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SiMON FRASER UNIVERSITY
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S-77-q
7
MEMORANDUM
1DDh
C
,
IRCH
B
R.
D. R
HAIRMAN
From.....................................................................................
SENATE COMMITTEE ON UNDERGRADUATE
STUDIES.....................................................................................
SEPTEMBER 15, 1977
Date..........................................................................................
MOTION: ?
"That Senate approve, and recommend approval
to the Board of Governors, the Extended Studies
Diploma, with requirements as set forth on page
6, and Program Operations on pages 9 to 12 of
Paper S.77-97."
The Extended Studies Program proposal was reviewed and approved by
• ?
the Senate Committee on Continuing Studies, the Senate Committee on
Academic Planning, and the Senate Committee on Undergraduate Studies.
It was forwarded to faculties for comment and again considered by
SCUS with development of Program Operations following discussions with
the pertinent bodies. It was considered by Senate on July 4, 1977
and referred back to SCUS with some changes and with request for
clarification of the role of the faculty adviser/coordinator and other
necessary changes including the proposed calendar entry on page 6.
SCUS has incorporated modifications and recommends approval to Senate.
Note: Page 6, covering a proposed calendar entry, has been
revised and an explanatory note on the functions of
the Adviser/Coordinator has been added at the bottom
of Page 11 and on Page 12.
S
To...................................................................................................................
SENATE
PROPOSAL FOR THE EXTENDED STUDIES
Suulect..........
DIPLOMA ?
PROGRAM OPERATIONS....
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*
SQ. R.S 77j7
As revised by SCAP June 9, 1976,
approved December 8, 1976 and
approved by SCUS December 14, 1976
Revised by Senate July 4, 1977 and
by SCUS September 13, 1977.
THE EXTENDED STUDIES DIPLOMA
• I. ?
Proposal for the Extended Studies Diploma
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Page 1
II. •
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Proposed Calendar Entry
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Page 6
III. Appendix •
A - Hypothetical Programs for
Potential Students
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• Page 7
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Revised and forwarded
to SCAP - March 25/76
I. PROPOSAL FOR THE EXTENDED STUDIES DIPLOMA:
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A RESPONSE TO THE ADULT'S NEED FOR RECURRENT EDUCATION
Adults who look to the university for learning
opportunities have several kinds of lifelong learning needs.
Some adults wish to begin or complete a first or professional
degree at a time in their lives which is somewhat later than
normal. For these students
universities
provide extension
credit programs to supplement day, on-campus offerings. Other
adults, at various times in their lives, require university
resources to solve specific life problems or to satisfy immediate
professional, social or personal learning objectives.
Universities respond to these needs with specially-designed
short-term courses, conferences and workshops, many given on
a credit-free basis.
A third need is emerging, due in part to the rapidity
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of social change and the increasing numbers who at some stage
in life completed one or more formal university programs. Many
of these adults wish to take substantial time out of their lives.
to engage in intensive full- or part-time study. The term
applied to such study is recurrent education*. This midlife
education may be related to career development or change, to
various roles in social life, or to the personal need for
growth. These needs often are not met by traditional post-
baccalaureate degree structures or usual continuing education
offerings. The idea of recurrent education is not new and
has long been institutionalized: university professors
periodically are given sabbatical leave; the Danish Folk School
for over a hundred years has given adults recurring opportunities
to integrate sustained study with
life responsibilities;
and
many corporations and the armed services make similar provisions.
*Among 'those who have discussed the need for recurrent education
Are Edgar Faure (Learning to Be, UNESCO, 1972) and Samuel Gould
(Diversity by Design, Jossey Bass Publishers, 1974).
•1
What is new in North American society is that this concept
should be extended to all interested and qualified adults.
•
Though sabbaticals for private citizens may not ever be a
•
reality, wider
opportunities
for recurrent university
education can be provided.
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it is to meet this need in a
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meaningful and cost effective way that the Extended Studies
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Diploma is proposed.*
The Extended Studies Diploma is designed to meet the
individual learning needs of the mature learner, who has at
least one degree by providing a coherent, full- or part-time
individualized program based upon his own stated interests
and goals. ?
The diploma as proposed here offers adults an
•
opportunity for a sequential program of
continuing
education
which, in
substance
and form, is consistent with their life
objectives and responsibilities.
?
Its purpose is to improve
the
quality of continuing education for certain students
while maximizing the use of the university's resources in
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meeting specialized continuing education needs.
Those with a degree whose objectives are intensive and
sequential continuing education are 'limited to the master's
and doctor's degrees, highly structured and usually under-
graduate diploma/certificate programs, or to taking credit
and non-credit courses on an ad hoc basis.
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Traditionally
the purposes of graduate degrees are to provide further
specialized study beyond the bachelor's concentration and to
train persons in scholarly research.
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Many recurrent education
needs are not met by graduate degrees.
?
To alter graduate
programs to satisfy different learning needs would erode
their unique functions.
?
Nor do conventional diplomas and
certificates meet recurrent education requirements.
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Those
.
•
*Different and more appropriate titles for this c
1 iploma i
proposed.
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"Continuing Studies
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Diploma" ?
ii a p.i.I.
•
has obvious disadvantages. ?
The "Profesona1 Develo2"
(
Diploma" may be appropriate if its purpose is to be r..
than that proposed here, but this ti.ie may be c'onfus
another SF13 program with a similar name.
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two awards usually are given for pre-baccalaureate studies
and are highly structured, providing little opportunity for
individualized programs. In addition, most existing diplomas
comprise lower or lower and upper division courses. A collection
of ad hoc credit and credit-free courses does serve the
learning interests of many adults, but not those wishing the
kind of sustained and sequential study implicit in the idea
of recurrent education.
Two major groups of students would benefit most from the
Extended Studies Di
p
loma; professionals wishing to upgrade
or alter their qualifications and individuals wishing a
coherent and sequential program of liberal studies*. Both
groups of students would share the characteristic of having
completed at least a bachelor's degree and consequently
look to the university for their recurrent education experiences.
Professional knowledge is changing so rapidly today that
individuals are finding it increasingly necessary to update
their knowledge periodically. In some instances, the
professional is required to do so for re-certification. Thus
the professional would be interested in such a diploma program
to make up deficiencies in his professional training, acquire
new skills, or round out his education with learning important
to him as a human being. Another potential student is one
who may not have entered the job market after finishing
university and, now wishing to do so, must update his
qualifications. Another may have been offered an opportunity
to enter a new area of work for which he was not fully trained,
or not trained at all, during his baccalaureate or professional
program. Or the potential learner may be looking for a liberal
studies program, the main emphasis of which will focus on
interests he has developed over the years since taking his
degree. Since the reasons for enrolling in such a diploma
*'Liberal studies" interpreted here to include the study in the
social sciences, humanities, and natural and physical sciences
for furthering one's general education.
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program would greatly differ from one individual to the next,
each candidate should be able to plan his own program
in
Consultation
with a qualified advisor, or a program director.
(Appendix A describes hypothetical programs for several
potential students.)
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Schools of Engineering in ten universitiesin the U.S.
and Canada have adopted a form of the Extended Studies
Diploma, known as the Professional Development Degree, as
a means of
helping
engineers update credentials and further
their general education. (Descriptions of the programs
at
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McMaster University and the University of Michigan are given
in Appendix B.) In the Professional Development Degree
program at McMaster University, the student must already have
a bachelor's degree in Engineering or its equivalent. Although
there are no residence requirements and courses may be taken
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.
?
elsewhere for credit, it is stipulated that the majority of
the courses be taken at McMaster. The student is required
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to take 24 credit hours, not counting any prerequisites,
half of which must be in Engineering, with the other half in
Engineering or any other faculty. The student designs his
own program with the help of a Faculty advisor. He may commence
his work at the beginning of any regular university session
and has six years in which to complete his program.
' Most of
the courses he takes are expected to be regular, advanced
undergraduate or graduate courses.*
The proposed Extended Studies Diploma generally has the
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same purpose and characteristics as the Professional Development
Degree at McMaster University, but employs a single structure
for the recurrent education'of a diverse student population.
The comm j
tmentcomes' fro m the learner himself for identifying
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and pursuing his own goals in devising his program. Such an
•
•
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.
*The
a Professional
University of
Development
Michigan was
Degree
the
in
first
Engineering.
university
Reports
to establish
on
• • this program demonstrate that it serves the needs of those with
graduate degrees as well as those with only first degrees.
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individualized program, worked out with an advisor's help
and approval, is likely to be interdisciplinary in nature
and
consist of third and fourth year courses (except in
instances where lower-level prerequisites are required,
Ir
which would not be credited towards the diploma) and some
graduate level courses. Special courses, including independent
study courses, ôould be developed at some time to meet
special,
Professional
continuing
education needs and a certain amount
•
of
credit could be granted for work towards the diploma
taken at other
universities.
A department or Faculty in the
University may wish to use this mechanism for a particular
program of continuing education. For example, the Faculty
of Education might wish to stipulate a core program in curriculum
development for persons who have bachelor or graduate degrees
and who want to learn or improve skills in that specialized
area. As many students would attend on a part-time basis
bocause of job and family responsibilities, a reasonable
amount of time for program completion would have to be provided.
The Extended Studies Diploma program would require for
admission that the student furnish proof of having completed
an accepted bachelor's degree.
An individual's program would be evaluated in terms of the
student's background, his objectives, and the ability of the
University to provide the necessary instruction. Any course
taken at other universities under the aegis of the diploma
program would require advisor approval.
The Extended Studies diploma has enormous advantages for
both the
learner and the University in its flexibility, its
use of
existing courses and
faculty resources, and its
adaptability to virtually all
areas of study. Originally
designed for professional studies, it
clearly is applicable
to the
Humanities, Social Sciences, Fine Arts,
and Sciences.
Providing for recurrent education needs
through this mechanim
will maintain the integrity
and purpose of traditional graduate
degrees. Finally
the
Extended Studies diploma is
a significant ?
5
means
by
which a university
can demonstrate its
commitmeit
to the concept of
lifelong learning.
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Revision approved by
SCUS - September 13, 1977
In summary, diploma requirements are proposed as follow with appropriate
calendar entry:
(a)
The minimum requirements for admission to the Extended Studies Diploma
Programme are as follows:
(1)
a bachelor's degree with a cumulative grade point average of 2.0
from a recognized university or the equivalent;
(2)
a submitted statement of the student's objectives in undertaking
the Diploma Programme
(b) Programme Requirements
(1)
30 credit hours in Upper Division courses (and Graduate* courses)
approved through a designated faculty adviser/coordinator by the
faculty Extended Studies Diploma committee;
(2)
a minimum of 15 of the 30 hours in a discipline or subject matter
area which most closely fits the learning goals of the student;
(3)
such Lower Division study as may be required through non-waived
'course prerequisite regulations over and above the hours directly
applicable to the Diploma;
(4)
Programme completion within five years of admission;
is
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(5) the attainment of a grade-point average of 2.50 on courses used
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for the Diploma.
(c) General
(1)
The Extended StudiesDip1oma may be taken more than once in a
person's lifetime;
(2)
Up to 12 credit hours may be earned at another university, condi-
tional upon prior approval
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the student's advisor. Only 6 of
these 12 credit hours may be in the student's area of concentration.
* Note: Enrolment in a Graduate course shall require permission of the
instructor and a CGPA of 3.0, or permission of the Departmental
Graduate Studies Committee.
•.
IV. APPENDICES
APPENDIX A HYPOTHETICAL PROGRAMS FOR POTENTIAL STUDENTS
(1) College teacher, MA In Geography, 35 'years old, 6 years
college teaching since award of MA.
Objectives: To acquire skills and understanding in curriculum
development and evaluation as required by his job and to update
his knowledge in the discipline of Geography (cultural and
urban geography).
Coursework - selected in consultation with and approved by
an academic advisor, with pre-readings prescribed as required.
Educ
471-4
-
Curriculum Theory and
Development: ?
Theory
and Application
Educ
816-5
- Developing Educational Programs
Educ 822-5
- Evaluation of Educational Practice
Geog
443-5
- Regional Planning
Geog
805-3
- Theories and Recent Development in Cultural
Geography
Geog
861-3
- Regional Development
Geog
862-5 -
Regional Development
I
(2) Elementary School Principal, 42, with M.Sc. in Mathematics.
Objectives: To take courses which will be of professional
value in her role as administrator.
Coursework
Educ 423-4 - Analysis of Teaching
Educ 461-4 - Trends and Developments in Educational Practice
Ethic 473-4 - Designs for
Learning:
Reading
•Educ 813-5 - Organizational Theory and Analysis in Education
Educ 816-5 - Developing Educational Programs
Educ 818-5 - Administrative Leadership of Education Personnel
G.S. 427-5 -
Alternative Futures
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(3) Practicing Electri
earned at age 23
Objectives: To
broaden
in Archaeology in which
since graduation..
cal
Engineer,
30, with a B.A.Sc.,
his general education, with specializaton
he has develo
p
ed particular interest
Coursework
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Pre-Admission ?zere
q
uisjtes (lower divijon):
S.A. 270-4 - Anthropological Concepts
Arc. 273-3 - Archaeology of the
New
World
Diploma Courses:
Arc.
301-2
- Prehistoric and Primitive Art
Arc.
360-5
-
Indian
Cultures of North America
Arc. 372-5
- Archaeology Laboratory Techniques
Arc.
476-5
- North America - Northwest Pacific
Arc.
881-5
- North American Prehistory
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S.A.
386-4
- Ethnography of North American Native Peoples
S.A. 490-4 -
British Columbia
(4) Housewife, 44, with a M.A.
in Clinical
Psychology earned
in
1951, who has spent the last 12 years managing a home.
Objectives: To update her qualifications so that she might
re-enter professional employment.
40(
As revised by Senate July 4, 1977
and by SCUS September 13, 1977
RECOMMENDATIONS PERTAINING TO THE OPERATION OF
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THE EXTENDED STUDIES DIPLOMA PROGRAM
General Information
1.
The already approved guidelines for the establishment of
Certificate and Diploma Programs include the following:
"Administration - For each Certificate or Diploma
Program there should be a program steering committee
which includes representatives of the departments
concerned."
The two Certificate Programs already approved each include
such provision with indication "That the program management will be
advised by a steering committee.... Recommendations for the award
of the Certificate will be made through this committee." In each
case there is also provision for advising either through designated
academic advisers or through the steering committee. The basic
component disciplines of the B.C. Studies Program are represented on
the steering committee as this is a somewhat structured program. The
steering committee for the Senior Citizens Certificate Program is a
broader committee as the program is not as formally structured.
2.
The Extended Studies Diploma proposal includes the follow-
ing:
"The commitment comes from the learner himself for
identifying and pursuing his own goals in advising
his program. Such an individualized program worked
out with an adviser's help and approval is likely to
be interdisciplinary in nature...."
It is clear that for this Diploma there may be a number of
relatively structured programs, with repetition of courses, suitable
for a number of students. In other instances there may be considerable
diversification in the courses which individual students may wish to
select and which may be appropriate for approval. It has been suggested
that where there is a repetition or structured program which can be
available to a number of persons that such a structured program should
come forward for independent approval through SCUS and Senate.
It is also clear that on the Extended Studies Diploma a pro-
gram may include courses from one discipline only, or courses from a
variety of disciplines but from one faculty, or courses from a few
departments but across faculties, or courses from a number of depart-
ments across a number of faculties.
It is essential that there be appropriate means for the
advising of students on a variety of courses which will constitute an
approved program, and it is essential that there be an appropriate body
to give final approval for recommendation of the Diploma on successful
completion.
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SRecommendations
To meet the intent of the above and to ensure effective
procedures the following recommendations are made:
1.
The Academic Advice Centre shall serve as an information
and referral agency for persons interested in an Extended Studies
Diploma Program.
2.
The Dean of each faculty shall appoint at least one
Extended Studies Diploma adviser/coordinator whose function will be
to assist potential Diploma Program students in designing a program
of study.
3(1) ?
The Dean of each faculty shall ensure that appropriate
mechanisms are established within the faculty for approving indi-
vidualized Diploma Programs consistent with the intent of, and
•
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Senate regulations governing, the Extended Studies Diploma Program.
(ii)
At least three faculty members shall be appointed or
elected to constitute the faculty Extended Studies Diploma committee
which shall act as an overall steering committee and approving commit-
tee and Diploma recommending committee. It is suggested that this
committee appropriately may be the faculty undergraduate curriculum
committee or a subset of that committee.
(iii)
Programs having, a priori, a defined set of, courses intended
to be taken by a substantial number of persons should be forwarded for
consideration and approval by the Senate Committee on Undergraduate
Studies and Senate. It is expected that each faculty committee may
establish suitable guidelines and structures to identify programs
likely to be approved.
(iv)
Each department may appoint an individual or individuals to be
available for consultation with the Extended Studies Diploma adviser/
coordinator identified in
2.
above. Where a student wishes to take a
program solely within one department the advice from the departmental
individual would be of considerable assistance, as would be the advice
from various departmental persons if an individual is taking work
across a variety of disciplines within one faculty.
(v)
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When a preliminary program has been developed to the satis-
faction of the Extended Studies Diploma adviser/coordinator identified
under
2.,
the program should be approved by the faculty Extended Studies
Diploma committee if not already approved as a suitable program under
3(111) above. Any proposed changes to an individual student's program
outside of already approved programs should receive clearance at appro-
priate times from that committee to ensure that final completion of
work will lead to recommendation by the committee for the diploma.
/0
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?
.
(v) ?
Forms suitable for these purposes will be developed by the
Registrar's Office to be maintained and filed in the appropriate faculty
for individuals registered in an Extended Studies Diploma Program.
4. ?
The Dean of each faculty will forward to Senate from the
faculty Extended Studies Diploma committee recommendations for the
granting of the Extended Studies Diploma to those students who have
successfully completed an approved program of study in that faculty.
5(1) ?
It is expected that most individualized Diploma Programs
will consist of a preponderance of courses from one faculty. In such
cases the faculty Extended Studies Diploma Program committee will under-
take responsibility for program approval and recommendation for award
of the Diploma.
(ii)
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In a case where a Diploma Program consists of the majority
of course-credits drawn equally from two or more faculties, the faculty
to be responsible for program approval will be chosen by the student at
the commencement of the Program'.
(iii)
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In a case where a Diploma Program involves courses unequally
from two or more faculties, program approval will rest with the faculty
with the preponderance of course-credits or will require approval by
each of the respective faculty committees where this is obviously more
appropriate, and the determination of the faculty for the recommendation
for the Diploma will continue with the faculty with the preponderance of
course-credits.
(iv) ?
The Dean will ensure that appropriate procedures are followed
to identify approval of individual programs and to forward appropriate
recommendations to Senate for Diploma awards.
6.
Each Dean will provide a status report to the Senate Committee
on Undergraduate Studies at least annually on the various programs, and
from time to time as appropriate on any problems requiring resolution or
on recommendation for improvement.
7.
A student wishing to be granted a Diploma on completion of an
approved program will be required to make application through the
Registrar's Office, in
'
a manner similar to applying for degree graduation.
EXPLANATORY NOTE: ROLE OF ADVISOR/COORDINATOR AND OF
FACULTY EXTENDED STUDIES DIPLOMA CO
MM ITTEE
It is envisaged that the faculty Extended Studies Diploma
committee will identify with relative ease a number of guidelines and
structures of programs which are tobe approved, as
in
3(111) above.
The advisor/coordinator in such cases can interact with any student
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is
with full knowledge of the approved programs, as in any normal cases.
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If a student desires to undertake a grouping of courses not
falling within an already approved program, the function of the advisor/
coordinator is to discuss these with the student to ascertain general
suitability of the proposals, or to develop appropriate modifications.
This may involve discussions by the advisor/coordinator and/or student
with a specific department as in 3(iv) above, or with others. When the
preliminary program has been developed to the satisfaction of the advisor/
coordinator as under 3(v) above the advisor/coordinator would request
approval by the faculty Extended Studies Diploma committee. Until such
approval is given formally by the committee, the proposal is a tentative
one.
In case of serious disagreement between the student and
advisor/coordinator on a preliminary proposal the advisor/coordinator oc
may present to the committee the program request of the student and any
modifications proposed by the advisor. The committee may accept, or
reject, or require further modifications to attain a program it will
approve.
Where guidelines and structures have been clearly defined by
the committee as under 3(iii) the advisor/coordinator can operate quickly
and with surety. Where proposals do not fall clearly within already
approved general programs, the advisor/coordinator acts as a preliminary
evaluator and coordinator charged with placing any new satisfactorily
• ?
developed proposal before the committee for formal approval. The approval
by the committee of one individual/s program does not mean that all others
similar to it will be approved; such further approvals formally would
continue on an individual basis until decision is made to make clear
definition for inclusion as under 3(iii) hove.
IL
