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S.93-60

SIMON FRASER UNIVERSITY

MEMORANDUM

To:

From: ?

Subject: ?

Date

Graduate Curriculum Revisions

Action undertaken by the Senate Graduate Studies Committee 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 proposed graduate program - M.A. Program in French as set

forth in S.93-60a

and

the proposed Ph.D. Program in Philosophy as set forth in S.93-

60c

and

the curriculum revisions for the Faculty of Arts as set forth as

Department of History

S.93-60c ?

Department of Philosophy"

S.93-60a

Department of French

Summary. of Graduate Curriculum Revisions

SGSC Reference: ?

Mtg. of October 25, 1993

SCAP Reference: ?

SCAP 93- 38a

Proposed M.A. Piogram in French, including

Readings in French Linguistics

Readings in French Literature

Basic Research Methods

Interdisciplinary Approaches to French Literature

Topics in French Canadian Literature

Topics in French Literature

Monographic Studies

Canadian French

Studies of Bilingualism in the French-Speaking World

Theoretical Approaches to the Acquisition of French

as a second language

Acting under delegated authority of Senate, the SGSC has approved the following course

revisions:

Change of credit hours and calendar description for FREN 807-5, 808-5, 809-5, 811-5,

812-5, 813-5, 814-5, 815-5,816-5,817-5,818-5,820-5,821-5,822-5

SIMON FRASER UNIVERSITY

Department of French

To: ?

B.P.

Clayman, Dean of Graduate Studies

From: Phyllis Wrenn

Date: August 4, 1993

Re: ?

French Graduate Program Proposal, overlap with Linguistics

The proposed Masters program in French with concentration in linguistics will provide

training inngui theory

applied-to--the-analysis-of-the French-language —The theoretical -

- -

framework draws on all schools of linguistics, both European and North American. It thus

offers a training distinct from that offered by the Department of Linguistics in several

respects: the overall goal is the study of linguistic methods applied to the analysis of

French,

with the objective of gaining insights into the French language rather than into linguistic

theories

per se.

All courses are taught in French, and data analysed is drawn exclusively from

the French language or varieties of French. The Department of Linguistics uses data drawn

from diverse languages (Amerindian, Asian, as well as European, including English), its

overall goal being an emphasis on the study of linguistic theories. Admission to the

Linguistics M.A. program, and, consequently, to Graduate Linguistics courses, requires a

background in General Linguistics.

Students preparing a Masters in French may count one course from another

department's offerings towards their degree requirements (a total of four courses will be

required to satisfy course requirements). Any student having an adequate preparation in

General Linguistics may thus take one course from the Linguistics Department as part of their

degree requirements. Such a student, however, would most likely be the exception rather than

the norm, since our experience has shown that candidates coming to our graduate program

from other universities, Canadian or overseas, do not have a strong background either in

linguistic theory or in the latest trends in analytical methods. While we would, of course,

encourage suitable candidates to avail themselves of opportunities in the Linguistics

Department, it would be inappropriate to raise false expectations.

If it is judged desirable to include a statement in the calendar entry drawing the

students' attention to the possibility of taking courses in the Linguistics Department, it is

imperative that the necessity for prior preparation in

General Linguistics

be made clear. A

possible wording (inserted on page12, paragraph beginning Upon the approval of) might be:

"For a concentration in linguistics, students able to demonstrate adequate preparation in

General Linguistics may wish to consider taking a course in the Linguistics Department. For a

concentration in literature, students may wish to consider taking a course in the English

Department."

I WiVIIk'A I

? ciO1i'flT!

pzII

III

III)

-....---....----....---.."---....--

-.... -.... -....

- -

Note: Lower language courses chaired & taught by lecturers not included

(also not "education" courses)

R.D.:

Rosena Davison

J.V.:

Jacqueline Viswanathan

TENTATIVE FRENCH GRADUATE COURSE OFFERINGS

OWN

TF..

I-

-....

Required courses: offered Fall & Spring

Projected registration: 5-10 students

Core courses: offered once a year

Specialized courses: on demand

4/.

FRENCH GRADUATE FACULTY WORKLOAD - TEACHING

(TENTATIVE)

94-1

94-2

94-3

95-1

95-2

95-3

Bartlett

808

Davison

Fauquenoy

811

Merler

Viswanathan

Wrenn

AL: Administrative leave

1 ]

Sample Student Program: (Full time)

Linguistics:

(5)

(5)

- --- --8-2-l-(5)-or-8-l-2-(-5)------ -______

(5)

Fall: M.A. Thesis or 809

(5)

Spring: M.A. Thesis

or 814

(5)

and field examination

or 826(5) and field examination

q-.

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liuiiiullllIIIII 

The present Department of French, as the former French Division of the DLLL, was

responsible for the French component of the DLLL Graduate Program. It was for many years

a graduate program in French Linguistics only; students entering the program were expected

to have a strong preparation in French Linguistics, and some training in General Linguistics

was desirable; others were required to undertake a Qualifying year. In recent years the

curriculum was expanded to include three courses in literary analysis, enabling literature

faculty to play a role, albeit still limited, in Graduate Studies.

It was also responsible for the MA - Teaching of French, a Masters program designed

for practising teachers, with courses taught by Graduate faculty from the French Division, as

well as Graduate faculty from the Linguistics Division in its early years, and sessional

appointments.

On dissolution of the DLLL, the new Department was assigned administrative

responsibility for the undergraduate program in French. The graduate program in French,

although it had functioned academically as a distinct entity, and has continued to do so in the

interval, remained a component of the Graduate Program in Languages and Linguistics, along

with the program in General Linguistics. (The very successful MATF had been placed under

moratorium in 1983 for financial reasons.)

In March 1992, SCAP gave approval in principle to the proposal to "repatriate" the

graduate program, in effect to replace the existing calendar entry for Languages and

Linguistics with two separate entries, one for Linguistics and another for French.

The attached program proposal for French incorporates the curriculum of the old

French program, but with a number of important substantive changes that reflect our

experience in recruiting and guiding students through the MA / PhD in French and the

MATF. As a free-standing program it should appeal to and be accessible to graduates from a

French program. While a good background in contemporary methods of linguistic or literary

analysis is desirable, and a knowledge of general theory is an advantage, it is not essential for

success in the program. Students with limited preparation in linguistics or in literary theory

should, however, expect to do some makeup work.

The MA will provide a No-Thesis option, requiring additional coursework and a

"field" examination. In addition to two new required introductory courses, a number of new

courses, reflecting the evolution in faculty research interests and the addition of new faculty,

as well as recognizing the status of literary studies in the Department's curriculum, are

proposed. The expanded course offerings integrate the FSL option represented by the MATF

into a single Masters program as an area of concentration (French as a Second Language)

alongside French Linguistics and French Literature.

Existing graduate courses in French linguistics include the now traditional domains of

ci.

linguistic analysis: phonology, morphology and syntax, semantics, dialectology, applied

linguistics, as well as reflecting speéific research interests of current faculty: history of

linguistic theory, French creole studies, phonostylistics, discourse analysis. Proposed new

reading courses will explore topics relevant to the Canadian context, such as bilingualism and

the second-language acquisition of French. In literature, methods of literary analysis and

discourse analysis have been stressed. In proposing new graduate courses, literature faculty

have chosen to design a series of Topics courses based on different approaches to literary

research, in order to obtain maximum flexibility without encumbering the Calendar entry.

The provision of an alternative to the Thesis option in the Masters program is in

keeping with a growing trend in the Faculty of Arts, and reflects a desire to better serve the

various needs of a diverse clientele.

Rather than attempt at this time to revise the curriculum of the MATF,we have

iidè ?

iiio specialize in FSL with a more flexible

curriculum in a single degree program. These students will be expected to explore the

pedagogical applications of linguistic and literary analysis both in their readings and in their

research for courses and thesis or examination. In the future, it is hoped that the collaboration

of colleagues in the Faculty of Education will permit expansion of this pedagogical option.

Finally, it is proposed also that the PhD in French (under the old program a distinct

entity with its own requirements) be available henceforth under Special Arrangements. This

will permit us to concentrate on recruiting at the Masters level and building that program into

a strong basis for an eventual reintroduction of the PhD program.

2. ?

NEED FOR THE PROGRAM

a) ?

Objectives of the Program and relationship to existing Programs

The French Graduate program will complement and continue the undergraduate

program in French, with its strength in linguistics as well as literature, and its commitment to

encouraging students to combine studies in the two related disciplines. Graduate faculty in

both areas, both in their research and in their teaching, stress the interdependence as well as

the distinctness of literary and linguistic analysis.

The French Graduate program, with its breadth of topics in literature and linguistics,

echoes the interdisciplinary humanistic trend established elsewhere in the SFU curriculum by

the Masters program in Liberal Arts. While complementing the program in General

Linguistics, the linguistics component of the French program is distinct in two ways: while a

variety of linguistic theories and theoretical approaches are studied, both European and North

American, they are applied specifically to the analysis of French. And, since a major goal of

all students enrolled in a French program is mastery of the language, all courses, like those in

. ?

/0.

French literature, are conducted in French. The literature component will offer a

comprehensive genre- and period-oriented series of courses, in addition to the existing

methods courses.

Both the University of British Columbia and the University of Victoria offer a Masters

program in French; the former offers also a PhD in French. Victoria's program, which was

introduced in September 1992, provides opportunities for graduate study only in French and

francophone literatures, organized according to centuries in the traditional fashion, or by

geographical region. There is no linguistics component. The UBC program, while it does

provide opportunities for specialization in French linguistics, concentrates, as it has always

done, on literature. With its strong linguistics component our program will thus retain its

originality among those available in British Columbia, while simultaneously offering the

possibility of a comprehensive study of literature. In fact, no other French Department in

Western Canada has a graduate program striking an equal balance between linguistics and

literature. In Alberta, the French Department of the University of Calgary and the Department

of Romance Languages of the University of Alberta offer a Masters program in French

Literature; the latter offers also Masters programs in French Translation, in Romance

Linguistics, as well as PhD programs in French Literature, in Romance Linguistics, in

Romance Languages. Neither offers the possibility of study in French Linguistics, or the

combination of literature and linguistics.

b) ?

Recruiting history

In recent years, enrollments in the existing program have ranged from five to ten

students. In the 1992-93 calendar year, 5 students were enrolled in the MA program in

French; 2 of these have now completed their degree.

As an indication of potential interest, although in 1992 only 8 completed applications

were considered, 74 inquiries were received. There is no record of the number of inquiries

received regarding the status of the MATF; they do, nevertheless, still occur from time to

time. Overall, enrollment in the MA in French has remained modest over the years, due in

large part to the limited opportunity in Canada, outside SFU, for undergraduate studies in

French linguistics. The following sample illustrates the pattern of enrollments in the program

The existing program has thus attracted, with its present requirements, and in spite of its lack

of a strong identity and without an aggressive marketing campaign, an average of 7 - 8

candidates per year. The unsuccessful applicants were rejected usually because their

/1.

undergraduate preparation was judged inappropriate or inadequate. (There is no formal,

quantitative record of the number of requests for consideration that were not encouraged to

proceed to formal application procedures for the same reason.)

It is anticipated that the establishing of a separate identity for the program, as well as

the proposed curriculum revisions, will result in an increase in the number of applications,

and that the curriculum revisions will result in a higher rate of acceptance. We nevertheless

propose that growth be controlled, and predicated on the basis of present faculty resources.

C) ?

Cultural, societal and professional objectives

Simon Fraser University has, since its inception, offered programs that take into

consideration the changing needs of society and of the Canadian fabric. The concept of

thetudy of French b

oth as a theoretical and as

a practical endeavour at the undergraduate and graduate levels has prepared and will continue

to prepare professionals whose skills and competence are sought in various fields.

Graduates of the old program hold faculty positions at major B.C. colleges: Capilano,

Douglas, Kwantlen, Kamloops. Two are faculty members in SFU's Department of French; a

third has retired from the Department, and another is employed as a Language Instructor.

Graduates of the MATF are found in the school system throughout British Columbia, a well

as the other Canadian provinces, in the Public Service as well as in Educational

administration.

Other career possibilities, predicated upon further training, exploit skills developed in

language study, and literary and linguistic analysis: in the media professions, journalism, the

civil service, diplomatic careers, law, tourism.

3. ?

PRESENT AND PROJECTED RESOURCES

Administrative: Responsibility for the Graduate Program in Languages and Linguistics

is presently shared by the Departments of French and of Linguistics. There is one secretary,

part-time, who is "lodged" in the Linguistics Department. The Department of French would

require a Graduate secretary (bilingual); a part-time position is being requested as part of the

Department's staffing requirements.

Faculty: the current Graduate Faculty complement includes I Emeritus, 1 Full,

• ?

Associate, 3 Assistant Professors. The complete

curricula vitae

of active Graduate faculty are

attached to this document (Appendix D). One new faculty position, granted in 1991, has been

• frozen. The proposed curriculum revisions are based on the current complement of faculty

actively involved in Graduate Studies. Collaboration with appropriate faculty in the Faculty of

Education with respect to a graduate curriculum for FSL is under development.

Library: library resources have supported the existing curriculum, although sdñie............

aspects of literary study have required that faculty rely heavily on the UBC resources. The

Library Assessment of the New course proposals is attached to this program proposal

(Appendix A).

Capital costs attributable to the new program are nominal, involving incorporation of

graduate filing and clerical operations into the Department's main office (the part-time

secretary shared with the Linguistics Department is currently housed, along with all files and

equipment, in the Linguistics Department) - the present budget is shared with the Linguistics

Department.

Faculty research awards (over $5000) in the department: two faculty members

(Fauquenoy, Steele) currently hold major research awards, one from SSHRC ($69,380 over 3

years) and the other a New Faculty Research Fellowship ($6,000); the latter has an

application pending with SSI-IRC for additional funding ($2000) for a graduate research

assistant. Another applieation (Wrenn) f8r major rese&eh

fdndii1g

fô11i

SSI IRe,

a -

potential souree of funding for graduate students, is under development.-

4. ?

IMPLEMENTATION

The proposed required introductory courses would be offered for the first time in Fall

93, for incoming students, and will then be scheduled in the Fall and Spring semesters as

required. The first course (FREN800/801), a semester of readings culminating in an oral

examination, has no vector, faculty responsibility consists of supervision as required, and

administering of the oral examination at the end of the semester (two Faculty members for

each examination: the student's Temporary Supervisor and one other). The second course

(FREN802) has a vector of 0-1-0, and will be taught jointly by two Faculty members, one

literature and one linguistics (each one responsible for one-half of the semester).

Most of the curriculum already exists, courses are scheduled for the coming academic

year as part of the existing program, and candidates are being admitted as in past years. The

proposed new courses would be incorporated into the existing curriculum, and scheduled

according to procedures already employed.

4a. PROJECTED ENROLLMENTS

Given current faculty dispositions in the department, it is possible to envisage a

constant enrollment of some 12 - 15 students within the next three to five years. At the

moment, 15 students (representing new and terminal students) appears to represent a maximal

situation.

SUMMARY OF CURRICULUM CHANGES

SUMMARY OF ITEMS TO BE CONSIDERED

DEPARTMENT OF FRENCH

French Calendar Entry

French Graduate Program Requirements

Delete PhD requirements; replace with PhD by Special Arrangements

Delete Master of Arts - Teaching of French

Master of Arts - changes in requirements:

i) ?

add option "without Thesis" (course work and "field" examination)

- ii)

—

add -

to Coursejuirements: FREN800/801,

iii) ?

add to Course requirements: area of concentration (literature or

Course Change Proposals

FREN807-5 Credit Hours and Calendar Description

FREN808-5 Credit Hours and Calendar Description

FREN809-5 Credit Hours and Calendar Description

FREN8II-5 Credit Hours and Calendar Description

FREN812-5 Credit Hours and Calendar Description

FREN8I3-5 Credit Hours and Calendar Description

FREN8I4-5 Credit Hours and Calendar Description

FREN8

15-5

Credit Hours and Calendar Description

(Continued...)

/L/

Course Change Proposals (Continued)

FREN816-5 

Credit Hours and Calendar Description

FREN817-5 

Credit Hours and Calendar Description

FREN818-5 

Credit Hours and Calendar Description

FREN820-5 

Credit Hours and Calendar Description

FREN821-5 

Credit Hours and Calendar Description

FREN822-5 

Credit Hours and Calendar Description

10

6. ?

PROPOSED CALENDAR ENTRY

Graduate Program in French

The Department of French offers opportunities for graduate research leading to the

MA degree, with a concentration in either French Linguistics or French Literature. Students

interested in French as a Second Language (FSL) should contact the Graduate Program Chair.

(This option will be of particular interest to candidates contemplating a career in the teaching

of French.).

Students seeking admission to a PhD program may apply under the Special

Arrangements provisions of the

Graduate General Regulations

(section 1.3.4).

- - ?

The major areas of study are:

Linguistics:

Linguistic analysis of French, varieties of French (social, regional and stylistic

variations), French creoles, French linguistic theories, French applied linguistics, theoretical

approaches to the acquisition of French as a second language. A variety of practical

applications of linguistic theory may be envisaged: pedagogy, translation, stylistic analysis,

etc.

• ?

Literature:

The literature option offers a unique curriculum based on theoretical and

interdisciplinary approaches to literature and para-literature: i.e. textual, discourse, genre

analysis; cultural and gender studies; theory of literary criticism; psychological, sociological

criticism, new trends in the history of movements and historical periods, topics in French-

Canadian literature.

MA PROGRAM

Conditions of Admission

Candidates for admission must satisfy the general admission requirements for graduate

studies

(see sections 1.3.2 and 1.3.8 of the

Graduate General Regulations).

Clear admission into the program requires a good background in French Literature or

in French Linguistics, as well as a good command of both oral and written French.

Candidates who do not meet those conditions will be required to remedy the deficiency before

admission into the graduate program can be granted; this may be accomplished through one

or two semesters as a Qualifying Student (see section 1.3.5 of the

Graduate General

Regulations).

Upon acceptance in the program, each student will be assigned a Temporary

supervisor.

The program offers the possibility of completing the degree requirements "with

Thesis" or "without Thesis". In either case, the student will work under the direction of a

Supervisory Committee (see section 1.6 of the

Graduate General Regulations), to

appointed by the end of the second semester. The student's program of course work, as well

as thesis topic or area of field examination must be approved by the Supervisory committee.

Degree Requirements:

The MA program has the following minimum requirements:

Successful completion of:

FREN800-2 or FREN80I-2 taken during the first semester of enrollment,

and

FREN802-2 taken during the first or second semester of enrollment

Successful completion of an additional 20 semester hours of graduate coursework

selected, for each concentration, from the FREN courses listed below:

Linguistics: 807, 808, 809, 811, 812, 813, 814,

815,

816, 817, 818, 830, 831, 832.

Literature: 820, 821, 822, 823, 824, 825, 826.

Upon the approval of the supervisory committee, one course from the other concentration may

be substituted, or, one course may be taken outside the department. For a concentration in

linguistics, students able to demonstrate adequate preparation in General Linguistics may wish

to consider taking a course in the Linguistics Department. For a concentration in literature,

students may wish to consider taking a course in the English Department. For a concentration

in French as a Second Language (FSL), course selection will be subject to the approval of the

Graduate Program Committee.

One of the following:

MA with Thesis - a thesis of about 100 pages on a topic acceptable to the

supervisory committee, defended at an oral examination as described in section 1.9

and 1.10 of the Graduate General Regulations, or

MA without Thesis - successful completion of a further 10 semester hours of

graduate coursework within the Department of French and a written field examination

•

based on three of the courses taken. These additional courses may be selected from

either concentration. Preparation

for

the field examination will be undertaken

on the

advice of the Supervisory Committee.

Language requirement:

All students must demonstrate a level of competence in written and oral French acceptable to

the Graduate Program Committee. They are also expected to show at least a reading

knowledge of one language other than English or French that is acceptable to the student's

supervisory committee. This requirement can be fulfilled either by having successfully

completed two courses in that language or by passing a special examination consisting of the

translation of a 250-word text into English.

(;raduate Courses

Required Courses:

FREN802-2 and

either

FREN800-2 or FREN801-2 are required of all

students. They are

offered on a regular basis.

FREN800-2

Readings

in French

Linguistics

• ?

A semester of required readings in French linguistic theory. This course, which culminates in

an oral examination, will be graded Satisfactory

Unsatisfactory.

FREN801-2 Readings in Literary Theory

A semester of required readings in French literary theory. This course, which culminates in an

oral examination, will be graded Satisfactory / Unsatisfactory.

FREN802-2 Basic Research Methods

The study of research methods and tools used in French linguistics or French literature.

Planning a long-term research project. Graded Satisfactory / Unsatisfactory.

Core Courses:

The following courses treat fundamental aspects (in linguistics and literature) of the student's

chosen field of specialization. These courses are all offered at least once every six semesters.

Selection of and need to take any specific course or courses is decided in consultation with

the student's supervisor.

Linguistics

FREN807-5

Problems

French Phonology

Explores a selection of classic problems of French phonology from different theoretical

viewpoints.

I ^

FREN808-5 Problems in French Grammar

Explores a selection of classic problems of French morphology, morpho-syntax and/or syntax

from different theoretical viewpoints.

FREN809-5 Problems in French Semantics and Lexicology

Theories, methods and major research trends in the diachronic and/or synchronic analysis of

the lexicon and structures of meaning in French.

Literature

FREN820-5 Types of Discourse

A study of the language in use, discourse strategies, the enunciation devices

of various types

of texts, both traditional and non-traditional genres such as oral or para-literary texts.

FREN821-5 Theories and Methods of Literary Analysis

A study of a selection of significant works by contemporary French critics (Barthes, Genette,

Kristeva ... ). The application of their theories and models to the analysis of specific works.

May concentrate on one area, e.g. narratology, semiotics, etc.

FREN822-5 Socio-cultural Approaches to French Literature

Provides a framework for a detailed study of French literature within its sociocultural context.

Specialized courses:

The courses listed below treat specialized areas with respect to the student's particular

These

interests

specialized

or thesis topic.courses

are

offered as needed to complete or to enhance a student's

program of coursework. Depending upon content and upon enrollment, they may be offered

as directed readings courses or as seminars rather than lecture courses.

Linguistics/Applied Linguistics

FREN811-5 Problems in French Dialectology

Methods in the study of social and geographical dialects (from fieldwork techniques to the

analysis of data). Linguistic theory (traditional, structural, generative and sociolinguistic) as it

applies to French dialectology.

FREN812-5 Problems in French Linguistic Theory

Studies the contributions of a selection of twentieth-century French-language linguists to the

evolution of various aspects of linguistics and linguistic theory.

FREN813-5 Problems in the History of French

A diachronic study of a variety of phonological, grammatical or lexical aspects of French

presenting descriptive/explanatory challenges.

FREN814-5 Contrastive Structures of French and English

A contrastive study of the grammatical structures of French and English with emphasis on

'rank-shift' across discourse techniques. A variety of practical applications may be envisaged:

pedagogy, translation, stylistic analysis, etc.

FREN815-5 French Creoles

Development, diversity and sociality of French Creoles. Theoretical approaches to the study

of the life cycle of creole languages, with special emphasis on French-based creoles.

FREN8I6-5 Sociolinguistic Approaches to French Studies

Language, society and identity in France. Study of social markers in speech, conversational

rules, objective versus subjective norms, attitudes towards language variation and their

implications among French speakers from an integrative perspective.

FREN8I7-5 French Applied Linguistics

Study of the contribution of linguistic theory to the teaching and learning of French as a

second language.

FREN8I8-5 Phonostylistics of French

The linguistic analysis of paralinguistic features of French and their expressivity in various

types of oral discourse.

FREN830-5 Canadian French

AdvindUd iftheiiniiisTi ?

und sociolinguistic rules of French in Canada.

FREN83I-5 Studies of Bilingualism in the French-Speaking World

Theories of bilingualism as they apply to French and the place of French in the world.

FREN832-5 Theoretical Approaches to the Acquisition of French as a Second Language

New trends and theoretical developments in the acquisition of French as a second language.

Literature:

Topics in the following literature courses will vary to meet the interests of both students and

• ?

faculty.

FREN823-5 Interdisciplinary approaches to French Literature

Explores the relationships between French literature and the other arts or applies concepts and

models developed in other disciplines to the study of French literature.

FREN824-5 Topics in French Canadian Literature

An in-depth study of a theme or an aspect of French-Canadian Literature through different

literary works.

FREN825-5 Topics in French Literature

An in-depth study of a topic relating to a period or a movement in French literary history,

such as: Middle Ages, Renaissance, Classical period, Enlightenment, Romanticism, Realism,

Naturalism, Existentialism.

FREN826-5 Monographic Studies

An in-depth study of one writer, from a particular theoretical perspective\(psychological,

historical, linguistic).

FREN898 ?

Thesis

FREN999 ?

Field Examinations

ORA

7. ?

NEW COURSES

RATIONALE FOR NEW COURSE PROPOSAL

DEPARTMENT OF FRENCH

FREN800

-2:

Readings in French Linguistics

FREN801-2: Readings in Literary Theory

RATIONALE:

Successful candidates for admission to the old program have had a good command of the

French language, and an adequate descriptive knowledge of the language and/or of

francophone literature and culture. However, the theoretical framework used (or not used) in

undergraduate French programs varies widely across North American universities. In order to

undertake research in French linguistics or literature they need to possess a coherent and

homogeneous preparation in the respective fields of linguistics or literature.

The objective of these courses is to remedy this deficiency: a limited, and fixed bibliography

of "classics", the works of major scholars that have in some way shaped the field, of which

knowledge is assumed, or on whose methodology contemporary linguistic or literary analysis

is based.

FREN802-2: Basic Research Methods

RATIONALE:

Students are expected in a 13-week semester to produce an original research paper in a

subject area that they may be studying for the first time. The addition of a course in research

methodologies will enable them, in their other courses, to concentrate on the subject matter

and spend less time on the mechanics of the preparation of a research paper.

These courses will be graded Satisfactory / Unsatisfactory

•

NEWRADUATE COURSE PROPOSAL FORM

Calendar Information:

Department: French

Course #:800

Title: ?

Readings in French Linguistics

Description: A semcsur of required readings in French linguistic theory. This course, which culminates in

an oral examination, will be graded Satisfatcory

Unsatisfactory

Credit Hrs:2

Vector. 0-0-0

Prerequisite(s), if any:

__Enr p

ljment and Scheduling:

Estimated Enrollment: 5-6

When will the course first be offered: 93-3

How often will the course be offered: every semester, as required by new enrollments

Justification: ?

This course is compulsory fro all students in a Master's Program in French Linguistics

whether Thesis option or No-Thesis option. In order to take courses and to do research in French linguistics

students need to start with a coherent and homogeneous knowledge of what the discipline involves.

Which Faculty member will usually teach the course: (See Course outline)

What are the budgetary implications of mounting the course: (See Course outline)

Are there sufficient library resources (append details):

Appended ?

a) ?

Outline of the course

An indication of the competence of the Faculty member to

give the course

C )

Library resourcesApproved:

Approval:

Departmental Graduate Committee:

Ut4

J'i.

W'A&L ?

Date:

Faculty Graduate Committee;

_LT 3

Senate Graduate Committe

DEPARTMENT OF FRENCH ?

Graduate Studies

FRENSOO-2

Readings in French Linguistics

Course outline:

A semester of required readings in French linguistic theory to serve as a preliminary to

graduate research in the chosen field. The Reading List represents a limited bibliography of

"classics", the works of major scholars that have in some way shaped the field, of which

knowledge Is

assumed, or on whose methodology contemporary linguistic analysis is based.

This course must be taken. in the first semester of enrollment in the program, however,

FREN802-2 may be taken concurrently, as may one other course. There are no contact hours,

and the reading list will be supplied upon acceptance into the program, to permit the student

to undertake this requirement without delay. At the end of the first semester in the program,

the student will be examined on the content of the reading list, in an oral examination to be

conducted by at least two members of the graduate faculty, who will be available during the

semester for consultation.

The course will

be graded

Satisfactory / Unsatisfactory.

Bibliography: see Reading List attached.

Ir-

NEW GRADUATE COURSE PROPOSAL FORM

Department: French

Course #:801

Title:

Readings in French Literature

Description: A semester of required readings in French literary theory. This course, which culminates in an

oral examination, will be graded Satisfatcory /Unsatisfac tory

Credit Hrs: 2

Vector. 0-0-0

Prerequisite(s), if any:

Enrollment and Scheduling

Estimated Enrollment: 5-6

When will the course first be offered: 93-3

How often will the course be offered: every semester, as required by new enrollments

Justifica1in: ?

This course is compulsory fro all students in a Master's Program in French Literature

whether Thesis option or No-Thesis option. In order to take courses and to do research in French literature

students need to start with a coherent and homogeneous knowledge of what the discipline involves.

Which Faculty member will usually teach the course: (See Course outline)

What are the budgetary implications of mounting the course: (See Course outline)

Are there sufficient library resources (append details):

Appended:-

a) ?

Outline of the course

b) ?

An indication of the competence of the Faculty member to

give the course

Library resourcesApprove.d

Approval:

Departmental Graduate Committee:

DEPARTMENT OF FRENCH

Graduate Studies

FREN8O

1-2

Readings in Literary Theory

Course outline:

A semester of required readings in French literary theory, to serve as a preliminary to

graduate research in the chosen field. The Reading List is a limited bibliography of "classics",

the works of major scholars that have in some way shaped the field, of which knowledge is

assumed, or on whose methodology contemporary literary analysis is based.

This course must be taken in the first semester of enrollment in the program, however,

FREN802-2 may be taken concurrently, as may one other course. There are no contact hours,

and the reading list will be supplied upon acceptance into the program, to permit the student

to undertake this requirement without delay. At the end of the first semester in the program,

the student will be examined on the content of the reading list, in an oral examination to be

conducted by at least two members of the graduate faculty, who will be available during the

semester for consultation.

The course will

be graded

Satisfactory / Unsatisfactory.

Bibliography: see Reading List attached

N

ew Graduate Course Proposal Form 

çNDAR INFORMATION 

Department: 

French ? 

Course number: 

?

802

Title: 

Basic Research Methods 

Description: 

The study of research methods and tools used in French 

linguistics or French literature. Planning a long-term research 

project. 

credit Hours: 2 

?

Vector: 0-10 

?

Prerequisite(s) if any: 

none 

Estimated Enrollment: 5-6 

?

When will the course first be offered: 93-3 

How often will the course be offered: 

Fall and Spring, as required by 

new enrolments. 

JUSTIFICATION This course is compulsory for all students 

enrolled in a Master's program in French, whether Thesis option or 

No-Thesis option. It will provide the basic methodological tools 

for the planning and organizing of research papers and/or thesis. 

RE S OU RCES 

Which Faculty member will normally teach the course: 

Any

What are the budgetary implications of mounting the course: 

None 

Are there sufficient Library resources (append details) 

Appended: a) Outline of the Course 

b)

An indication of the competence of the Faculty member 

to give the course 

c)

Library resources 

Approved: ? 

Departmental Graduate Committ 

?

h/14,i

/i .

kI.iA-

Faculty Graduate comndttee 

?

Date 

Faculty:_' 

Date4Z 

Senate Graduate Committee 

?

Date: 

Date 

Senate: 

Ii!

DEPARTMENT OF FRENCH

FREN8O2-2

Basic Research Methods

Instructor: ?

Faculty (Linguistics) and/or Faculty (Literature)

Course Outline:

The aim of this course is to teach the student how to plan and undertake a research

project and/or a thesis. It will first focus on bibliographical matters: how to plan a library

search; which sources should be consulted; how the material should be classified and

analysed. The student will also be asked to write and present a research project description

(an

état present),

including a critical bibliography, on a topic chosen in consultation with the

course chair.

Finally, the student will learn to apply a style sheet appropriate to his chosen

discipline.

Organisation and evaluation:

The student's presentation will count for 30% of the final grade, and the projA description

and bibliography for 70%

Final grade will be Satisfactory

Unsatisfactory

Bibliography

Barzun, Jacques & Henry Graff (1985)

The Modern Researcher.

San Diego: Harcourt, Brace

Jovanovich. (4th ed.) (D 13 B334 1985)

Béaud, Michel (1988)

L'Art de la these.

Montréal: Boréal Express.

Calais, Etienne et al (1992)

Dc la mCthode: Epreuves de culture gCnérale et de philosophic.

Paris: Ellipses.

Deshaies, Bruno (1992)

Méthodologie de la recherche

sciences /zumaines.

Montréal:

Beauchemin.

Laflèche, Guy (1977)

Petit manuel des etudes littéraires.

Montréal: VLB Editeur.

RATIONALE FOR NEW COURSE PROPOSAl.

1)E1 3

ARTMEN1' OF FRENCH

FREN823-5 Interdisciplinary Approaches to French Literature

FREN824-5 Topics in French Canadian Literature

FREN825-5 Topics in French Literature

FREN826-5

Monographic Studies

The French component of the old graduate program in Languages and Linguistics provided

only limited options for study in literary analysis (three courses added in recent years to the

original French linguistics program). Recent additions to faculty permit expanding offerings in

- French _Literature to give it equal status _with

th

jguistics compone

n

t, _and

_offerstuefl5

not only a choice of concentration (Linguistics or Literature) but also a choice within the

Literature option.

FREN830-5 Canadian French

FREN83I-5

Studies of Bilingualism in the French-Speaking World

FREN832-5 Theoretical Approaches to the Acquisition of French as a Second Language

The addition of these courses complements existing offerings in French Linguistics, and

• reflects the evolution

Faculty members' research interests. The choice of topics is intended

to provide greater options

Linguistics research,

well as facilitate the tailoring of courses

Linguistics

and

Literature to the FSL option, compensating for the deletion of the Master

of Arts - Teaching of French.

^

Fr

NEW GRADUATE COURSE PROPOSAL FORM

Calendar Information:

Department: French

Course f!: 823

Title: Interdisciplinary Approaches to French Literature

Description: Explores the relationships between French literature and the other arts or applies concepts

and models developed in other disciplines to the study of French literature.

Credit Hrs: S

Vector: 0-3-0 ?

Prerequisite(s), if any:

Enrollment and Scheduling:

Estimated Enrollnent: 5-10

When will the course first be offered: See proposal, page 3

Flow often will the course be offered: See proposal, page 5

Justification:

Graduate course offerings in French Literature have been selected to reflect major critical trends in literary

criticism. This course will enable the student to approach French literature in the con

of other arts or

disciplines, and explore the relationships between literary texts and other works of art.

Resources:

? -

Which Faculty member will usually teach the course: Visvanathan, Davison, Merler

What are the budgetary implications of mounting the course: See proposal, page 5

Are there sufficient library resources (append details): See Appendix A, Library Report

Appended: ?

a) ?

Outline of the course

An indication of the competence of the Faculty member to

give the course

C) ?

Library resourcesApproved:

QL_

t -_--.

Date:

tq -

I93

uaLer''i

_'-

I—

Senate Graduate Committee:

Date:

Senate: ?

Date:__________________

Arts 92-3

P CI

Calendar Information:

NEW GRADUATE COURSE PROPOSAL FM

Department French ?

Course #: 824

Title: Topics in French Canadian Literature

Description: An in-depth study of a theme or an aspect of French Canadian Literature through different

literary works.

Credit Hrs: 5

Vector: 0-3-0

Prerequisite(s), if any:

Enrollment and Scheduling:

-----Estimated-Enrollment: --5-1 0-- ?

—When-will-the-course first- be-offcred-----See-proposal,-page -5

How often will the course be offered:

See proposal, page 5

Justification:

The student will have the opportunity, in this course, to study French Canadian Literature

from

a specific

and original point of view. Unlike traditional literary approaches that deal with movements or historical

periods, this course studies what may be a variety of literary genres or a number of authors from different

periods where the theme or goal of the texts represents the common element.

Resources:

Which Faculty member will usually teach the course: Poirier, Merler, Viswanat.han

What are the budgetary implications of mounting the course:

See Proposal, Page

Are there sufficient library resources (append details): See Appendix A, Library Report

Appended: ?

a) ?

Outline of the course

An indication of the competence of the Faculty member to

give the course

C )

Library resourcesApproved:

- *

Approval:

Departmental Graduate Commiuer) ?

Date: ?

& / ')

Faculty Graduate Committees

FREN824-5? 

Topics in French Canadian Literature 

Writing from the Margins: 

?

New Voices in Literary Discourse 

Instructor: 

?

Dr. Guy Poirier 

Since the Quiet Revolution, many powerless groups (women, the 

poor) or minorities (Jewish people, immigrants, gays and lesbians, 

etc.) within the French-Canadian minority have spoken out, tried 

to express their feelings or find their identity. 

In this course, we will explore different types of discourses 

and themes used by authors writing from or for those multiple 

"solitudes". 

Course reauirements: Students will present oral reports on the 

themes chosen for study and a final paper presenting the results 

of original research. 

Evaluation: 

Oral reports and participation in seminars 

?

40%

Research paper 

?

40%

Final examination 

?

20%

Procrarn: 

Part I: ? 

"To write for, about the poor": 

The Parti Pris experience 

André Major, 

Le Cabochon,

Montréal: Parti pris, 1964. 

Jacques Renaud, 

Le

Cassé,

Montréal: Parti pris, 1964. 

Laurent Girouard, 

La y 

ule

inhurnaine,

Montréal: Parti pris, 

1964. 

(all, in SFU 

Library) 

Calendar Information:

Department: French

Course #: 825

NEW

GRADUATE COURSE PROPOSAL FORM

Title: Topics in French Literature

Description: An in-depth study of a topic relating to a period or a movement in French literary history, such as:

Middle Ages, Renaissance, Classical Period, Enlightenment, Romanticism, Realism, Naturalism,Existentiaiisrn.

Credit His: S

Vector: 0-3-0

Prerequisite(s), if any:

Enrollment and Scheduling:

Estimated Enrollment: 5-10

When will the course first be offered: See proposal, page 5

How often will tile course be offered

See proposal, page 5

justification:

This course examines a specific period or movement in French literature and provides a background for more

detailed study of an author or literary work or trend.

Resources:

Which Faculty member will usually teach the course: Davison, Poirier, Merler, Steele, Viswanathan

What are the budgetary implications of mounting the course: See Proposal, Page 5

Are there sufficient library resources (append details): See Appendix A, Library Report

Appended: ?

Outline of the course

b) ?

An indication of the competence of the Faculty member to

give the course

C )

Library resourcesApproved:

Approval:

'Departmental Graduate Committe:

Faculty Graduate Committee

Senate Graduate Committee:

2.-¼

Senate; ?

Date:____________________

Arts 92-3

DEPARTMENT OF FRENCH 

FREN8 25-5 

Topics in French Literature 

Instructor: Rosena Davison 

The French Enlightenment: 

-

Literature, ph&iQQphy and Je0 

Course objectives: The aim of this course is to provide an 

overall view of the French Enlightenment and its literary and 

philosophic importance, with special emphasis being given to the 

development of pedagogical thought. 

Evaluation: This will be based on in-class oral reports on texts 

in both bibiliographieS (60%), and on a research paper on a 

specific author or aspect of his/her theories (40%). 

Course outline: 

I.

Introduction to the main literary and philosophical movements 

of the eighteenth century, and to the circumstances which caused 

changes to current thinking. Situate pilosoPhes (Voltaire, 

Diderot, Rousseau, Helvétius) in their historical and cultural 

context. L'Encyclopédie, its aims, importance and sphere of 

influence. 

II.

The philosoohes' contributions to the evolution of ideas. 

Means at their disposal for diffusion of their ideas: books, 

journals, salons, schools. Effect of censorship. 

III. 

Teaching in eighteenth-century France: schools, colleges, 

academies, private education. The Jesuits. Texts used. John 

Locke. Philoso 

p

hes' contribution to pedagogical theories. 

IV.

Rousseau, Emile: importance of his ideas and impact on his 

contemporaries and successors. 

V.

Diderot: several texts (see reading list). 

VI.

Women's education: Mine d'Epinay and her contemporaries. 

VII. 

The French Revolution. Dreams come true? 

NEW

GRADUATE COURSE PROPOSAL FORM

Title: Monographic Studies

Description: An in-depth study of one writer from a specific theoretical perspective (psychological,

historical, linguistic)

Credit Hrs: 5

Vector: 0-3-0

Prerequisite (s), if any:

gnrollmcnt ant! Scheduling:

Estimated Enrollment: 5-10

When will the course

first

be offered: See proposal, page

How often will the course be offered:

See proposal, page 5

jjficnIion:

This course will enable the student to apply a specific theoretical methodology to the detailed study of one

author. It is complementary to other courses in which a variety of methododogies and/or authors may be

usually teach the course: Davison, Merler, Poirier, Steele

What are the budgetary implications of mounting the course: See Proposal, Page 5

Are there sufficient library resources (append details): See Appendix A, Library Report

Appcnde&

Outline of the course

An indication of the competence of the Faculty member to

give the course

Library resourcesApproved:

Faculty Graduate Coin mittees_

Date:

Faculty:

Senate C

_________________________________________________________________________________

DEPARTMENT OF FRENCH

FREN826-5

Monographic Studies

The Teleological Implications of a Text and of Behaviour?

(Stendhal and Adler)

Instructor:

Dr. Grazia Merler

Course Content and General Objectives:

Stendhal's prediction that he would be famous fifty years after his death has proven

accurate. Much has been written about Stendhal since 1842, indeed these writings reflect the

very history of literary criticism (from historical to biographical to thematic to sociological to

structural to linguistic). For the purpose of this course we will concentrate on a psychological

approach. Analytical psychology (Jung) and psychoanalysis (Freud) have produced the largest

critical body in this perspective. We will use both the fictional and the non fictional texts of

Stendhal to analyze them in a

new

perspective, that of Individual Psychology, founded by Alfred

Adler. We will compare our findings with those of the other two schools.

The objective of the course is to find commonalitiës between the inherent logic of a text

(be it in the sequencing of its narrative structures or in the presentation of various fictive

characters), and the "private logic", "fictive goals" of human behaviour. In this perspective, some

characters of fiction which have often been considered contradictory or mad or afflicted with a

specific fixation, can in fact be explained in perhaps more humane ways than has the

psychanalytic analysis.

This course will concentrate on one/two novels:

Le Rouge et le noir; La Chartreuse de

Parme,

and other non-fictional texts:

Dc I'Amour; Vie de Henri Brulard; Histoire de la peinture

en Italie; Mémoires d' un touriste; Vies de Haydn, de Mozart, de Métasra.se.

(The complete works of Stendhal are available in the library.)

C6urse Requirements and Gradin

Structure:

The student will be expected to complete weekly assignments and a term paper. Grade

distribution

is 40% for weekly assignments and 60% for the 'final paper.

/_^

7

of-

NEW GRADUATE COURSE PROPOSAL FORM

Calendar information;

W ?

Department: French ?

Course #: 830

Title: Canadian French

Description: Advanced study of the linguistic structures and sociolinguistic rules of French in Canada.

Credit Hrs: 5

Vector: 0-3-0

Prerequisite(s), if any:

Enrollment and Scheduling:

-- ?

—Estimated-Enrollmcnt:—i-2 ?

Whcn-will-the-course-first-be-offered:–when-required

How often will the course be offered: On demand

Justification:

The extent and importance of research on Canadian French cannot be dealt with satisfactorily within our

existing graduate offerings and it warrants the addition of a new course which will be the continuation and

intensification of the material covered in French 422-3 Canadian French.

Resources:

Which Faculty member will usually teach the course: Fauquenoy, Wrenn

What are the budgetary implications of mounting the course:

Are there sufficient library resources (append details): See appendix A,

Library Report

Appended: ?

Outline of the course

An indication of the competence of the Faculty member to

give the course

Library resourcesApproved:

Approval:

Departmental Graduate Commi ' ?

t ?

Senate Graduate Committe ?

Date: ?

1/4)

Senate: ?

Date:____________________

Arts 92-3

SIMON FRASER UNIVERSITY

DEPARTMENT OF FRENCH

FRENCH 830-5:

CANADIAN FRENCH

INSTRUCTOR: Dr. Marguerite Fauquenoy

CALENDAR DESCRIPTION:

Advanced study of the linguistic structures and sociolinguistic rules of

French in Canada.

COURSE CONTENT:

This course discusses issues and research pertinent to the situation of

French in Canada. It focuses on the notions of "norm" and "variation" from

a linguistic and sociolinguistic perspective, with a special emphasis on

Quebec French. Topics will include phonological norms, grammatical

norms, lexical norms, social styles, social dialects and regional varieties,

systems of address and attitudes towards variation.

GR ADTN:

The student will be required to write an extended essay on one topic of

annotated bibliography on another aspect of the program (20%). In- class

oral reports on the readings will count for 40%.

NEW GRADUATE COURSE PROPOSAL FORM

. ?

Calendar Information:

Department: French

Course

Th 831

Title: Studies of Bilingualism in the French-Speaking World

Description: Theories of bilingualism as they apply to French, and the place of French in the world.

Credit Hrs: 5 ?

Vector: 0-3-0

Prerequisite(s), if any:

Enrollment and Scheduling:

Estimated Enrollment: 1-2

When will the course first be offered: when required

-How-often-will-the-coursc-be-offered:—on-demand

Justification:

While most of our graduate offerings concentrate on the linguistic and sociolinguistic study of French as the.

sole language of a community, the need exists for the description of situations where French is not the only

means of linguistic communication, that is the study of problems of bilingualism as they arise from

language contacts and language conflicts.

. ?

Resources:

Which Faculty member will usually teach the course: Fauquenoy

What are the budgetary implications of mounting the course:

Are there sufficient library resources (append details): See appendix

Library Report

Appended:

Outline of the course

An indication of the competence of the Faculty member to

give the course

Library resourcesApproved

Departmental Graduate Committc),}

1fL

/. LJ-t.w._-

Date: ?

i'/ 41

Faculty Graduate Coffimiuee

f5 ?

Date:____________________

. ?

Arts 92-3

SIMON FRASER UNIVERSITY

DEPARTMENT OF FRENCH

FRENCH 831-5:

STUDIES OF BILINGUALISM

IN THE FRENCH SPEAKING WORLD

INSTRUCTOR: Dr. Marguerite Fauquenoy

CALENDAR DESCRIPTION:

Theories of bilingualism as they apply to French and the place of French

in the world. (COURSE CONTENT:

This course surveys current research concerning the situation of French as

the second international language in the world. In most countries, French is

in contact with other languages, therefore in a bilingual context. The

program will start with an overview of the historical background explaining

the contemporary status of French in the world and explore attitudes and

policies in France and abroad, language contacts and conflicts, and the

notion of "Francophonie". Topics will include: state vs individual

bilingualism, language choice, code-switching and accommodation theory

(where French is one of the options in the bilingual setting).

GRADING:

The student will be required to write an extended essay on one topic of

annotated bibliography on another aspect of the program (20%). In- class

oral reports on the readings will count for 4001o.

W";

NEW GRADUATE COURSE PROPOSAL FORM

Calendar Information:

Department: French

Course I: 832

Tide: Theoretical Approaches to the Acquisition of French as a Second Language

Description: New trends and theoretical developments in the acquisition of French as a second language.

Credit Hrs:

5 ?

Vector: 0-3-0

Prerequisite(s), if any:

Enrollment and Sche(luling:

Estimated Enrollment: 1-2 ?

When will the course first be offered: when required

How often

will

the course be offered: on demand

Justification:

While French 817: French Applied linguistics focuses on the role of linguistic theory in the

teaching of French as a second language, this course will be more specifically oriented towards a social and

psychological perspective in the acquisition of French, as it is illustrated in the intensive research taking

place in the European Community.

. ?

Resources:

Which Faculty member will usually teach the course: Fauquenoy

What are the budgetary implications of mounting the course:

Are there sufficient library resources (append details): See appendix A, Library Report

Appended:

Outline of the course

An indication of the competence of the Faculty member to

give the course

Library resourccsApprovcd:

Approval:

Departmental Graduate Committee: ?

f-i

- ?

AhJ

Faculty Graduate Committees_____________

Faculty:

- ? Date:/7

Senate Graduate Commiuee:

- _(._ ,--•-. ?

Date:_(-.-'_

Senate;

_Date:___________________

Arts 92-3

SIMON FRASER UNIVERSITY ?

DEPARTMENT OF FRENCH

FRENCH 832-5:

THEORETICAL APPROACHES TO THE

ACQUISITION OF FRENCH AS A SECOND

LANGUAGE

INSTRUCTOR: Dr. Marguerite Fauquenoy

CALENDAR DESCRIPTION:

-New trends and theoretical developments in the acquisition of French as

a second language.

COURSE CONTENT:

This course will allow students to compare and evaluate traditional

approaches to the acquisition of French as a second language and more

recent theories based on a sociolinguistic perspective. Topics include first vs

second language acquisition theories, the role of motivation in language

acquisition, the linguistic continuum and the notion of interlanguage,

systems of learning, learning strategies, cognitive theories as they apply to

second language acquisition, communicative tasks vs learning tasks etc.

GRADING:

Students' performance will be assessed on the basis of their participation

in class discussions and their weekly oral reports, on their readings during

the semester

(50%),

and on an extended essay dealing with one aspect of the

program

(50%). ?

/%'2

-0,

MEMNDUM 

W.A.C. Bennett Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

Date: 

?

28 July, 1.993 

From: Ralph Stanton (Collections Management Office) 

To: ? 

Phyllis Wrenn, Graduate Program Chair, Department of 

French 

Re: ? 

REVISED Graduate Curriculum Proposal, Library 

Assessment 

Thank-you for your memorandum of March 12, 1993. Here is our 

assessment of the Librar 

y

's needs in relation to the 

following new courses: 

French 800-2 Readings in French Linguistics 

French 801-2 Basic Research methods 

French 823-5 Interdisciplinary Approaches to French 

Literature 

. French 

French 

French 

French 

Fr: iich 

1. c:1

Fr en c h 

824-5 Topics in French Canadian Literature 

825-5 Topics in French Literature 

826-5 Monographic Studies 

830-5 Canadian French 

831-5 Studies of Bilingualism in the French-speaking 

832-5 Theoretical Appr-:.aches to the Acquisition of 

as a Second Language 

PRICES 

Current: book prices in this field are $47.10 per title. 

CPECIAL TOPICS COURSES 

The February 8, 1993 Senate motion on Library resources 

states under item 3 Special topics courses which have no 

previously been offered shall be presented to the Library 

or an assessment of Library materials as early as 

possible. For the purposes of this definition we think that 

French 825-5, and 826-5 are special topics courses; should 

.

?

the topic/s change the revised course outline and reading 

list should be resubmitted to the Library so that we can 

ensure that adequate resources are available. 

401

SERIALS 

?

.

We note that just 16 of the 189 reading list citations are 

from serials (10 titles) . This is an unusuall 

y

low number o 

serials compared to other course assessments hut may 

e

h

comDletely normal for the topics covered. The Librar 

y

holds 

8 of the 10 serials titles cited. The French Department 

should confirm that the Librar 

y

serials collection is 

adeuate to Cover these courses since we will not be able to 

add new serial titles from our funds. 

PROFILE 

There is no need to amend the current Library profile in 

Linguistics Or Languages. 

COURSES: 

i

Compulsory 

2 credit hour course will first be offered 

In 93-3 and ever 

y

semester thereafter. It will have an 

enrollment of 5-6 students. 

There are 20 items in the reading list of which 8 are not in 

the catalogue. Of those in the catalogue 4 are on loan and 

shoiild have etra copies purchased. 12 books will 

cost 

$ 5 65 2 0. 

There are no perodica1.s required. 

French, 80i.-2 Bas i..c R-esearch methods 

This compUlsor y 

2 unit course will be offered for the first 

ti.-me in 

, 93-3 and as required after that. Estimated 

enroiLmerit is 5-6.. 

There are 5 monographs rand no periodicals on the reading 

lisc. Thtee titles are not in the catalogue:; they will cost 

$14.l..3.. 

;French.823 -5, .Int.erdi.st1o1 ina.rv AoDroa'ches to French 

.L itera'tur e 

This cbursew.i.11 be offered ante every :56 •semesters 'to '5-10 

Studen'ts."There are .22 items in the reading 1Is't ot which 1:8 

are 'motiog.rh.s an 4 from periodicals.. 7 of the monograph 

. ?

items are not in the catalogue and a further 2 are on loan 

and require a second copy. The 

cost 

of 9 books is $423.90. 

One serial cited is not in the collection, it is, 

Le Journal 

:madien de reclierches semiotiques. 

The cost of this journal 

including tax and binding is $73.26 and it is a recurring 

Cost 

French 824-5 Topics in French Canadian Literature 

This course will have an estimated enrollment of 5-10 

students. The date of first offering and frequency are not 

y

et determined. The topics covered in this course will not 

change significantly year by year. 

There are 29 items in the bibliography, all are monographs. 

5 items are not in the catalogue and 4 items are on loan, on 

reserve or missing. The cost of 9 titles is $423.90. 

French 825-5 Topics in French Literature 

This course will be offered once every 5-6 semesters to 

between 5 and 10 students. There are 8 topics suggested for 

. ?

this course. One topic, The French Enlightenment has a 24 

item reading list attached. 

All items in the reading list are monographs, 9 are no-- in 

the catalogue. The cost of this group is 

$423.90. 

We

( :

Ixpect: that the other seven topics noted in the ccu:e 

)UC

Line will generate similar costs (minus the Dideroc : 

the topic French Enlightenment. We consider that this caurse 

falls into the category Special Topics Courses as noted on 

page 1. Please notify the Library and send a revised 

reading list when the topic changes. 

French 

826-5 

M p no q r g 

Dhic Studies 

This course will provide an in-depth study of one write: per 

offering, which will be once every 5-6 semesters with 3-10 

students per offering. The reading list is constructed 

around Adler and Stendhal and has 25 items, all but 2 are 

monographs.. 5 of the items are not in the catalogue and a 

further 5 are on loan and should have a second copy ordered. 

The cost of the 10 items is $471.00. 

The Library is concerned that similar costs could attach 

•

?

themselves to other authors covered by future versions of 

this course. We consider that this course falls into the 

category Special Topics Courses as noted on page 1. Please 

nOtify 

the Librar 

y

and send a revised reading list when the 

topic changes. 

French 830-5 Canadian French 

This course will be offered on demand and will have an 

enrollment of 1-2. 17 items are in the bibliography, 14 are 

monographs of which 3 are not in the catalogue and 2 are on 

loan and should have a second copy ordered. The cost of 5 

titles is $235.50. 

French 831-5 Studies of Bilin 

g

ualism in the French-speaking 

World 

This course will be offered on demand to 1 or 2 students. 

There are 29 items in the reading list. Of the 24 monographs 

cited 14 are not in the catalogue and a further 6 are on 

loan or missing and need added copies. 20 books will cost 

$942.00. 

French 832-5 Theoretical ADor 

p

aches to the 

ACfliiti

p n

o

French as a Second Language 

This course will be offered on demand to 1-2 students. There 

are 19 entries in the reading list. 9 monographs are noc in 

the catalogue and a furtI-er three are on loan and need added 

copies. The cost of 12 monographs is $565.20. The one serial 

cited is not in the collection; it is 

Journal of French

Langiage

Studies and its cost is $103.02 per year inctidinq 

b

i n

d ing 

and is a recurring cost. 

.

t.L.t

L:;

! ?

tt ?

ci ? 

lien de re 

'iii-1

ot H:ericli Langung 

ToLi L Recurring 

sCmiorj ? 

73.26 

$103 

.02

Per Year ? 

$176.28 

curring co:;L:; per course ía .L9 .53 

p

er year 

iie line coar a, Monograph:; 

$41-9-L9-0 

Totji 1. 

?

$4, 191 .90 

Lilflt? co::;t p-r course is $465. 76. 

lIE FIJND T 

Nr4 RHOIJIRED FOR THESE SDURSES IS $4, 191.90 (ONE 

lCME 

TRANSFER 

ONLY) 

FROM 

AND

BASE) 

$176.28 PER YEA- 

::, , 

FOR NEW SUBSCRIPTIONS 

THIS IS A REVISION OF AN ASSESSMENT FIRST COMPLETED ON APRIL 

OR NOTE ON 

?

REMOVE THE EARLIER ,VERSION FROM YOUR FILES 

THE APRIL 15 VERSION THAT THIS REVISION EXISTS. 

.

711

• ?

SIMON FRASER UNIVERSITY

Program in Languages & Linguistics

FROM: Jacqueline Viswanathan

Dean of Arts

Graduate Chair, French

Graduate Studies

SUBJECT: Graduate Proposal

DATE:

June 14, 1993

Library costs

I have received a copy of your memo of May 26 to Dean Clayman

regarding library costs entailed by our new course proposals. We share

your concern regarding the expenditure for monographs and serials as

assessed in Ralph Stanton's report, and would like to propose the

following:

Serials: we have reviewed our current subscriptions and

titles coming under the proposal

our replacement subscriptions. (I am

attaching a copy of the French Library representative's memo to Ralph

Stanton).

2. ?

Monographs: there are several ways through which we can

decrease the projected amount.

The costs can be spread out over a period of three years. (See

Phyllis Wrenn's memo of May 4 and Ralph Stanton's answer)

Some of these items are basic references which belong in the

undergraduate collection and should come from the French base budget.

• c) ?

Extra copies of books which are already in the library do not

have to be purchased. They may be placéon reserve.

The single most expensive item is the edition of the complete

works by Diderot in the Slatkine edition ($1,360). This item should not

appear as part of library expenses entailed by the Graduate Proposal.

Please see Dr. Davison's attached memo regarding this matter.

.

I shall be happy to further discuss the matter with you, if you so

wish,

Ice- 

fft - 

a^k L 

JV/cnj

Avt I

o ?

/ ?

Jacqueline Viswanathan

t1V/ 

SIMON FRASER UNIVERSITY

Office of the l)ean, Faculty of Arts

MEMORANDUM

To: Bruce Clayman, Chair

From:

Evan Alderson

Senate Graduate Studies Committee

Dean of Arts

Subject:

Graduate Proposal: French ?

Date:

26 May 1993

This is to note that my signature on the attached course proposal

forms signifies the academic approval of the Faculty of Arts for the proposed

changes. My signature does not constitute a commitment to fund new

library costs associated with these courses from monies available to me in

__accordancew-iTh---t-he--sc-hed-u-le—proposed -by--the--Department

cf.

Wrenn/Stanton May 4, 1993). 1 will be considering these costs in relation to

other curriculum revision proposals coming before me and discussing with

the Department the appropriate distribution of these costs.

I trust that academic consideration of the program can continue. I

hope to have a clearer perspective on the possible implementation of the

new courses before the matter is considered by the Senate Committee on

SIMON FRASER UNIVERSITY

Office of the Dean, Faculty of Arts ?

MEMORANDUM

T& Rosena Davison, French ?

From: Evan Alderson

/ ihyl1is

Wrenn, French ?

Dean of Arts

SUbjëët Graduate Proposal

Date:

26 May 1993

You will see from the attached that I think we should talk about how

the library costs entailed by the French graduate program proposal are to be

fühdêd. As

bite

specific matter I ask you to consider whether the recurring

costs for serials might better be secured by cancelling other serials now in

ubscriptibn for the French Department than by transferring base funds

froth theFaculty of Arts, or the Department of French.

L41

Subject: Periodicals--French Dept.

Dear Ralph,

you will find hereby the lists of periodicals we wish to delete / keep / buy membership to

for both lists: Arts-lit-&cn and Arts-ling.

As you will see, we wish to be informed of the costs of the new periodicals we a-e

asking you to buy before taking a final decision and though before the library buys any

Finally, as Dr. Bartlett and I told you, we also wish to be aware of the decisicns made

by the Dept of linguistics concerning the Arts-ling list, and consulted before ),ou delete from

the list any periodical that will be of some interest for us.

I will be away for a research trip from June 7th until July 30th, but you can caitact

meanwhile Dr. Bartlett who kindly accepted to be in charge of the French Linguiics list, or

Dr. Viswanathan for the literature one.

Sincerely,

Guy Poirier

French Linguistics - Journals/periodicals

The following journals relating to French linguistics received

regularly

*(to

appear in PERRM) or irregularly (to appear in STACKS).

All but 4 (marked *) appear on the ARTS-LING-0000 list; the other 4

appear on the ARTS-LITO-FREN list.

We need to retain all of them.

27.82 ?

*Langues et linguistiques

Le francais dans le monde 00159395

8.46 ?

Cahiers linguistiques dOttawa

Lecons de linguistique de Gustave Guillaume

pub276376799

79.58

La Linguistique

Presence francophone (appears in PERRM but not on lists)

Langues et linguistique

204.07 ?

Lingvisticae investigationes ?

03784169

[]

We recommend deletion of the following French linguistics serial

acquisition (appearing on the ARTS-LIT-FREN list)

58.10

Franzosisches etymologisches Worterbuch

There are no French linguistics journals appearing in the ARTS-

LING-0000 list that we can eliminate.

We are however recommending elimination of the following journals

classed in two groups. They all appear on the ARTS-LING-000 list.

i )Journals with_lttUe a

ar-ent-or--no interest-for eith gënëa[

linguists or French linguists:

45.05

Modern Language Journal

Modern Language Notes

00767910

130.62

Modern Language Review

00267937

57.24

Neuphilologische Mitteilungen

American journal of philology

00099475

72.07

Classica et Mediaevalia: revue danoise

01065815

77.52

Revista de filologia espanola

2) The French Department would have no complaints if the following

were cancelled but recognizes that the Linguistics Department may

NALLD [Lang. Lab directors newsletter] 00275905

15.27

Texas Linguistic Forum

25.73

Journal of English Linguistics

31.12

Indian Linguistics

40.28

Australian Joiurnal of Linguistics

45.03

Journal of Chinese Linguistics

52.25

Oceanic Linguistics

100.54

Journal of the Linguistic Society of Japan

Proceedings of Inter. Congress of Onomastic Sciences

5:;L

The French Department would like to add the following journals

relating to French linguistics but would prefer to know the costs of

all items before making a preferential listing.

Cahiers de linguistique francaise

Cahiers de Lexicologie

Recherches sur le francais pane (Aix-en--Provence)

Revue quebecoise de linguistique

Studies in French Linguistics

Travaux de linguistique et de philologie (Nancy)

About half of these have random numbers appearing either in the

periodical stacks or in the general stacks.

We would like to assure their continued and uninterrupted supply

whether they appear regularly or on an irregular basis.

0 ?

French Literature-journals periodicals 

1.

From the list ARTS-LIT-FREN, the French Literature section of 

the Dept. of French decided to eliminate the following 

memberships: 

22.89 French 17 

39.56 Bulletin de l'academie royale de Belgique 

46.75 French periodical index 

58.19 Franzosisches etymnologisches 

68.74 Revue d'etude du roman du XXe siecle 

132.95 Cahiers Saint-Simon 

-We -also -wou-ld 

—

accept todeiet 11183 Fñff YX bibliographie 

F i-h

rnmT -y-ch-h-

i-,

2.

We also think that the membership for the following titles 

should be sharewith other Departments who are using it: 

46.75 French periodical index 

should be transferred to the library budet 

101.60 International Journal of Canadian Studies 

.

?

?

should be shared with Canadian Studies or the Dept. of 

History. 

1279.12 Studies on Voltaire and the 18th century 

should be shared with the English Department and perhaps the 

History Dept. 

MEMORANDUM 

?

W.A.C. Bennett Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

Date: 10 June, 1993 

From: Ralph Stanton (Collections Librarian) 

To: ? 

Guy Poirier (French) 

Re: ? 

Serials 

This memo confirms that the International Journal of 

Canadian Studies has been transferred to the History account 

and that the French Periodical Index has been transferred to 

the Library General account. 

RS

.

MEMORANDUM 

W.A.C. Bennett. Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

l)it:e: 

?

6 May, 1993 

Irorn: Ralph Stanton (Collections Librarian) 

French

lu: ?

P.W. Wrenn,

Graduate Programme Chair, Department of 

Re:

?

Library Course Assessment French Graduate Curriculum 

Proposal, Your memo of May 4, 

1993

!liink-you for

your memorandum with a proposed three year 

r)Itse---JlI 

of

the one time costs. We agree with your proposal 

piti

itid 

Will

after 

purchase

the transfer 

the required 

of the sums 

material 

indicated. 

according 

I am 

to

assuming 

your 

hit you are also agreeing with the transfer from base of 

176.28

in the fiscal year 1993-94 to cover the costs 

i:•;:;uc iatd with two serial publications. 

Noose call it you have any questions 

c. Dr. Bruce .: layman, Dean of Graduate Studies 

DEPARTMENT OF FRENCH

To: ?

Ralph Stanton, Collections Librarian

From: ?

P.,Wrenn, Graduate Program Chair, Department of

French

Graduate Curriculum Proposal, Library Assessment

Date:, ?

May 4, 1993

Thank you for the assessment of the Library

'

s needs. in relation

to the .

new graduate courses we have proposed for French.

I' am gratified that the recurring annual, costs are small. As far

as the more significant one time costs of $5,552 are concerned,

please note that the courses to which. these apply

willi be phased in

over a period o three years thereby considerably reducing the

funding, required to start the program.

The following represents a workable breakdown:

823

$1364

$1959

$2225

B.

Ag w^^— 

for P. Wrenn

llJ1©1

llIRllTf

DEPARTMENT OF FRENCH

MEMORANDUM

TO: Ralph Stanton

FROM: Rosena Davison

Collections Librarian

Chair

RE: Graduate Proposal Library

DATE: June 14, 1993

Costs

I refer to your memo of April 15 addressed to Phyllis Wrenn concerning the

library funds for the French Graduate Programme. In particular I refer to the monographs

required for French 825-5 To

ics in French Literature.

I was indeed surprised to learn that Diderot's Oeuvres compltes was considered

an item to be purchased with this budget. Since I have worked extensively on Diderot

I was dismayed to discover on my appointment in 1982 that SFU did not possess a copy

of Diderot's Complete Works.

I therefore requested that this be purchased and was informed that it would be

considered. No purchase was made, because of the cost. When I received a copy of the

Slatkine Reprint Catalogue of 1991, I noticed that the Lewinter edition of Diderot's works

was available at a "bargain" price (the new edition being prepared is at least ten times that

price), and requested in 1991 that it be purchased.

I therefore have difficulty in understanding why this acquisition is now being

treated as part of the texts for French 825, rather than an essential acquisition for the

library as a whole. It presents an unreasonably high total for funding required for the

graduate courses in French.

R. Davison

RD/cs

c.c.: Evan Alderson, Dean of Arts

' U

SIMON FRASER UN[VERSITY

,t1A

IA.

1V.A.C. BL-i\JNi'1"I' lIBRARY

MEMORANDUM

To: ?

Phyllis Wrenn, Graduate Program

From: Ralph Stanton

Chair, De

artment of French

Collections Librarian

Subject: Graduate Curriculum Proposal,

Date:

April 15, 1993

Library Assessment

Thank 'iou for your memorandum of March

12,

1993. Here is our

of the Library's

needs in relation to the following new courses:

800-2

331-5

Readings in French Linguistics

Basic Research methods

Interdisciplinary Approaches to French Literature

Topics in French Canadian Literature

Topics in French Literature

Monographic Studies

Canadian French

Studies of 13iliriguaiism in the French-speaking World

Theoretical Approaches to the Acquisition of French as a second Lang i::ge

PRICES

Current book prices in this field are $47.10 per title.

SPECIAL.. TOPICS_COURSES

The February 8, 1

993 Senate motion on Library resources states under Item 3 'Special topics

courses which have not previously been offered shall be presented to the Library for an

assessment of Library materials as early as possible" For the purposes of this definition, we

think that French., 825-5, and 826-5 are special topics coUrses. Should the topics, change the

revised course outline and reading' list should be resubmitted to the Library so that we can

ensure that adequate resources are available.

-5q

•

Page

April 15, 1993

Phyllis Wrenn, Graduate Program Chair - French

SF AlA

We note that just 16 of the 189 reading list citations are from serials (10 titles). This is an

unusuIlly low number of serials compared to other course assessments, but may be

completely normal for the topics covered. The Library holds 8 of the 10 serials titles cited.

Th Frnch Department should confirm that the Library serials collection is adequate to cover

these coi.jrses since we will not be able to add new serial titles from our funds.

PROFILE

There is no need to amend the current Library profile in Linguistics or Languages.

COURSES

French 800-2 Reading5 in French Linguistics

This compulsory two credit hour course will first be offered in 93-3 and every semester

thereafter. 11 will have an enrollment of

5-6

students.

There am 20 items in the reading list of which 3 are not in the catalogue. Of those in the

catalogue, four are on loan and should have extra copies purchased. Twelve books will cost

$505.20.

There are no periodicals required.

French 801-2 Basic Research

methods

This cnmpulsory two unit course will be offered for the first time in 93-3 and as required after

that. Estimated enrollment is 5-6.

There are five monographs and no periodicals on the reading list. Three titles are not in the

catalogue: they will cost $141 .30.

Liter

atu

This course will he offered once every 5-6 seniosters to 5-10 students. There are 22 items in

the reading list of which 18 are monographs and 4 from periodicals. Seven of the monograph

items are not in the catalogue and a further two are on loan and require a second copy The

cost of nine books is

$423.90.

Page 3

April 15, 1993

Phyllis Wrenn, Graduate Program Chair - French

One serial cited is not in the collection. It is,

Le Journal canadien de recherches semiotiques.

The cost of this journal, including tax and binding, is $73.26 and it is a recurring cost.

Fr e nch

E5Topics

in French Canadian LiteratUre

This course will have an estimated enrollment of 5-10 students. The date of first offering arid

frequency are not yet determined. The topics covered in this course will not change

significantly year by year.

There are

items in the bibliography, all are monographs. Five items are not in the

catalogue and four items are on loan, on reserve or missing. Th cost of nine titles is

$423.90.

French 825-5 Tonics

French Literature

This course will be offered once every 5-6 semesters to between 5 and 10 students. There

are 8 topics suggested for this COUrSe. One topic, The French Enlightenment has a 24 ireiii

readine list attached.

All items in the reading list are monographs, nine are not in the catalogue. 1 he cost of this

group is $423.90.

An additional item,

Diderot's Oeuvres completes,

Statkine edition of 1991,

is on order for this course and should be paid for by it. The cost is $1,360.00. The totOl

$1,783.90.

We expect that the other seven topics noted in the course outline will generate similar costs

(minus the Diderot) to the topic French Enlightenment. We consider that this course falls into

the category Special Topics Courses as noted on page 1. Please notify the Library and send

a revised reading list when the topic changes.

French 826-5 Mon ogiaphicStudie

This course will provide an in-depth study of one writer per offering, which will be once every

5-6 semesters with 5-10 students per offering. The reading list is constructed around Adler

and

S::aridhal

and has 25 items, all but 2 aru monographs. Five of the items are not in the

catalogue and a further five are on loan arid should have a second copy ordered. The cost of

the 10 items is $471.00.

The Library is concerned that similar costs could attach themselves to other authors covered

by future versions of this course. We consider that this course falls into the category Special

Topics Courses as noted on page 1. Please notify the Library and send a revised reading list

when the topic changes.

•

Page 4

April 15, 1993

Phyllis Wrenn, Graduate Program Chair - French

French 830-5Canadian French

This

course will be offered on demand and will have an enrollment of 1-2. Seventeen items

are in the bibliography, fourteen are monographs, of which three are not in the catalogue and

two are on loan and should have a second copy ordered. The cost of live titles is $235.50.

Frenc

h

-5

Studies of BilinMalis

rnm

hp

—

TThre-are291tem ifth'ë7ëdi

list. Of the 24 monographs cited, 14 are not in the catalogue and a further 6 are on loan or

missing and need added copies. Twenty books will cost $942.00.

Fre

nc

_5Theoretical Approaches to the Ac

uisition of Frenchas_cond

LP

gLgig

This course will he offered on demand to 1-2 students. There are 1

9 entries in the reading

• ?

list. Nine monographs are not in the catalogue and a further three are on loan and need

added copies. The cost of 12 monographs is $565.20. The one serial cited is not in the

collection; it is

Journal of French Language Studies

and its cost is $103.02 per year including

binding.

SUMMARY OF COSTS

Ur nQQsts.rjaIs

Le Journal canadien de recherches semiotiques

73.26

Journal of French Language Studies

Total

Recurring Costs Per Year

$176.28

Recurring costs per course is $19.58 per year

ce^a 

Page 5

April 15,1993

Phyllis Wrenn, Graduate Program Chair - French

One time cts, Monographs

90 monographs

Slatkine Diderot

Total

One time cost per course is $6,16.87.

$4,191.90

$5,551.90

THE FUNDING REQUIRED FOR THESE COURSES IS $5,551.90 (ONE TIME ONLY) AND

$176.28 PER YEAR FOR

NEW'SUBSCRIPTIONS

(TRANSFER FROM BASE).

Ralph tanton

Collections Librarian

DEPARTMENT OF FRENCH

French Graduate Irograni

In:

Ralph Stanton

Iroiii Phyllis Wrcnn

Collections Librarian

(iradu tt.e I > rograI1

('11,1117

Re:

( raduatc (.urricukiin Proposil

Date: March 12, 1993

l'utThcr to our recent telephone conversation, please find aUacl

ied your copy of.'

tfuctuiints relevant to

(iraduate Curriculum Proposal to he presentc(l by the Dcpatrncnt of

l'rtncli to the l'aculty of Arts Graduate Studies Committee br approvil. Since the proposal

includes nine new COUrSeS, 1 am requesting that you prepare the required report of Iibrat'

reS( n irces.

Attachments include: Summaty of Changes; and Rationales for Changes; New Course

Proposal Form, Course ( )uttinc and 131bliognmphy lbr each nev course; complete Candar

I ntrv and Program Requirements br French ( raduate Program. As discussed, I have not

included Course ( )ut hues and I ih!iographies of existing courses.

•

i )

APPENI)IX B

SIMON FRASER UNIVERSITY

Faculty of Education

MEMORANDUM

Ls,I:

New Calendar Entry

Date ?

April 14, 1993

This memo confirms our conversation regarding the new calendar entry

for the MA program and its possible appeal to teachers of French as a Second

Language. I have no objection to the phrasing of this entry but would ask you to

consult with Dr. Obadia upon his return.

Mike Manley-Casimir

MMC:rnw

S.93-60b

Department of History

Summary of Graduate Curriculum Revisions

SGSC Reference: ?

Mtg. of October 25, 1993

Calendar Information; ?

NEW GRADUATE COURSE PROPOSAL FORM

A written research project normally with a minimum length of 35 pages, to be defended

before a project committee.

Credit Urs: n/a ?

Vector: n/a

Prerequisite(s), if any: n/a

Enrollment and Scheduling;

Estimated Enrollment: n/a

When will the course first be offered: 93-3

How often will the course be offered: n/a

Justification:

The research-project option has already been adopted as slated in the calendar. It simply

needs an identification number.

SResources;

Which Faculty member will usually teach the course: n/a

What are the budgetary implications of mounting the course: n/a

Are there sufficient library resources (append details): n/a

Appended: ?

a) ?

Outline of the course

An indication of the competence of the Faculty member to

give the course

, :L....

Arts 92-3

S.93-6O

Department of Philosophy

Summary of Graduate Curriculum Revisions

SGSC Reference: ?

Mtg. of October 25, 1993

SCAP Reference: ?

SCAP 93- 38c

Proposal for a PhD Program in Philosophy offered jointly by Simon Fraser

University and the University of British Columbia, including

• i

revised February, 1993

8Tumcu

OFFIC

A PROPOSAL FOR A DOCTORAL PROGRAM IN

PHILOSOPHY FOR SIMON FRASER UNIVERSITY

Preamble

The following document is in six parts: The first sketches past and current anangejents__

with the U B C Dcuj

parent _of Philosophy for the-supervision-of gradnt sIiidnis, summarizes

-- the proposed arrangements, and, for the sake of comparison, mentions the cooperative

arrangements for graduate supervision in Alberta. The second provides the required general

information about the proposed program. The third is a statement (the proposed entry for the

S.F.U. calendar) of academic regulations governing admission to the MA and PhD programs,

courses offered, and requirements for the degrees. The fourth, not for inclusion in the Calendar,

is a statement of the academic procedures through which we propose to realize and regulate the

program. It stipulates the schedule by which requirements for the degrees will be met and

provides details of such matters as comprehensive examinations. The fifth is a timetable

indicating the stages by which a typical doctoral student would progress through the program.

. ?

The sixth provides the required documentation for five additional Directed Studies courses

which the S.F.U. department proposes to add to its course offerings.

Since each of the two universities speaks in its own administrative idiom, we have, in

some places, couched the document in a vocabulary which is neutral between the usages of the

two. Thus, for example, we use "course" to mean indifferently semester course at S.F.U. or one

term course at U.B.C.

CONTENTS

Need for the Program

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

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

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

1.3 Note on Course Requirements/for the PhD Degree ...............

3 ?

General

Proposed

InformationCalendar

Entry

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

Cooperation with U.B.0..................................

-j

Application Procedures

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

Application Fees

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

Program ?

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

Admission ..........................................

Degree Requirements ?

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

PhDProgram

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

Admission ..........................................

Degree Requirements ?

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

Graduate Coo ises .....................................

4 ?

Proposed Academic Procedures

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

The MA Program.....................................

The PhD Program ......................................

doctoral student's progress

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

.17

, 0

I Need for the Program

The University of British Columbia has had programs leading to the MA and the PhD

degrees in Philosophy since 1963. Simon Fraser has had a graduate program leading to the MA

degree since 1970. Since the inception of the U.B.C. program that university has awarded 33

PhD degrees and 36 MA degrees in Philosophy. Up to 1991, S.F.U. had awarded 15 MA

degrees in Philosophy; 5 students have completed the requirements for the degree in 1992. The

current enrolment in the two programs is:

U.B.C.: MA 15, PhD 15

S.F.U.: MA 14 (+1 qualifying student)

Hie two departments have enjoyed increasingly close cooperation in their graduate

programs for a number of years. The S.F.U. department has typically drawn its external

examiners from the U.B.C. department. S.F.U. department members have offered joint graduate

seminars at U.B.C. and participated in the supervision of U.B.C. doctoral research, receiving

adjunct appointments at U.B.C. S.F.U. graduate students in Philosophy participate in U.B.C.

graduate seminars, as do U.B.C. graduate students in those at S.F.U. There is increasing contact

hetween the graduate students of the two departments both informally and at jointly sponsored

conferences and meetings.

The benefits of this cooperation, for graduate and undergraduate students and for

department members, have always been found worthwhile and sometimes lustrous, but the

methods have, of necessity, been cumbersome and

ad hoc.

A planned, joint program with

regularised and codified procedures, and published opportunities and requirements will bring

these benefits more smoothly and reliably to more students, and more students to the two

universities.

There is increasing contact between philosophers and researchers in other disciplines,

particularly computing science, and there may well be nearly as many graduates of Philosophy

programs working, for example, in computing related industry in British Columbia as there are

teaching Philosophy in the universities and colleges. Many of these have doctoral degrees in

Philosophy. But

110

such trend would justify the multiplication of doctoral programs in

Philosophy. It is not anticipated that enrollment in the joint program will exceed 45. Of these,

• ?

some will take degrees who will never receive academic appointments in Philosophy or apply

any precisely definable part of their training to any commercial purpose. The justification for the

'1k'

merger is, on the one hand, that it will make an existing, indeed long established program better,

and on the other, that it will bring the Simon Fraser department into fuller participation in the

only Philosophy doctoral program in the province. It is a necessary condition for a proper

partnership in the doctoral program that Simon Fraser University be Prepared to admit the

program to its calendar and to confer some of the degrees.

In September, 1993 the S.F.U. department will have 14 members, the U.B.C. department

12. Combined, our numbers and breadth of specialties will be roughly comparable to the

combined graduate programs in Philosophy at the University of Alberta and the University of

Calgary.

1 Past and Proposed arrangements

Our working arrangement has been that a philosophy student at one university wishing to

take a graduate course at the other registers in a course at his own university bearing a calendar

description comparable to that of the course to be taken. S.F.U. faculty teaching U.B.C. courses

have been given adjunct V.B.C. appointments for the academic year of the course, as are S.F.U.

facifity. serving on supervisory committees of MA and PhD students at U.R.C. With the

Introduction of the joint program, these

ad hoc

arrangements will give way to others by which

transcripts will record courses as those of the sibling institution, and administrative complexities

of registration in sibling department courses will be made as transparent as possible to our

students.

The principal immediate proposal is that the arrangements between the S.F.U. department

and the U.B.C. department be made symmetric by the introduction of a doctoral program in

Philosophy at S.F.U. which would bear to tile U.B.C. department roughly the relationship that

theirs now bears to ours. That is to say, the S.F.U. doctoral program would draw

UOfl

the

resources of the U.B.C. department approximately as theirs now draws upon ours, and students

being principally supervised at S.F.U. would be registered at S.F.U., probably, but not

necessarily, receive most of their instruction at S.F.U. and receive S.F.U. degrees. In addition,

the two programs would cooperate in the promotion of the program, would not compete for

admissions, and would coordinate course offerings. Within these arrangements, the MA

programs would continue to operate more or less autonomously and with slightly different

requirements as in the past. In the case of the Pill) program, we have made an attempt to codify

Common regulations, and the U.B.C. department has now adopted the regulations which our

discussions have produced. Nevertheless, there may well be global changes at U.B.C. or at

S.F.U. which would disrupt any attempt at permanent uniformity. We have concluded that, at

• least initially, we will minimise administrative stress while maximising opportunities for

genuinely academic interaction by instituting two programs with parallel rather than identical

requirements, and by coordinating operations and all future changes in operating procedures and

requirements. In time, with continuing goodwill and experience, we will find the academically

Optimal level of integration.

A few administrative details of these arrangements are still being worked out, and this

proposal

aSSUmeS

a happy issue out of these negotiations. In particular, we propose symmetrical

policies on course credit, course transfer, and

transfer of registration,

as follow:

It is proposed that enrollment in courses at the sibling university be handled within the

- - -

general provisions Of _the _Western—DL ins'—tgieemcnt-

Lxce

l) t

thi[ th authority for

- - approving such registrations be delegated to the Graduate Chairs of the departments. It is

proposed that the deadlines for such registrations be the same as for the students at the

university offering the courses.

As regards the S.F.U. program, it is proposed by

our

Dean of Graduate Studies that

U.B.C. (500 level) graduate courses other than thesis courses be listed in the S.F.U.

. Calendar at the 700 level. This will being two benefits: First it will facilitate accurate

records of courses taken. Secondly it will permit full

transfer

credit for students moving

from the U.B.C. program to the S.F.U. program at any point in their doctoral program.

Thus

students for whom changes in the direction of their research necessitate a change of

where the work should be supervised. U.B.C. numerical scores will be translated

according to a formula already in use within the

office of

the Dean of Graduate Studies at

S.F.U.

We anticipate that the interchange of

department could be seen as unfairly subsidising a graduate program in the other. There will in

any case be only a

modest

increase in the number of students, so that no great additional

demands upon library or department resources need be expected.

We anticipate only a modest increase in the number of graduate students as a result of the

new

program. Since we

are

heavily dependent upon teaching assistantships for graduate support,

any doctoral admissions without external funds such as SSI IRCC fellowships must affect

•

admissions at the MA level. It seems that there will be no shortage of candidates for admission

to the doctoral program. Several very strong candidates present themselves from among our

1^

recent MA graduates, and, without any advertisement, we had 13 inquiries

ill)OUt doctoral

studies

for 92-3 in addition to the 105 MA enquiries. (Of the 105,

about

30 applied;

about

12 were

clearly admissible; we were able to admit 6.)

1.2 Graduate Programs in Alberta

By way of comparison, the graduate program in the department of Philosophy at the

University of Alberta had as of 1990: 17 faculty, 11 PhD students and 7 MA students. At the

University of Calgary the program had: 18

faculty,

13 PhD students and 8 MA students. An

agreement between the two universities provides for faculty at either university to supervise or

serve on graduate committees for students a the other university. In

addition,

funds are being

made available for students registered at one university, but supervised from the other to spend at

least a year at the supervisor's university.

1.3 Note on Course Requirements for the Phi) Degree

The requirement of 12 graduate courses (36 semester hours) for the

PhD

degree (8 (24

semester hours) after the MA) exceeds the

number

of required courses for the PhD degree in

other departments at the university, but is not

unusual among

Philosophy doctoral programs in

Canada and the U.S. Some other Canadian departments' requirements are furnished below as

examples:

University of Alberta

6 after the MA. Up to 12 after the BA

University of B.C.

10-12 courses (usually 12)

University of Calgary

at least 6 after the MA. 12 after the

Dalhousie University ?

COUSC

4 courses & 4 comprehensive essays

University of Toronto

12 courses, 8 after the MA plus one course outside the department

J^

0 ?

2 General Information

I. ?

Title of the program:

S.F.U. Doctoral Program in Philosophy

Credentials to be made available by it:

Doctor of Philosophy (S.F.U.)

Departments to offer the program

The Department of Philosophy (S.F.U.)

with the cooperation of

The Department of Philosophy (U.B.C.)

Schedule of Implementation

First admissions: September 1993

First graduations: 1998 or 1999

(revised 1 October, 1992)

3 Proposed Calendar Entry

Cooperation with U.B.C.

The Philosophy Departments of S.F.U. and U.B.C. cooperate in the administration of

their graduate programs. A student enrolled in a graduate program at S.F.U. is supervised by a

member of the S.F.U. department, but may count graduate courses at U.B.C. toward degree

requirements and have members of the U.B.C. department as other members of a supervisory

committee. Since Simon Fraser University operates on a trimester system, and the University of

British Columbia on a sessional system, the language adopted for descriptions of Course

requirements is intended to be neutral as between the two systems.

Titus, in what follows,

"course" means "semester course" or "one term course".

Application Procedures

The Philosophy Departments of S.F.U. and U.B.C. cooperate in the administration of

applications to their graduate programs. Prospective applicants are sent application forms for

both universities and may submit applications to one or both departments. Applicants who apply

to both universities may indicate a preference to enroll at one of them. Applicants who wish to

be considered by both departments are asked to submit applications and supporting documents to

each department.

Application fees

An application fee of $40.00 is charged.

MA PrOgram

Admission

In addition to meeting the minimum university admission requirements (see

the Graduate

General Regulations), an applicant for a Master's degree normally must hold, from a recognized

university, an

1-lonours

Bachelor's degree with a

cumulative

grade

point average

(CGPA) of 3.33

or a General Bachelor's degree with a grade point average of 3.5 in third and fourth year

Philosophy courses, and must submit references from qualified referees.

A student whose undergraduate work does not satisfy the above conditions may be

- ---

Teqwrechoc(m1.plete additional undergraduate courses as a part of a graduate program, or to

Degree Requirements

A candidate for the MA in Philosophy must:

complete four courses at the graduate level, gaining at least a second class standing

(CGPA of 3.00) and

submit and successfully defend a thesis giving evidence of independent critical ability.

show competence in such foreign languages as the Graduate Studies Committee

determines to be required for the proposed research.

J'^

PhD Program

Admission

Applications for the PhD degree must have completed:

a Bachelor's degree with First Class 1-lonours (and

CGPA of 3.67 or equivalent in

Philosophy courses), or

a Master's degree (or equivalent), or

a Bachelor's degree with one year of study in

Master's program, four graduate courses

with a CGPA of 3.67 and clear evidence of research ability. (Transfer directly into a

Doctoral program is not normally permitted beyond the first year of study and will not be

permitted after the completion of the second year in a Master's program.)

Loll

Degree Requirements

I. ?

Courses:

Students

in the

PhD

program are normally

required to complete twelve

graduate

courses, six

in the

first year of registration in the program, and

six in

the second. Students admitted

after

one year in the MA program are

Students entering the PhD program after completing the requirements

reduced, but in no case

by more

than

four courses. Each student's

committee

will recommend,

according

to the student's background and

the

requirements appropriate to

the field of research,

the

kind and number of courses to be taken by the

student.

Students entering directly from

the

Bachelor's degree must, during the first

year of graduate study, complete six courses

with

a CGPA of at least 3.33.

Examinations:

Students

in the Phi)

program are required to pass a Comprehensive Examination,

normally by the end of the first semester of the third year of registration in

the program.

Upon successful completion of the Comprehensive

Examination and

an approved thesis

proposal,

student is admitted to candidacy for the PhD degree.

Language Requirements:

Students in the PhD

program are required to demonstrate

such

competence in foreign

languages

as the

Graduate Studies Committee deems essential to the successful

completion of their proposed research.

Formal Logic Requirement:

Students in the PhD program are required to either

have or

acquire competence in formal

logic,

at a minimum at the

level of Phil 210, higher

when

relevant to their research.

J^

Thesis Proposal and Seminar:

Before the end of the first semester of the third year in the program, a candidate for the

PhD degree is required to submit a thesis proposal for approval of an examining

committee consisting of the student's Supervisory Committee and one further member of

the combined graduate department. The proposal must give evidence that the student is

acquainted with the literature in the area of the proposed research and must represent a

well defined program of investigation.

5 ni'

Before the end of the second ftrmaof the third year of the program, the candidate is

required to make a presentation to a colloquium of faculty and graduate students of the

combined department on the subject of the proposed research.

6. ?

Thesis:

Students in the PhD program are required to write and cicIen(1 a thesis embodying

original philosophical research.

SGraduate Courses

Courses in the 700 range are offered at U.B.C. The U.B.C. number is given in parentheses.

S.F.U. students enrolling in these courses register in the course at S.F.U. tinder the 700 number

and enroll in the course at U.B.C. under the U.B.C. number. Registration must be approved by

the Department Graduate Studies Committee.

1111, 710-3 (510 (3-12)(1)

Ancient Philosophy

PI 111, 712-3 (512 (3-12)d)

Medieval Philosophy

III 111, 714-3 (514 (3-12)(1)

Early Modern Philosophy

- --- ----PI

111-1-7-16-3--(51-6 (3;12)d

MödPtiilob

P1111. 718-3 (518 (3-12)(1)

Twentieth Century Philosophy

I II L 720-3 (520 (3-12)(1)

Logic

P1111 ?

725-3 (525 (3-12)(1)

Philosophy of Language

P1111.727-3(527 (3-12)(1)

Philosophy of Mathematics

III I IL 728-3 (527 (3-12)d)

FOun(lat ions of Mathematics

III1,

MIlL 732-3 (532 (3-12)(1)

Ethical Theory and Practice

P1111. 733-3 (533 (3-12)(1)

Issues in Biomedical Ethics

P1111. 734-3 (534 (3-12)(1)

Issues in Business & Professional Ethics

PHIL 735-3 (535 (3-12)(1)

Issues

Environmental

Ethics

PhIL 736-3 (536 (3-12)(1)

Ethical Issues in Social Policy

I'IIIL 739-3 (539 (3-12)(1)

Aesthetics

PhIL 740-3 (549 (3-12)(1)

Epistemology

I IL 750-3 (550 (3-12)(1)

l'lllL 760-3 (560 (3-12)(1)

Philosophy of Science

PII1L 781-789-3 (581-589 (3-12)d) Problems

Courses in the 80() range are offered at S.P.U.

Graduate Seminar in Epistemology I

Graduate Seminar in Epistemology II

Directed Studies I

Graduate Seminar in Ethics I

PHIL 811-3

Graduate Seminar in Ethics It

PHIL 815-3

Directed Studies H

PHIL 820-3

Graduate Seminar in Philosophy of Mind I

PHIL 821-3

Graduate Seminar in Philosophy of Mind II

PHIL 825-3

Directed Studies III

PHIL 830-3

Graduate Seminar in Aesthetics

PHIL 840-3

Graduate Seminar in LQgic

PHIL 845-3

Directed Studies IV

PHIL 850-3

Graduate Seminar in Philosophy of Language

PHIL 855-3

Directed Studies V

PHIL 860-3

Graduate Seminar in Philosophy of Science

PHIL 870-3

Graduate Seminar in Philosophical Texts I

PHIL 871-3

Graduate Seminar in Philosophical Texts Ii

PHIL 880-3

Graduate Seminar in Social Philosophy

4 Proposed Academic Procedures

(Department Document)

The MA Program

Upon admission, every student is assigned a member of the department as Interim Tutor.

A supervisory committee is appointed before the end of the student's second semester.

Both the original composition of and any subsequent changes to thet Supervisory

Committee are subject to the approval of the Graduate Studies Committee and the Dean

of Graduate Studies.

2. No later than the submission of the first draft of the thesis, the Department, on the

recommendation of the Graduate Studies Committee, nominates an examiner for the

thesis. The examiner must hold a university appointment outside of the Simon Fraser

Department of Philosophy and where possible, will be a member of some other

Philosophy Department.

. 3. The progress of each student working for the MA degree is reviewed from time to time

and at least once a year after a student's second semester in the program. A student may

be required to withdraw for unsatisfactory course work, for deficient examination results,

or for inadequate application or progress in thesis research. Procedures are given in

Section 1.8.2 of the Graduate Calendar (Procedure for Review of Unsatisfactory

Progress). ?

The Phi) Program

Upon a student's admission to the program, an InliSrim Tutor is appointed. Upon

registration, the Interim Tutor, in consultation with the student proposes to the Graduate

Studies Committee a program of studies.

2. A Supervisory Committee consisting of a Senior Supervisor as its chair and at least two

other members is appointed before the end of the student's second semester in the

program. The Supervisory Committee will normally have members of both universities

and may include faculty members from other departments. Both the original composition

of and any subsequent changes to the Supervisory Committee are subject to the approval

of the Graduate Studies Committee and the Dean of Graduate Studies.

The Senior Supervisor is expected to take an active part in the direction of the doctoral

student's research activities, and Lhe student is expected to take an active part in the active

life of the department. Engagement in collaborative research, attendance at colloquia,

presentation of work in progress, and participation in discussion are all considered

important aspects of that academic life.

The Supervisory Committee, upon its formation, determines in consultation with the

student, what specific credentials must be demonstrated before thesis research in the

proposed area may begin, and by what form of examination they are to be demonstrated.

The Supervisory Committee will submit the requirements in writing for the approval of

the Graduate Studies Committee. No subsequent changes in the requirements may be

made without the approval of the Graduate Studies Committee. In particular:

The Graduate Studies Committee may set examinations to test a candidate's

ability to read any language needed for the program of

work.

Candidates must either have or acquire competence in formal logic.

C. ?

Candidates must acquire familiarity with such classic works in the history of

philosophy as are appropriate to their overall programs, but including in any case

40

?

a familiarity with the main works of one major philosopher or school of

philosophers.

The student must demonstrate by comprehensive examination, that an acceptable

standard has been met.

The Supervisory Committee bears primary responsibility for the supervision of thesis

research. When the thesis is completed to the satisfaction of the Supervisory Committee,

the Graduate Studies Committee in consultation with the Supervisory Committee,

recommends two examiners, an eter-nl examiner who is a member of the faculty of

S.F.U. outside the Department of Philosophy and not a member of the supervisory

committee, and an external examiner who is not a member of S.F.U. or U.B.C. and not a

member of the supervisory committee.

6. ?

Changes in a particular student's program of study may be made from time to time by the

Graduate Studies Committee in consultation with the Supervisory Committee and the

student.

:0

$1^

$ ?

7. The progress of each student working for the PhD degree is reviewed from time to time

and at least once a year after a student's second semester iii the program. A student may

he required to withdraw for unsatisfactory course work, for deficient examination results,

or for inadequate progress or application in research. Procesures are given in Section

1.8.2 of the Graduate Calendar (Procedure for Review of Unsatisfactory Progress).

[]

F-I

LIBRARY RESOURCES

I ?

IHLe

U.B.CL - S.F.U. JOINT GRADUATE PROGRAMME IN PHILOSOPHY

Simon Fraser University Library is now more than twenty-five years old and the

collection is no longer insignificant. Holdings include aDDroxi mate Iv:

980,000 monographs

179,000 bound journal volumes

840.000 microforms

1,999,000

The Library subscribes to some 11,000 serials, 'including about 5,200 journals. The

philosophy collection consists of 25,000 - 30,000 books, as well as subscriptions to 110

,,journals, with major backfiles held in most cases. The Departmental Library Representative

has worked diligently with Librarians for a number of -.years and, as a consequence, effective

approval profiles are in place, the serials subscriptions have been carefully monitored and

discretionary purchases are well-planned. This year we will spend approximately $40,000 for

philosophy and will add about 425 books and 200 bound journal volumes to the collection.

These figures are not, perhaps overly impressive when compared to the UBC collection

of about eight million items, but other comparisons might be more useful.

The Library has recently acquired the capacity to compare its monograph holdings for a

ten year period (1978/79 - 1987/88) with those of the 927 (largely U.S.) academic and research

libraries whose holdings are represented in the OCLC On-line Database. This database

includes more than 1.6 million titles which were published during that period and which are held

by at. least one of the 927 libraries. In the following charts the SFU philosophy collection is

compared to three groups within the OCLC database:

The entire Database

,all 927 libraries.

ARL (Association of Research Libraries) members in the database.

This group includes 71 of th

academic libraries in the United

California at Berkeley, Harvard,

Texas, Wisconsin, and Indiana.

largest and most prestigious

States such as the University of

and the Universities of Illinois,

c) Large Academic Libraries.

This group includes 72 institutions with monograph holdings in

excess of 700,000 volumes but excludes the ARL libraries grouped

in Category b) above. It includes such institutions as Bowling

Green, Baylor, Brandeis, Oberlin, andthe Universities of Ohio, New

Hampshire, and California at Santa Cruz. In terms of overall

holdings SFU should rank close to the center of this group.

(page 2)

CHART

L ?

* This chart compares titles held by SFU to the

combined collections of each group

CHART B ?

the members of each group.

(page 3)

Chart A clearly illustrates the richness and scope of the aggregate collections in

each peer group and SFU appears sadly deficient. However, when compared with the average

holding of each peer group (Chart B) the picture is quite different. In terms of average size SFU

compares very favorably to the entire database and exceeds the average holdings of our

closest peer group (the large academic libraries) by 15.9%.

However, numbers tell only part of the story and must be supplemented by a

knowledgeable qualitative assessment of the collection: As part of a preliminary discussion Of

this programthe Philosophy Department examined the SFU collection and stated:

"The philosophy holdings are quite varied and contain the complete

writings of virtually all the major figures in the history of philosophy

in the original languages as well as the complete works of a

considerable number of secondary figures. The holdings are

particularly strong in 17th - 20th century British philosophy in all

branches. Continental and Medieval philosophy and aesthetics are

much less well represented."

The final version of the proposal includes five new Directed Studies courses, with

five sample course outlines and bibliographies. The Library owns virtually all of the titles cited

in the five examples and I have been told that these materials are also owned by the

Department itself.

In summary, the Philosophy collection appears to stand up well, both in quantity

and quality against all but the largest research libraries, although some weaknesses are noted.

However, since this Graduate Programme is to be offered jointly with UBC in North America, it

would appear not to suffer any serious lack of Library support. However, if $5,000 were added

to the base budget it would be possible to upgrade those areas of the collection in which we are

weakest. This would enable us to provide a balanced on-campus collection to supplement the

greater resources held by UBC.

r,^t^ 

philos.st

Jan. 11/93

SIMON FRASER UNWERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR ThFORMATION:

Tide: _Directed Studies

Description:

Credit Hours:

3

?

Vector:

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

EstimatcdEnrollment: 

?

__When will -the 

-course-first-be- of-fcrcd:--9-2-1--0r -92

?

- -

How often will the course be offered: Asrequired

JUSTIFICATION:

This increases the number of courses available for graduate instruction in a small

graduate programme

in which courses must be designed individually for a diversity

of students.

RESOURCES: 

Which Faculty member will normally teach the course: _ 

Any dept. member

None 

What are the

budgetary

implications of mounting the course:_______________________________________ 

Are there sufficient Library resources (append dctails):

Yes

Appended: a) Outline of the Course

An indication of the competence of the

ber

to give 

the course.

Library resources

Approved: Departmental Graduate Studies

Date: Apr

4,1991

Faculty Grade Studies Commiuçc

Senate Graduate Studies Committee:— ?

Date: 3

Senate: ?

Date:_____________

f^q

is merely a sample of a course which might be

given using this number.

(b)

The course will be offered in areas in which department members are

competent to give courses at a graduate level.

(c)

The course will normally have only one or two students. The department's

own resources in books and journals will be sufficient.

PHIL 805-3: DIRECTED STUDIES

Knowledge cannotjq

pjv be justified true belief, many have argued. It is not enough that

• tile belief be cruc and hcld for good reasons; it must also be appropriately related to the

conditions, typically external, that make it true. Othcrwise it could still be merely a lucky

coincidence, in spite of one's cpistcmic conscientiousness, that one manages to know something,

as many examples seem to show.

There is by now a plethora of proposals as to what this further appropriate relation to

typically external conditions must be, including 'causal' theories, 'reliability' theories,

'informational' theories, and 'counterfactual' theories of knowledge. None of these proposals

necessarily impugns the idea that

ustification is at least nccessjiry for knowledge. But some

recent versions of such 'excrnalist' accounts of knowledge have put a further, cxtcrnalist, spin

on the notion of justification as well. They suggest that no matter what the subjective, internal,

psychological conditions of tile believer, e.g., no matter what her reasons for her belief, it counts

as 'justified' provided, e.g., that it results from a cognitive process that is

fact reliable

(enough); i.e., that in fact tends to produce true beliefs. This appears to write out of the picture

as irrelcvent to justification and therefore to knowledge as opposed to mere belief any internal

subjective constraints. On the face of it this seems quite implausible.

- -- - -

- -

Two recent proponents of such radical forms of externalism are Robert Nozick and Alvin

Goldman; Nozick in his countcrfactual theory in Philpsphical planajjQfl., and Goldman most

recently in his reliability theory in

In this course we shall subject

these theories to close critical scrutiny. In doing so. we shall be especially concerned with the

prior issue of what the point is of having notions like knowledge and justification. What are

these notions f, in our intellectual economy? What is their practical function? And do these

radically cxtcrnalist accounts succeed in capturing it?

• ?

Slectcd 3ibliogrpiy

Armstrong, DAM.. Belief, Truth andKnowlcdg, Cambridge University Press (London, 1973).

Boniour, Laurence.h Structure

mpirical

Knpwl

cçgç, 1-larvard University Pres

(Cambridge, MA, 1985).

Goldman, Alvin. F-pi.stctno lo gy an

Harvard University Press (Cambridge, MA,

1986).

Kripke, Saul. "Counterfactual Theories of Knowledge", (unpublished taped lec(ures)

Nozick, Robert. Philosophical

Ex _

lanations, Harvard University Press/Bclnap (Cambridge, MA,

1981).

Pappas, George S. (ed.) JtistifIcu ion

aiiii

Kno

lcdgc D. Reidel Pub. Co. (Dordrecht, 1979).

Shope, Robert. The

Knowing. A Decade

Research Princeton University Press

(Princeton, 1983).

Shienar, Doininik. "Goldman's Reliability Theory of Knowledge." (unpublished manuscript).

SIMON

FRASER UMVERSITY

NEW GRADUATE COURSE PROPOSAL

ALENDAR INFORMATION:

Department*

Philosophy 

?

Coursc Numbcr:_815

idc: ?

Directed Studies LI 

Description:

1.

Hours: _Vector:

Prerequisite(s) if any:

ENROLLMENT

AND

SCHEDULING:

Estimated Enrollment: _

When will the course first be offered:

92-1 or 92-3 

How often will the course be offered:

As required 

JUSTIFICATION:

This increases the number of courses available for graduate instruction in a small 

graduate programme in which courses must be designed individually for a diversity 

students. 

RESOURCES:

Which Faculty member will normally teach the course:

Any dept. member 

What are the budgetary implications of mounting the coursc:

_Non(! 

Arc there sufficient Library resources (append details):

Yes

Appended: a) Outline of the Course

An indication of the competence of the Facult'

Library resources ?

Approved: Departmental Graduate Studies Committ _____

Faculty Gradtc Studies Commi cc:

Faculty:

Senate Graduate Studies Committee:

bcr to give the course.

Outline of the Course

The anached description is merely a sample of a course which might be

given using this number.

(b)

The course will be offcrcd in areas in which department members arc

competent to give courscs at a graduate level.

(c)

The course will normally have only one or two students. The department's

own resources in books and journals will be sufficient.

Directed Studies in Social and Political Philosophy

Prepared by Ishtiyaque 1-laji

REQUIRED TEXTS:

Hobbesian Moral

and

Political Theory,

Gregory Kavka

Morals by Agreement,

David

Gauthier

Hobbes and the

Social Contract Tradition,

Paradoxes of Rationality and Cooperation,

R. Campbell and L. Sowden (eds.)

COURSE DESCRIPTION:

It is not unreasonable to

suppose

with Hobbes that each one of us is a predominant egoist:

given a choice between

two

altcrnativcs,each prefers the one that is better for himself or for

those he cares about. The value of cooperation is starkly evident in a resource-scarce world

replete with predominant egoists. For example, given our overfished seas, it is better for each

angler if he cooperates with the others to restrict the catch, than if no angler cooperates. Given

the monumental expenses and the insecurity of continued competition, it is better for each

superpower if each such power curbed is output of weapons than if neither did. Given our

polluted skies, it is better for each if each drives less than if no one does. But these very sorts of

situations seem to be ones in which cooperation lies beyond the reach of

rational

predominant

egoists. For instance, each superpower prefers mutually disarming to mutually arming, but each

does best if it arms unilaterally. These situations can be represented by the classic game-

theoretic matrix of the Prisoner's Dilemma (PD). The focal question of this course is this: Is

rational cooperation in a PD possible? Alternatively, is it possible for rational agents to escape a

PD?

It's worth beginning with an examination of what Hobbes had to say on this question. On

one reading of the Hobbcsian texts, persons in the state of nature are in a multi-party I'D, and

Hobbes is supposed to provide instruction on how these persons are mean to escape their

predicament.

\Ve

will then consider more recent "solutions", for example, the one offered by

David Gauthier.

COURSE REQUIREMENTS:

Three typewritten double-spaced papers 10-12 pages in length, and an annotated

bibliography.

^4

1MULN 1KALk U1'ilVlKfIY 

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department:

Philosophy 

Title:

Directed Studies [IL 

Number:____________

Prerequisite(s) if any:

ENROLLMENT AND SCHEDULING:

As required 

will the course first

offered: 92-1

or

92-)

JUSTIFICATION:

This increases the number of courses available for graduate instruction in a small 

graduate programme in which courses must be designed individually for a diversity 

of students. 

RESOURCES:

Which Faculty member will nonnally teach the course:

_Any dept. member 

What arc the budgetary implications of mounting the course:

None 

Arc there sufficient Library resources (append details):

Yes

Appended: a) Outline of the Course

An indication of the competence of

the

Faculty

Library resources

Approved: Departmental Graduate Studies Comrnittcc:

Apr4,L991 

Outline of the Course

The attached description is merely a sample of a course which might be

given using this number.

(b)

The course will be offered in areas in which department members arc

cothpctcut to give courses at a graduate level.

(c)

The course will normally have only one or two students. The dcpartmcns

own resources in books and journals will

Prepared by Martin Hahn

REQUIRED TEXT:

A set of readings purchased from the department

COURSE DESCRIPTION

Topic for the course: Individualism and Cognition.

___lntcmalism-or—individualism —

isihe vicvtli[ mental states are non-relational properties of

individuals which can be specified or individuated without reference to anything outside the

individual whose states they are. The view is intuitively plausible, but hard to state without

circularity. Part of our task will be a clear statement of the view.

Individualism has recentl

been defended by Jerry Fodor, John Searle, and others. Tyler Burge

has launched a series of attacks on the thesis, beginning in 1979. The debate has been lively and

centrally important to philosophy of mind, of language, and of psychology. The main goal of

•

this course is to acquaint the students with the details of the debate and, one hopes, enable them

to participate in it.

COURSE REQUIREMENTS

Students arc expected to come prepared to participate in the discussion each week. The grade

will be based 20% on class participation, 80% on a

15-20

page terril paper.

LIBRARY RESOURCES:

The required readings as well as research materials for term papers are mostly in major journals

the library subscribes to or books it already has in its collection. All the resources are also

available in the department.

0^'^ 

Approved: Departmental G raduatc Studies Committee:

Ce:

A

r ?

1991

?

te: )_/

i ;

•

I

cc:ZC

Senate Graduate Studies Committcc'

SIMON FRASER UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department:

Philosophy ? 

Course Numbcr:_

Tide:

Directed Studies IV 

Dcscription;________________________________________________________________

Credit Hours:

3 ?

Vcctoç: ?

Prcrcquisitc(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment:_\Vhcn will the course first be offered:

92-ior92- 

How often will the course be offered:

As required 

JUSTIFICATION:

This increases the number of courses available for graduate instruction in a small 

graduate programme in which courses must be designed individually for a diversiLy 

of students. 

RESOURCES: 

Which Faculty member will normally teach the course:

Any dept.member 

What are the budgetary implications of moupting the course:

None 

Arc there sufficient Library rcsourccs (append details):

Appended: a) Outline of the Course

b) An indication of the competence of the Facul

Outline of the Course

The attached description is merely a sample of a course which might be

given using this number.

(b)

The course will be offered in areas in which department members are

competent to give courses at a graduate level.

(c)

The course will normally have only one or two students. The department's

own resources in books and journals will be sufficient.

Directed Studies in Logic

Prepared by R.E. Jennings

Topic: Managing Inconsistency.

Readings:

Books:

G. Priest, R. Roudey, J. Norman eds.

Paraconsistent Logic: Essays on the

iflCOflSiStCn(.

München: Philosophia Verlag, 1989.

A.R. Anderson and N. D. Belnap Jr.

Entailment, Vol.

1. Princeton, 1975.

N. Rescher and R. Brandorn.

The Logic

of Inconsistency.

Oxford: Blacicwell's, 1980.

Articles:

N.D. Belnap Jr. "How a computer should think",

Contemporary Aspects

of Philosophy.

Proceedings

the Otford International Symposiwn,

Boston: Oriel Press, 36-5 1.

D. Lewis. 'Logic for Equivocators.'

Journal

of Philosophy

1980.

R.E. Jennings and P.K. Schoich, "The Preservation of Coherence"

Siudia Logica 43:1/2

(1984).

P.K. Schotch and R.E. Jennings, "Inference and Necessity"

Journal

of Philosophical Logic

August 1980, 327-340.

G. Priest, "Logic of Paradox",

Journal

Philosophical Logic 8,

219-241.

R.E. Jennings and D.K. Johnston, "Paradox-tolerant Logic",

Logique er Analyse.

1984.

Course Plan:

S&atcgies for non-trivial inference from inconsistency may be classified according to the

kinds of inconsistency they tolerate. Three sorts of inconsistency are studied in the literature: (I)

inconsistency of data from distinct sources,

(2)

inconsistency in data from a single source, and

(3) inconsistency due to paradox. The readings and weekly meetings will consider these three

kinds of inconsistency in that order, with about four weeks devOted to each.

100

1MON FRASER UNIVERSITY

NEW GRADUATE COURSE PROPOSAL

CALENDAR INFORMATION:

Department-

Philosophy 

Tide: ?

Directed Studies V 

Prcrcquisitc(s) if any:

ENROLLMENT AND SCHEDULING:

Estimated Enrollment: ?

When will the course first be offered: _92-1

or

2

2

-

}

?

required  

-

JUSTIFICATION:

This increases the number of courses available for graduate instruction in a small 

graduate programme in which courses must be designed individually for a diversity 

of students. 

RESOURCES:

Which Faculty member will normally teach the course:

_Any dept. member 

What are the budgetary implications of mounting the course:

None 

Are there sufficient Library resources (append details):

Yes

Appended: a) Outline of the Course

An indication of the compctcncô of the Faculty

Library resources

Approved: Departmental Graduate Studies Committee:

A

r 4 1991 

Outline of the Course

The attached description is mdrely a smp1eof a cusc which i

jighi bo

given using this number.

(b)

The course will be offcftd in areas in whith dcprtmtnt rntnbr

competent to give courses at a taduan level

(c)

The course will nOrmallyhave only one Or two studuits, The

dc(LiCnLS

own

resources in books and journals will be sufriendfit.

SUGGESTED OUTLINE FOR PHILOSOPHY

855

Directed Studies in Philosophy of Language

Prepared by Martin Hahn

REQUIRED TEXT:

Steven Davis (ed):

Pragmatics, a Reader, Oxford University Press, 1991

COURSE DESCRIPTION

For philosophers, unlike linguists who have a richer taxonomy, the study of natural language has

traditionally been divided into three Categories: syntax, semantics and pragmatics. Of these,

semantics has been the major subject of study for Philosophy-of-language. -Semantics.-after all-

i1swersquestion-, about truth-conditions, validity, meaning, etc. There is nothing particularly

philosophically interesting about the syntax of natural languages, it would seem. Pragmatics, on

the other hand, has been seen as the catch-all category of variations in usage which semantics

couldn't capture because they depended on the context of utterance, conversational background.

interests of the speaker and audience, etc. In other words, the category of pragmatics has been

used largely to account for those unwieldy linguistic phenomena that threatened the purit

and

universality of semantics. The alternative to maintaining the distinction has seemed to be a

radical version of the Wittgenseinian thesis that meaning is use, construed as an injunction to

give tip

on the systematic study of meaning, i.e. semantics.

Beginning as early as the mid 1960's, this account and dismissal of pragmatics has been seriously

challenged. The argument, proposed in different versions and strengths

by various

philosophers.

hinges on the premise that the truth-conditions of certain (perhaps most) sentences cannot be

given without considering their particular context of utterance. This, in itself, was not a new

observation. What was new were arguments to the effect that what such sentences expressed

could not be rendered by an equivalent context-independent sentence.

Much

of the material in

our reader concerns these arguments, various responses to them, and attempts to re-draw the

semanics/pragmatics distinction in light of this debate. Near the end of the course, we will

consider some particular issues in pragmatics: presupposition, metaphor, irony, and the relation

of pragmatics to psychology.

COURSE REQUIREMENTS

Students are expected to come prepared to participate in the discussion each week. The grade

will be based 20% on class participation, 80% on a 15-20 page term paper.

LIBRARY RESOURCES:

The required readings are all contained in Steven Davis's

Reader.

Research materials for ccrni

papers are mostly in major journals the library subscribes to or

available

in the department.

i Db

Review

f ?

SflIt.t

of a

Proposed.

joint

PhD. in Philosophy:

Simon Fraser University and

the University of British Columbia

Brian F. Cheila

Deparrnent of Phiosoçy?

The University of Calgary.

24 May 1993

Introductory remarks. in what follows, I consider, as requested, the

proposal for

a joint Ph.D. program in the philosophy departments at Simon

raser

University

and the University of British Columbia. To create the proposed joint, program is

also, however, to inaugurate a philosophy PhD.

program on its own at Simon

Fraser University. Thus, secondarily,

have assesd the proposal in these terms.

as well.,

The sections below

address

(

the main, points raised by Bruce P. Clyman; Dean

of Graduate

Studies at Simon Fraser,

in a

letter to me dated 19

Ap . ri

1993:

The academic merit and structural integrity of the proposed

program

The adequacy of the faculty and other resources available to

the proposed program for achievingits intended goals

The demand for the proposed program among: prospective

students

4.. ?

The demand fér graduates of the proposed program

1. Academic

merit, and structural integrity of the proposed program.

The pro-

posedjoint program gets high marks on both counts, judging academic merit, pri-

kDA

SFU/UBC Joint Ph.D. Program

manly on the faculty (see section 2 below) and on the curriculum of the proposed

program.

The new graduate courses to be introduced at Simon Fraser University, together

with those already on the books, will provide a curriculum adequate to Simon

Fraser University's own graduate program and should be attractive to students

from the University of British Columbia as well.

The proposed joint program integrates Simon Fraser University and the

University of British Columbia securely in respect of admissions and crediting,

and likewise in respect of curriculum, given proper attention to the difference in

the length of terms at the two universities.

Adequacy of the faculty and other resources available to the proposed pro-

gram for achieving its intended goals. Numerically, the philosophy departments

of Simon Fraser University and the University of British Columbia should afford

sufficient personnel to accommodate the increased graduate teaching courseload

and to provide the requisite graduate supervisors for the anticipated maximum

of forty-five enrollees in the proposed joint program. From a qualitative stand-

point, Simon Fraser faculty will provide a strong component: based on the four-

teen vitas submitted, more than two-thirds of the department members are quali-

fied to direct Ph.D. theses. The picture for the University of British Columbia is

less well-evidenced—of the sixteen vitas submitted, three are up to date, seven

are current only to 1989, six to 1987. Nevertheless it seems that more than two-

thirds of the faculty are well qualified to direct Ph.D. theses, and some of the

others are probably competent to do so as well.

The library resources of Simon Fraser University are alone barely sufficient to

support a Ph.D. program. But the combined resources of the two universities pro-

vide holdings that are certainly adequate.

Demand for the proposed program among prospective students. Given the

paucity of Ph.D. programs in the Canadian West, particularly in British Columbia,

there should be considerable demand for the proposed joint program. It will be

particularly attractive in light of the range of interests and expertise among the

faculty at both Simon Fraser University and the University of British Columbia.

In the Canadian West, the Universities of Alberta and Calgary will be the main

competitors for doctoral students.

SFU/UBC Joint Ph.D. Program ?

4. Demand for graduates of the proposed program. This is a difficult matter

to judge. In qualitative terms, the proposed program will certainly produce first-

rate doctoral students. It is another question whether, in the "downsizing" envir-

onment current in North American universities, such students will readily find

positions commensurate with their qualifications. Persons earning doctorates at

Simon Fraser University and the University of British Columbia will enjoy a

heightened competitive position vis-à-vis those from many other üniversitie in

Canada. What can be said, I think, is that sooner or later (probably sooner) there

will be a resurgence of demand for highly quaIiie4 holders of the Ph.D. Thus it

is probably reasonable to be positive as regard this question.

Conclusions. The proposal for a joint program is well merited. Faculty at Simon

Fraser University have for some time contributed to the Ph.D. program at the

University of British Columbia, and with a joint program in place such contribu-

tions will be regularized and, importantly, reciprocated. As a program on its own

at Simon Fraser University, only the weakness in the area of library resources is

noteworthy (see section 2 above); but this is overcome by access to the holdings

'at the University of British Cohmbia. Thus bothfor a joint program and for a

Ph.D. program at Simon Fraser University the proposal can be strongly recom-

mended.

\V10

4 ?

41

2

.

?

Review of Simon Fraser University proposal 

loint Ph.D. in Philosophy 

I.

?

?

The academic merit and structural integrity of the proposed 

?

program. 

Every indication is that this is a program of exceptional 

merit. It will cover a wide range of contemporary philosophical 

problems, traditions, and projects, but is especially focused where 

the Simon Fraser department is particularly strong, in mainstream 

Anglo-American analytic philosophy, with courses in epistemology, 

philosophy of language, logic, and early modern philosophy. The 

program is coherently structured, and will complement the U.B.C. 

department's strengths most effectively. 

?

On

its own 

the Simon 

__Fraser—pregr-a-m-seems-

most

impressive and active 

to rnethescod7

philosophical 

ãThdiisiii 

program 

areas 

in

the

British 

first, 

Columbia. As the other pre-eminent department is U.B.C., and an 

arrangement of graduate program interaction with the latter has 

been in operation for some years, this new development can only 

make a good academic environment better. It promises to make for 

a powerful and creative nexus of philosophical activity, at the 

highest professional level, in the Vancouver area. 

Simon Fraser's Master's program has been in place for twenty- 

three years, and clearly has been a healthy and successful 

. enterprise. These years have brought considerable experience, 

administratively as well as pedagogically, to the department's 

faculty. This has been augmented by extensive involvement in the 

U.B.C. doctoral program. 

It appears very much to be a program development that is due, 

that has outstanding quality, and will offer to students two first- 

rate doctoral programs, with the combined strengths of both, in 

British Columbia. 

I*

^LJ

II. ? 

The adequacy of the faculty and other resources available to 

• the proposed program for achieving its intended goals. 

• The thirty philosophers listed as comprising the members of 

the

?

philosophy 

?

departments ? 

of ? 

Simon 

?

Fraser 

?

University ? 

and

?

the

University of British Columbia for 1992-93 constitute a very fine 

collection of philosophical talent, and achievement. 

?

Each of the 

departments taken separately is a strong, versatile, and productive 

complement of professional philosophers. 

?

Strength and versatility 

are compounded with the two groups-conceived as a unit. 

I note strengths by area: 

?

8 of the 30 work in the philosophy 

of language, ? 

8 in philosophy of mind, 

?

14 ? 

in metaphysics/epistem- 

ology--these three constitute an overlapping cluster of central 

analytic ? 

philosophical ? 

categories, ? 

where 

?

the ? 

largest ? 

share ? 

of

energy and creative ingenuity in Anglo-American philosophy has been 

concentrated ? 

for ? 

the ? 

past half-century. ? 

With ? 

5

?

specialists ? 

in

philosophy of science, 

?

and 7 

?

in logic and philosophy of mathem- 

atics, this supplements and broadens a primarily analytic depart- 

ment. ? 

Normative 

?

philosophy ? 

is ? 

by ? 

no means ? 

neglected ? 

in ? 

this 

aggregate: ? 

12 of the thirty philosophers in the group work as 

specialists in ethics or social and political philosophy. 

?

There is 

also 

?

a ?

reasonable, 

?

though ? 

more 

?

modest, ? 

representation 

?

in ? 

the

history of philosophy (9 specialists). 

?

(It will be noted that the 

numbers indicated will not add up, since each of the philosophers 

has more than one specialty.) 

All but a few of the thirty are active, regularly publishing 

members of the profession. 

?

(I do note that a large portion of the 

c. v. 's were not up to date, 

?

some no more recent than the early 

1980 1 s. ? 

It would be useful, 

?

and augment the program's case, 

?

to

have ? 

more 

?

current ? 

information ? 

on ? 

publications 

?

and ? 

research 

projects.) ? 

Several 

?

have authored or 

?

edited ? 

significant recent 

monographs, ? 

and must have contributed to leading journals in the 

profession (Ethics, Mind, Canadian Journal of Philosophy, Theoria, 

Analysis, ? 

and a great many others). 

?

A large number are actively 

involved in giving papers at, 

?

and organizing, major conferences. 

Of significance too is that both the current and the preceding 

Anglophone editors of Dialogue, one of the two leading philosophy 

journals in Canada, 

?

are among the thirty 

?

(the current editor an 

S.F.U. philosopher). ? 

It adds disciplinary centrality, 

?

as well as 

lustre, ? 

to ? 

house 

?

the ? 

operations ? 

of ? 

an ? 

important ? 

professional 

journal. 

Library resources also seem entirely adequate for' the proposed 

doctoral program. 

?

Indeed the aggregated philosophy collections of 

U.B.C. ? 

and ? 

S.F.U. ? 

will ? 

make ? 

for ? 

one, of 

?

the ? 

most ? 

substantive 

collections of monographs and journals in philosophy in Canada, and 

as ? 

the

?

library ? 

report ? 

included ? 

in the proposal 

?

shows, 

?

a ?

fully 

respectable and adequate collection from an international perspec- 

tive. 

There are areas of philosophy that these two departments do 

not represent, either sufficiently or at all. 

?

There ought to be a 

more substantial representation in European philosophy. 

?

And it 

cannot be seen as desirable that among thirty philosophers only two 

4

. are women. It would be valuable, for the breadth and vitality of 

the program and the department, for philosophers to be hired, when 

new positions develop, to remedy these deficiencies. 

These qualifications noted, this is a very good group of 

professional philosophers, and some among them whose work I know I 

would judge outstanding. Certainly faculty and other resources are 

fully adequate for the program's intended goals. 

^ 0

5

III. The demand for the proposed program among prospective 

students. 

There are approximately ninety doctoral programs in philosophy 

in the U.S., and thirteen (general) doctoral programs in the 

English-speaking universities in Canada (plus significant compar- 

able doctoral programs in philosophy in the United Kingdom, 

Australia, New Zealand, and elsewhere). In spite of general 

economic recession, and the special financial difficulties and 

constraints of universities, philosophy continues to do well, and 

to draw large numbers of students to major in the discipline, and 

to go on to postgraduate work at the doctoral level. 

The S.F.U. Ph.D. program, particularly with the conjunctive 

structure that is envisaged with the longer-established U.B.C. 

program, may be expected to thrive. Serious students of very high 

academic ability, from British Columbia, the rest of Canada, and 

elsewhere in the world, will be drawn to this complex of first rate 

philosophical activity, able to move back and forth between both 

institutions as their programs and special philosophical interests 

incline them. 

There are several very good Ph.D. programs in philosophy in 

Canada, in my view. Most admit only very modest numbers of 

applicants each year. Since applicants invariably include large 

numbers of non-Canadians, there is in general no difficulty in 

securing quite good candidates for a doctoral program. 

I think there is little doubt that there will be 'very 

extensive demand for the S.F.U. Ph.D. program among prospective 

students. 

.

.

oo

6

IV. The demand for graduates of the proposed program. 

This is a more difficult or uncertain matter to comment on. 

To offer genuinely informed remarks would require well-grounded 

information on university faculty demographics, finances, and 

patterns in the Canadian economy, over the next fifteen or twenty 

years. Universities, surprisingly, have been rather often slow to 

discern or predict patterns in their own futures. 

The chief employment for people with a Ph.D. in philosophy, 

where that credential is utilized, is as a member of a philosophy 

department at a university. So the demand for graduates of the 

proposed program is a direct function of what the employment market 

for academics will be over the next quarter-century. 

That said, there is every reason to expect that graduates of 

an S.F.U. Ph.D. program in philosophy will be in a strong position 

t

o _compete_for_suGh_Jobs--as-there-w1rlbpanadian philosoph- 

ical community is reasonably small and reasonably homogeneous. 

There is a single national professional association (the Canadian 

Philosophical Association), in which both U.B.C. and S.F.U. are 

well represented. (There is also a very lively and active Western 

Canadian Philosophical Association, in which the S.F.U. philoso- 

phers are particularly well represented; the S.F.U. department has 

hosted W.C.P.A. conferences twice in recent years.) The S.F.U. 

department is well-known, and well-respected, and its recommenda- 

tions for its graduates will be taken very seriously by departments 

all over the country. From what I have seen of the department vis 

A vis its students at the undergraduate and M.A. levels, I would 

judge faculty-student relations to be excellent, and the department 

to be an energetic and effective advocate of its graduates. 

In sum, I think there should be considerable demand for 

graduates of the proposed program (given always the vagaries of the 

Canadian academic economy). 

7

Summary 

The

ViewSimon 

?

Fraser University philosophy seems clearly to have 

the resources in respect of faculty skills, logistical and 

administrative structures, and library resources, to offer an 

academically first-rate effective doctoral program. This would 

seem to be the case were S.F.U. the only university in greater 

Vancouver. The prospect of a joint program with U.B.C., making the 

faculty, graduate courses, and library resources also fully 

available to S.F.U. graduate students, augments and strengthens 

this case. 

I would certainly recommend highly that this program be 

approved. 

Peter Loptson, 

Professor, 

Director of Graduate Program, 

Department of Philosophy, 

University of Saskatchewan. 

PJL: DF 

Report on the Proposed Joint SFU/UBC Ph.D. in Philosophy

Overview

I support the proposed program. There are clearly the resources on the ground if SFU ifint

to mount a strong Ph.D. program in Philosophy. This is not to say that I have no worries at all. In fact I

have two, which are detailed below, under the headings "the perceived tradition" and "nature of the

program". Both exfoliate into some recommendations to the department, which I offer in the friendliest

possible spirit.

The Perceived Tradition

The existing MA program at SFU does not enjoy an enviable reputation. In fact it is often seen as

a program into which students can vanish, virtually without trace, for several years, to no good effect.

Such a thing is usually a sign that some or all of the members of the department,Jack-commitrnent-to-the

- ?

— -program LhavebeW uiddthtfhis does not accurately reflect the current departmental

zeitgeist;

that new additions to the staff are deeply committed to the program, and that those whose enthusiasm

might have been called into question are 'off the critical path'.

In spite of this, it might be thought useful, in view of the unfortunate history, to pay special

attention to 'tracking the progress of students admitted to the new program. What I am suggesting is

that each newly admitted student be assigned a committee of three or four faculty (there would be

nothing to prevent the same committee from overseeing the progress of several students). The

•

important thing would be that this committee be required to convene two or three times each semester

to discuss the progress of each student under their supervision. In cases where progress seems to be

flagging, the causes could be sought and possible remedies brought forward. I would propose that this

sort of committee have a charter which empowered it to intervene when, in its judgment, such

intervention would be useful. Such intervention might take the form of restructuring a student's

program of study, of changing a particular advisor, and even,

in extremis,

of recommending that a

student withdraw from the program.

This finely drawn a suggestion is perhaps taking too much upon myself - the basic idea is to

make it very hard; harder than in the majority of existing Ph.D. programs, for a student to fall unnoticed

by the wayside. When it

starts

to happen; when they start to fall (e.g. in the judgment of the sort of

committee I suggest) something should happen. I am fully aware that some students are going to fall by

the wayside (in the grand old days of the Waterloo program more than half of them did) no matter how

heroic are the measures taken to rescue them. That cannot, in my view, be prevented. But what can and

should be prevented, is that no notice is taken of such an event for a significant period of time,

sometimes for years.

The nature

the program

I am inclined to the view, which is supported by cvidece from the new-ish Ph.D. program in

philosophy at Dalhousie, that it is a mistake to think of the Ph.D. degree as a kind of D.Phil, with Some

required coursework tacked on. This was more or less acceptable a generation ago when the

. ?

universities were in a period of expansion. New faculty were being acquired, and somebody's research

specialty was an important factor in hiring, especially as many departments were concerned to fill what

they thought of as 'gaps'. When a new position came UP, departments would often hire somebody

whose perspective on philosophy was significantly different from that of the existing members. I call

this, with deliberate abusiveness, the zoo theory of how to build a department.

The zoo theory is bolstered only by a perception of infinite resources. It has resulted in a number

of departments in which there is virtually no critical mass of faculty who can engage and stimulate each

other, which fact constitutes a serious drag on the vitality of the departments in question. The day of

the zoo departments is done. Most of them no longer have the resources to acquire mature specimens of

exotic philosophical species. The norm now is to hire only at the junior level, and the people being hired

are now being scrutinized very carefully with an eye to what use they will be in helping (lie department

with its 'bread and butter' activities.

As we all know, enrollments have expanded, in many cases dramatically, over the past few years

- in spite of the predictions of the demographers to the contrary. The participation rate has increased

and our 'jobless' economy has resulted in many people coming back to university in

more or less

desperate attempt to make themselves employable. Classes have gotten much larger and, in general, the

academic workload has increased beyond all expectation.

What this means is that when a department has finally got a position (usually replacing

senior

member of faculty who has retired or otherwise left the department) they are

not

going to be interested

in hiring somebody who wrote a wonderful thesis (as far as anybody can tell) in Chinese numenolgy

(about which nobody currently in the department knows anything). What they want is somebody who

looks to be able to help them with their teaching load. Of course somebody's research interests are

going to be relevant, but they aren't, by themselves, going to get anybody a job.

It is for this reason that I think that a Ph.D. should be a teaching degree as well as a research

degree. I didn't see anywhere in the written proposal any words to this effect and I think the words

should be there. As a student in the proposed program studies various specialties, there should he some

emphasis on the teaching of the subjects in question. Ph.D. students will have, at least towards the end

of their program, some teaching responsibilities. It ought to be part of the formal program that some of

their classes will be monitored and that they receive advice on improving their teaching. Finally, when

the department prepares the file which is sent out to prospective employers, there should be

documentary evidence that the student knows how to teach several subjects, at the introductory level at

least.

As a final remark connected with the main theme: I was very disappointed to see that the

proposd logic requirement was so thin. At Dalhousie, the logic requirement includes the ability to

teach a two semester introductory course in logic. Since introductory logic is one of the staple 'service'

courses at most North-American universities, anybody who has evidenced the ability to teach that

course is bound to be more attractive in the job market. Even though most of the Dalhousie Ph. 1).

students specialize in some or other flavour of moral philosophy, the ability to teach logic has given

them a decided edge (as I know from our experience).

Respecfully,

Peter K. Schotch

Professor of Philosophy, Dalhousie University

May 6, 1993 

l)epartment of Philosophy

Iaculty of Arts

4-109 I tumanities Centre. Telephone (403)

AY t9t9

CAj

CRADUA

132.33tt

University of Alberta

Edmonton

lJv

Canada

r&;

2I5

Dr. Bruce P. Clayman, 

Dean of Graduate Studies 

Simon Fraser University 

Burnaby, British Columbia 

V5A 1S6 

Dear Dr. Clayman: 

I have now reviewed the proposal to establish a joint SFU/UBC 

Ph.D. program in Philosophy. The proposal seems perfectly sound, 

and should be to the benefit of bohinstatut-.ons----- 

Re: the academic merit and structural integrity of the proposed 

program. 

The question of the structural integrity of the joint program 

is difficult to speak to. For the moment, the two programs are 

simply presented side by side, existing collaboration is formalized 

and made symmetrical, and there is notice of intent to collaborate 

•

?

in curriculum development and in other substantive academic 

matters. 

?

This means that for the moment there is considerable 

overlap between the programs. One trusts that the curriculum 

collaboration projected for the future will set responsibilities 

for emphases in the core and for development of subdisciplinary 

areas. Curriculum planning and staff rejuvenation combined will 

remediate the problem of too much "integrity" and not enough 

diversity. 

At present, the important similarities between the philosophy 

courses making up the graduate programs at the respective 

institutions are these: coverage of the core areas of 

epistemology, logic, philosophy of mind, philosophy of language, 

philosophy of science. There is also good coverage of moral 

philosophy and ethics, although SFU emphasizes pure, and tJBC 

applied, ethics. Aesthetics, an area of increasing importance, is 

also available at both institutions. 

The important differences are that UBC is strong and SFU weak 

in the significant area of history of philosophy, 

?

UBC. covers the 

vital ? 

area 

?

of

?

metaphysics 

?

better 

?

than 

?

does ? 

SFU, ? 

and

?

UBC

?

has

strength in the mathematics specialization whereas SF0 does not. 

SFU has, in theory, an opportunity to remediate its weakness in the 

history of the discipline and in metaphysics, or to open up another 

subdiscipline, with the five new Directed Studies courses proposed.. 

However, ? 

the sample Directed Studies course descriptions provided 

. ?

suggest ? 

that ? 

this 

?

will ? 

not ? 

be ? 

the ? 

case. ? 

The ? 

practical 

consideration ? 

of ? 

available 

?

expertise will ? 

likely mean 

?

that ? 

the

Directed Studies courses will cover material squarely within the 

confines of existing named courses 

?

(Epistemology, ? 

Logic, ? 

Social 

Philosophy, Philosophy of Mind and of Language.) 

\\'?

SF0 therefore needs access to UJ3C offerings to obviate a 

serious 

an

independent 

disadvantage 

Ph.D. 

it

For

would 

its part, 

have were 

tJJ3C 

it

will 

to

be

attempt 

able to 

to

offer 

introduce 

more 

coverage 

Philosophy 

and

Department 

depth in 

will 

core 

also 

areas 

enhance 

to

its

its

indifferent 

students. 

?

reputation 

The UBC 

?

because 

at SF0. 

of its formal association with the 

w

ell-regarded department 

There is one degree requirement which might be re-examined. 

4

Fhis is Requirement l.c: "Students entering directly from the 

Bachelor's degree must, during the first year of graduate study, 

complete six courses with a CGPA of at least 3.33." It is not 

clear that those obliged to work or to be care-givers should be 

constrained to do a M.A. en route to a Ph.D. 

Re: the adequacy of the faculty and other resources. 

The proposed program is viable on the presupposition that 

staff numbers will remain relatively constant. Given that at least 

four professors at SF0 and more at UBC are close to retirement, and 

the fact of budgetary cutbacks in most institutions, approval of 

the program should imply a commitment to maintaining the complement 

of staff. Otherwise, in the next three years SF0 will lose 

considerable capacity in core areas such as metaphysics, logic, 

language, and e 

p

istemology, and have even less flexibility outside 

the core, in areas where demand is increasing. 

There is need for faculty renewal and for some diversification 

of specializations at both institutions. Both Philosophy 

departments have a decided "analytic" cast, that is, they bear the 

intellectual stamp of 

an

approach to Philosophy prominent in 

American and British schools from the late 

1950s 

to the early 

1970s. The discipline has changed more than is reflected in the 

research orientations of most staff members. (One might note that 

the staff 

'

-homogeneity is more than a matter of being trained in 

similar istitutions with a common philosophical style. It is 

still a predominantly white male group. Changing graduate student 

enrollments and the demographics of the Vancouver region suggest 

more diversity is desirable, however difficult to achieve.) 

The SF0 library holdings 

in

philosophy are relatively modest, 

and apparently reflect the "analytic" training of most of the 

staff. That is, the collection is particularly strong in modern 

and recent British philosophy. it is of considerable benefit to 

SF0 graduate students to have access to the quantity and range of 

Material in the superior UBC collection. Certainly those combined 

c011ections are adequate to a joint Ph.D. program, given the 

adequacy of tJBC's collection to its own Ph.D. program. However it 

is desirable that the collaboration between the two institutions in 

curriculum development be mirrored by a collaboration in collection 

development. 

Re: ? 

the demand for the proposed program among prospective 

students. 

-

^\10 

It is not surprising that the SFU Philosophy Department 

receives inquiries about Ph.D. studies. 

?

The department i 

Is

sufficiently well known and well regarded to cause one to assume 

that it already has its own Ph.D. program. Because it is judged to 

be better than UBC's department, it might be supposed that it 

will 

rob UBC of some students. However UBC's fortunes will have turned 

with the hiring of a new high profile chair, and with the 

opportunity for rejuvenation that imminent retirements provide. 

That should mean it can expect to retain students, and that both 

institutions will be able to attract more students from outside. 

Despite the fact that there are presently very few academic 

positions for philosophers, the field continues to attract people. 

Philosophy will likely continue to attract people who do not aspire 

to academic careers (or who know that their aspirations may be 

disappointed by the academic marketplace.) The discipline provides 

excellent training for a number of professions, as is evidenced by 

philosophy graduate programs ucha 

g_.

t-ha atBbWflng 

Green, 

by _ l , l.ows h-i-ps--wh 

-j

chomote collaboration between 

-----------phfidàh 

ers and, e.g., members of the U.S. Supreme Court, by 

compulsory philosophy courses in some pre-law programs, etc. 

Re: the demand for Philosophy Ph.D.s 

The Bowen/Sosa report suggests that there will be strong 

demand for academics trained in the area toward the end of the 

decade. If the projected 20 % shortfall between 1997 and 2002 

of

humanitiesacademics is correct, this Is the ideal time to provide 

more graduate Philosophy training. (It should be added that the 

American Philosophical Association, while retaining confidence in 

the Bowen projection, is considering warning graduate students that 

current moves to control government debts and deficits make the 

future prospects of philosophy students uncertain.) At a 

conference sponsored by the Canadian Federation for Humanities held 

in Ottawa in 1989 on 

.

the matter of employment for humanities 

graduates, participants from industry (Bell Canada, IBM, etc.) 

indicated their interest in attracting people trained in humanities 

subjects into 

management,

and

the success of those whom they had 

already employed. 

This view on the non-academic employability of Philosophy 

Ph.D.s is corroborated by the Alberta experience. Some Alberta 

Ph.D.s 

in

Philosophy have senior government positions, others work 

in law, broadcasting, and in computing industries. None seems to 

regret the academic training in philosophy, although some regret 

the scarcity of academic positions. The only Ph.D.s without 

permanent

employment, so far as I know, are those who refused to 

consider non-academic employment. 

Re: the University of Alberta\University of Calgary collaboration. 

The formal arrangements between the Alberta universities are 

broaderand looser than the SFU/UBC proposal. 

?

Ours is a 

?

collaboration that, in itself, does not 

entail much 

co-planning.

(I attach a copy of the regulations.) In addition to permitting 

really strong co-supervisions, its normal use has been to round out 

a supervisory committee when additional expertise in the 

subdiscipline is needed. In the three years of operation, there 

have been 

25

visitors from Calgary departments to Alberta, and 7 

from Alberta to Calgary. Almost all faculties have been 

represented. The only difficulties thus far have been the result 

of an inattentive reading of the regulations. This has resulted in 

some confusion on occasion about whether the visitor is functioning 

as an external examiner, as a member of the staff of the student's 

department, or as a member of another department in the same 

faculty. With that exception, Albertais well pleased with the 

arrangement. 

The Philosophy Department has twice had a Calgary philosopher 

on a Ph.D. supervisory committee, and one of our people has served 

in Calgary. Staff and students have enjoyed the closer contact, 

the better understanding of the correlate department, and the 

opportunity to learn of the visitor's latest research. We hope to 

intensify our collaboration. In addition, there have been 

tentative discussions about graduate program collaboration between 

the Alberta/Calgary Religious Studies departments, but nothing has 

come of it as yet. The only other deeper collaborations have been 

between our Slavic and Germanic languages people. The Slavics 

group worked out and tested a course combining instructor visits 

and teleconferenced classes in an area where one of the units was 

deficient. This sort of curriculum collaboration is being explored 

further. The Germanics group has long collaborated on library 

collection development. 

In sum, the SFU/UBC proposal looks feasible, and the current 

proposed regulations 

are sufficiently close to, indeed considerable 

refinement upon, the 

succes;fu] Alberta model to make one confident 

that ? 

the ? 

scheme will work well. 

?

The hope 

?

that ? 

"In ? 

time, ? 

with 

continuing goodwill 

and experience, ? 

[SFU and UBC] will 

?

find the 

academically optimal 

?

level of ? 

integration" 

?

(Proposal, ? 

4) ? 

is ? 

the

only sensible one to 

entertain in these difficult times. 

?

If in the 

long run the two BC 

departments collaborate more intimately they 

may provide a model 

to us all, and could well be turning out some 

of the best trained 

philosophers in Canada. 

Sincerely. 

• M.M. Van dePitte 

Professor 

University of Alberta

Inter-departmental Correspondence

. ?

10: ?

Chairs, Graduate Coordinators,

date:

5 November 1990

and Department Graduate Contacts

Faculty of Graduate Studies and Research

2-8 University Hall

Subject: ?

Agreements with The University of Calgary

Please find below some information on our agreements with The University of Calgary for the

provision of supervision. I would very much appreciate if you would share this information with

colleagues in your department and if you would add it to the FGSR Graduate Program Manual sent

to you recently.

Section 8.1.8 Supervision Agreements with-The University of-Calgary

The University of Calgary and the University of Alberta have agreements on graduate student

supervision for the following:

• an academic staff member from one university may serve as a co-supervisor for a graduate

student at the other university

• an academic staff member from one university may serve as a member of the supervisory

committee of a graduate student from the other university

The terms of the agreements include the following:

The appointee shall be counted as a regular member of the supervisory committee internal to

the student's home department unless it is agreed at the outset that the member will be

treated as coming from another department.

The appointment should not be made unless a satisfactory level of interaction can be

maintained between the appointee and the graduate student, and between the appointee and

the other supervisory committee members. It is the responsibility of the chair of the student's

home department to define a satisfactory level of interaction and to ascertain that this can be

maintained throughout the student's program.

If additional expenses will be incurred because of the appointment it is the responsibility of the

chair of the student's home department, in consultation with the appointee, to make

satisfactory arrangements for meeting these additional expenses. Otherwise, the appointment

should not be made.

Co-supervisors and supervisory committee members will be bound by the procedures and

policies of the student's home institution and shall be made known to the committee member

in writing prior to approval.

Appointment/approval forms are available from the FGSR office.

FS Chia, Dean

UNIVERSITY OF ALBERTA/THE UNIVERSITY OF CALGARY

'V ?

AGREEMENT FOR THE PROVISION OF GRADUATE STUDENT SUPERVISORY COMMITTEE MEMBER

PART I: APPOINTEE'S INFORMATION

Already on file with host department

PART II: STUDENT'S INFORMATION

Estimated Date of Completion:

Name of Supervisor:

PART III: AGREEMENT AND SIGNATURES

Appointee: I agree to serve on the supervisory committee of the student named in Part II in accordance with the terms of

the University of Alberta/The_University of Calgary Agreement for the Provision Committee Members. I agree

to abide by all regulations and procedures of the host university for supervisory committee members.

Signature of Appointee ?

Date

Host Department: I agree to the appointment of the Appointee as a full member of the supervisory committee of the student

named in Part II. I confirm that satisfactory arrangements have been made for a significant level of

interaction between the Appointee and the student and his/her committee members. I also confirm that

satisfactory arrangements have been made to meet the additional expenses incurred by this appoint-

ment.

Signature of Chair/Head

Date

Confirmation Signatures:

Chair/Head of Home Department ?

^ ;[ 

0

?

0-

Distribution: White-Host Graduate Faculty Green-Host Department Yellow-Home Department Blue-Home Graduate Faculty Pink-Appointee

1989/12

lo: ?

B.P.

Clayman

I)ean of Graduate Studies

MORANDUM

From: ?

- - _W_e are on_the_whole veiypleased with theendorsements,-in-these-rev-ie-ws--of the-proposed Ph-. D—

.- -

programme in particular and of our department in general. We arc also most appreciative of the

concerns raised (few in number) and of the constructive suggestions.

With respect to adequacy of faculty, Margaret Van de Pitte and Peter Lopston both noted

weakness in the area of history of European philosophy. It is true, there are gaps. Neither the

URC nor SFU departments has

medievalist or Kant scholar, for instance, and only UBC has an

historian of ancient philosophy. And it would be nice to have more historians around. Still, this

is not atypical. There are really only a handful of departments in North America with strong

comprehensive complements of historians. People who are planning to work in the history of

philosophy gravitate to such places. But if the issue is whether there is enough historical

competence, between the two departments, to give a Ph.D. candidate the historical background

she needs for the primarily nonhistorical issues she is likely to he pursuing with us, or to prepare

her for teaching history of philosophy at the undergraduate level, then we would argue that the

proposed Ph.D. programme is adequately served.

Peter Skotch noted that there was a period during which the SFU M.A. programme produced few

graduates. But more recently this has turned around. We graduated five last year and are

graduating five more this year. Skotch suggests assigning each incoming student to a committee

of three or four faculty overseers who will meet to assess the student's progress two or three

times a term. But it seems to its that that many meetings would he rather intrusive. And one

advantage of our current practice of assigning

it single faculty member as an incoming student's

11M R11

tutor' is that it is less impersonal.

Rut

we really liked Skotch's suggestion that we emphasize teaching skills more. For instance,

college teaching represents a potential growth market for Ph.D. students, and it is a candidate's

teaching skills that is of primary interest to a college.

Simon Fraser University

STUr

Dean of Graduate Studies

Re:

Joint Graduate Program

Proposed memorandum of agreement

Enclosed is a draft memorandum intended to serve as the basis for an administrative agreement

between UBC and SFU on the running of the proposed joint graduate program. If you think that

it is all right as it stands, I'll try to arrange a meeting with the UBC (D Graduate people and Dean.

If you have any suggestions for changes, I'll send a revised version to UBC before organizing

the meeting. Some of the points are ones which we, for our part have already accepted and

incorporated in our proposal (transcript records, for example.) Their inclusion in the agreement

is intended to get the same assurances for the UBC (D Department that we have provisionally

received.

U.B.C./S.F.0 Joint Graduate Program

Agreement on Registration, Credit, Library use and Transfer

1 Preamble

The Philosophy Departments will operate a joint graduate program upon terms set out in [Name

of Document]. The general aim of this agreement is to ensure that the cooperation of the two

departments be such as to lead to certain academically desirable conditions:

I. Such a cooperative program must overcome the obvious psychological obstacles

inherent in its geography. Students must be helped to feel equally at home among other

graduate students in courses at either university, and encouraged to have contact with

fellow students at either site. We can help create the ambience -of a single cohesive

graduate program,-by-so arranging-n ttSthdt

a. In the matter of coursework,

students can register, with nearly equal ease, in courses at either

university.

ii.

students can participate in courses at either university on equal terms

with students registered at that university. This requires equal access

to library resources.

iii.

students' transcripts record in some manner the institution at which

their courses are taken

In the matter of supervision, it is recognized that:

Official responsibility for a student's supervision must lie within the

disciplinary reach of the dean charged with responsibility for the

student's fair treatment.

ii.

Doctoral supervisors must be accorded accurate acknowledgement for

their role in postgraduate research.

iii.

Accordingly a student in the program must be permitted, after any

number of terms in the program, and with the approval of both

departments, to change registration to the university of his or her

proposed principal supervisor.

^q

p'3

Accordingly, it is agreed that a student admitted to the program and registered at one of the

universities shall be given access to the resources of the other university according to the terms

set out below: ?

&I

2 Registration in courses:

The student will be permitted to register in graduate Philosophy courses in

accordance with the terms of the Western Deans' Agreement.

The power to authorise such registrations will be delegated to the Graduate

Studies Committee of the department offering the course.

The student will be bound by the same deadlines as those applying to students

at the university at which the course is taught.

The student's transcript will record the course in such a way as to make evident

in which university it was taken.

The student will be exempted from activity fees at the university offering the

course.

3 Credit and Transfer

a. When the requirements of supervision require it, the student will be permitted

to transfer registration to the university with full credit for all graduate courses

successfully completed in the program.

4 Library Use

a. The student will have the use of all library facilities on the same terms as a

student registered at that university.

4^1

—2— ?

^ '4A 