.

GRADING

Class work

60%

Four quizzes (one written, three oral)

40%

COURSE OUTLINE

This is a practical audio-visual course specifically designed for the teaching of Spanish phonetics

and pronunciation.

It consists of a series of 29 lecture-exercises recorded on videos that emphasize practical aspects

of Spanish pronunciation by showing graphics of the mechanisms of speech production and by

providing an acoustical-visual input that demonstrates the motions of the tongue and lips during

articulation.

The topics to be covered include basic notions of acoustic and articulatory phonetics, the

phonotactics of connected speech, the variability of Spanish pronunciation, rhythm and intonation,

and the most commonly found errors of English-speaking learners of Spanish.

'5.

NEW COURSE PROPOSAL FORM ?

Calendar Information ? Department of Spanish and Latin American Studies

Abbreviation Code: SPAN Course #: 445

Credit Hrs:

Vëctoc

01510

Title of Course: Selected Topics in Modern Spanish Literature

Studies in either the Modem Spanish Novel, Modern Spanish Theatre; or Modern Spanish Poetry. Students will

receive advance notice about which topic will be taught in a given term. The Modern Spanish Novel will be studied

from the end of the nineteenth century to the present. Modem Spanish Theatre will include an introduction to

dramatic theory and a critical study of representative works. Modern Spanish Poetry will include an introduction to

poetic theory and a critical study of modern Spanish poets from the turn of the century to the present.

Prerequisites (or special instructions): SPAN 240

What course (courses), if any, is being dropped from the calendar if this course is approved: SPAN 440,

SPAN 441, SPAN 442.

How frequently will the course be offered? Once every three semesters.

Semester in which the course will first be offered? Fall 1996 ?

Which of your present faculty would be available to make the proposed offering possible?

Jorge Garcia, Antonio Gdmez-Moriana, Teresa Kirschner, Rita DeGrandis, Dolores Clavero

To apply techniques of textual analysis through an in depth survey of important narrative, dramatic and

poetic texts from the 19th and the 20th centuries.

Budgetary and S p ace Requirements

What additional resources will be required in the following areas:

Faculty None

Staff None

Library Same as deleted courses SPAN 440, SPAN 441, and SPAN 442

Audio Visual None

Space None

Equipment None

7^

ffi-^ffi 0 1- a:@ a

?

11"

Selected Topics in Modern Spanish Literature

SPAN

445-5

This course replaces SPAN

440, 441,

Students will receive advance notice about which topic will be taught in a given term

442.

(Modern Spanish Poetry, Modern Spanish Novel, or Modern Spanish Theatre). Grouping

these topics under a Selected Topics will allow better administration of curriculum and

allow course to be offered on a regular basis.

'-7.

Studies in either the Modem Spanish Novel, Modem Spanish Theatre, or Modem Spanish Poetry.

SPANISH

445-5

SELECTED TOPICS IN MODERN

SPANISH LITERATURE

COURSE CONTENT:

Students will receive advance notice about which topic will be taught in a given term. The Modern

Spanish Novel will be studied from the end of the nineteenth century to the present. Modem Spanish

Theatre will include an introduction to dramatic theory and a critical study of representative works.

Modem Spanish Poetry will include an introduction to poetic theory and a critical study of modern

Spanish poets from the turn of the century to the present.

Manes de camaval (Nueva Austral)

Theatre:

Ramón del Valle-Inclán:

Rafael Alberti: ?

El hombre deshabitado (6 dramaturgos espafloles I,

Girol)

Federico Garcia Lorca: ?

La casa de Bemarda Alba (Girol);

El amor de Don Perlimplin (Magisterio)

Antonio Buem Vallejo: ?

Historia de una escalera; Las Meninas (Austral)

Alfonso Sastre:

En la red (Girol)

Fernando Arrabal: ?

Picnic. Labeiinto (Cátedra)

Novel:

Perez GaldOz, Benito: Doña Perfecta (Cátedra)

Goytisolo, Juan: Reivindicación del Conde Don Julián (Seix i Barral)

Mufioz Molina, Antonio: Beatus ifie (Seix Bamtl)

Valle Inclán, Ramón: Tirano Banderas (Austral)

Laforet, Carmen: Nada (Destino)

Poetry:

Vicente Aleixandre: Poesfa

P. Machado: PoesIa

M. Hernández: Poemas (Plaza & James Editores, S.A.)

Blas de Oterro: Verso y Prosa (Cátedra, Madrid)

F. GarcIa Lorca: AntoIoIa Poética (EDAF, Madrid)

GRADING:

Mid-Term exam:

Final exam or original

10-l5 page paper:

Department of Spanish and Latin American Studies

Work covered in class:

Abbreviation Code:

01510

Topics in the Golden Age

Calendar

Description

of Course:

Studies

in either the Spanish theatre of the Golden Age, or the works of Miguel de

Cervantes

Saavedra.

Students will receive advance notice about which topic will be taught in a given term. The Spanish

theatre

of the Golden Age will

introduce

students to

seventeenth

century Spanish thought through the

critical

study

of major plays. The studies on

Miguel

Cervantes

will be conducted either by

focusing

on his

theatre,

poetry and fiction, or by concentrating exclusively on

his

fiction in the context of the

narrative

of the

period.

Nature of Course: Seminar

Prerequisites (or special instructions): SPAN 240

What course (courses), if any, is

being dropped

from the calendar if this course is

approved:

SPAN

443,

SPAN

447.

Scheduling

How frequently will the course be offered? Once every three semesters.

Semester in which the course will first be offered?

Fall

1996

Which of your present faculty would be available to make the proposed offering possible?

Jorge Garcia, Antonio Gómez-Moriana, Teresa Kirschner, Rita DeGrandis, Dolores Clavero

Objectives

of the Course:

To familiarize the student with the historical

literary background of 17th century Spain while focusing

on the

analysis

important

works of the period in

theatre and

fiction.

4. ?

Budgetary

What additional resources will be required in

Space Requirements

the following areas:

Faculty None

Staff None

Library* Same as deleted courses SPAN

443

and SPAN

447

Audio

Visual

None

Space None

Equipment None

1^1

1'I.

Selected Topics in the Golden Age

SPAN

448-5

This course replaces SPAN

443,

447.

Students will receive advance notice about which topic will be taught in a given term

(Spanish theatre of the Golden Age or the works of Miguel de Cervantes Saavedra).

Grouping these topics under a Selected Topics will allow better administration of

curriculum and allow course to be offered on a regular basis.

2o.

SELECTED TOPICS IN THE GOLDEN AGE

SPANISH

448-5:

COURSE CONTENT:

Studies in either the Spanish theatre of the Golden Age, or the works of Miguel de

Cervantes Saavedra.. The Spanish theatre of the Golden Age will introduce students

to seventeenth century Spanish thought through the critical study of major plays.

The studies on Miguel de Cervantes will be conducted either by focusing on his

theatre, poetry and fiction, or by concentrating exclusively on his fiction in the

context of the narrative of the period.

REQUIRED TEXTS:

Spanish theatre of the Golden Age:

Hymen Alpem/José Martel: Diez Comedias del siglo de oro an annotated

• omnibus of ten complete plays by the most representative Spanish dramatists

of the Golden Age, edited by Jose' Martel and Hymen Alpern). Prospect

Heights, Ill: Waveland Press,

1985.

Recommended Readin

: (see attached)

DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY

ECOLOGY AND SOCIAL THOUGHT SA 326-4

RATIONALE

The main reason for this new course proposal is the hiring of Ian Angus as Associate

Professor of Social Theory in September 1992. "Ecology and Social Thought" is one of his main

areas of research and the Department wishes to include this perspective in the developing focus

on "Environment and Society" within the Sociology and Anthropology Department. Professor

Angus has taught the course twice as a special topics course since 1992 in order to develop the

course in the context of the current Sociology and Anthropology curriculum.

There is the possibility of the development of an interdisciplinary concentration in

"Environmental Studies" in the undergraduate curriculum in the Faculty of Arts. This course has

been designed to fit into such a curriculum should the requisite organization materialize. It does

not duplicate existing courses in other departments, and would provide needed social theory

component in such a program.

However, even in the absence of such an undergraduate interdisciplinary concentration,

this course fiinto the plans of the Sociology and Anthropology Department and is important for

bringing a new area of faculty rseearch into the undergraduate curriculum.

When the course has been taught as a Special Topics it has attracted a full complement of

students, and may be anticipated to continue to do so in the future.

Ecology and Social Thought

Sociology & Anthropology

Abbreviation Code: SA

An examination of recent social thought that is concerned with

environmental and ecological themes. It will address a selection from the following themes:

technology evaluation; technology and science as ideology; ecology and social inequality: the concepts

of ecosystem, environment and wilderness: the self-world relationship; politics of environmental

us/es; environment and the economy.

Prerequisites (or special instructions): SA250 or equivalent second year course in a cognate discipline

What course (courses), if any, is being dropped from the calendar if this course is approved: none

How frequently will the course be offered? Once every two years

Semester in which the course will first be offered? 96-3

Which of your present faculty would be available to make the proposed offering possible? Ian Angus &

Marilyn Gates

Objectives of the Course: To investigate environmental themes with a focus on the social theory that

best comprehends them

4 ?

What additional resources will be required in the following areas:

sea ?

^_l

Ecology and Social Thought (95-3)?

(provisional announcement for the next time this course will be taught)

This course is concerned with the role of ecology/ environmental issues in

contemporary social thought. It will address the following themes: the dominance of

technology in contemporary society; technology evaluation; debates within ecological

social thought, such as social ecology versus deep ecology; ecology and social inequality;

the concept of a sustainable economy; the concepts of ecosystem, environment, and

wilderness; the self-world relationship; politics of environmental issues, and so forth.

The format of the course will be lecture/discussion, requiring students to

participate actively in raising issues, asking questions, and entering into debate in class.

Textbooks (required):

Jim MacNeill, Pieter Winsenius & Taizo Yakushiji,

Beyond Interdependence

Langdon Winner,

The Whale and the Reactor

Carolyn Merchant,

Radical

Ecology

Gary Snyder,

The Practice of the Wild

John Bellamy Foster,

The Vulnerable 11anct

Neil Evernden,

The Natural A lien

Course Grading:

In-class mid-term exam

t, ?

.

Ic,

1^1

FROM: [Under heading of MAJOR PROGRAMS: GENERAL REQUIREMENTS]

DEPARTMENT OF Sociolog y

& Anthropology

LOWER DIVISION REQUIREMENTS

Studieents must complete 23 semester hours in lower division courses. The following

required courses must be indluced.

SA ?

100-4 Perspectives on Canadian Society

101-4 Introduction to Anthropology

150-4 Introduction to Sociology

255-4

Introduction to Social Reesearch

STAT 103-3 Introduction to Statistics for Social Sciences*

Students with an equivalent post-secondary statistics course are exempt from this course.

In choosing lower division courses students should keep in mind the prerequisite requirements for

upper division courses.

TO:

LOWER DIVISION REQUIREMENTS

Students must complete 23 semester hours in lower division courses. The

following required courses must be included:

SA ?

100-4 Perspectives on CanadianSociety

101-4 Introduction to Anthropology

150-4 Introduction to Sociology

250-4 Introduction to SociologicalTheory (required of Sociology majors &

Sociology/Anthropology joint majors)

255-4

Introduction to Social Research

STAT 203-3 Introduction to Statistics for the Social Sciences*

Students with an equivalent post-secondar statistics course are exempt from this course. It is also

In chooseing lower division courses, students should keep in mind the prerequisite requirements

for upper division courses.

RATIONALE: SA250-4 has been included in the lower division requirements because it is a

prerequisite for SA350, a required course for Sociology majors and SA joint majors.

STAT 103 has been changed to STAT203 in line with a change emanating from the Math/Stats

Department.

0

DEPARTMENT OF SOCIOLOGY & ANTHROPOLOGY

SA294-4 SPECIAL TOPICS IN SOCIOLOGY & ANTHROPOLOGY

Experience indicates the need for another special topics designation at the 200 level, in addition

to SA 292 and 293 already in place. The 200 level is currently the focus of experimentation in the

design of new courses, and also for enrollment-enhancing innovation.

1^1

Title of Course: Special Topics in Sociology & Anthropology

Sociology & Anthropology

Abbreviation Code: SA

Course #: 294

Credit Hrs: 4

Vector: 3-1-0

Topical exploration of interdisciplinary issues in sociology and

anthropology (Lecture/Tutorial)

Prerequisites (or special instructions): ?

What course (courses), if any, is being dropped from the calendar if this course is approved: none

How frequently will the course be offered? according to need

Semester in which the course will first be offered?

95-3

Which of your present faculty would be available to make the proposed offering possible?

all

Objectives of the Course: To provide another curricular venue for the offering of experimental or

enrollment-enhancing courses at the 200 level.

Budetarv and Soace Reauirements

What additional resources will be required in the following areas:

The proposed course makes no additional demands on

Library*

Audio Visual

university resources.

Space

Equipment

/3.

S ?

S.95-65 p

University College of the Fraser Valley/

Simon Fraser University

SCUS Reference: SCUS 95 - 15 q

SCAP Reference: SCAlP 95-57 p

Proposed Geography Major

ii)

Proposed Psychology Major

The members of the geography departrcfl have agreed that they desire to offer a

geography major as soon as possible

establishment of a geography major at IJCFV

would meet the needs and wishes of Fraser Valley students to complete a B.A. degree

with a major. A major in geography would further the career plans of students seeking

employment in business and government service as well as allow further study in

education, planning, geography and allied studies. Sixty five students have enrolled in

the extended minor B.A. program in geography over the past two years. Currently only

two additional courses required for the Simon Fraser geography major program are not

offered at UCFV.

We propose to offer a program which will require all majors to engage in significant

study of both human and physical geography as well as techniques courses. T,eThis can

be accomplished with minor changes to currently planned expansion of facilities and lab

resources. All indications are that a co - op education option will be available as part of

our program

We would like to offer a B.A. with a major in geography beginning in January

1996

with

the first graduates awarded their degrees in June of 1997. We will continue to offer the

full range of transfer courses to provincial universities, the extended minor and a minor

in geography.

Requirements for a major in Geography are indicated on the attached sheet (attachment 1)

which indicates the current extended minor as well as the proposed major and minor. The

main differences from the extended minor at the first and second year level is the addition

of one required second year course in physical geography. At the third year level two

courses, one in quantitative methods and the other in physical geography will be required.

In the fourth year, a research methods course and a regional geography course will be

required

Currently the department lists eight courses at the third and fourth year level in the

calendar (attachment 2). We are currently planning to add three courses in 1995/ 96

(Quantitative Methods; Community and Regional Planning, Quaternary Geology and

Geomorphology. attachment 3)) and three additional courses in 1996/97 (Selected

Regions, Research Methods, Climatology II). Over a two year sequence students will be

able to have access to a choice of courses fulfilling all requirements and providing

sequences in all of our areas of specialization ( UrbanlSurburban Studies,

Cultural/Historical Geography, Human /Environment Interaction, Physical Geography)

At the current level of enrollment we would have 30 to 40 declared majors in geography

with approximately ten to fifteen graduates a year. This number would rise rapidly once

the option of graduating with a major became available at UCFV.

As mentioned previously, currently planned facilities and capital plans are such that they

support a program from first to fourth year. We fully expect to obtain outside funding to

support our program as long as the matching grant program provides incentives to

donors. The department has been successful in obtaining significant external research

funding. The B.C. Real Estate Foundation has equipped a state-of-the-art computer

cartography lab and a local geologist benefactor has donated an extensive rock and

library collection and $60,000 towards the creation of a earth science lab. These grants

will enhance our program.

Library acquisitions will be required but the library budget over the past several years has

been well used and priority can be given to new courses.

Current faculty consist

of five

regular members and two sessional members (attachment

4). A lab assistant will be added to the staff this year.

Additional faculty appointments will be chosen from the following areas - Some

combination of:

economic geography, natural resource use, economic development research methods,

regional specialty in East Asia or Latin America

social geo

raphy, urban planning, research methods, regional specialty in East Asia or

Latin America.

physical geography, land use planning, human

environment interaction, a regional

specialty.

Current faculty are sufficient in order to launch the geography major but a new

appointment will be made in 1996 and additional appointments will follow as the

geography program continues to grow with the institution.

We have asked the SFU Geography department to approve our proposal for a major in

geography under our current affiliation and to forward the request to their Arts

Curriculum Committee. We have developed our current program with the consultation,

cooperation, and approval of the SFU department. We hope that their constructive

comments and interaction with our department will continue and help ensure the quality

of our program.

UCFV Geography extended minor and proposed Major and minor (BA)

Requirements for Extended Minor:

First and Second Year

21 credits (Six courses)

Geog 101 Weather and Climate

Geog 102 Evolution of the Earth's Surface

Geog 140 Human Geography

Geog 241 Social Geography

Geog 242 Economic Geography

Geog 251 Cartography

Third and Fourth Year

16 credits ( any four courses)

Requirements for minor:

First and Second Year

'+:credits (e courses)

Geog 101...--

Geog 102

Geog 140

Geog 241 -or- Geog 242

Geog 251

Third and Fourth Year

16 credits ( any four courses)

Requirements for Major in Geography

First and Second Year

25 credits (seven courses)

All courses required for the Extended Minor as well as one of the following:

Geog 201 Introduction to Climatology

-or-

Geog 202 Introduction to Geomorphology

Third and Fourth Year

32 credits (eight courses)

16 credits at the 300 level including Geog 352 and one physical geography course

Geog

352

Quantitative Methods in Geography (to be offered 96/1 subject to approval)

Geog 302 Geomorphology II or Geog 301 Climatology II (to be offered 1996 subject to

approval)

any other two courses

16 credits at the 400 level including Geog 433 and Geog

452

Geog 433 Selected Regions (to be offered 96/97 subject to approval)

calendar descrion: "A study of the geographical character of a major region"

Geog 452 Research Methods in Geography (to be offered 96/97 subject to approval)

calendar deiption: "This course will consist of a mandatory field camp prior to the

beginning of the semester, the selection of a field based research project which will

illustrate and test research methods in human and physical geography."

0 ?

any other two courses

DISCIPLINE/DEPARTMENT: GEOGRAPHY

IMPLEMENTATION DATE: WINTER1 996

Revised;

GEOG 352

Quantitative Methods inGeography

? 4

UCFV CREDITS

This course introduces geography students to methods in the collection, description, analysis and mapping of data.

Techniques in the collection and recording of primary and secondary data will be covered and methods of statistical

description and inference

• will be surveyed. The course will also include topics in the spatial display of data,

particularly through computer mapping packages.

This course expands our range of core technique offerings in geography.

Any two of 1) 201 or 202,

241 or 242,

251

—=g 352: Quantitative Methods in Geography

MAXIMUM ENROLMENT: 25

Is transfer credit requested?

Yes

19 ?

hrs

TOTAL ?

60 HRS

Currwulum Committee

'MC Approval in Principle

PAC Final Approval

OUTLN95/01Fdd

Page 2 of

NAME

SUPPLIES1MATERIALS:

TEXTBOOKS. REFERENCES. MATERIALS (List

reading resources elsewhere)

TEXTS: Statistical Problem Solving in Geography McGrew & Munroe

promote appreciation of the role of statistical methods within the larger framework of geographical analysis;

develop a critical understanding of the abilities and limitations of statistical methods in geography;

develop analytical skills that have application in real world settings.

introduce students to basic operations of a microcomputer and packaged statistical and mapping programmes;

Computer lab: 2 hours/week

Lecture: 2 hours/week

1. Introduction/Overview: Illustration of data use in geographical research; Basic statistical concepts.

1. ?

Assignments: 6 x 6% =

100%

PART 1: Data Collection

•.ici ?

Data: Basic statistical concepts (cont'd); Classification; Measurement.

Data: How is it produced and where to find it; Creation of a data set; Sampling methods.

Geog 352: Quantitative Methods in Geography

Descriptive Statistics I: Measures of central tendency - mean, median, mode.

NAME

Descriptive Statistics H: Skewness, kurtosis

Estimates from samples

Comparative statistics: Student's t-test; Chi-square; Analysis of variance

Relationships I: Correlation - Product moment, Spearman's rank

Relationships II: Linear Regression

Relationships ifi: Non-linear Regression

PART 3: Computers and the Spatial Display of Data

Overview of hardware and software options and capabilities

12.

Computer mapping (cont'd) Geographical Information Systems: Arcinfo

13.

Introduction to micro-based mapping packages.

14.

Incorporating computer mapping into geographical research.

DISCIPLINE/DEPARTMENT: GEOGRAPHY

IMPLEMENTATION DATE: FALL 94

Revised:

Introduction to

GEOGRAPHY 360

Regional

Community Planning

LJCFV CREDITS

The purpose of this course is to introduce students to the theories, methods and legalities of community and regional

planning in Canada. The planning challenges and social responses accompanying the dynamic nature of urban and

suburban development will be debated emphasizing Canadian and British Columbian examples and case studies.

Students will also have the opportunity to apply course content to a local planning issue or urban problem

Complements and enhances existing courses in urban and suburban development, an area of emphasis

in the geography program.

Geography 140,241,242

Geography 344

Lecture

Seminar

10 ?

Other -

specify:

hrs

TOTAL

hrs

60 HRS

MAXIMUM ENROLMENT: 28

Is transfer credit requested?

Yes

0 ?

OTJTLN95I0 11d1

GEOGRAPHY 360

(a) replaces

(course #)

(b)

cannot take

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

(course #)

SUPPLIES/MATERIALS:

Scarborough, Canada: Nelson Canada.

Hodge, G. (1991).

Planning Canadian Communities.

Sewell, John (1993).

The Shape of the City: Toronto Struggle with Modem Planning.

Toronto:

University of Toronto Press.

REFERENCES:

Bunting, T. and P. Filion, eds. (1991).

Canadian Cities in Transition.

Toronto: Oxford

University Press.

Elliot, J., (ed.) (1991).

Annual Editions: Urban Society,

Fifth Edition. Guilford,CT:

The Dushkin Publishing Co.

Herington, John (1989).

Planning Processes: An Introduction for Geographers.

New York:

Cambridge University Press.

Glasson, John

(1974).

In Introduction to Regional Planning.

Hutchinson.

Levy, John (1991).

Contemporary Urban Planning.

Englewood Cliffs, N.J.: Prentice Hall,Inc.

Muller, Peter (1981).

Contemporary Suburban America.

Englewood Cliffs, N.J.: Prentice Hall,

Inc.

Yeates, M. (1990).

The North American City,

Fourth Edition. New York: Harper and Row

Publishers.

Upon completing this course students should be able to:

Demonstrate a knowledge of theories and methods for analyzing regional and community

growth and decline.

Recognize the connection between the social and physical structure of

the

built

environment and the planning process.

Discuss the nature of regional and community planning in Canada.

Find, understand and assess resources relevant to planning issues and preparation of

regional and community plans.

Participate as informed citizens in the local planning process.

Recognize the relationships between planning and human geography.

•The format of this course includes lectures, discussion sessions, commun e

Community Plan Preparation ?

NAME

PROCEDuRE:

Short Paper Personal Planning Theory

Definition of Planning Need for Planning Relationship of Planning to

Human Geography

Week 2 ?

History of Planning Legal Basis of Planning

Week 3

Regional Planning Trends and Challenges. Case Studies in British

Columbia

Week 4

Community Planning Trends and Challenges. Case Studies in British

Columbia

Field Trip Local Planning Problem

Week 6

MIDTERM

Traditional Land Use Planning Tools Fundamentals

of Urban Design

Comprehensive Plan

Week 8

Struggle with Modern Planning Neotradilional Alternatives

Week 9

Social & Economic Planning Techniques & Methods

Week 10

Planning & Public Participation

Week 11

Planning Theory Step Towards a Personal Planning Theory of Planning

Effects of Planning Social Responses to Planning

Week 13

Future of Canadian Planning A Changing Role for Planning

Week 14

Guest Lecturer The Shape of Our City Planning Solutions and

Responses

Week 15

Planning Presentations

FINAL EXAM

1-0

DISCIPLINE/DEPARTMENT: GEOGRAPHY

IMPLEMENTATION DATE: WINTER 95

Revised:

GEOGRAPHY

402 ?

Quaternary Geology

and Geomorphology

UCFV CREDITS

This course will examine selected aspects of the stratigraphy, geomorphology and

surficial geology of the Quaternary. Glacial and fluvial depositional models introduced in Geography 202 and 302 will be

reviewed. Regional emphasis will be placed on southwestern British Columbia and adjacent regions of the United States.

Fieldwork is an essential component of this course.

A fourth year course in Geography that is an integral component of the physical geography requirement

for a geography major. The course will also be recognized as part of the British Columbia Association of Professional

Geoscientists course curriculum.

Geography 302 or consent of the instructor.

Student

Directed

STUDENT

Seminar

402 Geology and Geomorphology ?

Other -

TOTAL ?

HRS

MAXIMUM ENROLMENT:

Is transfer credit requested?

Yes

D ?

OUTLN95/01Idd

!0.

Page

2 of 3

NAME

(a)

replaces

(course #)

(b)

cannot take

TEXTBOOKS. REFERENCES. MATERIALS (List reading resources elsewhere)

(course #)

SUPPLIES/MATERIALS:

TBA

TEXTS: TBA

JECI'I YES:

This course will present selected aspects of the Quaternary geology and geomorphology of southwestern British Columbia

and adjacent parts of the United States. Emphasis will be placed on the Quaternary geology and geomorphology of the

Fraser Valley, Lower Mainland, and Washington State. Students will apply many of the skills and techniques developed

in earlier physical geography courses to solve various field problems. Upon successful completion of the course students

will be able to demonstrate an understanding of the surficial geology and geomorphology of the region.. important for

those students wishing to pursue a career in the earth and environmental sciences. A strong emphasis is placed on field

work in

all

aspects of the course.

This course will be organized around a series of lectures, laboratories and field trips. There will be a 2 hour lecture

followed by a 3 hour laboratory. On many of the days field trips will replace both the lecture and the lab. In addition, at

least 2 weekend field trips will be scheduled. In total, a minimum of 8 days will be spent in the field.

Laboratory and Field Reports

402 Geology and Geomorphology

Mid-term examination ?

NAME

The Quaternary Period - an overview.

Lecture Topics

A review of glacial and periglacial geomorphology.

Stratigraphic Concepts: procedures for analysing surface outcrops and subsurface cores, terminology,

concepts unique to the Quaternary, stratigraphic code, correlation.

Geochronological Techniques.

Quaternary Stratigraphy - the evolution of Quaternary Stratigraphic concepts; the classical regions - Alps

and American Midwest.

The Quaternary of BC with emphasis on southwestern BC.

Models of glacial depositional environments.

Models of fluvial depositional environments.

Soils in the Quaternary record.

10. Palynology.

11. Tephras.

12. Sea-level changes.

Labs and Field Trips

Quaternary deposits of the Lower Mainland.

Quaternary deposits of the Fraser Valley.

Surficial deposits/subsurface coring techniques, Fraser River Delta.

Geomorphology of the Channelled Scablands, Central Washington State (overnight).

Geomorphology/surficial geology of the Thompson River Valley, Kamloops area, B.C. (overnight).

Geomorphology, Quaternary deposits, and geohazards of southwestern B.C. and southern Vancouver

Island (overnight).

(

S ?

Simon Fraser University

Roger Blackman

Psychology Department

Chair, UGSC

CC 8308

291-5486

MEMORANDUM

To: ?

Andrea Lebowitz, FACC Chair

Date:

May 26, 1995

Topic:

University College of the Fraser Valley: Major in Psychology

The University College of the Fraser Valley is seeking Simon Fraser University's

approval of a proposed Major in Psychology. This would extend their program

significantly beyond the extended minor that they currently offer. During the years in

which we have assisted in their development of upper division courses, we have been

positively impressed by the quality of their faculty, the coherence of their program, and

in general the integrity of the academic experience being gained by their students.

Our Undergraduate Studies Committee considered this proposal at a meeting on

March 23, 1995, that was attended by Astrid Stec and Jacalyn Snodgrass, the outgoing

and incoming chairs of the UCFV Psychology Department. We reviewed their courses,

the qualifications of their faculty members, and the structure of the proposed major

program. It was clear to us that the UCFV Psychology Department has faculty who are

eminently qualified to teach the existing and proposed courses. We also approved the

provisions and regulations of the major program, which is modeled after ours.

Following discussion, the UGSC unanimously endorsed the proposal.

At a Psychology Department meeting on May 11,1995, the Major in Psychology

proposed by the University College of the Fraser Valley was unanimously approved.

CC: Astrid Stec, Jacalyn Snodgrass, Psychology, UCFV?

Bev Davino, Cristine Medford, Psychology, SFU

c:docs\adminugsc\coIIege\ucfvrec

i3.

To:

From: ? 

Astrid Stec <STECA@ucfv.bc.ca > 

Subject: 

?

RE: UGSC meeting 

Date: 

?

Wednesday, March 22, 1995 11:54:24 PST 

LETTER OF INTENT 

1.

Title of program: B.A. with a major in 

Psychology 

2. Rationale: 

That there is a high demand for psychology is evident from past 

experience. Psychology has been offering an extended minor for three 

years with very high enrolments. Our courses have always been 

oversubscribed with long waiting lists at all levels. 

We are in a position to offer our students the benefit of a major in 

Psychology without incurring additional costs for tJCFV. Except for the 

addition of the History of Psychology course, which will be offered In 

the coming year, we are already providing enough courses to satisfy 

the requirements for a major at SFU. Hence, no new faculty will be 

required to begin offering a major (It is assumed however, that there 

will be a new appointment for the 1996/97 year). The additional 

facilities that will be required, such as more lab space and computer 

facilities are the same as the ones that we would require for 

continuing the extended minor. 

The benefits for the students of having a major in Psychology 

available to them are considerable. An obvious benefit is that 

students who are preparing for further study in psychology, or for 

careers in psychology, would be well served by having access to the 

major in their own community, especially at a time when rising costs and 

reduced funding may combine to seriously limit access to many students 

if they have to incur additional costs of travelling to or residing in 

other cities. 

Another benefit for students of having a major in psychology available 

at UCFV is that the department will be able to develop concentrations 

of courses that will meet the interests of our students and that will 

make them very competitive in the job market. One such concentration 

is the Human Science proposal. A second such concentration is in 

courses related to the psychology of aging: this is described in more 

detail below. 

A B.A. in psychology is also useful for students who are not planning a 

career directly related to psychology. This degree prepares students 

for a wide variety of potential careers 

.

For example, they will have a 

basic knowledge of research methods and data analysis techniques 

which will help ready them for such jobs as marketing researcher, 

newspaper reporter, political and public opinion researcher, research 

assistant for government, hospitals or mental health agencies and 

1 ?

q-.

technical writer. Additionally, with the greater understanding that 

they will have of the causes of human behaviour, they are also better 

equipped to work in such areas such as personnel, social services, 

sales, teaching, and law: in short, in any area in which there is 

interaction with human beings. 

We will continue to serve students who are in Criminology, liuman 

Services, 

ECEICYC 

and a major program will enable us to better serve 

them by offering 

,

a greater depth and breadth of courses. 

Availability of a major in psychology also promises to benefit the 

community in a number of ways. One obvious benefit is that students 

who might otherwise be forced to leave the community will be able to 

remain and spend their money here. Another benefit is that the 

Psychology Department will be in a position to develop a major with 

concentrations of courses designed to serve the needs of the 

community as well as of the students. For example, the Fraser Valley 

has been attracting, and is expected to continue to attract, an aging 

population. Concurrent with the growth of this population has been an 

increase in the number of people who work in areas that service this 

population. The need of these workers for B.A. level training in 

psychology was evident when, in conjunction with Human Services, 

courses such as a Workshop Series on Aging were offered several years 

ago. These courses attracted students who had backgrounds in such 

areas as nursing and who wanted academic courses that were relevant 

S

to their work. We would like to expand our area major program to 

include additional courses relevant to the psychology of aging to meet 

the needs of students working in this area. Demographics indicate that 

the greatest increase in the Canadian population in the next few 

decades will be in the over 65 age group. Traditional departments tend 

to ignore courses relevant to most aspects of the aging process. By 

expanding in this area, we will not only serve the needs of the local 

community but we will be placing our students in a priority position for 

work in an area where the demand will be high and the number of 

qualified applicants low. Additionally, by developing strength in this 

area, we make UCFV an attractive choice for students interested in 

this area. 

3.

Anticipated start-up date of the program: 

September 1995 

4. Credentials: B.A. 

5. Summary of 

Lower level 

101, 102, 2 

plus one of 

plus one of 

the curriculum: 

requirements: 

Dl, 202 

221 or 280 

242,250, 260, 270 

2

30 credits (including 308) 

(not more than 8 credits may be in Directed Studies) 

Note: All of the courses have already passed through PAC and are listed ir 

the calendar (see attached). 

6.

Estimated start up needs: 

The needs will not be any different than they would have been for a 

continuation of the minor (i.e. lab space, computer facilities). 

7.

Estimated enrolments: 

There are currently 70 students enrolled in the Psychology Minor 

option. We expect that at least one third to one half of these students 

would switch to the Major option. 

8.

Details of recommendations etc.: 

We are in the process of obtaining approval from the psychology 

department at SFU. The department in general approves of our 

proposal; they have requested updated C.V.s and lists of courses and 

instructors, and then we will meet with their Undergraduate Studies 

Committee who will give the final departmental approval before the 

proposal goes to their senate. The meeting with the UGSC is 

tentatively scheduled for March 23. 

9.

Other placement arrangements: 

not relevant 

10.Suggested arrangements for institutional evaluation: 

In addition to institutional evaluations already in place, we would 

recommend follow-up studies of our graduates to assess their level of 

satisfaction with the program, and to see what basis our program has 

offered for further career or educational achievements. 

ll.Other programs affected: There should be no detrimental effect on 

other programs. 

12.See #8 above. 

13.Changes to the diploma level: 

not relevant 

14.Probable effects on other programs: 

We will continue to offer service courses to other programs such as 

Human Services, Criminology, ECE/CYC, Aviation, and possibly the 

Health Sciences. In addition, many or all of our courses will likely be 

eligible for science credits so that students may obtain a B.Sc. by 

combining psychology credits with other 

science 

credits. 

3

firs

Seminar

hrs

hrs

STUDENT

hrs

Other - specify: ?

hrs

DATE: 19 March 1990

REVISION DATE: 13 October 1993

PSYC 201 ?

Statistical Anal

y sis in

Psychology (1993)

Basic techniques of descriptive and inferential statistics and their applications to psychological research.

Methods of graphing, central tendency, dispersion, relationship and various parametric and distribution-free

statistical tests are included.

PSYC 101 and 102, or permission of the instructor

COURSE COREQUISITES: ?

TOTAL ?

60 fiRS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC ?

U/s'z::,

I1.

-I

Page 2of3

PSYC 20!

NAME

Required course for majors

PSYC 202

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

Schefler, W.C. Statistics: Concepts and Applications.

Benjamin/Cummings, 1988, and occasional supplemental readings.

OBJECTIVES

The successful students will:

develop critical thinking in the application of statistical ideas and learn to recognize and avoid

common misuses of statistics;

learn through practice the logic, methods, and meaning of statistics;

develop an understanding of the statistical techniques being widely applied in psychological, social,

educational, biological and other research.

Sexarns ?

40%

Assignments and Quizzes

3 of 3

PSYC 201

The order of the topics, with appropriate chapter in the text, is as follows:

WEEKS 1 THROUGH 4

A. ?

Introduction - descriptive and inferential statistics 1

B. ?

Descriptive Statistics

types of data 2.1

measures of central tendency 2.2

measures of dispersion, Chebyshev 2.3, 2.4

quantiles2.5

frequency tables

stem-and-leaf, box-and-whisker diagrams 2.7

graphs: bar, pie, line histograms, ogives, pictograms 3

linear correlation, Pearson's r 12.1 - 12.3

simple linear regressions, coefficient of determination 11.1 - 11.4

WEEKS 4 THROUGH 8

• C. ?

Probability and Sampling

probability models 4.1, 4.2

calculating probabilities: "and", "or" 4.3 - 4.6 (includes the use of Venn and tree diagrams)

permutations and combinations 4.7

probability distributions

5.1

the binomial and normal distributions

5.2 - 5.4

populations versus samples, random sampling, estimators 6.1 - 6.3

the sampling distribution of the mean 6.4,

6.5

WEEKS 8 THROUGH 14

Inferential Statistics

hypothesis testing in general

testing the mean, large samples; confidence intervals for the mean 7.2 - 7.6, 6.6

testing the proportion, ci for the proportion 7.7, 6.7

the difference between means, large samples 7.8, 7.9

the difference between proportions 7.10

testing the mean, Cl for the mean, small samples 8.1 - 8.4

the difference between means, small samples, independent and dependent

populations 8.5 - 8.8

inferences about the correlation coefficient, the slope of the regression line 12.4, 11.5

confidence belts 11.6, 11.7

Chi-square tests: goodness-of-fit and independence 10.1-10.3

Working on assignments and demonstration problems related to the lecture material.

one-way ANOVA 9.1 - 9.3

LABORATORY EXPERIMENTS

('1.

DATE: 19 March 1990

REVISION DATE: 13 October 1993

PSYC 202

Research Methods in Ps

ychol

(1993) ?

The planning, conduct, interpretation and reporting of research in psychology; covers such topics as choice

of variables, control of extraneous sources of variation, internal and external validity, experimental design,

factorial designs, correlation research designs and single-subject research. Research projects are required.

NOTE: This course is a prereouisite

f' a"— ?

fourth year university courses in psychology.

Ij-1w

COURSE PREREQuisr

nd 201, or permission of the instructor

COURSE COREQUISIT]

TOTAL ?

60 }IRS

(Equivalent, Unassigned, Other Details)

TRANSFER STATUS

(3)

R. La

y e. Ph.D.

020.

2 of 3

PSYC

202

NAME

Required course for Psychology majors

PSYC 201

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

Craig, J.R. & Metze, L.P. Methods of Ps

ychological

Research.

Monterey, CA: Brooks/Cole, 1986.

and selected psychology journal articles.

OBJECTIVES

This course examines the planning, conduct, interpretation and reporting of research in psychology. It

covers such topics as choice of variables, control of extraneous sources of variation, internal and external

validity, experimental design, factorial designs, correlation research designs and single subject research.

Research projects are required. If I reach my goal, you will:

Gain skill in understanding and assessing the research done by other people,

Get your feet wet in real live data,

Learn the basics of conducting selected types of research,

Evaluate the appropriateness of various possible methods for a given research problem, and

Master basic concepts of research design.

Lectures and lab assignments; student projects.

45%

PSYC

202

NAME &

Demonstration experiment; meet the psychology journals; course plans

COURSE

CONTENT

Text

Week

Activity or Topic

Chapter

(14)

Science - formal and informal; choosing a suitable research problem; doing a

1,2

literature search

Operational definitions and hypotheses; types of variables

2,3

Confounding, randomization, and control of extraneous factors

Randomized groups or between subjects designs; how to do a t-test

Within subjects designs; counterbalancing; work on experimentil proposal

Factorial designs; interactions and their interpretation

Midterm Test (Chapters 1-7)

Experimenter bias and demand characteristics

Internal validity threats; sample of quasi-experimental designs

Observational and correlational research methods

Survey methods; designs for use with single subjects

External validity; basics of program evaluation

Ethical considerations in research; project reports; review and evaluation

Final Exam (Chapters 1-12)

Design, conducting, and analysis of research incorporating concepts from class lectures.

Introduction to Cognitive Psychology (1993)

DATE: 10 October 1992

REVISION DATE: 20 October 1993

PSYC 221

NAME & NUMBER OF COURSE ?

This course surveys several important sub-topics of cognitive psychology including attention, memory,

category formation, imagery, problem solving, creativity, language and social cognition. Students will be

introduced to many classic issues and landmark experiments in these

areas, and will explore the research

literature in specific topics of their choice.

PCYC 101 and 102, or permission of the instructor

COURSE COREQUISITES: None

40 hrs

TOTAL ?

60 DRS

? UCFV CREDIT []

(Equivalent, Unassigned, Other Details)

TRANSFER STATUS

David Morosan, Ph.D.

9'i'

L ?

23.

Page 2 of

PSYC 221

NAME

TEXTBOOKS. REFERENCES. MATERIALS (List reading resources elsewhere)

BA Minor in Psychology

PSYC

325

(Memory)

Benjafield, J.G. (1990). Cognition. Toronto: Prentice-Hall.

To present the methods and theories used by cognitive psychologists to study and communicate

about their field of study.

To review what psychologists have learned about the component disciplines of cognitive psychology

listed in the schedule below.

To learn about how these component disciplines contribute to the overall understanding of human

cognition generally, by integrating the research conducted within these components wherever

possible.

Mid-term ?

10% Bonus points available ?

Presentation of Issue

Psychology 221 surveys the main areas of cognitive psychology, which are listed in the reading schedule

below. For each topic, some principle findings of researchers in the field will be presented in the context of

a major issue or controversy that has motivated their work. Students will be encouraged to be critical of the

research questions relevant to these issues.

Tentative Schedule of Readings. Topics and Exams

September 11,

15,

September 22, 25

September 29, October 2

November 27, December

Intelligence and Creativity

Personal/Social Cognition

Issues Presentations

Check Schedule for Final Exam

DEPARTMENT: Psychology ?

DATE: 27 September 1993

PSYC 241

Psychological Disorders

DESCRWI1VE TITLE

This course surveys basic theory and research in abnormal psychology. Behavioral, psychoanalytic,

physiological, and humanistic perspectives are investigated and used to explore various clinical divorders,

including depression, schizophrenia, anxiety disorders, antisocial personality, etc. Assessment and treatment

of disorders are

also included. ?

COURSE PREREQUISITES: PSYCH

101 and 102, or permission of instructor

hrs

15 hrs

hrs

hrs

hrs

TOTAL 60 }JRS

STUDENT

[1 ?

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UIBC ?

PSYCH

Psyc 200 1ev (1.5) & Psyc

250 (1.5)

with UCFV Psyc 341

Other

Ronald Lave. Ph.D.

? -

-----------' ?

'as.

PSYC 241

NAME

COURSES FOR WHICH THIS IS A ?

J.M. Abnormal Psychology: An Experimental Clinical Approach. New

375

TEXTBOOKS, REFERENCES. MATERIALS

(List reading

resOurces elsewhere)

TEXTS:

Davison, G.0 and Neale,

York:

Wiley, 1990.

To become familiar with basic concepts, theories, language, and history of major approaches

(psychoanalytic, behavioral, humanistic, physiological, and cognitive) to psychological disorders.

To learn descriptive and experiential features of various types of disorders.

To learn about assessment and treatment of disorders.

To appreciate a research orientation to abnormal psychology.

Film and video presentations

Discussion groups

Two exams consisting of multiple choice and essay questions

One quiz.

A term paper reviewing research, isses, and/or theory

in a relevant area.

A project designed to familiarize student with one of the major perspectives.

Project/group participation

25%

15%

3 of 3

PSYCH 241

NAME

Introduction to the course

History of "abnormal psychology

Models, metaphors, paradigms, and perspectives

Continuation of previous topics. Current perspectives and therapies: Psychoanalytic, Behavioral,

Humanistic, Physiological, and Cognitive

Orientation to library research in abnormal psychology.

Psychological therapies.

Classification and diagnosis. Reliability and validity.

QUIZ

Assessment: interviews, tests, scales. Behavioral methods. Brief overview of research methods in

abnormal psychology.

EXAM

Anxiety disorders. Phobias, anxiety states. Somatoform disorders.

Field trip to Riverview.

Affective disorders: depression and mania.

Schizophrenia: theories, descriptive characteristics, and research.

Personality disorders.

Childhood and adolescent disorders.

EXAM

DATE: Fall 1992 ?

REVISION DATE: 20 October

1993.

PSYC 250

Human Development ?

NAME & NUMBER OF COURSE ?

DESCRIPTIVE TITLE ?

A one-semester course which introduces students to the study of human development across the lifespan.

The course will cover the major theories of human development and changes that occur in the areas of

cognitive, perceptual, social and emotional development.

101 and 102, or permission of the instructor.

PSYC

60 hrs ?

hrs ?

hrs

hrs ?

hrs

hi-s

TOTAL ?

60 IIRS

UCFV CREDIT ?

NON-CREDIT []

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC ?

Psyc (3)

SFU ?

PSYC 250 (3)

UVIC ?

Psyc 200 1ev (1.5)

OLA ?

Psyc 3)

Jacal

n SnOdgrass ?

- ?

- , ?

DEAN OF ACADEMIC

STUDIES

tC'-')

Page 2 of 2

PSYC 250

NAME

COURSES FOR WHICH THIS IS A ?

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

PSYC 351.

Hughes, F.P., & Noppe, L.D. (1991). Human Development Across the Life Spaii, Merrill

To provide students with an overview of the theoretical and empirical understanding of

human development.

Lecture, Demonstrations, Small group practice, Discussion, Audiovisual presentation, Use of models and

charts.

Two multiple choice exams ?

60%

Four written assignments

40%

Introduction to the study of human development

Physical growth and development

Perceptual development.

Cognitive development

Language development

Intelligence and creativity

Personality development

Sexuality and gender roles

DATE: 20

July 1993

REVISION DATE: 20 October 1993

PSYC 260 ?

Social Psychology

[1,

Examines methodology and content in social psychology. Topics include social cognition; personality,

gender and social behavior; attitudes and attitude change; prejudice; interpersonal attraction; aggression and

altruism. Personality determinants of social behaviors

will be considered.

PSYC 101 and 102, or permission of the instructor.

60 hrs ?

hrs ?

hrs

hrs

Other -

specify:

Field Experience

hrs

lu-s

TOTAL ?

60 HRS

UCFV

TRANSFERCREDIT ??

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC ?

Valerye Hunt Ph D

DEAN OF 'ACADEMIC STUDIES

3,0.

.Page2of3

PSYC 260

NAME

COURSES FOR WHICH TillS IS A

? RELATED COURSES

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

PSYC 386

Lippa, Richard A. (1990). Introduction to social psychology. Belmont: Wadsworth

Publishing Company

Students will become familiar with major social psychological research- methods and understand

methodological and ethical problems associated with research.

Students will become familiar with representative topics in social psychology. These will include

attitudes and attitude change; personality, gender and social behavior; social cognition; prejudice;

interpersonal attraction; aggression and altruism.

Students will develop a capacity to apply relevant social psychological theories and principles to

analysis to everyday events.

Students will become able to derive new questions about social behavior from integration of theory,

empirical data and experience.

Participatory activities:

- discussion of assigned readings

• films and videotapes

- demonstration research activities

Mid-term examination ?

Assignments and activities ?

Overview of social psychology

- definition

- brief review of the development of social psychology

5 ?

major theoretical perspectives of contemporary social psychology

Research methods in social psychology

- major methods

- methodogical problems

- ethical issues ?

3i.

PSYC 260

NAME

Personality and social behavior

COURSE CONTENT continued

- trait and social learning theories

- the self and social psychology

Gender and social behavior

- stereotypes and sex differences

- theories of gender and sex-typing

Person perceptiod and attribution

- determinants and aecuracy of judgments

- attribution processes and theories

- attribution biases

- applications of attribution theory

Social cognition

- impression formation

- schemas

- social inference and decision making

Attitudes and attitude change

- measurement

- theoretical approaches

- attitudes and behavior

- models of change

8..

Prejudice

- definition and measurement

- stereotypes

- social causes of prejudice

- strategies for reducing prejudice

Interpersonal attraction and intimate relationships

- theories of attraction

- determinants of attraction

- stages in intimate relationships

- definition and measurement

Aggression

- theoretical explanations of aggression

- personal and social determinants of aggression

- control and reduction of aggression

- definition, measurement and explanations of prosocial behavior

Prosocial behavior

-personal and social determinants of prosocial behavior

I .-

Introduction to Personality Theory ?

DISCIPLINE/DEPARTMENT: PSYCHOLOGY

IMPLEMENTATION DATE: SEPT 1995

Revised:

PSYCH 270

UCFV CREDITS

This course introduces students to the work of prominent personality

theorists

from Freud to modern theorists. The focus of

study will progress from Sigmund Freud to Carl Jung Henry Murray, Eric Erikson, Social Learning

Theorists

and Humanists.

This course is designed to introduce students to the philosophy and practical applications of Psychoanalysis and Humanistic

Psychology. These are overlooked in traditional programs. They have wide relevance outside the discipline of psychology

however, and this course is intended to introduce students to them as an interdisciplinary focus of study.

101 and 102, or permission of the instructor.

PSYCH

OURSE COREQUISITES:

hrs

hrs

Seminar

20 hrs

Is transfer credit requested? [] Yes [] No

hrs ?

____________ ?

bra

TOTAL ?

60 URS

MAXIMUM ENROLMENT;

_35

OTJrLN95I01Idd

PSYCH 270

NAME

(a)

replaces

N/A

(course

(b) cannot take ?

N/A ?

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

(course

SUPPLIES/MATERIALS:

McAdams, Dan. (1990). The person: An introduction to personality psychology. Toronto: Harcourt

Brace Janovich.

Note: text may change from year to year

To introduce students to psychoanalytic theory by presenting the work of Freud in the context of his times, and

through the refinements made by neo-Freudians.

To introduce students to the study of biography as

method of creating personality theory. This will be presented

through the study of Freud's life, and work of Murray and Erikson.

To introduce students to the principles of social learning theory and humanistic psychology by providing them with

samples of theory and research in these

traditions.

Lectures pertaining to major theoretical perspectives.

Small group discussions of specific read

ngs on research projects or theorists' original writings.

Page 3

of 3

I-

SYCH 270

ÂME

Paper 1 (summary and analysis of a Freudian

or neo-Freudian work)

Paper 2 (critique of a life via biography) 20%

Mid-term 1 (m class, based on lectures, readings) 20%

Mid-term 2 (in class, based on lectures, readings) 20%

Final exam (take-home questions assigned first week) 20%

Note: evaluation procedures may be revised.

Freud's methods and cases

W&k

Tnpii

1&2

Freud's theory

3&4 ?

586 ?

Jungian psychoanalytic concepts

7&8 ?

Murray's personology

&10 ?

Erikson and biographies

11,12&13 ?

Social learning theorists and Humanists (selected readings)

35.

DATE: September 1993

REVISED DATE: 20 October 1993

PSYC 280 ?

Biological Bases of Behavior

This course is an introduction to the relationship between brain and behavior. Topics include an overview

of the nervous system and the neural basis of complex behaviors.

COURSE PREREQUISITES: PSYC 101 and

102, or permission of the instructor

45 hrs ?

15 hrs ?

Learning ?

hrs

hrs

TOTAL ?

60 fiRS

UCFV

CREDIT

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC ?

Psyc 201 3)

SFU ?

Psyc 280 (3)

UVIC ?

Psyc2l5A(1.5)

Other

Zoe Dennison, Ph.D.

e-T2 e

(/t,4J

3(r.

2 of 3

PSYC 280

NAME

TEXTBOOKS, REFERENCES. MATERIALS '(List reading resources elsewhere).

PREREQUISiTE:

TEXTS:

Biopsycho1oy (second edition), by

J.P.J.

Pinel, 1993, Boston: Allyn & Bacon

To understand the mechanisms of neural transmission.

To understand, at the introductory level, the relationship between brain and behavior.

To understand the methodology used to obtain this information.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Use of models and

charts.

Quizzes ?

Written Assignments ?

Introduction to Physiological Psychology

Neurons & Cilia

Overall Organization of the NS

Basic Neuroanatomy

I: Postsynaptic potentials

II:

Vision

III:

Audition and vestibular sense

Brain Damage and Disease

The Neuroendocrine System

3-,.

PSYC 280

NAME

Regulation of Internal States

COURSE CONTENT continued

Temperature

II:

Drinking and feeding

Introduction'to Complex Behavior

Hormone effects on behavior

II:

Biological basis of language

ifi: Emotion

IV:

Sleep and Circadian Rhytbyms

Learning and memory

Some time will be spent on laboratory exercises such as the dissection of a sheep brain (done in groups) and

examination of previously prepared slides.

DATE:, 22 November 1993

PSYC 301 ?

Intermediate Research Methods

& Data Anal

sis in Psycholo g y

_j_

DESCRIPTIVE TITLE ?

Continuation of Psychology 201 and 202. Provides extensions of basic theory and methods of research

design and data analysis. Includes discussions of the analysis of substantive problems, the choice of

appropriate research designs and special problems that arise in the analysis of psychological data.

PSYC 101, 102, 201, and 202

40 hrs

Laboratory ?

hrs

hrs

hrs

hrs ?

hrs

TOTAL ?

60 HRS

UCFV CREDIT []

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

s Valer y eHunt Ph.D.

L/' ?

Page 2 of 2

PSYC 301

NAME

COURSES FOR WIUCH TillS IS A

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

Experimental psychology: methods research,

McGuigan, F.J. (1993).

sixth edition. NJ:

Prentice Hall.

Runyon, R.P. and Haber, A. (1991).

Fundamentals of behavioral statistics,

seventh edition.

Toronto: McGraw Hill, Inc.

Students will become familiar with control and measurement of variables.

Students will be familiar with use and analysis of various designs and understand their advantages

and disadvantages.

Students will be familiar with quasi-experimental designs.

Students will appreciate ethical and methodological issues associated with different areas and topics

in psychology.

Lectures, Laboratory activities.

Examinations, Assignments, Research projects.

Manipulation, measurement and control of variables.

Quasi-experimental designs

Areas and topics in psychology: ethical and methodological issues

0 ?

COURSE INFORMATION ?

DEPARTMENT: Ps

cholog

y ?

DATE: 13 December 1993

PSYC 302 ?

NAME & NUMBER OF COURSE ?

DESCRIPTIVE TITLE ? UCFV CREDIT

In this course, students will study prominent learning processes including habituation, classical conditioning,

operant conditioning, modelling, concept formation, and analogical inference. Learning issues related to

discrimination, generalization, biological constraints on learning, and reinforcement will be discussed in the

context of human and animal learning. Subjects will be encouraged to apply the content of this course to

the general problem of designing human educational learning programs.

Psych 101, 102 and any two 200-level psychology courses

40 hrs

hrs

hrs

20 hrs

Field Experience

hrs

TOTAL ?

60 HRS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

wUNBC

David Morosan, Ph.D.

DEAN OF ACADEMIC STUDIES.

Introduction to course and definition of topics

Topic

Instincts, Imprinting, Critical periods, sensitive periods

Habituation

4&5

Principles of Classical Conditioning

First Mid-term

6&7

Principles of Operant conditioning

8&9

Human Applications of Classical and Operant Conditioning

Connectionist Models Of Learning

PSYC 302

Page 2of2

NAME

Psych 221 Cognitive Psych

none ?

Psych 325 Memory

TEXTBOOKS, REFERENCES. MATERIALS

(List reading resources elsewhere)

Houston, John. (1991). Fundamentals of Human Learning and Memory. New York:

H.B.J. Holt

To introduce students to the conditions, principles and theories of learning as they apply to human

and animal learning.

To introduce students to landmark research regarding various theories of learning.

To develop communication skills of students regarding their use of psychological terms and their

description and analysis of experimental science.

To apply the issues raised by learning research to the task of designing human educational learning

programs.

Seminar discussions and critiques of key research articles.

Lectures pertaining to major learning theories.

Group discussions of problems in learning, and applications of theories.

Classroom Contributions (peer ratings)

Evaluation ?

Portio n of Final Grade

Three exams (20% each)

10%

(general discussion)

DATE: 22 November 1993

PSYC 303 ?

Perception

NAME

Explores the question of how we create an internal representation of the external world from the information

provided by our sensory systems. Specific topics include reading, speech, perception, recognition of faces

and facial expressions and perception of art and music.

PSYC 101, 102, and any two 200-level psychology courses

40 hrs

hrs

hrs

TOTAL ?

60 HRS

STATUS (Equivalent, Unassigned, Other Details)

sL3

PSYC 303

NAME

COURSES FOR WHICH THIS IS

Page Zof2

(1988). Sensation and Perception

Coren, S. and Ward, L.M.

(3rd edition). Toronto:

Harcourt, Brace, Jovanovich

Introduce students to research on human perception.

Give students an understanding of how knowledge of the world is related to the structure and

functioning of the sensory systems.

METHODS: Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Use of

models.

Essays on specific topics in perception

Mid-term examination ?

Final examination ?

Historical roots of the study of perception

Techniques for measuring sensations

The relationship between sensation and perception

Theories of perception

0 ?

Psychological Assessment Procedures

DATE: 3 June 1992 ?

REVISION DATE: 21 October 1993

PSYC 306

DESCRIPTIVE TITLE ?

A survey of selected techniques for assessment of individual and group differences in aptitudes. abilities,

achievement, attitudes, interests and personality. Emphasis is placed on evaluating the effectiveness

various techniques, including performance tests, self-report questionnaires, inventories and projective

approaches. This course provides a suitable introduction for students considering graduate training in

clinical psychology.

PSYC 101, 102, and 202, or permission of the instructor

Lecture

30 hrs

TOTAL ?

60 HRS

STATUS (Equivalent, Unassigned, Other Details)

UBC

S FU

UVIC

Other

Valerve Hunt, Ph.D.

Page 2of3

PSYC 306

NAME

& NUMBER OF COURSE

COURSES FOR 'WHICH THIS IS A

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

TEXTS: ?

Murphy.

K.R.

Davidshofer,

C.D: (1991).

chological testing: princi

p les

lications. Second edition. Englewood

a pp

Cliffs. N.J.:

Prentice-Hall.

Students will become familiar with the development and current status of the process of

psychological assessment.

Students will understand basic questions and issues associated with assessment.

Students will understand such concepts as validity and reliability as well as their relationship to

testing.

Students will know ethical and social issues associated with assessment.

Students will he familiar with major approaches to assessment and with tests representative of these

approaches.

METHODS:

Lecture, Demonstrations, Discussions and participation. Audiovisual presentations

Mid-term and final examinations

70-80%

Laboratory activities ?

20-30%

[^ -1 ^ 

NAME

COURSE

OVERVIEW: BASIC PRINCIPLES AND THEORY OF ASSESSMENT

- brief review of development of assessment process

- contemporary status and major approaches

- issues and controversies in assessment

- test construction and evaluation

- ethical issues and assessment

TECHNIQUES OF ASSESSMENT

- interviews

- self-report inventories

- aptitude testing

- projective techniques

- behavioral assessments

PSYCHOLOGICAL ASSESSMENTS

- educational assessments

- neuropsychological assessments

- industrial assessments

- clinical assessments

- forensic assessments

THE PSYCHOLOGICAL REPORT

- guidelines

- format

- ethics

Laboratory activities will he related to course content and will include discussions, film and videotape

presentations, and examination and evaluation of appropriate tests. Evaluation of students may include

participation, quizzes, and written work.

L1-7

DATE: 6 Ma

1992

REVISION DATE: 21 October 1993

PSYC

308 (formerl

203)

History of Ps

cholo

NAME

NUMBER

COURSE ?

UCFV

CREDIT

Concentrates on the last century

development in the field. Presents the major schools and systems of

thought and describes the outstanding figures within each school or system.

PSYC 101, 102, and two 200-level psychology courses, or

permission of the instructor

hrs

hrs

TOTAL

60 HRS

TRANSFERUCFV

CREDIT

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

LII

USC

Astrid Stec

Page 2 of 2

SYC 308

NAME

TEXTBOOKS, REFERENCES, MATERIALS (List reading resources elsewhere)

TEXTS:

Historical Foundation of Modern Ps

cholo

y, Howard H. Kendler

Familiarize students with the major schools of thought in psychology since the beginning of the discipline.

Organization will focus on the historical roots, method, theory and contributions of each school.

METHODS: Lectures, Seminars

Objective tests, in-class essays, individual project based on primary sources.

The historical roots, methods, theory and contributions of each of the following:

German Experimental Psychology

Wundtian Psychology

Wm. James and Functionalism

Titchener and Structuralism

J.B. Watson and Early Behaviourism

Neohehaviourism: Tolman, Hull, Skinner and Hebb

Gestalt Psychology

Psychoanalytic Theory & Neoanalysts: Freud, Adler, Jung

Humanistic Psychology

Cognitive Psychology

Theories of Individual Differences

DATE: Fall 1993

REVISION DATE: 21 October 1993

PSYC

325 ?

Memory ?

Psychology 325 introduces students to the major areas of memory research. Topics studied include sensory,

CATALOGUE DESCRIPTION

short-term; working, and semantic memory, as well as encoding strategies, retrieval cues, amnesia, state

dependent learning, and mnemonics.

PSYC 101, 102, and two 200-level psychology courses, or permission of the

instructor.

Lecture

10 hrs ?

hi-s

10 hrs ?

hrs

TOTAL 60 HRS

TRANSFERUCFV

CREDIT

UCFV

NON-TRANSFERCREDIT

[]

Unassigned, Other Details)

TRANSFER STATUS (Equivalent,

UI3C

SFU

UVIC

Other

• David Morosan ?

. ••. - ?

S ?

£OIJRSE.DESIGNER

Page 2of3

PSYC

325

NAME

Psyc 202 Research Methods

PSYC 221 Cognition

PSYC 201 Statistics

TEXTBOOKS. REFERENCES. MATERIALS (List reading resources elsewhere)

TEXTS: ?

Baddeley, Alan.

(1990). Human memory: theory and

practice.

Needham Heights: Allyn

To present the methods and theories used by cognitive psychologists to research and communicate

325

about human memory.

To clarify the concepts introduced by memory researchers and to critically evaluate the evidence

used to support claims made regarding these concepts.

To develop communication skills of students regarding their use of psychological terms and their

description and analysis of experimental science.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation.

Contributions (peer ratings)

Three exams (20% each)

10%

General discussions

5(1

Page 3of3 •

PSYC

325

NAME

Tentative Schedule of Topics. Readings and Exams

Classes

Topic

Readings from

chapter:

Sept. 7, 10,

14,

Sensory Memory

2

Sept. 21,

24, 28    

Short-term and Working Memory

3,4

Oct. 1, 

5

Input Factors I: Encoding

Oct.

8

First mid-term

Oct. 12,

15,19    

Input Factors II: Organization

8

Oct. 22,

26, 29     

Output Factors I: Recall and Recognition

Nov.

2,

5

Output Factors II: Cues for Retrieval

Nov.

9

Second mid-term

Nov. 12,

16, 19     

Semantic Memory

Nov.

23, 26, 

State Dependent Memory

15

Dec. 3, 7

Amnesia

Check Schedule for Final Exam

16

is

DATE: Fall 1993

REVISION DATE: 1 November 1993

PSYC 326 ?

of Consciousness

Systematic study of consciousness from both theoretical and applied points of view in psychology. Topics

covered include: the role of consciousness in the history of psychology, research on states of consciousness

(e.g., dreaming, hypnosis, meditation, fantasy); research and theory on the relationship between brain and

consciousness; therapeutic use of cultivated states of consciousness.

PSYC 101 and 102, and two 200-level psychology courses, or

permission of the instructor.

40 hrs

hrs

hrs

STUDENT

20 hrs

hrs

hrs ?

TOTAL 60 HRS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

Ronald Lave, Ph.D.

- ?

53.

PSYC 326

NAME

Page 2of3 •

PSYC 221- Intro to Cognitive Psychology

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

Farthing, G.W., (1992). The Psychology of Consciousness. Englewood Cliffs, NJ:

Prentice Hall.

Rossi, L., (1986). The Psychobiolo

y of Mind-Body Healing.

A topical reader on imagery, hypnosis, dreaming, etc.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Student seminar

Seminar and group presentation

WEEK

TOPICS

READINGS

F: Farthing

R: Rossi

Introduction and overview. Definitions and basic concepts.

F: 1, 2

Scientific, clinical, and "New Age" perspectives on consciousness.

Characteristics of consciousness.

Consciousness, mind, and the brain: the "mind-body problem"

F: 4,

and assumptions underlying psychological investigation. Brain

R: 2

organization and mind: split-brain and other work.

Dissociative states and consciousness.

F: 6

State dependent learning.

R: 3

Introspection, fantasy daydreaming, and imagery. Placebo

F: 3, 7, 8

response and healing. Introspection as methodology: yoga

R: 1

psychology perspective.

TBD

Altered states of consciousness: basic issues.

Meditation:

F: 9, 17

scientific and Eastern psychological perspectives.

Dreaming: phenomenology of dreams and factors influencing

F: 11, 12

dreams. Theoretical and research perspectives. Is dream content

symbolic?

Dreaming: recall and lucid dreaming.

F: 13

Drugs and consciousness.

F: 18, 19

Hypnosis: basic phenomena, susceptibility.

F: 14

R: 4,

Hypnosis: theoretical approaches and research. Amnesia,

.15,

hypermnesia, age regression.

Hypnosis, consciousness, and healing. Mental modification of

R: 6, 7, 8

autonomic age endocrine activities

Modification of immune and

R: 9, 10

neuropeptide systems.

EXAM

55.

DATE: Fall 1992

REVISION DATE: 1 November 1993

PSYC 343

of Health ?

NAME

Studies psychological factors in health and illness from a biopsychosocial approach. Topics include:

psychophysiology of stress; issues in clinical and experimental research design; personality and health;

therapies for stress-related disorders; lifestyle and health behaviours, behavioral medicine applications; and

societal forces and health.

PSYC 101, 102, and two 200-level psychology courses, or

permission of the instructor.

hrs ?

hrs

20 hrs

TOTAL

60 HRS

NON-CREDIT [].

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

Ron Lave Ph.D

C ?

56.

Page 2of3

PSYC 343

NAME

PSYC 375 - Fundamentals of Clinical

PSYC

241 - Psychopathology

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

TEXTS:

Green & Shellenberger, The D

namics of Health and Wellness. Ft. Worth, Texas: Holt,

Rinehart & Winston, 1991.

Sheridan & Radmacher, Health Psychology: Challen

gin g

the Biomedital Model. New

York: Wiley, 1992.

To survey and study the relationship between psychological factors and health and illness.

:• ?

2. ?

To critically evaluate research findings and concepts in clinical health psychology.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Student

seminar presentations.

Seminar presentation ?

Research project or paper ?

25-35%

57.

PSYC 343

Intro to course. Models of health: biomedical and

WEEK ?

. ?

TOPICS

READINGS*

1 ?

biopsychosocial. Health and wellness; disease and illness:

basic concepts.

2 Mind/body relationship in health and illness. Basic research

methods: approaches to the study of psychology and health:

Placebo. Clinical and experimental research strategies.

3 ?

Stress and stressors: basic concepts. Evaluating stressors.

Cognitive and behavioural stress effects.

4 Psychophysiology of stress. Brain organization. Autonomic

and endocrine responses: stress axes. Cardiovascular system

and stress. Immune system and stress.

5 ?

Continue above topics. Evaluating research in health

psychology: examples.

6 ?

Personality and illness: cardiovascular disease and cancer.

EXAM

Psychosocial factors in health, and healthy personality.

9 ?

Relaxation therapies. Biofeedback therapy.

10 ?

Imagery and health. Cognitive therapy.

11 ?

Self-regulation and health. Integration of physiological,

behavioural and cognitive skills. Lifestyle and health.

12 ?

Psychological therapy from a biopsychosocial perspective.

13 ?

Behavioural medicine applications: headache; hypertension;

Raynaud's; neuromuscular disorders; coping with medical

procedures; hyperactivity; migraine, asthma; pain.

14 ?

Societal influence on illness and on health. Development of

health behaviours.

15 ?

EXAM

*Readings are from Green and Shellenberger.

4TBA

15,

Jacal yn Snodgrass

0 .

• ?

DATE: Fall 1992

REVISION DATE: 1 November 1993

PSYC

351 ?

Child Develo p ment ?

DESCRIPTIVE TITLE.

An in-depth look at theory and research in child development, including physical and perceptual

development, cognition and language development and psychosocial development.

PSYC

101, 102, and

250,

or permission of the instructor.

30 hrs

hrs

hrs ?

Seminar

30 hi-s ?

Other - specify:?

hi-s

TOTAL ?

60 HRS

Ei ?

NON-CREDIT.

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

59.

PSYC 351

Page 2 of

TEXTBOOKS, REFERENCES. MATERIALS (list reading resources elsewhere)

& Yussen, S.R. (1992). Child Development (5th ed.). Dubuque, IA: Wm.

Santrock, J.W.

C. Brown Publishers.

To explore in depth theory and research on specific issues in child development.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Use of models and

charts.

Research paper/presentation 40%

Two essay exams

60%

Physical and motor development

Neural, sensory and perceptual development

Cognitive development: Piaget

Cognitive development: Information processing

Language development

Social and emotional development

Gender roles

Moral development

NAME & NUMBER OF COURSE DESCRIPTIVE TITLE

REVISED: November 1993

DEPARTMENT: Psychology

DATE: January 20, 1976

PSYC

355

(formerl y

220) ?

Psychology of Adolescence ?

A comprehensive investigation of the adolescent period of life including: 1) description of the physical

emotional, cognitive, social and moral development; 2) analysis of the contribution of major theoretical

approaches; 3) consideration of major influences, such as: home environment, adult society, peer cultures,

school, career choice.

Psychology 101, 102 and 250, or permission of instructor

Lecture

hrs

TOTAL

HRS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

UNBC

OLA

Astrid Stec

OUTLN93/I 2JDD

Page 2 of 2

PSYC 355

NAME

(List reading resources elsewhere)

PSYC

210

TEXTBOOKS, REFERENCES. MATERIALS

TEXTS: ?

Grinder, R. Adolescence

Kraemer, H.V. Youth & Culture: A Human Development Approach

The student will gain insight into some problems adolescents face: intrapersonal, inter-personal,

social and cultural.

The student will demonstrate that he can translate his insights into communicable ideas and research

efforts.

The student will demonstrate his ability to bring together relevant readings, theories, experiences,

and research methodologies for the purpose of pursuing some, for him, relevant questions in depth.

3. Presentation of special interest areas

1. Lectures ?

2. Seminars ?

4. Guest lecturers

Tests ?

Oral and written presentation of individual report 40%

Participation in seminars

10%

Physiological development and its psychological correlates.

Cognitive and moral development (Piaget's theory and related research).

Psychological development - ego identity.

The family - relations between adolescents and parents; relative importance of family to the

adolescent; effect of family's socio-economic status.

Peer groups - relative importance; various types and functions; role of school.

Culture - adolescent's awareness

cultural values; adolescent's participation in social change; role

and effect of the media; cross-cultural comparisons.

Future commitments - career choice; marriage.

Problems of adjustment - school dropouts; delinquency; drug addiction.

Thoretical interpretations.

• REVISION DATE: 1 November 1993

DATE: 20 Ma

1992?

PSYC 357 L? >o) ?

Adulthood and Agin

g ?

NAME

Considers human development from young adulthood to old age. Included are theories of adult

development and aging; environmental and

biological factors in aging; and the effects of aging on sensation,

perception, learning, cognition, personality, psychopathology, and social relations.

or permission of the instructor.

PSYC 101, 102, and

250,

COURSE COREQULSLTES:

30 hrs

30 hi-s ?

hi-s

hi-s

Other - specify:?

hi-s

TOTAL

60 I{RS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

Yalerve Hunt, Ph.D.

é7c.

(p3

Page 2 of

PSYC 357

NAME

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

TEXTS:

Rybash, J.W., Roodin, P.A., & Santrock, J.W. (1991). Adult devel

oment and aging (2nd

j. Dubuque, IA: Win. C. Brown Publishers

Selected articles from contemporary journals.

Students will develop an appreciation of the complexity and importance of development occurring

during adulthood.

Students will become familiar with developmental research methods and problems associated with

developmental research.

Students will become familiar with developmental theories, issues and research relevant to such

topics as biological aging and health, intellectual and cognitive functioning, relationships, work,

personality and moral development,

adult psychopathology, and death and dying.

Students will acquire an ability to integrate theories, data and experience to generate new questions

about development during adulthood.

Laboratory/tutorial activities

- assigned readings and discussion

- films and videotapes

- demonstration activities

(papers, quizzes, participation)

Laboratory activities

20-30%

LABORATORY ACTIVITIES

Laboratory/tutorial activities will be related to course content and will include discussion of assigned

readings,. film andvideotape presentations, and participation in demonstration activities. Evaluation of

students will be based

Onues and written work.

PSYC

357

Page 3of3

NAME

1 Overview of adult development - basic concepts, issues and models

2 Developmental research - methods and problems

3 Biological aspects of aging

- biological theories on aging

- health and illness

- sensorirnotor changes

- central nervous system changes

4 1 Memory, intelligence and cognition

- information processing, perception and attention

- stage theories of adult cognitive development

- adult cognition and wisdom

5 1

Personality and moral development during adulthood

- definitions of personality

- stage approach to personality development: representative theories

- critique of stage theories

- life-events and personality development

- critique of life-events framework

- traits, stability and change in personality

- moral development: Kohlberg and Gilligan

6 Relationships: friendship, romance and parenthood

- marital relationships: moving from courtship to widowhood

- parenting

- grandparenting

- sexuality throughout adulthood

Work, leisure and retirement

concept and significance of work

- occupational choice: representative theories

Adult development in a social context

- diverse lifestyles

- social classes and differences

cross-cultural comparisons of aging

- sex-role change and representative theories

Mental health and adult development

- stressors and determinants of coping and adaptation

- mental health problems of the elderly

- mental health needs of the elderly

- institutionalization

10 Death and dying

- death: problems of definition

- dying: stages vs phases

- bereavement and mourning

s..

DEPARTMENT: Psysbology

IMPLEMENTATION DATE:January 1995

Psychology 367 ?

Exøerimental Psycholinguistics

CATALOGUE DESCRIPTION: Language is intrinsically interesting but also particularly relevant to

UC1V CREDIT

psychologists. Experiments rely upon language to convey instructions and collect data and therapeutic

interventions rely on communication between psychologist and client. Topics covered in this course will be

dAawn from many areas of psychology as well as other disciplines in an attempt to understand the complex

nature of human language. Specific topics include linguistics theories, an

mal language, sign language,

neural mechanisms of language, language production and comprehension, multilingualism and social context

of language.

Psyc 101, 102, and any two 200-level psychology courses. Recommended Psyc 221

Lecture 40 hrs

Laboratory 15 hrs

hrs

hrs

S hrs

hrs

TOTAL 60 IM

UCFV CREDIT 11

UCFV

NON-TRANSFERCREDIT

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC ?

? ..

Other

-k7 (4/i :i

Zoe Dennison. Ph.D

qif.5 kt.#

r. u

2 of 3

PSYC 367

NAME

Psycholinguistics, J.B. Gleason & N.B. Ratner (Eds.) 1993; Harcourt Brace Jovanovich,

Fort Worth, TX.

Be able to examine language from a number of perspectives.'

Understand what comprises language and how it is studied.

Understand the basic mechanisms, both physiological and cognitive, involved in the production and

perception of language.

Understand the role of human physiology and evolution in the development of language.

Understand the impact of context, both individual and societal, in language output.

Lecture, demonstrations, discussion/class participation, AV presentations, student seminars

Introduction to psycholinguistics

Basic concepts and theories in linguistics

Animal communication/language

Sign/gestural language

Gender differences in language

Evolution of language

Neural mechanisms of language

Speech production and perception

.1.

PSYC 367

NAME

Cognitive aspects of language comprehension

COURSE CONTENT -

continued

I Semantics

II Internal Lexicon & Lexical Access

ifi Imagery in Language

IV Sentence & Discourse

Perception and Production of Written Language

Language Disorders

Language and thought

Multiingualism

The Context of Language: Nonverbal Communication

I Facial Expression

II Voice Qualities

Ill Gesture and speech

The Context of Language: Social Issues

I Pragmatics

II Conversational Discourse

Developing a model for multidisciplinary understanding of language

LABORATORY EXPERIMENTS 

-

Demonstrations of lexical experiments

- AV presentation of speech characteristics

- AV presentation of language deficits (aphasia)

- Demonstration of imagery & metaphor effects

- AV presentation of facial expressions and gestures accompanying speech

.Ron Lave. Ph.D.

Fundamentals of Clinical Psychology

DATE: Fall

REVISION DATE: 1 November

19 93

PSYC

375

NAME

Considers the scientific and clinical aspects of the discipline of clinical psychology. Both traditional roots

and recent developments in the field are discussed. Traditional topics include: models of clinical

psychology, methods of assessment and modes of intervention. Recent developments will focus on clinical

health psychology, using a biopsychosocial perspective.

PSYC 101, 102 and two 200-level psychology courses, or

permission of the instructor.

COURSE COREQUIS1TES: ?

STUDENTFOR

EACH

Laboratory

Seminar.

20 hrs

Other

Learning

- specify:

hrs

TOTAL ?

60 HRS

TRANSFERUCFV

CREDIT

(Equivalent, Unassigned, Other Details)

UCFY CREDIT

[I] ?

NON-CREDIT .

TRANSFER STATUS

UBC

SFU

Other

UVIC

.....

PSYC

375

NAME

PSYC 343 - Psychology of Health

COURSES FOR WHICH

THIS IS A

PSYC

RELATED

241 -

COURSES

Psychopathology

PSYC 306 - Psychological Assessment

TEXTBOOKS, REFERENCES. MATERIALS (List reading resources elsewhere)

Nietzel, Bernstein, & Milicha. (1991). Introduction to Clinical Psychology, 3rd ed,

Englewood Cliffs, NJ: Prentice Hall.

A book or series of articles on a major issue or area of Clinical Psychology, such as therapy

outcome research, or therapeutic relationship.

To survey and study the profession

of Clinical Psychology.

To critically evaluate research assessment, intervention, and professional issues.

Lecture, Demonstration, Small group practice, Discussion, Audiovisual presentation, Student seminar

Research paper or project

Seminar presentation ?

-7o

3 of 3

PSYC

375

NAME

Overview and introduction to course. Definition and history of clinical

WEEK

TOPICS

READINGS

Ch 1 N

psychology and clinial health psychology.

Ch 1 G

Clinical psychology as a profession: education, training, regulation, and

Ch 12, 13

ethics. Expanding roles for psychology in health care: health psychology,

behavioral medicine, and neuropsychology.

Perspectives in clinical psychology: psychodynamic, behavioral,

C4.2

phenomenological. Biopsychosocial perspective in health psychology.

Ch 1, 2 G

Assessment and interviewing. Seminar presentations.

Ch 3

4 N

Psychological testing and observational methods. Seminar presentations.

5, 6 N

QUIZ. Evaluation of therapeutic interventions. Evaluation of related

EXAM

Clinical intervention: overview. Psychodynamic therapy. Seminar

Ch 7, 8 N

Behavioral and cognitive therapy. Phenomenological therapies. Seminar

Ch 9,

ION

Stress, health, and illness: psychological factors. Stress psychophysiology.

Ch 3, 4 G

Personality, stress resistance, and health.

Ch 6,19 G

Clinical health psychology interventions: Relaxation (physiological);

10 G

cognitive.

Self-regulation: theoretical and applied considerations.

Ch 11 G

EXAM

(as scheduled)

* N: Nietzel G: green

NOTE: Any changes in the schedule will be announced in class.

-7,.

Zoe Dennison

COURSE

DESIGNER

DEPARTMENT: Psvcholov

IMPLEMENTATION DATE:_January

1995

Psytholov 383

Drugs andr Behavior

Basics of psychopharmacology, with emphasis on understanding neural communication and how this is

related to

human

behavior. Topics covered include how neurotransmitters work, how drugs affect

neurotransmitters, the relationship between neurotransmitters and behavior, hormones and behavior,

neurochemical deficits in neurodegenerative disease and psychopathy, and theories of addiction.

Psyc 101, 102, Psyc 280 or permission of instructor

10 hrs ?

hrs

Seminar. 10 hrs

eld Experience ?

hrs

TOTAL ?

60 HRS

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

UBC

SFU

UVIC

Other

jA- .)

i;.

2 of 3

NAME

COURSES FOR WHICH Tills IS A

:i :

Zi1iiPi

PREREQUISiTE:

TEXTBOOKS, REFERENCES. MATERIALS (Ust reading resources elsewhere)

Basic Neurochemistry, 4th Ed. G. Siegel, B. Agranoff, R.W. Albers, P. Molinoff (Eds.)

1989 Raven Press; New York

Students will understand the basic mechanisms of neural transmission.

Students will understand the major classes of neurotransmitters and how drugs interact with this

system.

Students will understand both the overall relationship between neurochemistry and behavior and

specific examples of this relationship.

Students will understand the consequences of malfunctioning of neurochemical mechanisms.

Students will be able to place this knowledge in a societal context.

MFFHODS:

Lecture, demonstrations, discussion/class participation, AV presentations.

15%

Introduction to Psychopharmacology

NAME

Basis of neural communication

Neurotransmitter Overview (includes drug effects on each neurotransmitter system)

Amino acid transmitters

Putative neurotransmitters

Relationship with complex behaviors

Psychopharmacological Deficits

Neurodegenerative diseases

Psychopathology (includes basis of pharmacological treatment)

Societal Issues

Legality

Theories of addiction

AV presentation of drug effects followed by discussions and/or written reports

- student research proposals

7L1-

NAME & NUMBER OF COURSE DESCRIPTIVE TITLE

DEPARTMENT: Psychology

IMPLEMENTATION DATE: Januar

1994

PSYC 386

L')

Social Ps

y chology

of Groups ?

Focus of theory and research in area of group dynamics. Topics include research methods; group formation,

development and socialization; social influence and power; leadership; performance and decision making;

and application to such topics as aggression, social support and crowding.

Psychology 101, 102 and 260, or permission of instructor

hrs

Other -

TOTAL ?

60 HRS

fl ?

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

NON-TRANSFER ?

UBC

SFU

UVIC

UNBC

OLA

(44'..

Yialer

e Hunt, Ph.D.

OUTLN93fl

2/DD

15.

Page 2ot3

PSYC 386

NAME

TEXTBOOKS, REFERENCES. MATERIALS (List

reading resources elsewhere)

Forsyth, Donelson, R. (1990). Group d

READINGS: To supplement the text, readings from contemporary journals will be assigned.

Students will become familiar with methods used to study groups and with methodological and

ethical problems associated with such research.

Students will become familiar with theory and research in such areas as group formation and

development; group influence and interaction; group performance and decision making; and conflict.

Students will become familiar with applications to such topics as social dilemmas, stress and

crowding.

Students will develop an ability to integrate material and to generate new, questions about groups and

group behavior.

Laboratory activities: discussion of assigned readings; films and videotapes; demonstration research

activities.

Laboratory work and assignments

Midterm examination ?

30-40%

20-30%

Final examination ?

40-50%

Laboratory activities will be related to course content and will include discussion of assigned readings, film

and.videotape presentations, and participation in demonstration research projects. Evaluation of students

will be based on quizzes and written work.

fl'

1(0%

3 of 3

PSYC 386

NAME

- common features of groups

Overview

psychological and sociological perspectives

- basic, applie and action research

Research: measurement and methods

- observational and self-report measures

- case studies

- correlational designs

- experimentation

- methodological and ethical issues

Group formation, development and socialization

- advantages of group membership

- determinants of attraction to groups

- stages of group development

- group socialization processes and stages

- roles, authority, attraction and communication within groups

Groups and social influence processes

- conformity

- majority vs minority

- normative, informational and interpersonal influence

- power, tactics and reactions

5. Leadership

- definition

- theories of leadership

- leader effectiveness

6. Individuals in groups.

• - effects of groups on performance

- effects of groups on decision making

7. Conflict

- conflict within groups

- conflict between groups

Applications

- environment

- social support and change

77.

DATE: 17 Novermber 1993

REVISION DATE: 31 December 1993

PSYC 491

Selected To

p ics in Ps

chology

This seminar course critically reviews theory, methods, and research results in a selected sub-field of

psychology. Students should check with the Psychology Department to determine the content area and

prerequisites for a particular semester.

Permission of the Department.

Directed

TOTAL

60. HRS

Fxxj

TRANSFER STATUS (Equivalent, Unassigned, Other Details)

I. Li

SFU

UVIC

UNBC

Ronald La

e, Ph.D. ?

7. ?

PSYC 491

NAME

Various, depending on content area.

TEXTBOOKS. REFERENCES. MATERIALS (List reading resources elsewhere)

Most typically, a series of journal articles, or an edited text in the content area, or

combination journal articles and text.

For students already having some background in research methods and the content area of the seminar:

to critically evaluate the literature, including problem definition, historical context, methods of

investigation, theory, and research results;

to examine issues in research design;

to explore current and future directions in the literature.

Mostly a combination of seminar presentations, laboratory experience where appropriate and possible, and

some lectures.

STUDENT. EVALUATION PROCEDURE:

(May vary depending on instructor)

Seminar presentations

30-60%

Project or research proposal 20-40%

The proposed course outline is for Selected Topics in Psycholo

y: Health Psycholo

y. Other proposed

content areas, for future development, include: Clinical Neuropsychology, Judgment and Decision Making,

and Social Psychology.

79.

PSYC 491

NAME