Acadia University Senate
Agenda


SENATE AGENDA FOR 9 JANUARY 2006 

21 December 2005
   
Dear Member of Senate:
 
I advise you that a meeting of the Senate of Acadia University will occur at 4:00 p.m., Monday, 9 January 2006 in Room 132 of the Beveridge Arts Centre.  The AGENDA follows:
 
1)      Minutes of the Meeting of 12 December 2005
 
2)      Announcements and  Communications
 
3)      Business Arising from the Minutes
         a)      Ad hoc Committee on Students with Learning Disabilities (056-22-INT)
                 
4)      New Business
         a)      Research & Graduate Studies - Honorary Research Associate Designation
                  (056-23-RGS) *
         b)      Research & Graduate Studies - Graduate Curriculum Changes
                  - Education (056-24-RGS) *
                  - Environmental Science & Applied Geomatics (056-25-RGS)
         c)      Research & Graduate Studies - Proposed Revision to Institutional Research Plan (056-26-RGS) *
         d)      Curriculum Committee        - Economics (056-27-CRE) *
                                                            - English (056-28-CRE) *
                                                            - Theatre Studies (056-29-CRE) *
                                                            - History (056-30-CRE) *
                                                            - Languages (056-31-CRE) *
                                                            - Political Science (056-32-CRE) *
                                                            - Music (056-33-CRE) *
                                                            - Women's Studies (056-34-CRE) *
                                                            - Biology (056-35-CRE) *
                                                            - Chemistry (056-36-CRE) *
                                                            - Environmental Science (056-37-CRE) *
                                                            - Geology (056-38-CRE) *
                                                            - Physics (056-39-CRE) *
                                                            - Mathematics and Statistics (056-40CRE) *
                                                           
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                                                            - Nutrition & Dietetics (056-41-CRE) *
                                                            - Business (056-42-CRE) *
                                                            - Education (056-43-CRE) *
                                                            - Recreation Management/Kinesiology(056-44-CRE) *
         e)      Learning Commons - Steering Committee (056-45-LER) *
                                                                       
5)      Other Business
                 
Yours sincerely,
 
 
 
 
Rosemary Jotcham
Registrar and Secretary of Senate
 
 
Items Carried Over/Tabled
-           Integrity Committee - Integrity & Students with Learning Disabilities from 12 Sep 05     (056-01-INT)
-           Ad hoc Committee on Strategic Plan - Report due for 13 Feb 06 meeting from 12 Dec 05        (056-18-ASP)


 
 
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NOTICE OF MOTION
 
It is moved that the Acadia University designation of "Honorary Research Associate" be eliminated.
 
 
Wendy Bedingfield
Acting Dean, Research and Graduate Studies


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SCHOOL OF EDUCATION
 
SUMMARY OF CURRICULUM CHANGE PROPOSALS
 
NOVEMBER 25, 2005
 
NEW COURSES:
 
1.  EDUC 50F3 – COUNSELLING PRE-PRACTICUM
The 40 hour pre-practicum allows students to study and practice beginning counselling skills in a simulated environment. With a focus on ethical and multicultural practice in counselling, students engage in applying their counselling skills and learn how to analyze their developing counselling style and performance.
Co-req: EDUC 5033 and EDUC 5133.  Pre-req. or Co-req.: EDUC 5583 and EDUC 5623 Open only to students in the Master of Education in Counselling Program.
2.  EDUC 50G3 – RESEARCH LITERACY
This course focuses on major research paradigms most often used by professional educators.  Emphasis will be placed on the development of the practical application of skills required of informed practitioners to participate effectively in problem solving in the work setting.  Students will be provided with opportunities to develop a set of abilities that may be used to critically understand and use the dominant language of research.  This includes reading, analyzing, engaging in, and writing research.
 
COURSE DELETIONS
 
1. EDUC 5683 The Arts, Education and Contemporary Culture
This course involves students in readings, discussions and presentations dealing with the relationship between artistic practices, educational theory and contemporary culture.  Inquiry into the dynamics of educational and cultural practices is grounded in the work of education theorists, post-modern writers, artists and cultural critics.  Through consideration of contemporary issues expressed in various artistic forms, students examine the potential of artistic inquiry to illuminate current cultural contexts.  Topics may include the implications of technology, gender issues, racial, ethnic and linguistic inclusion, personal identity and agency, the impact of new global economies, immigration and migration.
 
 
2. EDUC 5793 – Cyber Culture:  The Net, The Street, and the
    Imagination
The Net is a dynamic new factor in contemporary culture, one that generates new challenges and opportunities with remarkable speed.  Students pursue a critical exploration of the internet and consider the impact of cyber technology in the generation of new concepts of human communication, cultural and personal identity, and social structure.
 
 
 
 
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PROGRAM CHANGE – ALL M.ED. PROGRAMS:
 
Non-thesis students may substitute EDUC 50G3 – Research Literacy for EDUC 5513 – Research Design as their required research course.
 
PROGRAM CHANGE – COUNSELLING PROGRAM
 
Master of Education (Counselling) (48h non-thesis / 51h thesis)
Note: Only students accepted into the Counselling Program are eligible to take core courses. The Director, School of Education, in consultation with the course instructor may give special permission to take a core course to those students who possess a relevant counselling background.
Overall requirements for all students: (36 h)
EDUC 5003, 50D3, 5033, 5066, 5133, 5303, 50G3 or 5513, 5543, 5583, 5623, 50F3
Additional Required Courses for School Counselling Stream (6h): EDUC 50C3, 50E3
Additional Required Courses for Agency Stream (6h): EDUC 5233, 5553
Non-thesis students:  Additional Requirements: 6h electives selected from graduate courses offered by the School or approved graduate courses offered by other departments or schools.
Thesis students:  Additional Requirements (9h):  5966 and 5113 or 5523
 
TITLE AND COURSE DESCRIPTION CHANGES
 
 
1.  CURRENT TITLE AND DESCRIPTION:
 
EDUC 4163 - LANGUAGE ARTS FOR CHILDREN WITH SPECIAL NEEDS
Development of a theoretical framework related to the teaching of language arts for children with special needs. In addition, it will explore the implications of theory for practice. Assessment, planning and implementation of language arts programs for students with special needs will be critically analyzed.
 
proposed title and description:
 
educ 4163 – literacy learning for students at risk
Development of a theoretical framework related to the teaching of language arts for students at risk. In addition, it will explore the implications of theory for practice. Assessment, planning and implementation of language arts programs for students at risk will be critically analyzed.
 
 
 
 
 
 
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2.  CURRENT TITLE AND DESCRIPTION:
 
EDUC 50E3 COUNSELLING ADOLESCENTS AND CHILDREN
This course examines issues and counselling interventions for adolescents and children. 
 
PROPOSED TITLE, DESCRIPTION, and PREREQUISITES :
 
EDUC 50E3 COUNSELLING ADOLESCENTS AND CHILDREN
This course examines theories, research and practice related to counselling adolescents and children in the context of issues commonly presented in counselling. Methods of particular relevance to counselling youth are evaluated. Attention is given to youth at risk and to the ethical issues particular to counselling young people.
Prerequisites: EDUC 5033, 5133
 
3.  CURRENT TITLE AND DESCRIPTION:
 
EDUC 5543   CAREER AND LIFE PLANNING COUNSELLING
This course examines the theories of vocational development and choice, the meaning of work and leisure in modern society, occupational and educational information and its use, and techniques designed to assist individuals in career exploration and decision-making.
Prereq: EDUC 5033 and 5133
 
PROPOSED TITLE AND DESCRIPTION
 
EDUC 5543 WORK AND LIFE PLANNING COUNSELLING
This course examines the theories of vocational development and choice, the meaning of work and leisure in modern society, occupational and educational information and its use, and techniques designed to assist individuals in exploration and decision-making related to work in the context of lifespan issues. Consideration is given to issues related to equity and diversity as they relate to worklife.
Prereq:EDUC 5033 and 5133
 
4.  CURRENT DESCRIPTION: 
 
EDUC 5003  HUMAN DEVELOPMENT AND LEARNING
This course is designed to provide students with an overview of current developments in the broad field of educational psychology. Readings and discussion focus on key areas of research and debate that have an impact on teachers and schools.
 
PROPOSED DESCRIPTION:
 
EDUC 5003: Human Development and Learning
This course focuses on human development and learning across the lifespan.  A primary focus will be on the emergence and growth of self-concept and self-awareness in relation to the development of personal agency. 
 
 
 
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5.  CURRENT DESCRIPTION:
 EDUC 5203 Introduction to Educational Technology
This course examines the use of computers and information technology in classrooms and other educational settings.   Emphasis is placed on the integration of the foregoing in curriculum and instruction.
 
PROPOSED DESCRIPTION:
 EDUC 5203 Introduction to Educational Technology
This course examines the use of computers and information technology in classrooms and other educational settings.   Emphasis is placed on the integration of the foregoing in curriculum and instruction.  Not for credit in the M.Ed. Learning and Technology program or the M.Ed. in Curriculum Studies program with emphasis in Learning and Technology except by permission of the Director, School of Education, or Director’s designate.
 
 
6.  CURRENT DESCRIPTION:
EDUC 5303 PRINCIPLES OF ASSESSMENT
This course is designed as an introduction to educational assessment. Basic principles of measurement and current issues in assessment are discussed. Students become familiar with standardized tests frequently used in educational assessment. Students learn to use formal and informal assessment information to aid in educational decisions.
 
PROPOSED DESCRIPTION:
EDUC 5303 PRINCIPLES OF ASSESSMENT
This course an introduction to assessment to support education and counselling. Basic principles of measurement and current issues in assessment are discussed from a critical framework. Students become familiar with some formal instruments. Students learn to use formal and informal assessment information to aid in educational and counselling decision making.
 
7.  EDUC 5066 SEMINAR AND PRACTICUM IN COUNSELLING
Prereq: Educ 5033, 5133; Prereq or coreq:Educ 5303, 5623, 5583, 5543  All Core Counselling Courses completed or taken concurrently and admission to the counselling program.
This course involves a counselling practicum in an appropriate setting.  Placements are chosen in consultation with the instructor.  Students are expected to complete 100 hours of intensive supervised practice followed by 400 hours of continued practicum.  The practicum is completed in a block format, normally four days a week (Tuesdays to Fridays) for 16 weeks.  A seminar accompanies the practicum.  Students are responsible for arranging their own practicum in consultation with counselling faculty.
 
8.  EDUC 5113 QUALITATIVE RESEARCH IN EDUCATION
This course examines the traditions and paradigms of naturalistic interpretive research in educational contexts.  Practical, ethical, and theoretical issues are shared through class readings, discussion, and practical application.  Opportunities are provided for students to learn and practise a variety of naturalistic interpretive research methods and strategies.  Students actively engage in analysing data from a variety of naturalistic interpretive perspectives.  The intended outcome of the course is to provide students with skills and understandings in a wide range of naturalistic interpretive research approaches that can be put into practice in classrooms and other research settings.
Prereq:Educ 5513
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9.  EDUC 5213 ORGANIZATIONAL THEORY AND SCHOOL CULTURE
This course focuses on principles of traditional and critical organizational theory and their application to educational institutions.  Concepts include bureaucracy, professional organizations, innovative organizations, learning organizations, and post-modern conceptions of organizations.   Major Attention is given to principles of organizational cultures and politics and their application to schools, as well as its relevance to leadership and school development.
 
10.  EDUC 5513 RESEARCH DESIGN IN EDUCATION
This course is designed to encourage participants to develop a critical research orientation to their work while maintaining an awareness of multiple research paradigms.  Emphasis is placed on participants gaining an understanding of basic research concepts so as to be able to effectively apply them to analyzing, interpreting and critiquing current research literature.  Topics include principles of research and evaluation, experimental studies, quasi-experimental designs, correlational designs, and survey methods.
 
11.  EDUC 5913 THEORETICAL PERSPECTIVES ON LEADERSHIP
This course is intended to familiarize students with past and present thinking on organizational leadership, especially as it applies to educational settings.  Consideration is given to previous research on leadership, including that on traits, behaviour, situational leadership, and charismatic leadership. The course moves towards a focus on democratic and empowering inclusive forms of educative leadership.
 
12.  EDUC 4003 FIELD EXPERIENCE 1
A five-week period designated block of supervised student teaching.  Students work under the supervision of a school-based associate teacher and a School of Education supervisor.  The experience involves observation, teacher aide activity, and practice teaching.  Regular tutorials provide feedback and instruction.
 
13.  EDUC 40A3 FIELD EXPERIENCE 2
A second five-week period designated block of supervised student teaching.  Students work under the supervision of a school-based associate teacher and a School of Education supervisor.  The experience involves observation, teacher aide activity and practice teaching.  Regular tutorials provide feedback and instruction.
Prereq:  Field Experience 1
 
14.  EDUC 4923 FIELD EXPERIENCE 3                                                                                      A five-week third designated block of supervised field experience in a public school setting.  Students work under the supervision of a school-based associate teacher and a School of Education supervisor.  The experience involves observation and practice teaching.   Students will engage in a variety of activities including practice teaching and internships with such school personnel as principals, resource teachers, and counselors.  During this field experience students participate in scheduled seminars for the purpose of investigating practical issues associated with the teaching-learning process.                                                                                                     Prereq:  Field Experience 2
 
15.  EDUC 4933  FIELD EXPERIENCE 4
A five-week fourth designated block of supervised student teaching.  Students work under the supervision of a school based associate teacher and a School of Education supervisor.  Regular tutorials provide feedback and instruction.  The experience involves observation and practice teaching.                                                                                                                                     Prereq:  Field Experience 3


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EXCERPT from the MINUTES of the MEETING
of the
FACULTY of PROFESSIONAL STUDIES COUNCIL
 
The meeting of the Faculty of Professional Council took place on Friday, November 25, 2005 in Wheelock Lounge beginning at 12:15 p.m.
 
4.1       Curriculum Matters (full submissions from each School attached to the original of these Minutes)
 
4.1.2    School of Education H. Hemming presented the curriculum proposals of the School of Education
 
Motion:            The Faculty of Professional Studies Planning Committee approves         the course/program changes proposed by the School of Education.
 
Program Modification Course additions Course Deletions Course Modifications
May substitute EDUC 50G3 – Research Literacy for EDUC 5513 (non-thesis students, all MED programs) EDUC 50F3 – COUNSELLING PRE-PRACTICUM
 
EDUC 5683 The Arts, Education and Contemporary Culture
 
 
EDUC 4163 - LANGUAGE
ARTS FOR CHILDREN
WITH SPECIAL NEEDS
Title and description change
Counselling program: thesis route increases to 51h; 50F3 and 50G3 required for all counselling students; EDUC 50G3 – RESEARCH LITERACY
 
EDUC 5793 – Cyber
Culture:  the Net, the
Street, and the
Imagination
EDUC 50E3 COUNSELLING ADOLESCENTS AND CHILDREN – title & description change; pre-requisite courses added
      EDUC 5543   CAREER AND LIFE PLANNING COUNSELLING
--Title and description changes
      EDUC 5003  HUMAN DEVELOPMENT AND
LEARNING – description
change
       EDUC 5203 Introduction to Educational Technology --description change
      EDUC 5303 PRINCIPLES OF ASSESSMENT
-- description change
      5066 SEMINAR AND PRACTICUM IN COUNSELLING – description and pre-requisite changes
 
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Program Modification Course additions Course Deletions Course Modifications
      EDUC 5113 QUALITATIVE RESEARCH IN EDUCATION -description change
      EDUC 5213 ORGANIZATIONAL THEORY AND SCHOOL CULTURE -- description change
      EDUC 5513 RESEARCH DESIGN IN EDUCATION -- description change
      EDUC 5913 THEORETICAL PERSPECTIVES ON LEADERSHIP -- description change
      EDUC 4003 FIELD EXPERIENCE 1 -- description change
      EDUC 40A3 FIELD EXPERIENCE 2 -- description change
      EDUC 4923 FIELD EXPERIENCE 3  -- description change                                                                                
      EDUC 4933  FIELD EXPERIENCE 4  -- description change                                                                                





 
 
 
Moved:           H. Hemming
Seconded:       J. Buley
Vote:               Unanimously approved.
 
 
 


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Acadia University Senate
2005-2006
 
Form 5: New program proposal
 
 
Department/School:   Department of Biology, Department of Geology
Date:                           14 December 2005
Presented to Senate Committee on Research and Graduate Studies? Yes, and passed unanimously on 12 December 2005
 
1.      Briefly (one paragraph) outline the nature of the new program.
 
The Master of Science in Applied Geomatics, is jointly offered by Nova Scotia Community College and Acadia University. It is a two year program of collaborative coursework/ research and data interpretation, where students spend nominally: two semesters at Nova Scotia Community College, two semesters at Acadia University and a further two semesters on research at either one or both institutions. Students will take an array of approved courses at both NSCC and Acadia University, and will complete a Research Thesis or a Research Project under the joint supervision of faculty members from Acadia University and NSCC. Original field research work or collection of original research data is not required for this degree program, but is likely to be necessary in many cases. Students will become skilled in the assembly, analysis, interpretation and presentation of biological, geological or environmental data - addressing an approved research subject and problem. The final Research Thesis or Research Project must be approved by the advisory committee and an examination committee, and must be defended by the candidate in a final oral presentation and examination. The fundamental relevance of this program is that its graduates will be fully competent to assess and deal with modern environmental problems - in practical terms - using an array of skills, approaches and techniques, drawn from the necessary disciplines of human knowledge.
 
2.      Briefly state the reason(s) for requesting this new program. Please be specific.
 
To create and operate a world-class masters program, that will graduate students who will integrate both practical and theoretical understanding of the principles of geomatics and the environment - across disciplines. Graduates of this program will become society and industry leaders in: mapping, planning, analysis, understanding and stewardship of the natural environment. They will be professionally knowledgeable concerning environmental issues, ranging from local through regional to global in significance. This program will enhance the reputations of Acadia University and the Nova Scotia Community College in Biology, Geology and the Environment; it will combine the strengths of our academic skills, and will demonstrate the commitment of our institutions to the environment, in all its dimensions. This program will create new national and international opportunities in environmental research and planning for faculty and students at Acadia University and the Nova Scotia Community College. Students will graduate from the program with an enviable skill set, and will be eminently employable and bring credit to both institutions. The program would be unique within the Maritime Provinces, and highly novel in Canada.
 
 
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3.      Will this new program alter, in any substantive way, the way any other programs are currently delivered?  
No
If you checked Yes, please explain.
4.      Has the proposed program been discussed with students?  
Yes, extensively with current Acadia MSc students and with prospective students    
5.      If so, do students approve of it?  
Yes; they are most enthusiastic. Some 12+ students are already waiting to enrol.
If you checked No to questions 4-5 above, please explain your answer(s).
6.      Indicate the exact program description you would like to appear in the next University Calendar.
The Master of Science in Applied Geomatics, is jointly offered by Nova Scotia Community College and Acadia University. It is a two year program of collaborative coursework/ research and data interpretation, where students spend nominally: two semesters at Nova Scotia Community College, two semesters at Acadia University and a further two semesters on research at either one or both institutions. Students will take an array of approved courses at both NSCC and Acadia University, and will complete a Research Thesis or a Research Project under the joint supervision of faculty members from Acadia University and NSCC.
7.      Will this program result in the addition of any new courses? 
No, but there will be new courses offered by NSCC
If yes, please list all new course numbers below, and fill out Form 1 (New Course Proposal) for each.
8.   Will this program result in the deletion of any existing courses?      No
If yes, please list all new course numbers below, and fill out Form 2 (Proposed course deletion) for each.
9.      Will this program result in substantive modifications to any existing courses? 
No
10. Other relevant information.
            This program represents a highly novel combination of learning, by combining practical geomatics and theoretical environmental skills. This proposed program has been under consideration and planning by faculty and administrators from Acadia and Nova Scotia Community College for approximately two years. Those involved in its development from both institutions are most enthusiastic about its potential, and there has been a continuous stream of enquiries from students eager to enrol. This program has also been welcomed by staff at the Nova Scotia Ministry of Education. Financial support for a number of students is already available, and further sources of funding are expected.


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Strategic Research Plan
Acadia University

December 2005
 
 
 
 
 
 
 
 



 
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Introduction
     
      As a highly regarded university, Acadia is among the best in its category in Canada. Acadia achieves and sustains a strong culture of academic inquiry and innovation by building on the outstanding individual skills of  its researchers, by maintaining focus on its core research disciplines, by celebrating the role of undergraduate and graduate research and increasingly, by facilitating a more collaborative and interdisciplinary approach to its research initiatives.
      This Strategic Research Plan was developed to engage the university community in the continuing development of a strong and vibrant research environment and to guide Acadia University’s involvement in the Canada Research Chairs (CRC) and the Canada Foundation for Innovation (CFI) programs. The Plan reflects the values of the institution, demonstrates respect for a diversity of research choices, a dedication to excellence in knowledge transfer and research training at the undergraduate and graduate student level, and recognition of the value of basic, applied and community-oriented research. It identifies research strengths on which to build the institutional research capacity required to pursue new opportunities and continue developing Acadia’s international reputation.
      Small universities have a unique role to play in Canadian postsecondary education. Because they include scholars in all disciplines, small universities rarely offer the opportunity to establish a sizeable pool of expertise in one field of study. Many small universities have responded to this challenge by supporting research across a range of disciplines and by supporting collaborations with researchers at other national and international institutions. Research is becoming increasingly interdisciplinary¹ in nature as the questions being asked in the sciences, social sciences and humanities become more complex; faculty at small universities are responding by developing skills essential to interdisciplinary collaboration. Students at small universities derive many benefits from the full participation opportunities afforded them in this dynamic and collaborative environment.
      Garfield² reviewed several studies that have established that students and faculty at the best small, liberal arts universities in the United States make outstanding contributions to scientific research. In particular, Garfield noted, “select liberal arts colleges have produced a disproportionate share of science graduates and PhDs, compared with larger comprehensive universities having more extensive science curricula and far greater levels of research funding”.
      The impact of small universities on the research environment in Canada has not been similarly studied. However, historically, Acadia has played a key role in building Canada’s research capacity by providing exceptional opportunities for undergraduate students to experience early and thorough engagement with research under the close tutelage of faculty members. Recent survey data from the Faculties of Science, Arts, and Professional Studies confirm that Acadia’s Honours undergraduate program has been making significant contributions to Canada’s need for highly qualified personnel (HQP). Over the past 5 years, 48% of Acadia’s Honours degree recipients have entered graduate school programs and another 20% have entered post degree professional school programs. Furthermore, Acadia’s relatively small, high quality graduate program continues to be successful in supporting Canada’s need for development of HQP.
      Within the Faculties of Science, Arts, and Professional Studies, the roles of research and research training for the next generation are of prime importance for an increasingly dominant knowledge-based society. The Social Sciences and Humanities Research Council Report on its
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Consultations for Transformation to a ‘Knowledge Council’ (2005) noted that the social sciences and humanities play a crucial role “in wealth creation, civic engagement, and the well-being of Canadians in an increasingly globalized world, where the most precious currency is knowledge.”
      Acadia is providing the requisite environment for high caliber research programs through its established and newer research centres and through continuing investments in the development of research facilities. A decade ago, Acadia invested $25M in technology to provide an internationally recognized mobile computing environment that was unique and unparalleled in Canada. This investment in technology has resulted in the development of a mature, fully integrated IT environment, an asset on which the university is building research capacity. It has transformed the undergraduate experience and has extended our borders to enable a richer and broader engagement of students, faculty, and community members in collaborative research.
      By virtue of its location and developed expertise, Acadia University researchers bring current ‘leading edge’ knowledge and ideas to the Annapolis Valley region of Nova Scotia. By working under the various strategic themes and by engaging with the community, government, and the private sector, scholars will pursue opportunities to develop clusters of research activity that will contribute to the economic and social well-being of the Annapolis Valley region of Nova Scotia.
      The participation of seven Canada Research Chairs and the continuing development of state-of-the-art infrastructure through the Canada Foundation for Innovation program are serving to enhance Acadia’s research environment. These Programs complement and build upon established research centres and foster and facilitate research in strategic areas that will strengthen Acadia’s contributions to society. This Plan identifies the themes through which Acadia is building its research capacity and outlines the strategy for its participation in the CRC and CFI programs.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
¹ For ease of use only, this Plan adopts the NSERC use of the term ‘interdisciplinary’. For administrative purposes, NSERC uses this term to refer to both interdisciplinary and multidisciplinary research, while acknowledging that:  “interdisciplinary research is research that involves the interaction among two or more different disciplines and occurs at the interface between disciplines. This may range from the sharing of ideas to full integration of concepts, methodology, procedures, theory, terminology, data, organization of research and training. Multidisciplinary research draws on knowledge from different disciplines but stays within the boundary of one primary field”.  
 
² Garfield, E.  The Role of Undergraduate Colleges in Research. Essays of an Information Scientist: Of Nobel Class, Women in Science, Citation Classics and Other Essays, Vol:15, p.310, 1992-93


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Major Objectives of the Plan
      The major objectives of this Plan are to enhance research activity, support knowledge transfer, and encourage innovation at Acadia. In so doing the Plan ensures that the full range of research activity of a faculty with diverse interests is valued and accommodated. It integrates research training for undergraduate and graduate students. It recognizes the value of collaborative and interdisciplinary research activity which leads to the creation of innovative theories, practices and solutions. It acknowledges that high quality interdisciplinary research builds on a strong foundation of disciplinary excellence. Underlying the Plan is the conviction that opportunities to associate research activity with teaching and service to the greater community constitute an institutional strength.
      To foster innovation, a key Acadia strategy is to develop and maintain major research facilities and initiatives that support multiple disciplines and which will build institutional research capacity. Acadia will be selective in undertaking such initiatives and will ensure that best use is made of limited resources by considering the following: 
·        the fit with this strategic research plan
·        the potential for broad, interdisciplinary participation
·        the strength and leadership of key personnel
·        the potential to make a significant regional, national and international contribution
·        the institution's traditional and emerging areas of research excellence.
 
Major Research Themes
      Following consultation with stakeholders and based upon historical successes,  existing research strengths, interdisciplinary participation and expertise of faculty members, existing networks and collaborations, active student participation and commitment to the future, Acadia University has established six research themes as the basis for the enhancement and development of its research capacity. These research areas serve a pivotal role in Acadia’s research culture.
·        Environment integrates scholars from all disciplines while linking research areas on issues with environmental consequences.
·        Cultures, Civilizations, and Citizenship explores the multiple dimensions of our increasingly global, diverse coexistence, and is critical during this period of significant socio-political and economic transition and profound scientific, technological development.
·        Health and Wellness reflects the research community’s efforts to design research initiatives that explore and examine the complexity of the independent and interdependent variables that influence our health and well-being
·        Information Technology and Society involves independent and collaborative research at Acadia on the promise and peril of the digital era. Scholarship at Acadia under this theme is particularly distinctive, given that Acadia faculty continue to contribute to and work within a mobile computer-mediated learning and research environment.
·        Materials Science focuses on research in the development and characterization of complex materials with wide ranging applications in present and future technologies.
·        Modelling reflects a growing appreciation that quantitative models can lead to foundational advances in many areas of science and the social sciences.
 
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  These major research themes provide Acadia with strategic direction for developing its research infrastructure, while providing opportunities for participation by individual faculty members in one or more themes. As well, it constructs inter-faculty and inter-organizational networks for research collaboration while enabling community integration in support of the social and economic agenda of the region. Acadia carefully nurtures emerging ideas and faculty collaborations, and regularly reviews and enhances its understanding of major themes.
 
 
Canada Research Chairs Program: Priorities and Sequence
 
      The primary objective of the Canada Research Chairs strategy is to promote research excellence and to provide leadership within Acadia’s research themes.  Canada Research Chairs will also enable a cooperative interdisciplinary network that deals with all aspects of the environment including scientific understanding, ethical perspectives and socio-political and economic adaptation. The University’s strategy for deployment of the Canada Research Chairs is to make available technical and intellectual expertise that will enhance scholarship which contributes to the attainment of sustainable ecosystems locally, nationally, and globally.
 
Distribution of Chairs by Research Theme
 
TIER THEME COUNCIL APPOINTED
Tier I Environment NSERC 2002
Tier II Environment/ Cultures, Civilizations, and Citizenship SSHRC 2002
Tier II Materials Science NSERC 2002
Tier II Modelling NSERC 2004
Tier I Health and Wellness SSHRC 2005
Tier II Information Technology and Society SSHRC 2005
Tier II Environment NSERC 2006
  
    Acadia University is committed to gender equity and provides a supportive environment to women researchers and CRC candidates. In recent years women students have earned approximately 60% of the university’s undergraduate research awards and NSERC Postgraduate Scholarships. Likewise, over 60% of Acadia’s graduate students are women. Currently the two largest NSERC Discovery Grants and the two largest SSHRC Standard Research Grants are held by women.  As Canada Research Chair opportunities become available, the senior officers responsible for the program, the Vice-President (Academic) and the Dean of Research and Graduate Studies will work with Faculty Deans to consider the recommendations of the CRC Secretariat regarding gender equity and ensure that women candidates are actively recruited.
 
 
The Research Themes and the Research
 
      This Strategic Research Plan builds upon Acadia’s strengths: its active research centres and facilities, academic programs of note, and a professoriate dedicated to teaching, research,
 
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scholarship, innovation, and external partnership. The plan is to enhance and develop the
university’s research capacity in six areas: the Environment; Culture, Civilization, and Citizenship; Health and Wellness; Information Technology and Society; Materials Science; and Modelling.
 
The Environment
      Over the years Acadia has developed a significant strength and reputation for its research contributions to various fields of study that converge on the environment theme. Since the creation of the KC Irving Environmental Sciences Center and the Harriet Irving Botanical Gardens, a gift of the Irving family in 2002, Acadia has made further advances in developing its environmental research capacity. The recent creation of the Arthur Irving Academy for the Environment serves to integrate scholars across all disciplines to address local, national, and international environment-related issues.
      Acadia is well known for integrated research into ecological systems, the interaction of organisms with the environment, and the implications of human activities for the environment. Research programs span the evolution of the earth over geological time to the recent and often short-term dynamics of local populations, both essential to the understanding of anthropegenic-induced environmental change. Recently, research that focuses on the environment in its broadest sense has integrated scholars across all disciplines and faculties. The resultant interdisciplinary and collaborative foundation makes the environment a logical and significant focus on which to build research capacity. The goal therefore is to build on this solid foundation and establish Acadia as a nationally significant centre for holistic, pan-university, integrated research into ecological systems and human interaction with the environment.
      To build on these strengths, Acadia has allocated three Canada Research Chairs under the Environment theme. Dr. John Roff is a Tier I CRC in Environmental Science and Conservation. Dr. Andrew Biro is a Tier II CRC in Political Ecology. A third Tier II NSERC Chair will be nominated in 2006.
      In pursuing its research strategy, Acadia University associates all Canada Research Chairs with the Arthur Irving Academy for the Environment. The purpose of the Academy is to enhance innovative, interdisciplinary, and holistic scholarship that explores the relationships of humans with both natural and modified environments. The Academy will: foster cooperative, interdisciplinary approaches to research initiatives by building upon existing collaborations between faculties and with external research institutions; provide a platform to enhance Acadia’s global research connections and increase its contributions to scholarship of international significance and application; expand established research into environmental processes, the causes and consequences of environmental change, the relationship of organisms and their environment, the roles of human cultures and value systems and the relationships between human health and wellness in changing natural environments; assess the consequences of environmental change, the roles of humans, their diverse knowledge bases, cultures, and value systems, and the relationships between human health and wellness in changing environments; explore the creative, aesthetic, ethical, historical and spiritual aspects of our relationship with the environment; develop innovative community-based approaches to adaptation, environmental management, and governance; and contribute to the development of regional, national, and international policies for sustainable management of the biosphere.
      Environmental research is supported through established research centres, networks and facilities, including: The K.C. Irving Environmental Science Centre & the Harriet Irving Botanical Gardens; the Atlantic Co-operative Wildlife and Environmental Research Network
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(ACWERN); the Acadia Centre for Estuarine Research (ACER); the Centre for Wildlife and Conservation Biology (CWCB); the Atlantic Centre for Global Change and Ecosystem Research (ACGCER). In addition, Acadia possesses lands of environmental significance to the Atlantic region which support field research, including: Bon Portage Island at the most south-western corner of Nova Scotia, Brier Island on Digby Neck in the Bay of Fundy, and the Morton Centre lands on the south shore of Nova Scotia.
      In addition, funding from the Canada Foundation for Innovation has enabled the development of facilities that support the environment theme, including the Biomolecular Laboratory and the Laboratory for Eukaryotic Microbiology and Parasitology.
 
Cultures, Civilizations, and Citizenship
 
      Acadia’s scholars conduct research and have established expertise in areas such as cultural studies, literature, music, religion, and the sociological and economic trends affecting labour, organizations, health, youth, senior citizens, and indigenous peoples. Across the Arts faculty, scholars have access to national and international databases, archives, and the unique collections of Atlantic Region Studies materials. Scholars in the humanities are actively engaged in the analysis of culture and civilization in a variety of ways including traditional, discipline-based methodologies and through interdisciplinary initiatives. They develop research that examines the past and the present from different perspectives including identity, gender, ethnicity, textuality, ethics, religion, literacy (print and digital), race, ecology, justice, rights, language and cultural diversity.  Members of this scholarly community not only seek to understand culture and civilization but also contribute to the development of culture as active and recognized creators.
      Scholars across the university have made significant contributions to public policy in Canada and abroad and to our understanding of democratic rights and peace-making. They have contributed extensively to our knowledge of present-day issues and the forces that have shaped them. They examine the changing nature of citizenship and civic competence, and assess responses of the international community to violations of human rights. They study homogenization of cultural expression in the global village, and the marginalization of youth, rural communities, aboriginal peoples and remote regions in the new service economy. In addition scholars are examining the effect of transformational and disruptive forces upon organizations, both domestically and abroad.
 
      An additional strength of Acadia’s Arts faculty lies in its expertise in Atlantic history, culture, and politics, which has contributed not only to the literature but also to regional and national debates. Scholars in the humanities and the social sciences recognize African-Canadian and Aboriginal contributions to the culture of the Maritimes and are studying ethno-cultural diversity, including long-term, historically rooted ethno-cultural communities and newer and emerging immigrant ethnocultural communities. The theme recognizes a commitment to study marginalized communities and marginalized academic fields of interest.
      Acadia is one of seven Atlantic Canadian universities which collaborated on the establishment of a Regional Data Centre that allow researchers and graduate students from Acadia to access micro-level data from complex longitudinal Statistics Canada data sets.  Scholars have been building research capacity in key areas through the development of research centres including Acadia’s Centre for Planter Studies, The Northeast Asia Research Centre (NEARC), and the Centre for the Study of Ethnocultural Diversity.
 
 
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Health and Wellness
      This theme reflects an interdisciplinary faculty effort to design initiatives that examine the complexity of the independent and interdependent variables influencing Health and Wellness. The challenges confronting the twenty first century in Health and Wellness are reflected by Acadia’s wide scope of health research activities that are nationally and internationally recognized. These research activities are supported by the Canadian granting councils, selected foundations, and through meaningful links to health and community organizations. Faculty members are actively involved in research that encompasses such areas as nutrition, kinesiology, medicinal chemistry, physical and biophysical science, behaviour, biochemistry, aging, immunology, recreation, health literacy, education, psychology, sociology, and the environment.
      Health is described as a multi-dimensional condition that includes spiritual, physical, mental/psychological, occupational, and social well-being. It is a process of continuous adaptation to the many microbes, irritants, pressures, and problems of an ever-changing internal and external environment. Wellness, an enhanced dimension of health, is identified as a state of well-being involving good physical self-care, using the mind constructively, expressing emotions effectively, interacting creatively with others, and being concerned about the physical and psychological environment.   
      To provide leadership, Acadia named Dr. Michael Leiter, as a Tier I CRC in Occupational Health and Well-Being. Two research centres, the Centre for Organizational Research and Development (COR&D) and The Centre of Lifestyle Studies (COLS) support research within the Health and Wellness theme.
 
Information Technology and Society
      Information Technology and Society provides opportunities for a broad interdisciplinary analysis of learning, literacy, culture and technology in society, of changing values and practices in the use of computers and of initiatives concerned with computing in distributed and peer-to-peer systems. The Information Technology and Society theme is particularly relevant and strategic given the technology-rich, mobile computing environment and specialized facilities that support Acadia’s research community and span all of the disciplines. 
      The digital culture that has evolved at the university thus provides opportunities to observe and study how society is transforming and being transformed by technology, digital media and the associated cultural practices and values. Researchers are studying the interactions of people and communities with information and communication technologies, how they affect broad social issues and what they mean for the production of new knowledge. Researchers are also studying the interactions of people with computer hardware and software and the world-wide web. Questions include the role of technology in learning and literacy, with some emphasis on chilDr.en with special needs; the engagement of diverse individuals and groups, (such as, First Nations people) in public policy and political debate; the use of new technologies in the production, reproduction and diffusion of creative practices in everyday life, the arts, and the sciences; and the preservation of artistic and scientific works in digital form as part of cultural heritage and workplace literacy, health and productivity.
      Another area of research in this theme concerns artificial intelligence. This research examines ways to improve the computer's ability to reason. Such reasoning can be applied to complex problems from a variety of perspectives, including business, the environment and software design. Yet another area includes research on distributed systems which tackles
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problems arising from computing on multiple machines in many locations over great distances. Current applications of research in distributed computing include the collection of data from harsh environments, storing large amounts of application data in remote locations and the development of models for co-operative distributive systems for applications to areas such as teaching and e-commerce.
      Information technology is imperative to the viability of many organizations, including multinational corporations, co-operatives, small businesses, and organizations such as hospitals and not-for-profits. Researchers are studying the impact of information technology on such organizations, seeking to understand its impact on effectiveness and competitiveness and on the human condition within the organization. 
      Acadia named Dr. Jan Marontate, CRC in Technology and Culture, to build capacity and provide research leadership. To foster and support interdisciplinary research under this theme, Acadia developed the CFI-funded Acadia Digital Culture Observatory, comprised of state-of-the-art technology in a Usability Lab and a New Media Lab
 
Materials Science
      The Materials Science theme at Acadia University embraces the research interests of a wide range of faculty, students and post-doctoral associates engaged in the study of materials of natural or artificial origin.  This field is inherently interdisciplinary, often involving collaborative research efforts with leading academic institutions, government agencies such as the National Research Council and Defence Research and Development – Atlantic, and industrial partners. The necessity to support a broad spectrum of materials research for regional economic development has been increasingly recognized through initiatives such as the establishment of a Materials Technology Network for Atlantic Canada (MATNET) with major funding from the Atlantic Innovation Fund (AIF) in which Acadia faculty participate in key roles.
      Leadership in this theme is provided by Dr. Michael Robertson, Tier II Canada Research Chair in Materials Science. The CFI-funded Acadia Centre for Microstructural Analysis (ACMA) provides a cluster of modern microanalytical instruments, several of which are unique in Nova Scotia and the Maritimes. ACMA generates a forum for multi-disciplinary research and collaboration at the interface between the physical and life sciences which is critical to progress in such emerging fields as nano and biotechnology.
      Acadia’s researchers are developing a fundamental understanding of the bulk and surface properties of materials from the macroscopic down to the molecular and atomic levels. They are working on a diverse collection of problems in materials science ranging from improved corrosion inhibitors, the development of advanced coatings, novel sensor technologies incorporating advanced metallic alloys, the analysis of proteins on surfaces, the characterization of fine-scale carbonate textures by cathodoluminescence, heavy metal uptake in plants, morphological changes in organisms resulting from a changing environment, systematics, pollutants and the effects of environmental contamination. These researchers share common methods and tools that can be used in the fundamental investigation of a virtually unlimited number of important problems across all branches of science. ACMA, the K.C. Irving Environmental Research Centre, and various departments across campus provide critical support and infrastructure, enabling Acadia faculty to address materials related issues which may arise at the local, regional, national or international level.
 


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Modelling 
 
      Quantitative modelling and analysis stand at the foundation of research in many of the natural science, biological science and social science disciplines.   Many applied areas of public policy, business, science and engineering depend to a large extent on such modelling. Quantitative models enable researchers to describe, predict, manipulate, and understand a rich variety of complex phenomena ranging from subatomic behaviour that occurs in microseconds to climate change that occurs over several millennia, from user interaction with adaptive software systems to the evolutionary forces that have shaped genomes, and from the behaviour of interacting decision makers in economic environments to the interaction of organisms across spatial and temporal scales.  In many applied areas there has been a move to integrate the analysis of data with the analysis of complex quantitative models. By creating a model of real-world phenomena, researchers can explore in a virtual environment many “what if?” scenarios before committing time and resources to experimentation. Exploration of a model can involve predictions under new scenarios, visualization of results, or analysis of logical structure.
      The ability to apply quantitative models in so many domains stems from fundamental research in mathematics and statistics and from the use of this fundamental research in the development of new modelling methods. Fundamental research can lead to surprising and innovative methods and applications, such as number theory forming a foundation for cryptography which enables secure network transactions or inductive learning theory, yielding new machine learning algorithms, which can be applied to problems such as handwritten digit recognition.
      Acadia has been developing considerable research strength in this new theme. The addition of a Canada Research Chair, Dr. Hugh Chipman, a Tier II CRC in Mathematical Modelling and the development of the CFI-funded Acadia Centre for Mathematical Modelling and Computation (ACMMaC), which provides high performance computing hardware to researchers in a variety of disciplines, have enhanced Acadia’s research capacity in this area.  Quantitative modeling is further supported by the Intelligent Information Technology Research Laboratory (IITRL), the Statistical Consulting Centre
and the Regional Data Centre.
 
 
History and Approval Process of the Plan
 
      Acadia’s first Institutional Research Plan was developed to guide the University’s participation in the Canada Research Chairs Program. The Vice-President Academic, Dr. Michael Leiter, led the development of the document in direct collaboration with the Deans and the Co-Directors of Research and Graduate Studies. The recommendations of the Academic Sector Planning Committee in its document, Planning Issues for 2000, were a primary reference for the development of this document which was formally submitted to the President on 28 August 2000.
      This second iteration of Acadia’s Strategic Research Plan is the result of a formal review process initiated by Dr. Ralph Nilson, Vice-President Academic, and led by a committee representative of Acadia’s research community which was chaired Dr. Wendy Bedingfield, Acting Dean of Research and Graduate Studies. It was approved by Senate on (…..) 2006.
 


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Assessment of the Plan
 
      To assess this Plan outputs related to its objectives will be measured, namely: to enhance research activity, to support knowledge transfer and to encourage innovation.
      Enhanced research activity will be measured by the number of Honours and Masters theses completed, the number of students employed as research assistants, the number of applications made to Acadia’s graduate programs and the number and value of tri-council grants, other external research grants and research contracts from government, the non-profit and private sectors.
      Enhanced knowledge transfer will be assessed by enumerating articles in refereed publications; peer-reviewed monographs and books; creative work, performances, commissioned work and technical reports; public speaking engagements or colloquia related to research activity; papers and attendance at professional meetings and seminars; hosting and organization of conferences and workshops; patents, licenses or spin-off companies and research awards involving community collaboration.  In addition the number of undergraduates who pursue postgraduate training and the number of Masters students who pursue PhDs will be monitored.
      Innovation, as defined by the Canada Foundation for Innovation will be assessed by measuring the number and value of interdisciplinary grants awarded; the number of invention disclosures and the number of awards from programs for technology development.


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SENATE MEETING
CURRICULUM CHANGES FOR 2006-2007
 
FACULTY OF ARTS
 
Economics Department (056-27-CRE)
Course Modifications
 
Econ 3113 Intermediate Microeconomic Theory 2 (change in prerequisite)
The determination of prices in a market economy. The theory of the firm, the theory of factor pricing and income distribution, general equilibrium theory, and welfare economics are discussed. Prereq: Econ 2113 and Math 1013 or Math 1613 with a C- or better.
 
Econ 3123 Intermediate Macreconomic Theory 2 (change in prerequisite)
A macroeconomic analysis of the national economic operation including a consideration of macroeconomic dynamics, inflation business cycles, the control of the national economy and its related public policies.  
Prereq: Econ 2213 or 3106; Econ 2113, and Math 1013 or Math 1613 with C- or better.
 
Econ 3613 Mathematical Economics 1 (change in prerequisite)
This course is concerned with the application of mathematical tools to economic theory. Incoming students are expected to be familiar with univariate calculus. Tools such as multivariate calculus, matrix algebra and linear programming are brought to bear on macroeconomic models and a variety of unconstrained and constrained microeconomic optimization problems.
Prereq: Math 1013  


Program Modifications

 
Bachelor of Arts with Honours in Economics
One of Econ 1013/1023, 1006 or 1113/1123; 2113, 2213, 2613, 2623, 3113, 3123, 4996, 18h economics electives and Math 1013 (51h), each with a minimum grade of B-; or, One of Econ 1013/1023, 1006 or 1113/1123; 2113, 2213, 2613, 2623, 3113, 3123, 4033, 4043, 4613, 4623, 12h economics electives and Math 1013 (51h), each with a minimum grade of B-.
* change was Math 1613 was deleted from the degree
 
Bachelor of Arts with Major in Economics
One of Econ 1013/1023, 1006, or 1113/1123; 2113, 2213, 2613, 3113, 3123, 21h economics electives, and Math 1013, each completed with a grade of C- or better. (45h)
* change was Math 1613 was deleted from the degree
 
Bachelor of Arts with Honours in Economics with Business
One of Econ 1013/1023, 1006 or 1113/1123; 2113, 2213, 2613, 2623, 3113, 3123, 4996 and 18h economics electives (48h), each with a minimum grade of B-; or, One of Econ 1013/1023, 1006 or 1113/1123; 2113, 2213, 2613, 2623, 3113, 3123, 4033, 4043, 4613, 4623 and 12h economics electives (48h), each with a minimum grade of B-; Busi 1013, 1703, 2013, 2733, 2803, 3013, 3023, 3033, 3043, 3053, 3063, 3313 and 6h business electives; and Math 1013. (93h)
* change was Math 1613 was deleted from the degree
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Bachelor of Arts in Economics with Business
One of Econ 1013/1023 or 1006; 2113, 2213, 2613, 3113, 3123, and 21h economics electives, and Busi 1013, 1703, 2013, 2733, 2803, 3013, 3023, 3033, 3043, 3053, 3063, 3313 and 6h business electives; and Math 1013. (87h)
* change was Math 1613 was deleted from the degree
 
English Department (056-28-CRE)
Course Modification
 
Engl 3293 Renaissance Drama (calendar description and title)
A study of English plays from the Renaissance with an emphasis on non-Shakespearean drama.
 
Theatre Studies (056-29-CRE)
New Courses
 
Thea 1001 Production Credit 1
Participation in the Theatre Studies productions in the capacity of minor performance role, crew member or design or technical director assistant with a time commitment of 6 hrs per week average over the term. (1 credit hour)
 
Thea 2002 Production Credit 2
Participation in Theatre Studies stage production in the capacity of crew head, designer, stage management or student technical director backstage or a major performance role. (2 credit hours)
 
Course Modifications
 
THEA 1006 Acting and Performance I (change in course number within the same year) becomes
THEA 1013 Acting and Performance 1
An introduction to the basic principles of performance, on and behind the stage.
Prereq: Theatre majors
     
Thea 1023 Acting and Performance 2
An introduction to the basic principles of performance, on and behind the stage.
Prereq: Thea 1013
 
Thea 2006 Acting and Performance 2 (change in course number within the same year) becomes
Thea 2013 Acting and Performance 3
Detailed work on acting and presentation skills, through improvisation and theatre games, and through monologues and scene studies chosen from a wide range of dramatic literature. Special focus on the skills needed for the theatre of Shakespeare and contemporaries. Course includes a technical component involving backstage work.
Prereq: Thea 1023
 
 
 
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Thea 2023 Acting and Performance 4
Detailed work on acting and presentation skills, through improvisation and theatre games, and through monologues and scene studies chosen from a wide range of dramatic literature. Special focus on the skills needed for the theatre of Shakespeare and contemporaries. Course includes a technical component involving backstage work.  Prereq: Thea 2013
Thea 2816 The Art of Film (change in course number within the same year) becomes
Thea 2803 The Art of the Film 1
An introduction to narrative film: its grammar and technique, theory, history and aesthetic development. Work is focused on the study of films that are seminal in the development of the cinema or representative of that development, as well as selected critical and theoretical writings.
Prereq: Second year standing
 
Thea 2813 The Art of the Film 2
An introduction to narrative film: its grammar and technique, theory, history and aesthetic development. Work is focused on the study of films that are seminal in the development of the cinema or representative of that development, as well as selected critical and theoretical writings.
Prereq: Second year standing
 
Thea 2856 Theatre Voice and Speech 1 (change in course number within the same year) becomes
Thea 2753 Theatre Voice and Speech 1
Introduction to voice and speech for the actor, including preparation techniques, relaxation, intonation and emotional expression. The focus is on freeing the unique vocal qualities of each student and on training the actor’s voice for performance.
Prereq: Thea 1023
 
Thea 2763 Theatre Voice and Speech 2
Introduction to voice and speech for the actor, including preparation techniques, relaxation, intonation and emotional expression. The focus is on freeing the unique vocal qualities of each student and on training the actor’s voice for performance.
Prereq: Thea 2753
 
Thea 2866 Theatre Movement 1 (change in course number within the same year) becomes
Thea 2853 Theatre Movement 1
Introduction to movement for actors. Focus on alignment, stretch and strength and basic dance techniques. Development of creative expression through movement and theatre exercises.
Prereq: Thea 1023
 
Thea 2863 Theatre Movement 2
Introduction to movement for actors. Focus on alignment, stretch and strength and basic dance techniques. Development of creative expression through movement and theatre exercises.
Prereq: Thea 2853
 
Thea 3006 Acting and Performance 3 (change in course number within the same year) becomes
THEA 3013 Acting and Performance 5
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Advanced techniques in relation to the styles and approaches of different playwrights, leading to informal presentations. Students may be involved in the presentation in areas other than acting, depending on interests in areas such as acting, directing, design, stage management or research. Participation in theatre study program’s main stage productions will constitute part of the grade for the course.
Prereq: Thea 2023
 
Thea 3023 Acting and Performance 6  
Advanced techniques in relation to the styles and approaches of different playwrights, leading to informal presentations. Students may be involved in the presentation in areas other than acting, depending on interests in areas such as acting, directing, design, stage management or research. Participation in theatre study program’s main stage productions will constitute part of the grade for the course.
Prereq: Thea 3013
 
Thea 3866 Theatre Movement 2 (change in course number within the same year) becomes
Thea 3853 Theatre Movement 3
Intermediate level study and exploration in alignment, flexibility, movement range, strength and body dynamics. Development of intermediate modern dance techniques. Use of theatre games to facilitate growth, freedom and creative expression.
Prereq: Thea 2863
 
Thea 3863 Theatre Movement 4
Intermediate level study and exploration in alignment, flexibility, movement range, strength and body dynamics. Development of intermediate modern dance techniques. Use of theatre games to facilitate growth, freedom and creative expression.
Prereq: Thea 3853
 
Thea 4006 Special Topics in Theatre (change in course number within the same year) becomes
Thea 4013 Special Topics in Theatre 1
Independent study in acting, directing, design, stage management, playwriting, dramaturgy or research.
Prereq: permission of the department
 
Thea 4023 Special Topics in Theatre 2
Independent study in acting, directing, design, stage management playwriting, dramaturgy or research.
Prereq: permission of the department
 
Program Modifications
 
To create two streams of study for majors:
Bachelor of Arts with Major in Theatre Studies (Performance) – currently offered
Bachelor of Arts with Major in Theatre Studies (Design and Production) – new program
 
The four year theatre studies program offers students two streams: one in Performance and one in Design and Production.
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The Performance stream offers students a solid foundation in acting, movement, voice, theatre history and dramatic literature and includes the opportunity to perform or to work backstage in the productions of the Acadia Theatre Company.
 
The Design and Production stream offers students the opportunity to focus their studies on the backstage elements of theatre instead of on performance. These students will also carry out the backstage work of the Acadia Theatre Company.
 
Bachelor of Arts with Major in Theatre Studies (Performance)
Thea 1013, 1023, 2013, 2023, 2753, 2763, 2853, 2863, 2883, 2893, 3013, 3023, 3853, 3863, 4833, 4843; Engl 2286, 3883, 3893, plus a minimum of 6 credit hours from Thea 1001 (1h) and 2002 (2h) (66h). Engl 1406 or its equivalent with C- or better, but not 1213/23, is prerequisite for all upper level English courses.
 
Bachelor of Arts with Major in Theatre Studies (Design and Production)
Thea 1483, 1493, 2803, 2813, 2823, 2833, 2883, 2893, 4833, 4843, 4013, 4023; Art 1113, 1123; Art 2013, 2023 or 6 h Music technology courses;  Engl 3883, 3893; Musi 1563, Musi technology elective (3h) plus a minimum of 6 credit hours from Thea 1001 (1h) and 2002 (2h) (66h). Engl 1406 or its equivalent with C- or better, but not 1213/23, is prerequisite for all upper level English courses.
 
History Department (056-30-CRE)
New Courses
 
Hist 1103 Introduction to Western Civilization I
Leading developments in Western civilization from ancient societies to the French Revolution. Students will be introduced to various historical concepts, skills and methodologies.
 
Hist 1113 Introduction to Western Civilization II
Leading developments in Western civilization from the French Revolution to the present. Students will be introduced to various historical concepts, skills and methodologies.
 
Hist 3323 The Rebel in Modern American History
The United States was born in rebellion, a tradition that continued to influence American society in the twentieth century. In this course, we will examine the way in which individual and group rebellion redefined American society and culture. From rail-riding hobos to punk rock troubadors, Americans have tapped into the tradition of dissent to expand the meaning of freedom.
 
Hist 3353 Travel, Sport & Leisure in Canada
This course will explore selected topics in the history of travel, sport and leisure in Canada.  Topics covered may include the emergence and development of tourism; pre-modern folk games and the transition to modern organized sport; sport and identity; recreational sports; hunting and camping; and leisure activities such as arts and crafts, theatricals, balls, food and drink.
Prereq: Hist 2783
 
 
 
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Hist 3423 Race and Class in 20th Century Africa
Racial and tribal categories informed political policies during the colonial era, yet as a result of changes brought about by colonial economies, new social and political groups and strategies emerged. The course will trace this important process and seek an understanding of its cultural and political consequences through a study of racial policy in Africa.
Prereq: Hist 2753
 
Hist 3453 Islam and Nationalism in the Modern Middle East
During the 20th century Islamic and national revolutions swept the Middle East. Religious and ethnic identities underwent a radical transformation reflecting the impact of Western political thinking and social and economic change. The course will investigate Arab Nationalism, Zionism, and Islamism through the Arab-Israeli political crisis and the emergence of Islamist movements across the region.
Prereq: Hist 2043
 
Hist 3463 Russia: Tsarism to Stalinism
A detailed examination of the major themes of the late Tsarist and early Soviet periods. Topics addressed include the peasantry; pre-war industrialisation; the development of revolutionary thought; the impact of World War I; the Russian Revolution; the Russian Civil War; and the rise of Stalin and Stalinism.
 
Hist 3483 Russia: Stalinism to the New Autocracy
A detailed examination of the rise and fall of the USSR as a superpower and the system that replaced it. Topics addressed include the nature of Soviet power; post-Stalin politics and culture; the degeneration and collapse of the USSR; the legacy of Soviet rule; and the state system that succeeded it.
 
Hist 3643 History of European Men, Masculinity and Gender From the Middle Ages to 1800
An investigation of how masculinity and gender have shaped European society. A consideration of what is meant to be a man and to what extent the idea of masculinity changed in European history. An examination of topics such as sexuality, honour, warfare, education, religion, household and court life and local government.
 
Hist 3653 America and the 1960s: History and Legacy
No other decade has seen as fundamental a transformation of American society as the 1960s. In this period alone, Americans witnessed the end of legal segregation, the beginning of a devastating war in Vietnam, and a successful lunar landing. Students will explore this period and consider the way in which memories of the 1960s influence the United States today.
 
Hist 3663 Law and Punishment in Canada Before 1900
This seminar course explores laws and punishments in Canada prior to the creation of a modern criminal code. Though civil law is considered, readings and discussions will focus on criminal law as it was understood and practiced by Canada’s First Nations, the British and French Empires, and the young nation of Canada.


 
 
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Course Modifications
 
Hist 2123 History of Women in Europe to 1789 becomes
Hist 2123 History of Women and Gender in Europe to 1879 (course title only)
 
Hist 2133 History of Women in Europe from 1789 becomes
Hist 2133 History of Women and Gender in Europe from 1789 (course title only)
 
Hist 2403 Capital and Labour in Canada (change in course description and title)
Selected topics in the history of Canadian business and labour, including the emergence of industrial capitalism and the Canadian working class.  Special emphasis will be placed on advances in industrial production, the organization of capital and workers’ responses to these developments.
 
Hist 2463 Youth Culture in Canada Since 1918 (change in course description and title)
This course will explore the changing nature of youth culture in Canada since the end of the First World War.  Specific emphasis will be placed on the roles played by popular entertainment, the automobile, universities, alcohol and narcotics in shaping the world of Canadian youth.
 
Hist 3363 Nova Scotia since 1867 (change in course weight and number within the same year)
The economic, social and political developments in Nova Scotia since Confederation.  Special emphasis is given to the effects of North American industrialization and transcontinental political structures on the province and provincial movements designed to conform to the problems of regional disparity. (formerly Hist 3336)
 
Hist 3683 History of Religion in Canada (change in the course description, prerequisite, course weight, and number within the same year)
Topics may include the development of religious denominations, the impact of religion on social concepts, the issue of church-state relations, the role of religion in educational development, and the influence of religious pluralism on Canadian society.
Prereq: Hist 2773 or 2783(formerly Hist 3356)
 
Hist 3373 Peopling of the Maritimes in the Eighteenth Century (change in the course description, prerequisite, course weight, and number within the same year)
A study of the development and interaction of the peoples who occupied the Maritime region in the eighteenth century. Special emphasis will be placed on the Acadians, the New England Planters, the Scots and the Loyalists, and the relationship of these groups with the Native peoples.
Prereq: Hist 2343 or 2773 (formerly Hist 3376)
 
Deleted courses
Hist 1306 Canada
Hist 3186 Soviet Russia
Hist 3276 Selected Topics in North American Sports History
Hist 3316 America in the Modern Era
 
 
 
 
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Languages and Literatures (056-31-CRE)
New Courses
 
Fran 1013 Beginning French 1
This course is intended for students whose first language is either English nor French and whose second language is no French. All other students must obtain permission from the Department in order to register. This course covers the same material as Fran 1113/1123, but introduce grammar and vocabulary directly in French. Emphasis is placed on written and oral communications.
 
Fran 1023 Beginning French 2
This course is intended for students whose first language is either English nor French and whose second language is no French. All other students must obtain permission from the Department in order to register. This course covers the same material as Fran 1113/1123, but introduce grammar and vocabulary directly in French. Emphasis is placed on written and oral communications.
 
Fran 1613 French for Immersion Students 1
This course is intended for students who have studied French in Immersion programmes to grade 12. The purpose of this course is to enable immersion graduates to build on their strengths while becoming aware of and remedying ingrained errors. Selected texts will be analysed in order to apply the grammatical structures studied and to enrich vocabulary.
 
Fran 1623 French for Immersion Students 2
This course is intended for students who have studied French in Immersion programmes to grade 12. The purpose of this course is to enable immersion graduates to build on their strengths while becoming aware of and remedying ingrained errors. Selected texts will be analysed in order to apply the grammatical structures studied and to enrich vocabulary.
 
Political Science (056-32-CRE)
New Course
 
Pols 4593 Women and Politics in Comparative Perspective
This seminar course explores current trends in women’s participation in politics across the major regions of the world.  Particular attention will be paid to:  cross-national patterns in women’s representation; strategies for increasing women’s access to elected office; the engagement of women’s movements with institutions of the state; and the impact of women’s transnational organizing on different national contexts.
 
Course Modification
 
Pols 4903 Interest Groups and Parties becomes
Pols 3903 Canadian Political Parties (change in calendar description, title, and course number)
A survey of the evolution of Canadian political parties, with particular emphasis on patterns of support, ideological change, and styles of leadership.
Prereq: Pols 2006 with a grade of B or higher or permission of the instructor
 
Course Deletion
Pols 4083 Aggression and War
 
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School of Music (056-33-CRE)
New Courses
 
Musi 3301 Acadia Music Festival I
Students will undertake all preliminary aspects of organizing and executing a music festival for choirs and bands, grades primarily through senior high school. Tasks will include scheduling, advertising, liaison with music educators, booking halls, equipment, guest adjudicators, printing a brochure, and promoting music performances. This course begins in Winter Term. It is followed by Musi 4302, which is completed after the Festival in November.
 
Musi 4302 Acadia Music Festival II
 Students will undertake make final preparations, and execute a music festival for choirs and bands, grades primary through senior high school.  Tasks will include scheduling, managing equipment needs, hosting guest adjudicators, organizing stage movements, warm-up rooms and instrument case storage of participating bands.  This course is offered in Fall Term, as the final compliment of Musi 3301.
 
Musi 4153 Conducting II
This course is the second instalment of a 2-Stage sequence, preparing students to lead musical ensembles (instrumental and choral), with particular emphasis on the needs of music educators. Other topics include leadership, organization of ensemble programs.
Prereq: Musi 4143 with C- or better
 
Musi 4343 Jazz Education Techniques
This course provides a survey of specific topics crucial for success in jazz instruction in the school system. These topics include jazz theory, improvisation strategies, and basic jazz history. Through observation and class teaching projects, students will gain insights and expertise in conducting/leading jazz ensembles.
Prereq: Musi 2143 with C- or better
 
Course Modifications
 
Musi 2183 Introduction to Composition 1 (change in course number and year -formally Musi 1153)
Various compositional techniques of the twentieth century.
Prereq: Musi 1143 with C- or better, or permission of the school
 
Musi 2193 Introduction to Composition 2 (change in course number within the same year and title – formally Musi 2153)
Introduction to the art and craft of composing music from the planning/conceptual stage to the realization of a completed score. Weekly seminar.
Prereq: Musi 1143 with C- or better, or permission of the school
 
Musi 2113 Musicianship 3 (change in prerequisite and calendar description)
Intensive aural comprehension. Includes work in sight-singing, dictation and keyboard harmony.
Prereq: Musi 1122 with C- or better
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Musi 2123 Musicianship 4 (change in calendar description)
Intensive aural comprehension. Includes work in sight-singing, dictation and keyboard harmony.
Prereq: Musi 2113 with C- or better
 
Musi 2223 Renaissance Music (change in prerequisite)
Musi 2233 Baroque Music (change in prerequisite)
Musi 2243 Classical Music (change in prerequisite)
Prereq: Musi 1253 with C- or better
 
Musi 3316 Teaching Music in Band Performance (change in calendar description, title)
This course focuses on the artful practice of teaching instrumental music in the school system. In the Fall term students explore teaching instruments in junior high school and the needs of beginning music students. In the second term, high school music performance is explored. Topics include repertoire, administration, non-performance music, curriculum, pedagogy, and an evening lab with the New Horizons band.
 
Musi 3323 Brass Methods (change in calendar description, title)
This course provides the pedagogical framework for teaching all bass and treble clef brass instruments, through performance and survey of instructional materials.
 
Musi 4306 Teaching Music Through Choir (change in calendar description, course weight, title)
This course develops the skills and provides the content required for successful and artful teaching of choral music in the school system. In the Fall term students explore the pedagogy and issues of the changing voice in junior high school. In the second term, high school choir performance is explored. Topics include repertoire, administration, non-performance music, curriculum development, and pedagogy.
 
Musi 4143 Conducting 1 (formally Musi 3123 Instrumental Conducting) (change in calendar description, and number from 3000 to 4000)
This course in the first Installment of a 2-stage sequence, preparing students to lead musical enembles (instrumental and choral), with particular emphasis on the needs of music educators. This introductory course will focus on the development of gesture, physical dexterity, score analysis, interpretation, and basic rehearsal techniques. Students are strongly encouraged to continue into Conducting II in the winter term.
Prereq: Musi 2143 with C- or better, or permission of the instructor
 
Musi 4213 Special Studies in Music History (change in prerequisite)
Musi 4223 Special Studies in Music History
Prereq: Musi 1253 with C- or better or permission
 
Musi 4993 Thesis (change in calendar description)
Final research project for graduating theory-history major. Students must be concurrently enrolled in Musi 4213/4223.
 
 
 
 
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Program Modifications
 
Bachelor of Music with Concentration in Music Education will offer three streams:
Bachelor of Music with Concentration in Music Education (Gr. Primary to 6)
Bachelor of Music with Concentration in Music Education (Secondary Choral Music Education Gr. 7-12)
Bachelor of Music with Concentration in Music Education (Secondary Instrumental Music Education Gr. 7-12)
 
Bachelor of Music with Concentration in Music Theatre becomes
Bachelor of Music with Concentration in Singing Theatre
 
Bachelor of Music with Concentration in Theory-Composition
* Musi 1153 and 2153 were renamed to Musi 2183 and 2193
 
Course Deletions
Musi 2253 Jazz History 1
Musi 2293 Jazz History 2
Musi 2323 Treble Brass Methods
Musi 3313 General Music
Musi 4313 Principles and Practices of Secondary School Music
Musi 4323 Instrumental Principles and Procedures
Idst 2073 Music for Film, Television and Drama
 
Program Deletions
Bachelor of Arts in Music with Concentration in Jazz Studies
Bachelor of Arts in Music with Option in Music-Business
 
 
Women’s Studies (056-34-CRE)
Program Modification
 
Bachelor of Arts (options) in Women’s Studies becomes
Bachelor of Arts (options) in Women’s and Gender Studies program
 
Cross listing of courses
The WS committee requests that Pol 4593 (Women and Politics in Comparative Perspective) and Hist 3643 (History of European Men, Masculinity and Gender from the Middle Ages to 1800) be cross-listed with the Women’s Studies program.
 
The Women’s Studies Committee requests that the current Bachelor of Arts (options) in Women’s Studies be converted to a Bachelor with Major in Women’s and Gender Studies, and that the current Bachelor of Arts with Honours (options) in Women’s Studies be converted to a Bachelor of Arts with Honours in Women and Gender Studies.
 
 
 
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Change the wording from Women’s Studies to Women’s and Gender Studies for:
Bachelor of Arts with Major;
Bachelor of Arts with Honours;
Bachelor of Arts (Double Major);
Bachelor of Arts with Honours (Double Major)

 
WOMEN'S AND GENDER STUDIES                                                             
BAC Room 420
Coordinator: Dr. A. Quema
 
Women’s and Gender Studies emphasizes gender as a criterion of analysis in areas such as scholarly activity, social relations, cultural expression, and politics. Students are encouraged to develop critical analyses of established theoretical frameworks, institutions, ideologies, history, identity, science, language and culture while exploring feminist alternatives. Students should note that some of the courses have prerequisites within their individual departments.
 
Bachelor of Arts with Major in Women’s and Gender Studies
1.    The arts core (30h)
2.   42h of Women’s and Gender studies courses including Idst 1413, 2906; 3023; at least 12h of the courses must be at the 3000/4000 level
3.   24h to satisfy minor requirements
4.   Electives to complete a total of 120h
 
Bachelor of Arts with Honours in Women’s and Gender Studies
1.    The arts core (30 h)
2.   48h of Women’s and Gender studies courses including Idst 1413, 2906; 3023; at least 12h of the courses must be at the 3000 level
3.   24h to satisfy minor requirements
4.   6h at the 4000-level and 4996 (thesis)
5.   Electives to complete a total of 120h
 
Women’s and Gender Studies Courses
Idst 1413, 2906, and 3023 are required
·         Art 3513
·         Clas 3123
·         Clas 3443
·         Educ 4633
·         Engl 3563
·         Engl 3833, 3843
·         Engl 3983
·         Fran 3203
·         Hist 2123, 2133, 2433, 2443, 2453, 3643
·         Idst 3123, 3503
·         Kine 3353
·         Nutr 4543
·         Phil 2233
·         Pols 3013, 4593, 4883
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·         Psyc 4073, 4123, 4213
·         Soci 2323, 2343, 2363, 2806, 3803, 4163, 4173
·         Thea 3973
 
 
FACULTY OF PURE AND APPLIED SCIENCE


Biology Department (056-35-CRE)
Course Modifications
 
Biol 3573 Applied Microbiology (change in course description and title)
The applications of microorganisms to human society. The course will study microorganisms in the food industry, industry in general, pollution and bioremediation.  Examples where possible will be taken from operations in Nova Scotia. (3h lab)
Prereq: Biol 2053 with C- or better
 
Biol 3433 Histology 2 (change in course description)
Histology 2 emphasizes the structure and functions of cells, tissues and organs in vertebrates, including digestive, endocrine, excretory, reproductive and sensory systems.  This course is offered in a learner centred format and is based on collaborative learning. (3h lab)
Prereq: Biol 3423
 
Chemistry Department (056-36-CRE)
New Course
 
Chem 1053 Chemistry and Our World
This course provides an insight into our every day world and normal life activities through the influence of the chemicals that make up that world. We will look at food and nutrition, food additives, vitamins, drugs, anesthetics, cosmetics, household chemistry, plastics and biotechnology.  We will also look into the process of discovery, scientific publishing and the issue of fraud in science. No Prerequisites or Co-requisites


Environmental Science (056-37-CRE)
New Courses
 
Envs 3313 The Environment and Human Health
Course content will explore the interactions between human and environmental systems and their effects on human health. Students will identify and discuss the science involved in human and environmental systems through a case study analysis of selected examples.  Topics may include climate change, pesticides, global health governance, ecosystem health, socioeconomics conditions and health, and alternative medicine practices (including traditional medicine and health promotion and prevention). 
Prereq: Biol 1023 or Biol 1823
 
Envs 3223 Microbes in the Environment
This course focuses on the interactions of microbial populations with living systems and environments.  The impact of microorganisms in environments such as air, water and soil and the
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fate of these interactions on organisms (emphasis on humans) and the environment will be discussed.  Topics covered will include pollution microbiology, bioremediation, waste management and disease-causing microbial populations.
Prereq: Biol 1123 or equivalent
 
Modifications to a Program
 
Bachelor of Science with Major in Environmental Science
4. 87h to complete science requirements
(a)  Biol 1113, 1123, 2033, and 6h additional biology at or above the 3000 level (15h)
(c)  Envs 1013, 1023, 3113, 3423, 3223, 3523 (or an approved alternative field course), 4013,
4423 (24h)
(Biol 3013 may be used as a free elective)
 
Bachelor of Science with Honours in Environmental Science
4. 90h to complete science requirements
(a)  Biol 1113, 1123, 2033, and 6h additional biology at or above the 3000 level (15h)
(c)  Envs 1013, 1023, 3113, 3423, 3223, 3523 (or an approved alternative field course), 4423,
4996 (27h)
     (Biol 3013 may be used as a free elective)
 
Geology Department (056-38-CRE)
Course Modification
 
Geol 1073 Natural Disasters (change in course description and title)
Natural disasters, their causes and effects and the science that underlies decision-making, prediction, and remediation. Topics include volcanoes, earthquakes, tsunamis, rivers and flooding, mass wasting and erosion, subsidence, coastal hazards, severe weather, climate change, and impacts and extinctions.
 
Program Modifications
 
Geology core: Geol 1013, 1023, 2033, 2080, 2123, 2213, 2303, 2703, 3303, 3403, 3503, 3603, 3613 (36h). No more than 3h non-lab geology courses at the 1000/2000-level may be offered towards the major. Acceptable fields for the minor include biology, chemistry, computer science, engineering, mathematics and physics. Students intending careers in paleontology should offer biology. Computer science courses are recommended to all students.
 
Bachelor of Science with Honours in Geology
1.        The geology core, Geol 4003, 4996 and 9h elective geology, each completed with a minimum grade of B- (54h)
2.       Chem 1013, 1023 (6h)
3.       6h Math (6h)
4.       Phys 1053, 1063 or equiv. with lab (6h)
Participation in departmental seminars is required. This program leads to post-graduate study in geology and is needed for registration in professional bodies.
 
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Bachelor of Science with Major in Geology
1. The geology core and 12h elective geology (48h)
2. Chem 1013, 1023 (6h)
3. 6h Math (6h)
4. Phys 1053, 1063 or equiv. with lab (6h)
This program is both career-oriented and consistent with the concept of a liberal arts education.
 
Physics Department (056-39-CRE)
Course Modifications
 
Phys 2113 Classical Mechanics (change in calendar description)
Vector calculus is employed in treating the motion of particles and systems. This course is an excellent choice for students wishing to experience the power of mathematics as a tool in describing easily-visualizable phenomena. Specific problems such as oscillations, motion under a central force, the two body problem, motion in a rotating coordinate system and relativistic motion are analyzed. (3h lab)
Prereq: Phys 1023 or equiv, Math 2723, Coreq: Math 2753
 
Phys 3423 Subatomic Physics (change in calendar description)
Nuclear properties and models, radioactive dating, fission, fusion, nuclear reactors, accelerators, the classification and properties of subatomic particles..  Applications in areas such as ecology, dosimetry, medical physics and nuclear astrophysics are discussed.
Prereq: Phys 2413, Math 2023 or 2753
 
Phys 3433 Quantum Mechanics 1 (change in calendar description)
Careful attention is given to establishing the fundamental concepts of the theory. Topics include discussion of the wave function and the Fourier integral, operator methods, matrix mechanics, solutions of one and three-dimensional systems, perturbation theory, the harmonic oscillator and one-electron atoms.
 
Phys 4433 Quantum Mechanics 2 (change in calendar description)
PHYS 4433 is a continuation of Phys 3433. The student is introduced to time-dependent perturbation theory and other approximation methods, as well as applications of the theory including many-particle systems, charged particles and the electromagnetic field, selected topics on radiation, and collision theory.
Prereq: Phys 3253 and 3433
 
Mathematics and Statistics (056-40-CRE)
New Course
 
Math 4343/5343 Graph Theory
Isomorphism, classes of graphs, vertex degrees, graphic sequences, properties of trees, spanning trees, decompositions, Eulerian graphs, Hamiltonian graphs, matchings and factorizations including Hall’s Theorem, connectivity, graph colouring, planar graphs including Euler’s Formula, extremality, optimization.
Prereq: Math 2313 and a Math 3000/4000 level course either taken previously or concurrently
 
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Course Modifications
 
Math 1213 Statistics for Business and Behavioural Sciences 1 (changes in calendar description)
Descriptive statistics, exploratory data analysis, correlation, least squares line, probability, random variables, normal distribution, sampling distributions, estimation and confidence intervals, elementary hypothesis testing, one-way analysis of variance using nonparametric and parametric tests. (3h lecture, 1.5h studio)
Prereq: NS Grade 11 and 12 Advanced Math and Precalculus (or equiv) OR Math 0120; OR 60% or better in each of NS Grade 11 and 12 Academic Math (or equiv) OR 60% or better in Math 0110.
 
Math 1223 Statistics for Business and Behavioural Sciences 2 (changes in calendar description)
Binomial distribution and normal approximation to the Binomial, hypothesis testing and non-parametric inference for one and two populations, goodness-of-fit and contingency tables, one-way analysis of variance and multiple comparisons; block designs; Friedman test;  further topics in regression. (3h lecture, 1.5h studio)
Prereq: Math 1213
 
Course Deletion
Math 4623/5623 Discrete and Combinatorial Optimization
 
School of Nutrition and Dietetics (056-41-CRE)
 
Nutr 3500 Dietetic Internship Practicum I (change in calendar description)
A 16 week supervised practicum in a hospital, other institutional and/or community setting. Students work under supervision of a registered dietitian and a School of Nutrition and Dietetics supervisor towards meeting Dietitians of Canada educational competencies for membership in one of the provincial licensing bodies.
Prereq: Nutr 2213 with B-, Nutr 2513 with B- plus third year standing
 
Nutr 3533 Sports Nutrition (change in calendar description)
The scientific basis for the recommendation of nutrients to enhance athletic health and performance.
Prereq: Nutr 2513
 
Nutr 3713 Introduction to Communication (change in calendar description)
Principles of interpersonal, group and public communication, including verbal and nonverbal communication are covered. The influences of values, beliefs, perception, literacy on communication are examined. Group communication is covered with emphasis on interdisciplinary teams, committee work and support groups. Students develop a personal portfolio. This course does not serve as a science elective.
Prereq: Psyc 1023 or permission of School
 
Nutr 3723 Nutritional Assessment and Applied Dietetic Skills (change in calendar description)
An introduction to medical terminology, nutritional assessment, diet calculation and the development of nutritional case study presentation. Behavioural change and cognition are introduced. Theories of teaching, learning, motivation, interviewing and counselling are examined. Students will conduct a simulated interview and/or counselling session.
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Prereq: Nutr 2703 or 3713 and Nutr 2513 or permission of the School
 
Nutr 4013 Management in Dietetics 1 (change in calendar description and title)
Food service production and distribution, sanitation, safety, quantity food preparation, strategic planning, menu planning, quality management, risk management, marketing and financial management are examined. Management principles and theory, human resource management and the use of computers as related to dietetics and food service operations are introduced. (12h of Introductory lab tutorials and ten 6h labs – covering both first and second term – are required for both Nutr 4013 and 4023).
Prereq: Nutr 2213 and fourth year standing or permission of the School
Nutr 4023 Management in Dietetics 2 (change in title)
 
Nutr 4500 Dietetic Internship Practicum II (change in calendar description)
A continuation of Nutr 3500, this is a 32 week supervised practicum in a hospital, other institutional and/or community setting.  Students work under supervision of a registered dietitian and a School of Nutrition and Dietetics supervisor to complete Dietitians of Canada educational competencies for membership in one of the provincial licensing bodies.
Prereq: Nutr 3500

 
 
FACULTY OF PROFESSIONAL STUDIES


School of Business Administration (056-42-CRE)
New Course
 
Busi 2993 Professional Development
The course includes an introduction to business research methodologies, data analysis training, verbal communication skill development, and managing team based work assignments.  The course is structured as a series of workshops, field work and visiting speakers that engage students in applied learning activities.  The course is restricted to students enrolled in the BBA core, which typically occurs during students’ sophomore year. 
 
Course Modifications
 
Busi 3013 Managerial Finance 1 (prerequisite only)
A combination of lecture, case study, group interaction and field research to introduce students to the theory and practice of finance. The course will focus on the basic concepts and frameworks in finance. Topics covered will include: the goals and functions of financial management; financial analysis; financial forecasting; operating and financial leverage; working capital management; and the time value of money. (2h studio)
Prereq: Econ 1013, 1023, and 2613, Math 1613 or 1013, each with C- or better and Busi 2013 as a corequisite

 
Busi 3063 Management Science 1 (prerequisite only)
An introduction to the quantitative approach to decision making. Topics may include mathematical programming, forecasting, inventory management, simulation and queuing theory. Emphasis is placed
 
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on integrating these tools with computer analysis.


Prereq: Econ 1013, 1023, and 2613, Math 1613 or 1013, each with C- or better and Busi 2013 as a corequisite.
 
Program Modifications
 
Bachelor of Business Administration
1.    Required Business courses (45h): 1013, 1703, 2803, 2013, 2613, 2733, 2743, 3013, 3023, 3033, 3043, 3053, 3063, 4953, 4963, each completed with C- grade or better.
2.   Required non-business courses (15h): Econ 1013, 1023, Math 1613 or Math 1013, Comm 1213, Econ 2613, each completed with a C- grade or better.
3.   15h business electives. For those in the second-year Core program, Busi 2993 is required and business electives are reduced to 12h.
4.   30h non-business electives
5.   15h university electives (business or non-business)
6.   A minimum program GPA of 2.00 is required to be eligible to graduate.
 
A typical four year program consists of;
Year 1: Busi 1013, 1703, Comm 1213, Math 1613 or Math 1013, Econ 1013, 1023, 2613, 9h electives.
Year 2 Core year: Busi 2013, 2733, 2993, 3013, 3023, 3033, 3043, 3053, 3063, 3h electives. Most students will take their Core year in their second year. Students who are taking at least 3 of the 4 required business courses each term will be admitted to the Core and enrolled in Busi 2993.
Year 3: Busi 2613, 2743 2803, 21h electives
Year 4: Busi 4953, 4963, 24h electives.
 
Note:
Normally, all courses included under requirement #1 may be repeated only once. Appeals based on academic or compassionate grounds may be made to the director. The school does not accept Comp 1813 or 1823 or Comm 1223 as non-business electives. The school reserves the right to cancel any course with less than ten students enrolled. Course outlines for credit transfer will not be assessed after August 15. All prerequisites listed are cumulative.
 
Selection of areas of concentration: For their business electives, students may choose an area of specialization from one of the following: accounting, finance, marketing, information systems, or human resources. Students should discuss this with their advisor.
 
Bachelor of Business Administration with Major
The school has agreements with other units of the university to permit a BBA with major in Computer Science, English, French, German or Spanish. These are the only recognized majors that can be done in conjunction with the BBA. Students interested in taking one of these majors should so indicate at the time of application to Acadia, or should contact the school. Each major requires a specified 6h to be taken in the first year. Admission to a major is normally done at the end of the first year. The French, German and Spanish majors include a year overseas and so may take five years to complete. Other majors/options are under discussion; notify the school of your interests.
 
 
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Bachelor of Business Administration with Computer Science
1.    Required Business courses (45h): see #1 of the requirements for Bachelor of Business Administration.
2.   Required Computer Science courses (30h): Comp 1113, 1123, 2103, 2113, 2513, 2613, 2663, 3513, 3613, 3753, completed with a C- or better.
3.   Required non-business courses (24h): Econ 1013, 1023, Comm 1213 (all with a C- grade or better), and Math 1213, 1223, 1413, 1423, 2433
4.   15h business or computer science electives
5.   6h university electives (business or non-business)
6.   A minimum program GPA of 2.67 at the end of each academic year is required to     remain in the BBA (Computer Science) program
 
Bachelor of Business Administration with English
See the School of Business and the Department of English for program details.
 
Bachelor of Business Administration with French, German or Spanish
1.    Required business courses (45h): see #1 of the requirements for Bachelor of Business Administration.
2.   Required language courses: selected in consultation with the language department (refer to the Calendar section under the appropriate language department): French (45h),  German (42h), Spanish (42h)
3.   Required non-business courses (12h): Econ 1013, 1023, Math 1613 or Math 1013, Econ 2613, each completed with a C- grade or better.
4.   For BBA French, 15h business electives, 3h university electives.
5.   For BBA German, 15h business electives, 6h university electives
6.   For BBA Spanish, 15h business electives, 6h university electives
7.   A minimum program GPA of 3.0 at the end of each academic year is normally required to remain in a BBA (Language) program
 
Bachelor of Business Administration with Honours
1.    Required business courses (45h): see #1 of the requirements for Bachelor of Business Administration.
2.   Further required business courses (12h): 3483, 3993, 4996.
3.   3h of business electives. For students in the second-year Core program, Busi 2993 is required and business electives are reduced to 12h.
4.   Required non-business courses (15h): see #2 of the requirements for Bachelor of Business Administration.
5.   30h non-business electives
6.   15h university electives (business or non-business)
7.   Students must achieve a B- or better in 57h of requirements 1 and 2, and a C or      better in all requirements other than #4. Note that these grade requirements exceed the BBA requirements.
8.   A minimum of 120h must be completed with a program GPA of 3.0 or better.
 
 
 
 
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School of Education (056-43-CRE)
Course Modifications
 
Educ 4003 Field Experience 1 (change in calendar description)
A designated block of supervised student teaching. Students work under the supervision of a school-based associate teacher and a School of Education supervisor. The experience involves observation and practice teaching
 
Educ 40A3 Field Experience 2 (change in calendar description)
A second designated block of supervised student teaching.  Students work under the supervision of a school-based associate teacher and a School of Education supervisor.  The experience involves observation and practice teaching
Prereq: Educ 4003   
 
Educ 4163 – Literacy Learning for Students at Risk (change in course description and title)
Development of a theoretical framework related to the teaching of language arts for students at risk. In addition, it will explore the implications of theory for practice. Assessment, planning and implementation of language arts programs for students at risk will be critically analyzed.
 
Educ 4923 Field Experience 3 (change in calendar description)
A third designated block of supervised student teaching.  Students work under the supervision of a school-based associate teacher and a School of Education supervisor. The experience involves observation and practice teaching.
Prereq: Educ 40A3
 
Educ 4933 Field Experience 4 (change in calendar description)
A fourth designated block of supervised student teaching.  Students work under the supervision of a school based associate teacher and a School of Education supervisor. The experience involves observation and practice teaching.
Prereq: Educ 4923
 
School of Recreation Management and Kinesiology   (056-44-CRE)
New Courses
 
Recr 3153 Crime & Justice: The Leisure Perspective
Crime and justice in Canada will be examined within a social context using an analytical framework drawn from leisure studies.  Included will be an investigation of the root causes of crime from a leisure perspective as well as an examination of the role of recreation within the justice system.
 
Srmk 3573 Community Design and Active Living
A key challenge for all communities is to manage its infrastructure to enhance community wellness while ensuring long term social, economic, and environmental sustainability. This course examines the influence of a community’s infrastructure--defined as the interacting system of physical structures, services, institutions, and policies that impact a community’s overall physical, emotional, spiritual, and economic health--on active living.
Prereq: third year standing
 
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Course Modifications
Kine 2033 Biomechanics (change only - lab hours from 2 to 1.5h)
Kine 2413 Applied Human Physiology I (change only lab hours from 2 to 1.5h)
Kine 2423 Applied Human Physiology II (change only lab hours from 2 to 1.5h)
Kine 3013 Exercise Physiology (change only lab hours from 2 to 1.5h)
Kine 3213 Dynamics of Motor Performance and Skill Acquisition (change only lab hours from 2 to 1.5h)
Kine 4013 Training Methods (change only lab hours from 2 to 1.5h)
Kine 4573 Biomechanics 2 (change only lab hours from 2 to 1.5h)
 
Kine 1513 Fundamental Movement (removal of lab hours)
An exploration of fundamental movement pattern, such as running, skipping, jumping, rolling, throwing, catching, striking, etc., that develop in early childhood and form the basis of movement technique in sport and physical activity settings. Students will observe, analyze and experience movement techniques from a variety of sports activities. 
 
Kine 3573 Perceptual Motor Development (addition of 2hr lab)
An in-depth study of the theoretical and practical concepts of perceptual and motor development and their role or contribution to the total development of an individual. Readings, lectures, class discussions, and major project related to developing perceptual and motor skills in children.  (2h lab)
Prereq: Kine 2443 or permission of instructor

 
Kine 4083 Independent Study (change in calendar description)
A substantial scholarly study chosen in consultation with a faculty advisor to reflect student interest.  Such a study may be based on field, laboratory or library study. Intended primarily for qualified students with a defined and approved research interest.
 
Kine 4573 Biomechanics 2 (change in prereq number)
Basic principles learned in Kine 2033 will be built on and applied to analyzing human movement problems in the areas of sport, rehabilitation and the work place. Methods of kinematic, kinetic and electromyographical data collection and analysis will be studied. Current topics in the biomechanical literature will be reviewed. (1.5h lab)
Prereq: Kine 2033
 
Kine 4513 Structure and Strategy of Physical Activity & Sport (removal of lab hours)
This course addresses the similarities and differences in a wide variety of individual, dual and team sport and physical activities through an examination of skills, rules and strategies. The identification and development of strategy and the analysis of game play according to selected analytical models will comprise the primary content of the course.
Prereq: Kine 1513, 6h from Kine 3013, 3033, 3213; fourth year standing
 
Recr 3563 Environmental Education (addition of 3h lab)
This seminar provides an overview of environmental education theory and practice in leisure, educational, community and work settings. Emphasis is on philosophy, concepts and techniques required to create powerful interactive programs. It includes field experiences and a lab (3h) in
 
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which students will lead an outdoor environmental education program with grade five students. Lab times are in blocks and arranged in relation to student schedules (open to non-majors). (3h lab)
 
Srmk 4483 International Sport (change in prerequisite)
This course explores the scope of international organization of sport and its management. Topics include the different types of sport, the cultural and ethnic diversity of sport, and the various international organizations and governing bodies controlling sport globally.
Prereq: Recr 1243 or Kine 2253

 
Srmk 4683 Seminar in Sport Management (change in prerequisite)
This capstone course will focus on the individual acting as a sport manager. The content areas will deal with case studies and applications, for example, in managerial problem solving and decision making, time management, stress management, liability, and inter-organizational relationships.
Prereq: fourth year standing or permission of the instructor

 
Course Deletions
Recr 2463  Issues in Outdoor Recreation
Recr 3463  Outdoor Centre Administration
 
 
 

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NOTICE OF MOTION
 
" That the Senate nominate and elect, at the meeting of Senate to be held January 9, 2005, one faculty Senator from each of the three Faculties to sit on the Acadia University Learning Commons Steering Committee."
 
Dr. Ralph Nilson
Vice-President (Academic)