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)
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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056-24-RGS
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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056-24-RGS
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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056-24-RGS
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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056-24-RGS
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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056-24-RGS
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 topursue 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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056-45-LER
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)