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S.94-66

To:

Subject:

SIMON FRASER UNIVERSITY ?

MEMORANDUM

From: ?

Undergraduate Curriculum Revisions

Date:

November 15, 1994

Faculty of Applied Sciences

Action undertaken by the Senate Committee on Undergraduate Studies and the Senate

Committee on Academic Planning gives rise to the following motion:

Motion:

"that Senate approve and recommend approval to the Board of Governors

the curriculum revisions for the Faculty of Applied Sciences as set forth in

S.94-66 as follows:

S.94 - 66a

School of Communication

S.94 - 66b ?

School of Computing Science

S.94 - 66c ?

School of Engineering Science

S.94 - 66d ?

School of Kinesiology"

In all

cases

agreement has been reached between the Faculty and the Library in the

assessment of library costs associated with new courses.

k ?

S.94-66a

School of Communication

Individual Study Semester

ii)

New courses -

CMNS 224 - 3

Social Issues in Communication

CMNS 423 - 4

Negotiation as Communication

SCUS94Sa

Simon Fraser University ?

MEMORANDUM

To: Parveen Bawa, Associate Dean

From: Bill Richards

Faculty of Applied Sciences

Director, Undergraduate Studies

School of Communication

Subject: Curriculum Revisions

Date: 8 October, 1994

The School of Communication has approved the following revisions to our Undergraduate

Program on October 6, 1994. These changes include two new courses and substantial revisions

to our Honors Progam. The new course proposals, a description of the changes to the Honors

Program, and proposed Calendar revisions are attached. We requested a library report about two

weeks ago and will forward it as soon as it arrives. The School of Communication agrees to

Changes

1. Delete CMNS

499-15, Individual Study Semester.

This course provided a way for students to do what amounted to an honors project without

receiving an honors degree. As the entry requirements for this course are essentially the same

as the entry requirements for the honors program, anyone wishing to do this course could just

as well do an honors degree, so this course serves no real need.

Add the following courses

CMNS 224-3, Social Issues in Communication

and

CMNS 423-4, Negotiation as Communication

3. Modify

the following courses

Replace

CMNS 497-2, Honors Colloquium with CMNS 497-5, Honors Research Proposal

and

CMNS 498-16, Honors Project with CMNS 498-10, Honors Research Project

The modifications to these courses are described under "Modifications to the Honors

Program."

. ?

4. Modify

the way prerequisites for upper level CMNS courses are handled for some

honors students.

NEV COURSE PROPOSAL FORM

L Calendar Information

Department:

Communication

Abbreviation Code:

Credit Hours:

of Course: Social Issues and Communication

Calendar Description

of Course:

This course introduces students to thefoundations of interdisciplinary analysis for the study of

communication by examining how social issues are represented within the media and popular culture:

The course examines images and arguments that characterize debates over social issues such as poverty,

sexuality, morality, crime, and the economy. Several critical perspectives on how "commonsense"

understandings of social issues gain popularity in the media will be analyzed in terms of the relationship

of power to knowledge and of political economy to systems of representation and communication.

Nature of Course: Lecture/Tutorial

Prerequisites (or special instructions): Required: a) at least 30 credit hours; b) one course in any of

English, History, Philosophy, Contemporary Arts, or Humanities; and c) one course in any of Sociology,

Anthropology. Political Science, Psychology, or Womens' Studies. Strongly recommended: CMNS 110.

What course(s), if any, is being dropped from the

calendar if

this course is approved: No courses

will be dropped; it will be taught by a new faculty member.

Scheduling

How frequently will the course

be offered?

Once a year

Semester in which the course will first be offered? 1996-1

Which of your present faculty would

be available to make the

proposed offering possible? Gail

Fauischou will be the primary instructor; the course could also be taught by Paul Heyer, Martin Laba,

Alison Beale.

Objectives of the Course (rationale) The course is designed as a foundation theory course for the

undergraduates in Communication. Its purpose is to providéstudents with theoretical and practical

background in comparative historical and interdisciplinary analysis. Students will develop comparative

analytic skills by reading and viewing texts in a wide range of genres in communication. This course will

be most useful for students who intend to take CMNS 304, 310, 323, 331, 334, 345, and 365.

Budgetary and Space Requirements (for

information only)

What additional resources will be

required in the following areas:

Faculty:

None

Staff: None

Library: None

Audio Visual: Already sufficient

Equipment:

Dean ?

SOCIAL ISSUES AND COMMUNICATION, CONT'D...

RATIONALE FOR NEW COURSE PROPOSAL

SCHOOL OF COMMUNICATION

CMNS .224-3

RATIONALE:

This course is designed as a foundational theory course for the undergraduate

curriculum in the School of communication. Its main purpose is to provide students

with a background in comparative historical and interdisciplinary analysis. In

addition to reading and viewing texts in a wide range of genres in communication,

students will practice developing their comparative analytic skills in various class

assignments. I have discussed this course with many of my colleagues in the

School who had expressed concern that students are enrolling in third and fourth

year courses without an adequate theoretical background to undertake expected

assignments. In particular, this course will assist to prepare students for CMNS

304,

310, 323, 331, 334, 345, and 365.

REQUIREMENTS:

First assignment: 4 page critical analysis

10%

Take-home Mid-term test (10 pages)

25%

•

Second Assignment: 10 page critical analysis

Two reading kits available at the University Bookstore

(Two copies of kits will be placed on reserve in the Library)

PROVISIONAL TOPIC OUTLINE

NOTE: Readings given below are primarily sources for lectures. Only a selection of

these sources will constitute readings for students..

INTRODUCTION; Critical Reading and Writing

Sources: Linda Flower, Problems Solving Strategies for Writing.

FRAMEWORKS OF EXPERIENCE

Sources and Readings: "Frameworks of Experience."

Philosophy of the Social

Sciences, Vernon Pratt;

The everyday World

Problematic,

Dorothy Smith; Ways

of Seeing, John Berger; Selections from

The Burnside Community History Book.

SOCIAL ISSUES AND COMMUNICATION CON'T

SYSTEMS OF REPRESENTATION I: NINETEENTH CENTURY PARADIGMS IN POLITICAL

ECONOMY:

Sources and Readings: Property

and Prophets: Economic

Institutions

and Ideologies,

E.K. Hunt;

The Order of Things,

Michael Foucault. Selected readings from J.S. Mill,

Karl Marx and Adam Smith.

CLASSICAL HUMANISM, LIBERAL DEMOCRACY, AND THE PUBLIC SPHERE

Sources and Readings: Beyond Economic Man: Feminist

Theories of

Economics,

ed.

Marianne A. Feber and Julie A. Nelson.Life

MacPherson, "Rethinking the Public Sphere; A Contribution to the Critique of

Actually Existing Democracy", Nancy Fraser, in

The

POVERTY AND REPRESENTATION I

Sources and Readings: Selections from

The Holy

Bible, David Copperfield,

the

Poor,

Brian Green;

"Krzsztof \Vodiczko's Homeless Project and the Site of Urban 'Revitalization",

POVERTY AND REPRESENTATION II

Sources and Readings: "God's Sanitary Law: Slum Clearance and Photography in Late

Nineteeth Century Leeds", and "The Currency of the Photograph: New Deal

Reformism and Documentary Rhetoric", in

The Burden of

Representation

Johnathan Tagg.

"The Welfare State and Moral Regulation" Nancy Fraser and Linda Williams

CRIME THE MEDIA, POLITICS AND MORAL PANICS

Sources and Readings: Policing

The

King,

Reading Urban Uprising,

ed. Robert

Gooding-Williams.

Crack

Wars, Avital Ronell. Screenings of selections from network

television "reality" cop shows.

[I]

SOCIAL ISSUES AND COMMUNI CATION

CON'T

SYSTEMS OF REPRESENTATION 11: RACE, SEX AND SCIENCE IN THE NINETEENTH

CENTURY

Sources and Readings: Racist Culture ,

David Goldberg; Race

and Empire in British

Politics ,

Paul B. Rich;

Race: The History of an Idea in America ,

Thomas F. Gosset;

The

History of Sexuality vol 1, Michael Foucault.

US AND THEM: ANXIETY, ENVY AND IMAGES OF THE OTHER

Sources and Readings: "Stereotypes", in

Disease and Representation: Images of

Illness, Madness and Sexuality,

Black

Jean Paul Sartre; Reading

National Geographic ,

ed. Jane

Collins 'and Catherine Lutz

10)

SOCIAL ALLEGORIES AND THE POLITICAL UNCONSCIOUS

Sources and Readings: "Reification and Utopia in Mass Culture" and

The Political

Unconscious, Frederick Jameson; "Black Ladies, Welfare Queens and State Minstrels:

• ?

Ideological War by Narrative Means", Wahneema Lubiano

,Metaphors We Live By,

George Lakoff.

11)

GOOD AND EVIL:- MORAL CODING AND THE RHETORIC OF SELF-RIGHTEOUSNESS

Sources and Readings: "Hill, Thomas and the Use of Racial Stereotype" Neil I. Painter,

"Legitimation Ads, The Story of the Family'and How it Saved Capitalism",

Reading Ads

Socially, Robert Goldman; "Policing Aids", Simon Watney;

Beyond Good and Evil,

Friedrich Nietzche;

Real Woman and the Politics of Abortion ,

Lorna Irwin (Ph. D

thesis, York University, 1991)

12)

CONSUMING IMAGES: HUMANISM AND THE AMERICAN DREAM

All Consuming Images,

Stuart Ewen, "Consuming Social Change: The United Colors of

Benetton", in

Disturbing Pleasures,

Henry Giroux.

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Calendar Information

Department: Communication

CMNS New

2-2-0

Title of Course: Negotiation as

Communication

Calendar Description of Course: This course provides frameworks and tools through which to

understand and evaluate negotiation as a form of communication. The objective of the course is

to provide an understanding of the role of communication in the negotiating process, and the

consequences of different kinds of negotiation strategies in intercultural, international,

competitive, and conflictual situations. It combines theoretical discussion with practical case

studies, involves guest-negotiators and analysts, and provides an appreciation of the world-wide

scale and importance of negotiation as a basis for clarifying relationships.

Nature of Course: Lecture/Seminar

Prerequisites (or special instructions): One of CMNS 322 or CMNS 346

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

None. This course has been offered as Special Topics several times.

Scheduling

How frequently will the course be offered? once every four semesters

Semester in which the course will first be offered? 1996-1

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

Jan Walls and Bob Anderson

Objectives of the course (rationale) The course extends the material discussed in CMNS 322

(Communication in Conflict and Intervention) and CMNS 346 (International Communication)

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

NEGOTIATION AS COMMUNICATION

0 ?

Robert Anderson and Jan Walls

Course Description:

This course provides frameworks and tools through which to understand and evaluate negotiation

as a form of communication. The objective of the course is to provide an understanding of the role

of communication in the negotiating process, and the consequences of different kinds of negotation

strategies in intercultural, international, competititive, and conflictual Situations. It combines

theoretical discussion with practical case studies, involves guest-negotiators and analysts, and

provides an appreciation of the world-wide scale and importance of negotiation as abasis for

clarifying relationships.

Rationale:

The course extends the material discussed in Cmns 322 (Communication in Conflict and

Intervention) and Cmns 346 (International Communication).

Course Outline:

Week 1 Concepts and Definitions -- negotiation, mediation, arbitration. Communication in

different contexts: frame analysis.

• Erving Goffman, Frame Anal

y sis. Harmondsworth: Penguin, 1974.

• Erving Goffman, The Presentation of Self in Ever

y da y

Life, Basic Books, 1962

Is ?

frameworks)

2 Recapitulation of Conclusions of CMNS 322 (e.g. conflict analysis

frameworks) and CMNS 346 (e.g. institutional, cultural and discourse factors in

cross-cultural miscommunication). Domestic and international examples.

Linda L. Putnam and Michael E. Roloff (eds.), Communication and Negotiation.

Newbury Park, Calif.: Sage, 1992.

Week 3 Language and Negotiation: interpretation and translation of situations. How

differences in language and institutional context create challenges for capturing both

letter and spirit in translation. Examples from French-English experience in Canada.

• P.H. Gulliver, Disputes and negotiations: a cross-cultural perspective. New York:

Academic Press, 1979.

• Gerard I. Nierenberg, The Art of Negotiating. New York: Hawthorn Books, 1968.

Week 4 Intercultural Negotiation: institutionally conditioned differences in negotiation ?

style. Examples from Japanese, Chinese, and First Nations experiences.

• Oded Shenkar and Simcha Ronen, "The cultural context of negotiations: the

implications of Chinese interpersonal norms".

The Journal of Applied Behavioral

Science,

23 no 2, 1987, 263-75.

• Glen Fisher, "International negotiation: cross-cultural perception".

The Humanist,

43,

•N/D '83, 14-18.

• Program on Conflict Resolution (University of Hawaii) Researching Disputes Across

Cultures and Institutions, 1990.

Week 5 Negotiation

in Bilateral and Multilateral Situations --

Differences between

dyads, networks, and free-for-alls. Examples from labour-management, local land-use,

. ?

and United Nations experiences.

• Jacob Bercovitch and Jeffrey Z. Rubin (eds), Mediation in International Relations.

New York, St. Martins Press 1992

• Frank Fischer and John Forester (eds.), The Argumentative Turn in Policy Analysis

and Plannin g . Durham, N.C.: 1993.

Week 6 Case

study: International

Negotiation

(states, statutory negotiation,

jurisdictions).

• Bertram I. Spector (ed.), International Environmental Negotiation: Insights for

Practice. International Institute for Applied Systems Analysis, 1992.

• Oran R. Young, "Negotiating an International Roulette Climate Regime: The

Institutional Bargaining for Environmental Governance" in Nazli Chouri (ed) Global

Accord: Environmental Challenges and International Responses, Cambridge Mass, MIT

Press, 1993.

• I. William Zartman, International Multilateral Negotiation: Approaches to the

Management of Complexity. San Francisco, CA: Jossey-Bass, 1994.

MID-TERM TEST

Week

Case

study: Negotiation in

Competitive Situations

• Vincent P. Crawford, "Explicit communication and bargaining outcomes",

The

American Economic Review,

80, My 1990, 213-19.

• Roger Fisher and William Ury, Getting to Yes. Toronto, Penguin, 1991.

Week 8 Case study: Negotiation in Conflict Situations

• Roger Fisher and Scott Brown, Getting Together: Building Relationships As We

Ne g

otiate. Toronto: Penguin, 1989.

• Lana M. Hinshaw et al, "Attitudes toward women and approaches to conflict

resolution in college", The Journal of Social Psychology, 133,

1993,

865-7.

Week 9 Negotiator as Heroine/Hero, and Negotiator as Tragic Failure

• Deborah M. Kolb, The Negotiators. MIT Press, 1985.

• Deborah M. Kolb and Associates, When Talk Works: Profiles of Mediators. San

Fransisco, Jossey-Bass Publishers, 1994.

Week 10 Case

study: Negotiation

and Team-Work:

the special world of committees,

boards, councils.

A. G. Bailey, The Tactical Uses of Passion, Cornell University Press, 1985

Guy 0. Faure and Jeffrey Z. Rubin, Culture and Negotiation. London, Sage

Publications, 1993.

Week 11

Negotiation and Communication Media -- How communication technologies

and mass media markets may aid and hinder negotiation procedures. Examples from

public sector employee-management negotiations.

use of current video examples

Week 12 Negotiating Nationhood: regional, economic, linguistic and ethnic images and

interests. Examples from the Canadian experience.

Leonard Doob, Intervention - Guides and Perils. New Haven, Yale University Press,

1993.

Case Studies

environmental negotiation

workplace negotiation,

domestic conflict negotiation,

summit diplomatic negotiation

international business negotiation

Changes for the Honors Program - I of I

Proposed change in the Honors program in Communication

Currently

a) The current program calls for one

16-credit independent study semester

(CMNS 498-16) followed by a two-credit

Colloquium (CMNS 497-2) at which the

results of the Honors project are presented

to the student's committee and to other

Honors students. The great majority of

students ask

for deferrals in CMNS 498

because they are unable to finish the

•

project in one semester.

Proposed

a) The program will be split into two semesters. In the first

semester students will enroll in a 5-credit course (CMNS

497-5)

entitled "Honors Research Proposal." This course

will be offered every year in the fall semester. It will have

regular meetings and be run as a seminar. In this course

students will prepare a formal proposal for their research.

The proposal will include a literature review, a rationale

for the proposed research, and specific description of

procedures to be used, data to be collected, and analyses

to be conducted. Students will discuss their research

topics with one another and will make presentations at

various points in the semester as they tackle different

parts of their proposals. The final product of the course, a

formal research proposal, will be presented in an oral

exam chaired by the professor responsible for the course

and attended by the student's honors supervisor. The

goal is to assure that students enter the research semester

with the background knowledge and analytic skills they

need to conduct their projects. This course will be the

responsibility of the Director of the undergraduate

studies committee.

The second semester, Honors Research Project, will

be a 10- credit course (CMNS 498-10) in which they

enroll when they are ready to conduct their research. This

new course will be organized in a fashion similar to the

current 16-credit study semester, except that the content

of the current two-credit Honors Colloquium (CMNS

497) will merged into this course, with the presentation

being held at the end of the semester.

b) lionors students are not distinguished from

b) First class Honors students, those whose CGPA is above

other students when prerequisites are ?

3.5, may have all prerequisites waived for CMNS

assessed when they register for courses,

courses. If, for example, such an Honors student wishes

to enroll in a 400-level CMNS course for which s/he

does not have the prerequisites, the prerequisites will be

waived. This will give superior students an opportunity to

expand the range of their studies. As there is a risk that a

student's performance will suffer because a prerequisite

course has not been taken, responsible Honors students

will exercise this privilege carefully.

IC.

Calendar changes for honors program - 1 of 2

Proposed Calendar changes

Delete the section on page 68 headed "Individual Study Semester".

Replace the section on page 69 headed "Honors Program" with the following

Honors Program

Admission

Communication majors wishing to apply to the honors program should obtain the

appropriate application form from the Communication general office.

The deadline for

application submission is March 15th each year.

In terms of course requirements, the

main difference between the regular Communication program and the Honors

program is that Honors students must complete an

. Honors Project (described below).

The application form requires the student to describe the proposed Honors project

and obtain the signatures of: the director of the Undergraduate Studies Committee,

who must approve the project; a Communication faculty member who agrees to

supervise the execution of the project; and one other faculty member who agrees to

be on the student's Supervisory Committee.

The School reserves the right to limit the number of honors students if faculty

resources are not available for their supervision. In such a case, priority for

registration in the honors program will be given to the students with a higher CGPA.

Admission to the honors program requires a cumulative grade point average of 3.0 for

the following courses:

Other admission requirements are as follows:

-- successful completion of at least one of CMNS 260-3 or CMNS 261-3 and one of

CMNS 301-4, 362-4, or 363-4.

- a minimum grade point average of 3.0 in Communication courses

- completion of 75 semester hours of university course work with a minimum

cumulative grade point average of 3.0 or higher

-• approval and signature of a faculty member willing to advise the honors project.

Students having difficulty finding an honors supervisor should contact the School's

Undergraduate Advisor for assistance.

Continuation

To remain in the honors program, students must

- maintain a minimum grade point average of 3.0 or higher for all courses taken in

each semester

-- maintain a minimum grade point average of 3.0 or higher for all Communication

courses taken in each semester

Students not meeting the requirements may be dropped from the program but may

apply for readmission at a later date.

Calendar changes for honors program -2 of 2

• ?

Completion

To receive an honors in Communication, students must

-- meet the graduation requirements for a degree in Communication

- meet the honors graduation requirements of the University and the Faculty of

Applied Sciences

-- successfully complete an honors project (CMNS 497-5 and CMNS 498-10)

-- obtain certification by the Undergraduate Studies Committee that the program has

been satisfactorily completed.

The Honors Project

Students must have completed at least 90 credit hours of university work, with at least

20 credit hours in upper division Communication courses before enrolling in the

honors project. A plan must be approved by the faculty supervisor and by the director

of the Undergraduate Studies program before work is begun. A pamphlet describing

the requirements for the honors project can be obtained from the Communication

General Office.

The honors project is carried out in two stages: CMNS 497-5, Honors Research

Proposal, and CMNS 498-10, Honors Research Project. CMNS 497 will be offered

• ?

every fall semester. Students may enrol in CMNS 498 in any semester subsequent to

the one in which they complete CMNS 497.

/1:)

S.94-66b

School of Computing Science

Discrete Mathematics I

MACM 201 - 3 ?

Discrete Mathematics II

CMPT 407 - 3

Computational Complexity

CMPT 417 - 3 ?

Intelligent Systems

ii)

Changes to Major and Honors requirements

iii)

Changes to Minor requirements

iv)

Changes to Certificate Program

For Information:

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

revisions as detailed in SCUS 94 - 8 b:

Change of prerequisites: CMPT 105, 201, 275, 290, 300, 305, 307, 354, 383, 384, 400, 410,

413,461,480,483

Change of credit hours: CMPT 479

SCUS94 -8 b

. ? Simon Fraser University

MEMORANDUM

To:

l'arveen Hawa, Associate l)can ?

From:

Ze-Nian Li

l'a(LIlt.V of Applied Sciences

Director, Undergraduate Programs

Computing Science

Subject: (

urricul urn Revisions

I Date:

October 11, 1994

Pkase forward the following curriculum revisions from the School of Computing Science to the

Senate Committee

OJI

U II(lergradnate Studies.

'I'his package iiicliides revisions approved by the School of Computing Science and the l'aculiv of

Applied Sciences in years 93-91 and 91-95 so far. MACM 101, 2() 1 proposals were recently oved

appr

the ["acult of Science (Sept. 29, 1994). The proposed new courses incur virtually no additional

library costs. Should there be ally need of purchasing new library books. the School of Computing

Sen'Iu4'

will arrange it.

I am still waiting for the Library Report on CMPT 407 and 417. I was told that Ralph Stanton

was just, back from a vacation. Also, I am waiting for the support letter from Math for CMPT

107.1

'Hu' approved changes are as follows:

.Nu'w

courses:

M A( NI 101 l)iscrete Mathematics I

Ni A( v1 201 l)iscrel.e Mathematics II

CM PT 107 Conupu ta.tional Complexity

CM I"I' 'I I 7 Intelligent, Systems

2. Changes in existing courses:

al Prerequisite cluaiige

I. (

CM PT 105.

b) Prere(Inisil,e cluauiges to CM PT 201, 275, 290, 300,

305,

307,

354,

:383. 384. 400. 410. 113.

461,

and 13. to introduce MACM 101 and/or MACM 201 as appropriate.

e ) (

lua.nge ( M I"I' 179-1 to CMPT 479-3

luavuges to the (

Ni I''I'

Major and Honors requirements to introduce

ACM 101 and NI ACM

201.

Cluang's to the CM PT Minor requirements to introduce MACM 101.

('ita.uugrs

the Certificate Program in Computing Studies requirements to introduce MACv1

II) I

/171

Rationale for New Courses ?

School of Computing Science

MACM 101 & 201 -

Discrete Mathematics I

Rationale: This two-course sequence on discrete math aims to give students a. better

;iiuleist.atiling

in one of the fundamental subjects in Computing Science. After the introduction of MAC .M 101

and 201, CMPT 205 and MATH 243 will be phased out. Other related changes

to (uliipnhitig

Science programs are described later in this document.

CMPT 407 - Computational Complexity

Rationale: Computational Complexity is essential to the study of Computer Science. The coti

was offered before as CMPT 109 - Special Topics in Theoretical Computing Science. It,

is tiuw

proposed to be created as a, new course.

** This course should be added to Table 1 - Computing

. Science ConcelIi.ra.tiouls (I'. 70 S I'll (

enda r) under

Theoretical Coin puting Science.

CMPT 417 - Intelligent Systems

Rationale: This course on Intelligent-/ Expert Systems was offered as CM PT 4 19 - Special Topics

in Artificial Intelligence for the last five years. By creating CMPT 4 17, (a.) the course will have

its

proper title, (b) the prerequisites will be more appropriate (changed from CMPT 410

1,0

CMP'l'

201, 205 and 384).

** This course should be added to Table 1 - Computing Science CoIlcntrations (P. 70 SlU Cal-

Intelligence.

Program Alteration and Rationale: CMPT Majors and Honors Program

School of Computing Science

The tower division requirements of the CMPT Major and Honors programs are changed as follows:

Introduction to Formal Top-

275-4

Software Engineering

ics in Computing Science

Discrete Mathematics I

Systems

201-3

Discrete Mathematics II

Elementary Linear Algebra

232-3

Elementary Linear Algebra

Elementary Formal Logic II

Introduction to Probability

STAT

270-3

Introduction to Probability

and Statistics ?

and Statistics I

Rationale:

'I'}u'se changes have several benefits.

I. This relieves a problem recognized by all CMPT 205 instructors: the course has too much

material for one semester.

An earlier exposure to formal topics in discrete mathematics topics is quite useful for second

year CMPT courses.

A niore

ill-(lOptli

exposure to this area is necessary to support the required third-year theory

course CMPT 307 and other upper division courses.

I. 'Flie new two-course MACM sequence resolves a long-standing point of contention between

Mathematics and Computing Science about the overlap between CMPT 205 and MACM

213. This was of a particular concern for joint programs such as MSSC and MACM Joint,

Honors. Now the conflicting courses CMPT 205 and MATH 243 are both to he phased out.

and replaced by lime (ommipk'mnemlLary courses MACM 101 and M ACM 201

//2

Program Alteration and Rationale: CMPT Minor Program ?

School of Computing Science

The lower division requirements of the CMPT Minor program is changed as follows:

Req

ComputingFundanientalModula

Data

tro

andEiigineeriiigdliction

MATH

001-3151-3 

Calculus

Critical Thinking

PHIL 001-3 Critical Thinking

Rationale: This change updates the CMPT Minor program to use the new course MACM 101 in

place of the old course

CMPT 205.

Program. Alteration and Rationale: Certificate in Computing Studics

School of Computing Science

The

required

courses of the Certificate

Computing Studies are changed as follows. (There is no

change to the elective courses.)

Current Requirements

-.

Revised Requirements

iviPT ?

098-3 

Computers, ?

Applications

CMPT ?

098-3 

105-3 

Fundamental Concepts of

101-4

Modula-2 (or 104)

Computing

105-3 

205-3 iiitroductioii to Formal. Top-

ics in Computing Science

.•.

275 1 Software Etigiiieeriiig

275-4 Software Engineering

MACK

101-3

Discrete Mathematics I

Rationale: This change updates the Certificate in Computing Studies pt'ograui i ns•' the ui'w

course MACM 101 in place of the old course

CMPT 205.

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Ahhrevjai.joii Code: MACM

Course Number: 101

Credit Hours: 3

Vector:

3-0-0 ?

'i'itIc of Course: Discrete Mathematics I

Calendar Description of Course:

Introduction to counting, induction, automata theory, formal reasoning, modular

arithmetic.

Nature of Course:

Lecture

I'rerequisites (or special instructions):

BC Math 12

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

MATH 243 and CMPT 205 will be phased out.

2. Scheduling

how frequentl

will

the course he offered? Every semester.

Seuiestei' in

v1ucli the

course will first be offered: Summer

1995

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

Aispach, B. Bhattacharya,

T. Brown, L. Goddyn,

A. Gupta, K. Heinrich, P.

Hell, A. Liestman, J. Peters,

N. Reilly, T. Shermer

Objectives of i/ic ('iii.:

This is an introductory course in

Discrete

Mathematics

for students of both

Mathematics and

Computing Science. It is part of a two-course sequence with

MACM 201.

/.huiyctary and Space Requirements

(foi' information only)

What additional resources will be required in the following areas:

See attached course outline.

Chair, Mat.lik: Stats

Dean, Applied Sciences

Chair, SCU

Detailed Course Outline

MACM 101

Note that there may be some shift in topics depending on the text choseii.

the long run we will

probably work towards developing our own set of "units" for this course.

1. Set Theory [0 weeks. Students will be expected to know this material from high-school and will be

asked to review it from the text.]

(a)

subset, union, intersection, complement

2. Counting [4 weeks]

Permutations and Combinations

introduction to probability theory

(g)

pigeon hole principle

(h)

introduction to recurrence relations

3. Formal Reasoning [6 weeks]

(a)

informal vs formal arguments

(b)

propositional calculus: connectives, laws, inference rules, truth tables

(c)

introduction to predicate calculus

(d)

hoolean algebras: definition, boolean functions, CNF, DNF, simplifying expressions, prune iiripli-

cants

(e)

axiomatic development of naturals and integers, induction, (Euclid's algorithm), modular arith-

metic

(f)

program cotrectii,'.s: algorithms, partial correctness, loop invariants, pre and post conditions

4. Automata theory and Formal languages [2 weeks]

(a)

Finite state machines, deterministic vs non-deterministic

(b)

regular expressions, closure rules

(c)

intro to context.-fret

grammars

Reference hooks:

Biggs,

Discrete Mathematics,

Oxford University Press, 1991.

2. Dierker and \'oxman,

Discrete Mathematics,

Harcourt Brace, 1986.

Graham, Knuth. Pat.aslinik,

Concrete Mathematics,

Addison-Wesley, 199.

Johnsomibauglm,

Discrete Mathematics,

1990, 1993.

Roberts.

Applied cornbinatorics, 1984.

Ross and Wright.

Discrete Mathematics,

Prentice Hall, 1985.

Tucker,

Applied (Jomlunatorics, 1980, 1984.

•1

WIRA

SENATE COMMITTEE

ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Calendar Infoiiiia(ioii ?

Department: Mathematics/ Computing Science

Abbreviation Code: MACM

Course Number:

201 ?

Credit hours: 3

Vector:

3-0-0

Title of Course: Discrete Mathematics II

Calendar Description of Course:

A continuation of MACM 101. Topics covered include graph

theory, trees, rela-

tions, asymptotics, generating

functions and

recurrence relations.

Nature of Course:

Lecture

Prerequisites (or special instructions):

MACM 101

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

MATH 243 and

CMPT 205 will be phased out.

Scheduling

how frequently will the course be offered? Twice

per year.

Semester in which the course will first be offered:

Spring 1996

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

B. Aispach, B. Bhattacharya, T.

Brown,

L. Goddyn, A. Gupta,

Heinrich,

Hell, A. Liestman, J. Peters, N. Reilly, T.

Shermer

3. Objectives of the Course

This is a second course in discrete mathematics, for students of both Mathematics

and Computing Science. It is part of a two-course sequence with MACM 101

Discrete Mathematics I.

Budgetary and Spore ilequireinents

(for information only)

What additional resources will be required in the following areas:

See attached course outline.

Chair. Nla t.li.S tats

(9ct

fri

Dean, Applied Sciences

Chair, SCUS

Detailed Course Outline

MACM

201

Note that there may he some shift. in topics depending on the text

probably work towards devdopiiig our own set of "units" for

asyinptot.ics: algorithms, recursion, complexity of algorithms,

0, Q, e

(b)

generating functions: limits, sums, infinite sums, partitions, exponential generating functions

(c)

recurrence relations: first order linear, second order linear homogeneous, nonhomogeneous, using

cardinality, infinte sets, diagonalization

(b)

partial orders, Hasse diagrams

3. Graph Theory

[2.3

(a) representations, adjacency matrices

(b)

components, pails, cycles, degrees

(d)

hamiltoniami cycles, culcriau cycles, TSP

(e) shortest-path algori tIm ins

4. Trees

[2.5

weeks]

(a)

trees, rooted trees, binary trees

(b)

spanning trees, minimum spanning trees

(d)

applications of trees: decision trees, game trees, prefix codes, Huffman codes

Reference books:

Biggs,

Discrete Maiheniatics,

Oxford University Press, 1991.

2. Dierker and Voxman,

Discrete Mat./ienmalics,

Harcourt B'ace, 1986.

Graham, Knuth. Pata.slinik.

Concrete Mathematics,

Addison-Wesley, 1989.

4. Johnsonbaugh.

Thserch' Mathematics,

1990, 1993.

Roberts. A

pplied eu,:i hi no Ioi'it'.. 1984.

6. Ross and Wright.

D,.cc,e!c Mathematics,

Prentice hall; 1985.

7. Tucker,

Applied Coniliinatorics,

1980, 1984.

. ?

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

(

(II

iti/ar Iufoinwl.wiz ?

Department:

Computing Science

Abbreviation Code: CMPT

Title of (ourse: Computational Complexity

(1'aleiul ar l)vsc

01)

1011

of' ( on rse:

Machine models and their equivalences, complexity classes, separation theorems,

reductions, Cook's theorem, NP-completeness,

the polynomial time hierarchy,

hoolean circuit models and parallel complexity theory, other topics of interest, to

the students

and instructor.

Nature of Course:

Lecture

l'rerequisites (or special instructions):

CMPT

307

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

this course is approved:

None.

(**

This

course was

once offered as CMPT 409 - Special Topics in Theoretical

Computing Science. It is expected that CMPT 409 will be offered less frequently.)

Scheduling

how frequently will the course be offered?

Every second year.

Semester in which the course will first be offered:

95-3 at the earliest.

Which of your Pr('s('tmI, faculty would be available to make the proposed offering possible

B. Bhattacharya, A. Gupta,

P. Hell, A. Liestman, J. Peters,

T. Shermer

(.)hjcclives of the (?ourM'

Complexity theory is the study of the resource requirements for algorithmically

solving problems. As such, many of the fundamental questions in computer

science arise here. In this course, students will be introduced to this area

with a

particular emphasis on exposing students to the most promising lines of research.

Budgetary and

Space Requirements

(for information only)

\'Vlmat additional resources will be required in the following areas:

None

III)

See attached sheet.

IN-

Detailed Course Outline for

Computational Complexity

Calendar Description:

(a)

Course Outline:

vlacliiiw models and their equivalences, coiiiplexil.y classes. sepa ra

ti TI

theorems, reductions, Cook's theorem, NP-comleteness, the polytiounal time hierarchy,

boolean circuit models and parallel complexity theory, other topics of interest, to the

students and instructor.

(b)

Prerequisites:

CMPT 307. A fair level of mathematical sophistication is expected.

Place of the course within the computing curriculum:

(a)

Goals

the course:

The study of the complexity of problems is hecouiiiig tii(i'i'asiiily

important in computer science. This course

will

emphasis the classification of problems

in terms of their complexity and introduce contemporary topics such as parallel classes

and probabilistic classes and their relationship to the more standard classes.

(h) Reason for the prerequisites: A

fair amount of mathematical niaturil.y is ieq iiii'ed

understand the concepts.

(c) Courses having this course as a prerequisite:

none

(d) Related Courses: CM PT 405, 406,

latest offering of 409 and 115

3. Course Outline:

(a) Machine Models: DTM, NTM, RAM, simulations of one machine by another 12 weeks]

(h) Complexity Classes: Logspace, NLogspace, P, NP, Pspace, 'I'iine and Space hounded

computation [2 weeks]

(c)

Reductions: Cook/Turing vs. Karp/many-one [1 week]

(d)

Cook's Theorem, the theory of NP-completeness [2 weeks]

(e)

co-NP, the polynomial-time hierarchy [2 weeks]

(1) #P, Random Turing Machines [1 week]

(g) special topics: non-deterministic log-space, introduction to parallel complexity theory,

P-completeness. interactive proof systems [2 *ëeks]

Student evaluation:

Homework assignments 20%, midterm 20%, project .30%, and final exam :30%.

Library Resources for proposed course on complexity theory

lte(1uiI p

book for this course (ordered by the library)

Addison-Wesley, 199-I.

Library books available as reference texts

Ralca,zar .J.

Structural ('mnpie.rity

(,'oinputabiiity, complexity

and languages: fundamentals of theoretical

Press,

and intractability: a guide to the theory of NP-completeness,

Co,

Introduction to automata theory, languages, and computation.

Addison-

Wesley, 1979.

tUII5()

A lqorzthins : tlutr

complexity and efficiency,

'Wiley, 1987.

Solomma

Computation

(l' p

ui Automata,

Cambridge University Press.

:liqorithrns and complexity,

Prentice

Hall, 1986.

0^

LI

/4fr1

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

NEW COURSE PROPOSAL FORM

Calendar Information

Department: Computing Science

Abbreviation Code: CMPT Course Number: 417

Credit Hours: 3

Vector: 3-0-0

Title of Course: "Intelligent Systems"

Calendar Description of Course: Development of intelligent

(aka

expert) systems, the

MYCIN system, abduction and uncertain reasoning, intelligent systems in the Prolog lan-

guage, modern model-based systems, constraint reasoning methods, exhaustive vs. incremen-

tal search techniques, constraint logic programming methods, applications in diagnosis,

scheduling, planning, process control and animation.

Nature of Course: Lecture

Prerequisites (or special instructions): CMPT 201, 205 and 384.

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

(however, this course has been previously offered as CMPT-419 Special Topics. By creating

CMPT-417 we will both rationalize the place of this course in our curriculum and establish the

appropriate prerequisite structure.)

2. Scheduling:

How frequently will the course be offered?: Every second year.

Semester in which the course will first be offered:

95-3

at earliest.

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

B. Havens, B. Hadley, J. Deigrande, V. Dahl

Objectives of the Course:

Intelligent Systems

(aka

Expert Systems) are knowledge-based computer programs which

emulate the reasoning abilities of human experts. Intelligent System technology is rapidly

advancing and being successfully applied in a wide variety of real applications. This Course

will analyse the underlying methodology of rule-based systems, constraint solving, logic pro-

gramming, incremental reasoning, and intelligent backtracking. We will look at research

applicitions in diagnosis, knowledge-based design, intelligent scheduling and planning, Intel-

ligent animation and others.

Budgetary and Space Requirements (for information only):

What additional resources will be required in the following areas:

Detailed Course Outline

•

for

CMPT-417: Intelligent Systems

Calendar Description:

(a)

Course Outline:

Development of intelligent

(aka

expert) systems, the MYCIN system,

abduction and uncertain reasoning, intelligent systems in the Prolog language, modern model-

based systems, constraint reasoning methods, exhaustive vs. incremental search techniques,

constraint logic programming methods, applications in diagnosis, scheduling, planning, pro-

cess control and animation.

(b)

Prerequisites:

CMPT 201,

205

and 384.

Place of the course within the computing curriculum:

(a)

Goals of the course:

Intelligent Systems

(aka

Expert Systems) are knowledge-based computer programs which

emulate the reasoning abilities of human experts. Intelligent System technology is rapidly

advancing and being successfully applied in a wide variety of real applications. This course

will analyse the underlying methodology of rule-based systems, constraint solving, logic pro-

gramming, incremental reasoning, and intelligent backtracking. We will look at research

applications in diagnosis, knowledge-based design, intelligent scheduling and planning, intel-

ligent animation and others.

(b)

Reason for the prerequisites: Programming maturity (CMPT-201), understanding of for-

mal computational models

(CMPT-205)

and familiarity with symbolic programming lan-

guages (CMPT-384) are essential for the concepts and methods presented in this course.

(c)

Courses having this course as a prerequisite: None

(d)

Course Outline:

• Historical perspective: development of rule-based systems; MYCIN; abduction; uncertain

reasoning; expert systems in Prolog; structural knowledge representations: model-based

reasoning [3 weeks].

• Constraint Reasoning: definition of constraint satisfaction problems (CSPs); examples in

intelligent systems; constraint graphs; levels of consistency; constraint propagation algo-

rithms [3 weeks].

• Search: chronological backtracking algorithms; intelligent backtracking methods; hybrid

algorithms; variable and value ordering heuristics; belief revision techniques (TMS/

ATMS); hypothesis maintenance approaches; constructive.! repair-based methods; dynamic

backtracking; incremental backtracking [3 weeks].

• Constraint logic programming (CLP): introduction to the CLP framework; types of constraint ?

solvers; dynamic CSPs; search strategy; CLP languages; example applications 12 weeks].

• Scheduling and planning applications: traditional methods; CLP methods for sequencing. jobis

shop, resource allocation and other applications [1 week].

• Diagnosis and design applications: model-based reasoning approaches; combining deductive

and abductive methods; examples [1 week].

"Other applications: intelligent control and process monitoring; intelligent animation systems:

identifying appropriate intelligent systems tasks; managing the expert systems enterprise [I

week].

4. Student Evaluation:

Library Resources for Proposed CMPT-417

Required book for this course (ordered by the library)

M. Ginsberg (1993)

Essentials

Artificial Intelligence,

Morgan Kaufmann, San Francisco.

Library books available as reference texts

E. Charniak & D. McDermott

(1985) Introduction to Artificial Intelligence,

Addison-Wes-

ley.

L. Shapiro (1987) Encyclopaedia

Artificial

Intelligence,

John Wiley.

d'l

School of Engineering Science

ENSC 100 - 3 - Engineering Technology and Society

ii)

Change of electives

For Information:

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

revisions as detailed in SCUS 94 - 8

Change of description: ENSC 101 - 108 series of courses

Simon Fraser University

MEMORANDUM

From

Paul Ho, UCC Chair, ENSC

To :

Parveen Bawa, FAS-UCC Chair

Subject : Calender Changes

Date :

Oct 6, 94.

The School of Engineering Science has approved the following calender changes

• ?

on Sept 23, 94:

A new course ENSC 100-3,

new calender descriptions for the ENSC 101-108 series of courses,

replacement of CHEM 103 by MACM 101

Note that the new course requires virtually no additional library costs.

SOENCES

SL\TE.CO'21ITTEE ON DECRADUATE STUDIES 

NEW COURSE PROPOSAL FORM 

i. calendar Information 

?

Departnent: ? 

sc ? 

_______ 

Abbreviati 

o n Code: ESC Course Number: 

100

?

Credit 

Hours: 

3Vector: 2-0-1 

Title of Course: 

?

Engineering Technology and Society 

Calendar Description 

of Course: 

This course is designed 

to provide an introduction to 

the practice of 

engineering, surveying 

its history and its current state.. 

The social and 

political aspects of engieering 

decisions will be 

illustrated by a number of 

case studies. 

Nature of Course Complementary studies 

Prerequisites (or special instructions): 

None 

That course (courses), if any, 

is being dropped 

from the calendar if this course is 

approved: 

None 

2.

Schedulir. 

How frecuently will the course be offered? Annually 

Semester in which the ccrse will first be offered?. September 1995 

Which of your present faculty-.:o-old be 

available 

to make the proposed offering 

poss,ble? Dr. J. Jones; Dr. A. Rawicz 

3.

Objectives of the Course 

To give incoming Engineering students a sense of We' social, historical 

a ,

nd environmental contexts of 

engineering, and thus motivate them to 

seek a 

more complete understanding of their discipline. 

4. Buftetary and S 

p

ace Recuirements (for infoation only) 

What additional resources 

will be required in the fàlloing areas: 

Faculty. ? 

o

Staff ? 

0

Library ? 

0

Audio Visual 0 

Space ? 

o

Equipment ? 

0

5.

proval 

Department Chairman 

?

Dean - 

?

Chairman,SCU 

SCUS 73-34b: When compietir.g this form,- for jnétruct ions '-see Memorandum SCUS 73-3a. 

attach course outline). 

Rationale for Introduction of a

New Course: ENSC 100-3

ENSC 100-3, Engineering, Technology and Society, will benefitengineering students in

a number of ways,

introducing them to the social responsibilities of engineers and the social, historical and

environmental dimensions of engineering.

exploring the connections among various technologies as well as the cause and effect

relations of their precedent and antecedent technologies.

providing a clearer understanding of what engineering involves, with particular emphasis

on the kinds of engineering covered by the School of Engineering Science at SFU.

motivating students and improving retention rates by helping them develop a more vivid

sense of the engineering profession and its place in society.

ensuring that the kinds of critical thinking most often encountered in complementary

studies courses are introduced at the earliest possible point into the engineering

curriculum.

providing students entering ENSC with an opportunity to interact with a number of

engineering faculty during their first semester of study

reinforcing the importance of collaborative learnin

, team work, professional conduct and

ethics from the earliest possible point in the program.

Calendar Description,

ENSC 100-3 Engineering, Technology and Society

This course introduces students to the evolution of the engineering disciplines and to current

engineering practice. A series of case studies will be used to direct attention to the engineer's

ethical responsibility for the social and environmental consequences of design decisions, leading to

an examination of the nature and scope of engineering knowledge.

Course Outline for ENSC 100: Engineering, Technology and Society

This introductory engineering course is initially offered as an optional complementary studies

course dealing with the interaction of science/technolo

y and societ y

. We recommend that

engineering students take it as the complementary studies course re

uired in their first semester.

Course Content

Unit 1.

What is engineering? Relationship of engineering to the sciences. 'Trickle-down' theory of

engineering as applied science. When technology precedes science. A cold-fusion water heater.

Deductive reasoning as the ideal. Engineering reasoning. Modelling. Approximate reasoning.

One thousand useful relationships. Dimensional analysis. Branches of engineering. What

engineers do and where they work.

Unit 2.

Historical development of engineering in relation to

soci6ty.

Engineering and warfare.

Engineering and the environment as an

example of theinterplay between engineering decisions

and societal choices. Great engineering disasters, and how the engineering profession hs

responded to them.

Unit 3.

Engineering design. Synthesis as one of the characteristics distinguishing engineering from the

Nature of the design process, and attempts to automate it. Design and manufacture.

Unit 4.

Relationship of engineering to management and eèonoiñiés. Taylorism, Taguchi methods. Should

the engineer who lays out an assembly line be held responsible for the mindless tedium of the

assembly-line worker's day? Should the automation engineer be concerned about creating

unemployment?

Unit

Overview of electrical and electronic engineering. PowèTr electrical engineering, circuits, devices.

How a stereo works. Using stereophonic music as an example, discussion of

the product cycle;

innovation as a response to technology push or to demand pull. Design decisions involved in

determining the final form of the product; the interaction of performance, manufacturahility,

marketability, maintenance, repair and disposal.

iUnit6.

Overview of mechanical engineering. Thermofluids, materials, kinematics and dynamics.

Importance of thermodynamic reasoning.

C.P. Snow's ue

of the Second Law of

Thermodynamics as an illustration of the existence of two cultures. What the second law says,

and what it means. 'Quality' of energy, and its relevance to power generation.

Unit 7.

Introduction to computer

engineerin

. How a computer works. Engineering and computing

science. Computers and communications. The

information

highway. Artificial intelligence.

Neural nets. Social implications of the

use of computers:

privacy, employment, artificial persons.

• ?

Unit S.

Introduction to biomedical engineering. Ethical questions in biomedicine.

Unit 9.

Research in engineering. Highlights of the research programs currently active in the School.

Methods of Instruction

Each week, students will attend two one-hour lectures and a one-hour seminar in which they

discuss assigned readings and further explore the context and social implications of materials

covered in the lectures. Each seminar groupwill also undertake a team project that explores a

particular problem related to the social and/or environmental implications of the technologies

engineers create. For exampe, students might be asked to explore ways of producing

zero-emission vehicles, examining both technical feasibility and consumer expectations and then

identifying potential implications of the technology. Each group will receive a resource file for

their project. For the example given above, the file would include introductory material on battery

technologies, heat engines, and different points of view on the consequences of vehicle emissions,

including acid rain and effects on

ozone and CO

levels. Students in a seminar group divide

responsibility for studying and reporting on sub-topics related to the assigned problem, which will

then be discussed by the group as a whole. The seminar group shares responsibility for the

. ?

completed project, which will be displayed and defended in a poster session and documented in a

final report.

It is envisaged that up to ten faculty and staff will each spend one hour per week conducting

tutorials. To lighten the associated load, and to ensure consistency between tutorial groups, each

tutor vill be provided with a course workbook, which will summarize the material that has been

covered in class each week, and suggest discussion topics and questions.

'vleihods of Evaluation

Students will be evaluated by means of pop quizzes in lectures, oral reports on assigned readings

in seminar groups, contributions to seminar discussions, group poster sessions, and contributions

to a group report. Seminar leaders will ensure that the work is distributed equitably. Final grades

will be assigned by the faculty member responsible for the course in consultation with the seminar

leaders.

Each tutorial group will also be assigned a problem, which they will work on during the semester

in collhoration with their supervisor. 'Resource folders' for ten selected problems will he

available to the tutors. Each folder contains readings and other materials related to a problem.

When a group selects a problem

)

the tutor will draw up a schedule for group members to work

throu

h and report on the reading material. (A

group

may suggest its own problem.)

The results of these projects will be displayed in a poster session at the end of the semester;

students will take turns in defending their results to faculty members, staff and other students.

In addition to the posters, the group will produce a final report, which should be available at the

poster session.

Course Text

There is no set textbook for the course. Students will be provided with detailed course notes

and with selected readings f:om engineering literature.

linung

The first offering of the course will be in Fall, 1995. Depending on the success of this first

offering, subsequent offerings may be open to students from other faculties.

Competence of the faculty member to teach course

Dr Jones is a Registered Professional Engineer (P.E.), and has been practicing in various branches

of engineering for the past 15 years. Some of the specialised areas in the outline 'vi]l be covered

by faculty members currently active in those areas.

Which course is being dropped to make room for this one?

None; it will be a complementary studies course, added to the list of courses that fulfill

complementary studies requirements.

Bibliography

Handouts will be provided in class.

CHEM 103 and MACM 101

1 The Calender Changes

Referring to pg. 74 of the calender, first column, under Semesters One and Two

From : Cmpl 1-3 first complementary studies elective

To : ?

* MACM 101-3 Discrete Mathematics I

and

From : CHEM 103-3 General Chemistry II

To : ?

Cmpl 1-3 first complementary studies elective

2 Rationale

CMPT recently makes MACM 101 a pre-requisite to CMPT 290, a course taken by

all ENSC students. Consequently 3 credits have to be removed from the existing

curriculum.

3 Conditions for Approval:

The above proposal is an interim solution to the problem created by MACM 101.

CHEM 103, together with MACM 101 will be put back on the table for discussions

during the curriculum redesign. A long term solution should be reached and put into

effect in the 96/97 calender.

Why CHEM 103.7

It is the cleanest interim solution. There is some flexibility too - for students in the

Electronics and Computer Engineering options who like to take CHEM 103, we can

allow them to replace one of the computing electives by CHEM 103.

We tried other alternatives that involve special arrangements with Computing

Science. They were not viewed favourably.

S.94-66d

School of Kinesiology

KIN 481 - 3 Activity-Generated Musculoskeletal Disorders

KIN 423 - 3 Selected Topics in Kinesiology

KIN 424 - 3 Selected Topics in Kinesiology V

For Information:

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

detailed in SCUS 94 - 8 d

Change of prerequisite: KIN 203, 303, 496, 498

Change ot title, prerequsite and vector: KIN 343

Change of description: KIN 370

420, 421,422

Change of title: KIN 486

To: Dr. Parveen Bawa

Associate Dean

Faculty of Applied Sciences

Subject: Calendar Changes

SCUS94-8d

From: Craig Asmundson

UCC Chair, School of

Kinesiology

Date:

Sept. 22/94

At meetings on September 8 and 15, 1994, the School of Kinesiology

approved the following changes. Please place these changes for approval

on the agenda of the next Faculty of Applied Sciences UCC meeting.

The contents of the changes are:

New courses:

• KIN 481-3 - "Activity-Generated Musculoskeletal Disorders"

• KIN 423-3 - "Selected Topics in Kinesiology IV"

• KIN 424-3 - "Selected Topics in Kinesiology V"

Changes in existing courses:

• KIN 203-3 - "Computer Applications in Kinesiology - prerequisite

change

0 ?

KIN 303-3 - "Kinanthropometry" - prerequisite change

• KIN 343-3 - "Fitness Appraisal and Guidance" - course title

change, prerequisite change, and course vector change

• KIN 370-3 - "Biomechanics in Physical Activity" - change in

Calendar description

• KIN 420-3, KIN 421-3, KIN 422-3 - "Selected Topics in

Kinesiology" - change in Calendar description

• KIN 486-3 - "Industrial Design" - change in course title

• KIN 496-3 - "Directed Study I" - change in prerequisites

• KIN 498-3 - "Directed Study II" - change in prerequisites

SENATE COMMITTEE ON UNDERGRADUATE

STUDIES

NEW COURSE PROPOSAL, FOR

tutorial, 0 ti lab per week)

I itle ?

Activity-Generated Musculoskeletal Dicrders

Calendar Description

Course:

I his is a kinesiological approach, to understanding the causes and prevention or

musculoskeletal disorders

caused by activity

. (work and

sporty t-'articular attention

Will he

paid to injuries to: the back

nek, hand

and,

Prerequisites ?

KIN 207 and KIN 380

What course (courses) are

being:

dropped

from

th calertdar it. this course is: approved:

KIN 341 KIN

441, and KIN 480 were dropped lat

year (the student case studies In KIN

481 will partially

replace the role of the

student

project in KIN 480)

Scheduling

How trequently' will the course be offered?

twice/year

Semester in which the.

course will first be offered? ?

1-995.-3

Which

your present, faculty

would be available to make the'

proposed ottCring available?

Dr. Tom Richardson, Mr. Stephen. Brown

Objectives 01 the' course

- Outline mechanisms ot injury

and preventive/remedial

strategies for

muscuioskeletal

disorders

01'

the back; fleck, shoulder,. arm and hand.

Explain the role

ol.

the, kinesiologist in' relation, to clinicians, managers and insurers' in,

the prevention, diagnoSis;

and. management ot

injured people.

- Describe ,

the lniuences'

various factors such'.,as age,

fitness, training, and psychosocial

factors (job satisfaction

, family'

or marital stress,

income compensation) on injury

development, reporting, and recovery.

- ?

Explore motivational and counselling techniques usetUl

for dealing with'. patients/clients.

Budgetary and Space Requirements (for information only)

What additional resources will be required in the following areas:

none (this is a lecture/tutorial course, as are the courses which it

replaces)

Equipment ?

none (this is not a lab course)

When completing this form, for

Instructions

see Memorandum SCUS 73-34a.

Attached

course outlsne).Arts

92-3 (*

note: a separate library report is now

required)

RATIONALE FOR_NEW_COURSE_PROOSAL

SCHOOL O.E. KINESIOLOY

KIN 481-3, "Activity-Generated Musculoskeletal

Disorders"

RATIONALE:

this

course is designed to replace KIN 341 and 441 (Sports Medicine I and Ii) which

were dropped from the Uaiendar last year. This new course is proposed because (a) it

provides a framework tor integrating and extending the Kinesiology students knowledge

oi anatomy, physiology, biomechanics, exercise management, ana ergonomics/human

factors and (b)because it will be useful for students pursuing post-graduate education in

medicine and rehabilitation, or careers as exercise therapists or ergonomists.

Musculosiceletal disorders are an important concern to society because

the high

prevalence, rising incidence, and high cost to compensate/rehabilItate these disorders.

It is expected that the course will be of interest to students in the Ergonomics/Human

Factors, Physiological Sciences, and Active Health streams in Klnesiology.

Kinesiology 481 - Activity-Genertód Mu8culosk6lejal Disorders

Course Outline

In Sti Ucior

Stephen Brown, with some guest lectures by local experts

Pereqii.,siti.e.s.

KIN 201, 205, 207, 326, and 380

Cur se

Q.verMiew

Thus course provides a klneslological approach to musculoskeletal disorders caused by activity,

especially postures and movements of workers. Particular attention will be paid to disorders ol

the back, neck, shoulder, arm and hand. Studentewffi learn injury mechanisms, assessment

techniques, prevention and treatment strategies, and notivationas and counselling technqiues.

me effects of age, fitness, training, and psychosoólal factors on injury and recovery from

injury will be considered.

1 opics .Io._ bcave red

Injury and healing

Pain and pain control

Psychosocial issues

Disorders of the hand and arm

Disorders of the upper back, neck and shoulder

Disorders of the lower back

Effects of aging on work performance and Injury

Team approach to diagnosis and management of activity-related disorders

Functional evaluation/Pie-employment physical testing

Motivational and counselling techniques

Cour.sefsrm.at

Three hours of lecture and one hour of tutorial per WBek.

RequireLtextbøaIc

None. Assigned readings from articles and books on Library reséve (see reading list attached).

A bound collection

lecture notes will be available at, cost of duplicating.

Mark. distribution ?

25% Case study I (describe the case of a person with an activity-related musculóskeletal

disorder, and discuss the probable factors which caused or contributed to the Injury)

20% Term paper (review scientific literature relating, to a specific topic; see list ol