UNIVERSITY OF GUELPH BOARD OF GRADUATE STUDIES

NOTICE OF MEETING

DATE: Tuesday, February 4,2003 TIME: 1:30 p.m. PLACE: UC 424

AGENDA 5.1.0 CALL TO ORDER 5.2.0 APPROVAL OF AGENDA OF FEBRUARY 4,2003 5.3.0 APPROVAL OF MINUTES OF MEETING OF DECEMBER 17,2002

3.1 BUSINESS ARISING

5.4.0 CORRESPONDENCE 5.5.0 QUESTION PERIOD

5.6.0 NEW BUSINESS 6.1 Standing Committee Business

(a) Executive (i) Minimum Stipend Working Group

(b) Programs (i) Faculty Appointments (ii) Course Changes in Agricultural Economics and Business (iii) Course Credit Change in Teaching Support Services

(c) Admissions & Progress (i) AthabascalGuelph MBA in Agriculture

6.2 Acting Dean's Report

5.7.0 OTHER BUSINESS

5.8.0 ADJOURNMENT

Please advise the Graduate Program Services Office (extension 6735) if you are unable to attend.

/m, dm&&& P.M. ~ o r d i ~ n o c Secretary

Distribution M. Rozanski J. Norris A. Clarke C. McKenna B. Mancini (for Student Affairs) R. Brooks A.J.S. Summerlee L. Graburn (for Librarian) S. Brown

R. Campos R. Hunter CC: College T. Gillespie K. Inwood Deans V.M. Glass G. Munz GS A A. Hahnel A. Nassuth

BOARD OF GRADUATE STUDIES STANDING COMMITTEE ON PROGRAMS

January 20,2002

Regular Graduate Faculty Islam, Towhidul MSc Institute of Electrical and Mechanical Engineering (Sofia, Bulgaria); MBA Dhaka

Univ. (Bangladesh); DIC Dipl. of Imperial College (United Kingdom); PhD Imperial College (Univ. of London) -Assistant Professor/Consumer Studies

Kalisch, Bettina E. BSc, MSc, PhD Queen's Univ. -Assistant ProfessorIBiomedical Sciences Padanyi, Paulette S. BA Florida Presbyterian College (now Eckerd College, St. Petersburg); MBA Univ. of

Florida (Gainesville); PhD York Univ. -Associate ProfessorIConsumer Studies Palsetia, Jesse S. BA, MA, PhD Univ. of Toronto -Assistant ProfessorMistory Pyle, W. Glen BSc Univ. of Guelph; PhD Univ. of Tennessee (Memphis) -Assistant Professor1

Biomedical Sciences and Biophysics Interdepartmental Group van der Merwe, George BSc, MSc, PhD Univ. of Stellenbosch (South Africa) -Assistant Professor/Microbiology

Special Graduate Faculty Booth, Barbara D. BSc Univ. of Toronto; MSc Laurentian Univ.; PhD Univ. of Guelph -Research

Associate, Plant Agriculture, Univ. of Guelphfflant Agriculture (Teach graduate course Colloquium Weed Management, W'03)

DeLay, Josepha P. BSc Dalhousie Univ.; DVM, DVSc Univ. of Guelph -Veterinary Pathologist, Animal Health Laboratory, Laboratory Services Division, Univ. of Guelph/Pathobiology (DVSc qualifying exam. comm. of M. Gagea)

Harris, Brenda BSc Univ. of Waterloo; MSc Trent Univ. -Senior Scientist, Dow AgroSciences Canada Inc., Calgary, Alberta/Environmental Biology (MSc advisory comm. of J. Bailey)

Heesterbeek, Hans BSc Wageningen Univ.; MSc Univ. of Amsterdam; PhD Univ. of Leiden -Professor, Theoretical Veterinary Epidemiology, Univ. of Utrecht, The Netherlands/Population Medicine (PhD advisory comm. of J. Mariner)

Hipel, Keith W. BASc, MASc, PhD Univ. of Waterloo -Professor, Dept. of Systems Design Engineering, Univ. of WaterlooIEngineering (PhD advisory comm. of M. Kubasiewicz)

McLean, Michael D. BSc Brock Univ.; MS Florida Atlantic and International Universities; PhD Univ. of Georgia -Research Associate, Environmental Biology, Univ. of Guelph/Environmental Biology (PhD advisory comm. of T. Fjallman)

Scott, Steffanie BA Simon Fraser Univ.; MA Univ. of Guelph; PhD Univ. of British Columbia -Lecturer, Dept. of Geography, Univ. of Western Australia, Perth/Sociology & Anthropology (MA advisory comm. of A. Shiraishi)

Swartz, Harry J. BA State Univ. of New York (Buffalo); PhD Cornell Univ. -Associate Professor, Dept. of Natural Resource Sciences and Landscape Architecture, Univ. of Maryland, College Park/Plant Agriculture (MSc advisory comm. of R. Harbut)

Associated Graduate Faculty Beninger, Clifford W. HBSc, MSc Carleton Univ.; PhD Univ. of Ottawa -Research Associate, Environmental

Biol., Univ. of Guelph/Environmental Biology (PhD advisory comm. of A. Owen-Going) Darlington, Alan B. BSc, MSc, PhD Univ. of Guelph -President, Air Quality Solutions, Guelph/

Environmental Biology (MSc advisory comms. of G. Munz, S. Richard, & U. Shome) Kaushik, Narinder BSc, MSc Univ. of Delhi (India); MSc, PhD Univ. of Waterloo -Retired, Professor

Emeritus/Environmental Biology (MSc advisory comm. of J. Vincent and PhD advisory comm. of G. Stephenson)

Nielsen, Klaus H. BSc, MSc Guelph; PhD Glasgow -Research Scientist, Canadian Food Inspection Agency, Centre for Plant Quarantine Pests, Nepean, Ont./Environmental Biology (PhD advisory comm. of R. Churchill)

OYHara, James E. BSc Carleton Univ.; MSc, PhD Univ. of Alberta -Research Scientist, Eastern Cereal and Oilseed Research Centre, Agriculture and Agri-Food Canada, OttawdEnvironmental Biology (PhD advisory comm. of M. Parchami-Araghi)

Parker, Glenn H. BSc, MSc, PhD Univ. of Guelph -Professor, Dept. of Biology, Laurentian Univ., Sudbury/Zoology (PhD advisory comm. of M. Kawai)

Richards, Sean M. BSc Arkansas Tech Univ. (Russellville); MSc Univ. of Arkansas for Medical Sciences (Little Rock); PhD Texas Tech Univ. (Lubbock) -Assistant Professor, Biological and Environmental Sciences, Univ. of Tennessee, ChattanoogdEnvironmental Biology (MSc advisory comm. of R. Brain)

van Bochove, Eric BScA, MSc Univ. of Lava1 (Quebec); PhD Univ. of Quebec -Research Scientist, Agriculture and Agri-Food Canada, Sainte-Foy, QuebecILand Resource Science (PhD advisory comm. of Q. Hu)

Wells, Randall S. BS Univ. of South Florida (Tampa); MS Univ. of Florida (Gainesville); PhD Univ. of California (Santa Cruz) -Behavioral Ecologist, Conservation Biology Dept., c/o Mote Marine Laboratory, Sarasota, Florida/Environmental Biology (PhD advisory comm. of M. Houde) BAY MA Southwest Agriculture Univ. (China); PhD Univ. of Newscastle upon Tyne (United Kingdom) -Manager, Controlled Environment System Facility, Dept. of Plant Agriculture, Univ. of Guelph/Environmental Biology (MSc advisory comms. of C. Chamberlain and J. Huber)

Zheng, Youbin

MOTION: that the Board of Graduate Studies approves the proposed additions to the Graduate Faculty.

Programs Committee December 18,2002

Department of Agricultural Economics and Business Agricultural Economics and Business proposes to add two Economics courses (ECON*3710 or ECON*6000) as prerequisites for their course Advanced Agricultural Marketing Analysis AGEC"6570.

Agricultural Economics and Business Advanced Agricultural Marketing Analysis AGEC"6570 (0.5) A study of agricultural and food marketing problems with particular emphasis on the application of economic theory and research methods to selected empirical problems.

Economics Underaraduate Course Advanced Microeconomics ECON*37 10 (0.5) An in-depth treatment of consumer and producer theory leading to the general equilibrium model ofthe economy and the study of welfare economics. Prerequisite(s): ECON*23 10, ECON*2770

Graduate Course Microeconomic Theory I ECON*6000 (0.5) A first graduate course in microeconomics, presenting a rigorous treatment of consumer theory, producer theory, applications of duality, partial equilibrium, general equilibrium and the fundamental theorems of welfare economics.

Course Pre-requisite Explanation From: John Cranfield, Assistant Professor, Department of Agricultural Economics & Business

The course AGEC*6570, Advanced Agricultural Marketing Analysis, is acourse which applies micro-economic theory to problems encountered in agricultural markets and market analysis. As such it is important that students taking this course have an advanced background in micro-economic theory. The courses to be listed as pre- requisites provide such background. Since AGEC*6570 is geared to both MSc and PhD students, and MSc students in the Department of Agricultural Economics and Business are required to take ECON*3710 as part of their program of study, while'ECON*6000 is listed as PhD students are required to this course as part oftheir program of study, ECON*3710 and ECON*6000 are both listed as pre-requisites.

From: John Livernois, Chair of Division I1 Subject: Proposal From Agricultural Economics and Business Date: Dec. 18,2002

Recommendation: Approve ECON*3710 or ECON*6000 as prerequisites for AGEC*6570.

MOTION: that the Board of Graduate Studies approves the course prerequisite change for Advanced Agricultural Marketing Analysis AGECk6570 in the Department of Agricultural Economics and Business.

FACULTY OF GRADUATE STUDIES PROPOSAL FOR A GRADUATE COURSE ADDITION OR DELETION

Please indicate: NEW COURSE COURSE DELETION COURSE CHANGE Date: NoV *OO2 For a course deletion, please complete (a), (b), (q) and (r) only. For a course change complete only the applicable sections.

Department/School: Agricultural Economics and Business (If more than one Department or School is responsib for this course, indicate percentage (%) responsibility to each department.)

Graduate Coordinator Signature

(a) Course Number: AGEC*6570 (new numbers are assigned by Graduate P m p m Services; if you have a preference, state it)

(b) Full Course Title (Max. 40 characters including spaceslpunctuation)

Advanced Agricultural Marketing Analysis

(c) Short Title (Max. 30 charaders) (This is the title that will appear on the students oficial transcript)

(d) Semester@) Offered (S, F, W) Do you wish semester designation printed in Calendar? Yes No

(e) Lecture HoursIWeek: Laboratory Or Tutorial HoursIWeek: Total Contact HoursNeek: - Total Student Time & Effort on TasWWeek: - Proposed Credits*: - Scheduling (annually or alternate years)

( f ) Placement in Calendar: ( I n d i a subheading under which this course is to be listed, if applicable):

(g) Calendar Description (45 words or less) PILEASE ADD TO WEB CALENDAR*

(h) More Detailed Description (see next page) -- for Division & Programs Committees (on separate sheet)

(i) Faculty Responsible for Course:

(j) Prerequisite(s): EC0N*37 lo Or ECoN*6000 (k) Mandatory Co:requisite(s):

(1) Other Restrictions:

(m) Proposed Grade Scheme: Numeric only SATiUNS only (SeminarIPractica courses only)

(n) Designated Multiple-semester Course?(i.e. Is this course designed to require more than one semester for completion, with student registering in each semester and one grade at the end?) No Yes

(0) Instructorr Signature Required? No Yes

(p) Replacement Course. If the new course replaces an existing course which is to be deleted from the Graduate Calendar, please indicate here:

(q) Reason for Course (if applicable):

(r) What journals or other information resources (incl. electronic discs) might be deleted from the University of Guelph Library as a result of this deletion? Attach list and notify the Library.

(s) Mandatory for New Courses: Completed Library Assessment Form enclosed: No Yes

*Credit Guidelines: Choose only one. If proposed credits do not conform to guidelines, attach a full explanation. 0.0 (Saninar-type courses, unless a higher rating is justified and approved) 0.25 (Half-semesta courses, including six-week courses, unless contact hours & woddoad is doubled in,the six-week period) 0.5 (Semester courses, usually given thmughout m e semester) (student time & effort on task - a 1 .O (Double courses, including two semester courses, typically major paper wurses) cr.fonn, Jan. a2 see owr

N O V 2 2 2002

~KAuUHTE PROGRAM SERVICES

Programs Committee January 16,2003

Department of Agricultural Economics and Business Agricultural Economics and Business proposes to change the title and calendar description for the course Production Economics: Theory with Applications AGEC*6420 to The Economics of the Firm: Concepts and Applications AGEC*6420.

To: Joan Norris, Acting Dean, Graduate Program Services

From: John Livernois, Chair of Division 11

Subject: Proposal From Agricultural Economics and Business

Date: January 16,2003

The above-named unit has proposed a change in the name and description of AGEC"6420. Four departments responded. There were no concerns.

Recommendation: Approve.

MOTION: that the Board of Graduate Studies approves the course title change and calendar description for Production Economics: Theory with Applications AGECh6420 to The Economics of the Firm: Concepts and Applications AGECh6420 in the Department of Agricultural Economics and Business.

FACULTY OF GRADUATE STUDIES PROPOSAL FOR A GRADUATE COURSE ADDITION OR DELETION

Please indicate: NEW COURSE COURSE DELETION Date: Dee* zoo2 For a course deletion, please complete (a), (b), (q) and (r) on1 ete only the applicable sections.

Department/School: Agricultural E c o n u j ~ s s T;f\e & (If more than one Department or School is responsible for this course, indicate percentage (%) responsibility to each department.)

a . , *ri&iba Graduate Coordinator Signature

(a) Course Number: AGEC"6420 (new numben am assigued by Graduate P m p m Savices; if you have a preference, state it)

(b) Full Course Title (Max. 40 characters including spaoes/punctuation)

The Economics of the Firm: Concepts & Applications --

The Economics of the Firm (c) Short Title (Max. 30 characters) (This is the title that will appear

on the students official d p t )

(d) Semester(s) Offered (S, F, W) F Do you wish semester designation printed in Calendar? Yes *X No

0 5 (e) Lecture HoursNVeek: Laboratory Or Tutorial HoursNVeek: Total Contact Hours/Week: - Total Student Time & Effort on TasWeek: Proposed Credits*: - Scheduling (annually or alternate years)

( Phcement in Calendar: (Indicate subh&g Under which this course is to be listed. if applicab1e)i

This course examins the traditional production economics (g) Calendar Description (45 words or less)

literature on production functions, cost functions & profit functions as those

relationships are used in applied economics analysis. The theory behind the certainty equlvalent protit model & its application to decision making under risk is introduced. Optimal capital replacement models used agricultural economics are studied. Finally, selected new developments in the economic theory of the firm are examined.

(h) More Detailed Description (see next page) -- for Division & Programs Committees (on separate sheet)

Faculty Responsible for Course: Fox

(j) Prerequisite(s): (k) Mandatory Co-requisite(s):

(1) Other Restrictions:

(m) Proposed Grade Scheme: Numeric only SATIUNS only (SeminarPractica courses only)

(n) Designated Multiple-semester Course?(i.e. Is this course designed to require more than one semester for completion, with student registering in each semester and one grade at the end?) No Yes

(0) Instructors Signature Required? No Yes

(p) Replacement Course. If the new course replaces an existing course which is to be deleted from the Graduate Calendar, please indicate here:

(q) Reason for Course (if applicable):

(r) What journals or other information resources (incl. electronic discs) might be deleted from the University of Guelph Library as a result of this deletion? Attach list and notify the Library.

(s) Mandatory for New Courses: Completed Library Assessment Form enclosed: No Yes

*Credit Guidelines: Choose only one. If proposed credib do not conform to widelines, attach a full explanation 0.0 (Seminar-type courses. unless? hieer rating is justified and approved) 0.25 (Half-semester courses, mcludmg su-wak comes, unless contact hours &workload is doubled in the six-week period) 0.5 Srmcrtcr courses, usually given thmu$~wt one scmmta) (student time & effort on task = approximately I 1.0 {Double courses, including two semester comes, typically major paper comes) cr.$orm, Jan. a2 s L , s e e m

Proposal to revise the name and the calendar description of AGEC 6420

Glenn Fox

December 3,2002

Existing Calendar Description

AGEC 6420 Production Economics: Theory with Applications (0.5) F

An integrated treatment of the neoclassical theory of the firm including static models, duality, risk responses of competitive firms and the theory of investment demand. The properties and interpretation of certain functional forms will be discussed. Selected empirical examples are studied to illustrate application to the food and renewable resource sectors.

Proposed Calendar Description

AGEC 6420 The Economics of the Firm: Concepts and Applications (0.5) F

This course examines the traditional production economics literature on production functions, cost functions and profit functions as those relationships are used in applied economic analysis. The theory behind the certainty equivalent profit model and its application to decision making under risk is introduced. Optimal capital replacement models used agricultural economics are studied. Finally, selected new developments in the economic theory of the firm are examined.

Rationale

The proposed new name for the course and revised description more accurately represent the current content of the course. The current content reflects the ongoing evolution of the discipline.

RFd'~cnraa~ -, D s

DFC 1 7 2002

hnnuutll t Y K U l i K ~ t l l SERVICES

Programs Committee 1

January 13,2003

Teaching Support Services

Teaching Support Services proposes to change the credit weight from 0.25 to 0.5 for the course University Teaching: Theory and Practice UNIV*6800.

Division Committees 1,2,3,4 and 5 have reviewed and approved the proposal.

MOTION: that the Board of Graduate Studies approves the credit weight change from 0.25 to 0.5 for the course University Teaching: Theory and Practice UNIV*6800.

FACULTY OF GRADUATE STL'DIES 'r

PROPOSAL FOR A GRADUATE COURSE ADDITION OR DELETION

Please indicate: NEW COURSE 0 COURSE DELETION CI COURSE CHANGE d For a course deletion, please complete (a). (b), (q) and (r) only. For a course change

C 3 0

Departmen t/sch001: , . A SP., (If more than one Department or scho~2:~k~b?$ this C E ~ ~ / Y ~ ~ C ~ ~ ~ ~/~)f;$?nsbility to each department,) - - - -

L Graduate Coordinator Signature

--. -

(a) Course Number: l\l \ V k800 (new numbers are asslgned by Graduate Progam Serv~ces, ~ f p u have a preferenir. : 11)

(b) Full Course Title (Max 10 characters lncludrng spaces!punctuatlon)

J %\J J (c) Short Title (Max 30 characters) (This is the title that will appcar

on the student's official tnmulpt)

(d) Semester(s) Offered (S, F. W) F /q Do you wish semester designation printed in Calendar? Yes d No O

(e) Lecture HoursIWeek: 3 Laboratory Or Tutorial HoursNeek: f\j One Total Contact HourstWeek: d@% 3 Total Student Time & Effort on TaskNeek: 10 ' 12

*Proposed Credits*: 0.5 Scheduling (annually or alternate years) aY\nU B) 1 t

(f) P~acemeIIt in Calendar: (Indicate subhead~ng under which th~s course is to be listed, if appl~cable): Y

(g) Calendar Description (45 words or less)

C ~ P

(h) More Detailed Description (see next page) - for Division & Programs Committees (on separate sheet)

(i) Faculty Responsible for Course: ~ r s . ~ d e ~ e s c a d d l ~ !XU) la Cl~rlskn fdao hes (i) Prerequisite(s): / A (k) Mtndatory Co-requisite@):

Y

(I) Other Restrictions: hl / A

(rn) Proposed Grade Scheme: Numeric only O SATIUNS only W(~eminar1~ractica courses only)

(n) Designated Multiple-semester Course?(i.e. Is this c o y e designed to require more than one semester for completion. with student registering in each semester and one grade at the end?) No 0 Yes W'

(0) I n s t r ~ c t o r * ~ Signature Required? N o d Yes I2

(p) Replacement Course. If the new course replaces an existing course which is to be deleted from the Graduate Calendar, please indicate here:

(q) Reason for Course Deletion (if applicable):

(r) What journals or other information resources (incl. electronic discs) might be deleted from the University of Guelph Library as a result of this deletion? Attach list and notify the Library.

(s) Mandatory for New Courses: Completed Library Assessment Form enclosed: No 6 @@ P q? l@j - - ... * C d i t Guidelines: Choose only one. If proposed credits do not conform to guidelines. attach a full explanation. 0.0 (Seminar-type courses. unless a h~ghcr ratlng is justified and approved) 0.25 (Half-scfncstcr courses. including six-week couna, unless w n t x t hours k workload is doubled in the six-mck period)

JUL 2 2 2002 0.5 (Sanes- m., usually given throughout one ~ m ~ ~ t e r ) (student time k effort on mk = approximately 10-12 hours per week) 1.0 (Doubk courxs. Including two semester counes. typ ld ly major papa courses) C T S ~ ~ I ~ , la. -02 G K A ~ ~ A ~ t PRfdRiii siHVick>e OW

Memo To: lsobel Heathcote, Dean, Faculty of Graduate Studies

From: Steve Scadding

Date: 12/12/02

Re: UNIV*6800 application for credit increase - additional information

Please find attached a revised course outline for UNIV*6800 for 200312004. The assignments and learning activities listed below reflect the current offering of the course (2002/2003) - the same we propose for 200312004.

Also included are the information sheets given to the students to complete all assignments and learning activities. These handouts include: the course outline description, assignment goals, instructions, guidelines, assignmentlassessment criteria, and resources for completion.

All assignments with the exception of the videotaped teaching activity and the public journal entry and commentary under the learning journal activity have one or more components submitted to the instructors for evaluation. All course activities and assignments must be completed in order to receive full credit or a certificate.

Live Teaching Experience (graded by instructors) detailed lesson plan (1-3 pages) 12-15 page report plus appendices (analysis and critique of planning and delivery of lesson plan based on teaching and learning theory, research, and practice) peer evaluation fonn and written report student evaluation f o m and written feedback teaching materials

Teaching Philosophy Statement and Reflective Report (graded by instructors) teaching philosophy statement - final version (1-2 pages) written reflective report (4 to 6 pages)

Faculty Interviews (graded by instructors) fall report (3-5 pages) winter report (3-5 pages)

Peer Observation (graded by instructors) written report - (2-4 pages) - handed in with live teaching experience materials

Learning Journal and Public Forum Entry public journal entry and peer commentary - peer reviewed - non-graded evaluation

Videotaped Teaching peer and instructor reviewed - non-graded evaluation

University Teaching: Theory and Practice (UTTP) - UNlV*6800 2003/2004

Course Instructors

Jeanette McDonald, BASc, MSc, Julia Christensen Hughes, BComm, MBA, PhD EdD Candidate Associate Professor, HATM Manager, Instructional Development Director, Teaching Support Services Day Hall, Rm. 1231125 (Jan -April, 2003) Ext. 2468 Day Hall jdayman@uogueolph.ca Ext. 6938

jchriste@uoguelph.ca

Course Description: Participants will critically examine and reflect upon teaching and learning issues and research in higher education, and begin to develop and practice teaching skills and strategies that are pedagogically sound.

Learning Outcomes:

The overarching goal of UTTP is the development of a lifelong interest in teaching and learning. More specifically, having successfully completed this course you will:

feel more knowledgeable about and confident in your teaching (e.g., practice teaching, peer evaluation, skill development).

have articulated a teaching statement identifying your emerging philosophy and approach to teaching.

be able to analyze and critique a teaching situation applying educational theory and sound pedagogy (e.g., setting objectives, selecting assessment methods, choosing teaching and learning strategies) to its design and delivery.

identify and account for in your instructional planning various factors which impact teaching and learning (e.g., learning and teaching preferences; ethical principles in teaching, student diversity).

Course Approach UTTP spans both the fall and winter semesters with seven evening meetings each term. The two-semester model provides the necessary time and space to begin development of your teaching skills and to analyze and critique (i.e., reflect) your learning and instructional practice (your development is ongoing). A constructivist approach guides the applied delivery of the course as various topics and challenges, as well as theory and research in teaching and higher education are addressed. The course instructors will model a variety of teaching approaches and strategies in class, and discuss their application in educational settings. You (the student) will be expected to take an active role during class meetings (e.g., group discussion/learning activities) and demonstrate in class and through the various learning activities and assignments, an evolving understanding and critique of the issues and topics being addressed. Guest speakers (award winning faculty) are also an important course component and are scheduled at-different points throughout both semesters to provide insight and advice about teaching.

-

Course Tools and Learning Materials course pack of readings and resources (available for purchase from the University bookstore) 2 or 3 inch binder (provided by student) , notebook for reflective journal (provided by student) in-class handouts and learning materials (provided by instructors) handouts describing expectations and criteria for learning activities and assignments (available from the course website) course website - htt~://courselink.uoquelph.ca 1 blank VHS tape (provided by student) Internet access and web browser (refer to the courselink page for recommended browsers and test set-up for Netscape and Microsoft at http://courselink.uoguelph.ca)

Course Pack UTTP uses a course pack of readings instead of a required textbook. The course pack offers a selection of resources, some of which will be addressed directlv in class, others which are for vour own information. The course website further provides a list of required and follow-up readings and resources. The "Weekly Schedule and Readings" section of the website indicates which readings (web and/or course pack) are required for a specific week. The selected readings are designed to inform your understanding of teaching and learning, enrich participation in classroom discussion, and assist you in the completion of all learning activities and assignments.

Course Website The course website is password protected and includes various components. Your login and password is the same as your University of Guelph central email login and password. The two main features of the site are the "Weekly Schedule and Readings" and the "Assignment and Learning Activities" sections. The former lists important dates and weekly topics, required and recommended readings, pre and post-class reminders, follow-up resources and lecture notes, and invited guest speakers. The latter provides information sheets for each assignment and learning activity detailing assignment learning objectives, instructions, guidelines, and resources. Other features of the website include "Learning Tools and Resources", a web version of the course outline, and a calendar.

Learning Activities and Assignments To successfully complete this course, all learning activities and assianments MUST be completed in a timely manner and according to the evaluation criteria provided by the instructors and in the assignment sheets.

a. Class Meetings: each meeting will focus on a specific theme or topic. Successive classes will build upon - and bring forward what was previously addressed. Where guest speakers are involved, the course instructors will frame the discussion and relate it to the larger course context. You should come to class prepared to actively participate having completed assigned readings and preparatory activities. Keep in mind that contact time is designed to be hands-on and directed toward developing an understanding and critique of the topic at hand. Active participation and preparedness for all class meetinss is integral to cornoletins the course successfully (see policy 2).

b. Teaching Philosophy Statement: early in the course we will address the topic of teaching dossiers, and particularly teaching philosophy statements. Following the completion of a variety of reflective exercises, you will begin to develop your own teaching philosophy statement. In-class time will be provided to share and receive feedback from both your peers and the instructor. In the Winter semester, you will submit a -

final coov of vour statement with a reflective report analvzing how vour dhiloso~hv statement has evolved over the course (or lonaer). Your reflective journal will be invaluable in completing this task. DUE: Marchl6, 2004.

c. Reflective Journal (personallcourse): over the span of the fall and winter semesters you will keep a learning journal recording your insights, observations, understandings, reflections, and critiques in response to individual class meetings, assigned and optional readings (requiredlpersonal interest), your own instructional practice, peer observations, etc. This is your space to document and reflect upon your learning and development both in and outside of the course.

Your learnina iournal is a tool to be used (amongst other things) in developina vour philoso~hv statement, preparina for vour videotaped teachins, and desianina and implementina vour live teaching exoerience. Throughout both semesters, specific tasks will be assigned for completion in your journal to aid in these endeavours. Please bring your journal to class. At any time, we may stop the class to do some journal writing activities. In the winter semester, vou will be asked to select an entrv to discuss in class with vour peers. A revision of vour entrv will be submitted for evaluation to the instructors and included in an online class iournal.

d. Videotaped Teaching: we will use videotape in the Fall semester as a tool for you to monitor and receive feedback on your instructional and presentation style. You will be videotaped giving a short teaching segment to a group of your UTTP peers on a topic of your choice. Following all tapings in your group, you will review and critique each video (and receive) and offer constructive feedback to your peers using the provided evaluation form. Timeslots will be posted on the course website under the calendar function to facilitate this activitv outside of class time.

e. Live Teaching Experience: you will plan and carry out a live teaching experience during the Winter semester. Your teaching experience may be a special arrangement or part of a GTA/sessional assignment,

and may take place in a lecture, seminar, or laboratory setting using a teaching approach of your choosing. You are responsible for organizing your teaching opportunity (minimum 40 minutes). Please see your advisor, chair, or a faculty member to make the appropriate arrangements. If you are experiencing difficulties, refer to the assignment sheets on the course website for further details and instructions. A detailed lesson plan, sample teaching materials, written student feedback and feedback form, written Deer observation report and observation form, and a reflective report analvzina and critiauina vour instructional desi~n and deliverv are reauired for final submission. DUE: 2 weeks after your live teaching performance.

f. Peer Observation: As part of the live teaching experience assignment, you will attend the live teaching of a class peer and offer written and verbal feedback on their session. Be sure to speak with them in advance to determine what kind of feedback they would like to receive. Refer to the assignment sheet for observation guidelines and criteria. Feedback to vour UTTP peer is due no later than ONE WEEK following your observation of their class. Include the peer observation feedback you receive for your own live teaching experience as part of the materials you hand in for your live teaching experience. As part of your follow-up report, integrate peer feedback in the analysis and critique of your lesson plan and instructional performance.

g. Faculty Interviews: At least once each semester you will be asked to interview a faculty member on a specific issue or topic. As a follow-up, you will submit a 2 to 3 page report to the instructors summarizing the outcomes of your interview and how it informed your own understanding of the topic. During class you will discuss your summary report with you peers as part of scheduled in-class learning activity. DUE: Fall interview - learner-centredness (class 2) I Winter interview - Faculty journey and career pathand (class 14).

h. In-Course Learning Activities: during each semester the instructors will ask you to take part in various learning activities before, during, and after class. These activities will be assigned in class andlor listed on the course website under the "Weekly Schedule and Readings" section of the course website (e.g., sit-in on an undergraduate class to observe what students do during a lecturellablseminar).

Refer to the provided assignment sheets on the course website for details and instructions for completing the above mentioned course components.

Evaluation UTTP is offered on a passlfail basis for 0.25 credits. To complete this course successfully (regardless of course status -credit/certificate) all assignments and learning activities (gradedlungraded) must be completed in a timely manner and according to the assessment criteria and guidelines provided by the instructors in the online assignment sheets. These assignment sheets outline specific learning objectives, instructions, guidelines, assessment criteria, and resources for completion. Written feedback will be offered from the course instructors on all submitted course work. At different points in the semester, in-class opportunities for peer feedback will also be provided. If you would like additional feedback before or after completing each assignment, please make arrangements to meet with one of the course instructors. If your work does not sufficiently meet the criteria of the assignment, you will be asked to resubmit your work within one week from the day it is returned to you.

-

Important Registrarial Dates

September XX-XX - add period for Fall 2003 m, October XX-XX - course selection for Winter 2004 - in-course students only

January XX-XX - add period for Winter 2004 (you must add UTTP for the Winter semester) January X - last day to drop two-semester courses February XX-XX - Reading Week

Schedule We will meet from 6:30 to 9:30pm on Tuesday evenings (7 meetings per semester) as noted in the schedule below. NB: While most classes are scheduled bi-weeklv, there are occasions where we meet on consecutive Tuesdavs. Check vour schedule weekly. The course is scheduled to meet in the OVC Lifetime Learning Centre, Rm. 1715 (by OVC cafeteria) and is located off McGilvery St.

Special Class Meeting - first Tuesday of the semester- - September gth - 6:30 to 7:30pm (Ontario Veterinary Collecte (OVC), Lifetime Learning Centre, Rm. 1715).

* topics addressed on a speciJic date may change in order to accommodate guest speaker availability or in-class work time.

Course Policies I Notes

TopiclTheme*

Introduction to University Teaching 1 Philosophy Statements I UTTP Panel

Philosophies Underlying Teaching: Learner-centredness at UG I Faculty Interview I

Learning and Teaching Styles and Preferences

Learning Theory and Student Development

Instructional Design I I in-class time for develop philosophy statement

Labs and Seminars

Lecturing I Interactive Approaches to Teaching

Instructional Design II I Preparing for Your Live Teaching Experience

I

2

3

4

5

6

7

1. To complete UTTP successfully (i.e., receive full credit andlor certificate), all learning activities and assignments must be completed to the specifications provided in the assignment sheets and as directed by the course instructors.

Date

September 16, 2003

September 30, 2003

October 7,2003

October 14,2003

October 28,2003

November 1 I , 2003

November 25, 2003

2. Active participation and preparedness is integral to the course and your own learning and success. Contact time (i.e., individual class meetings) is designed to promote learning, understanding and reflection; integrate course readings and studenffinstructor experience; provide a forum for discussion; and help you prepare for and complete your course assignments and learning activities. It is to your benefit to attend &class meetings.

Winter Break - -

Student Assessment I Instructor Evaluation

Role Plays and Simulations

lnstructional Design Ill - Course Outlines

Games I Group Dynamics I Collaboration

Instructional Technology / Learning Journal Discussion

Supporting Student Diversity and inclusiveness

Ethics and Integrity in the Classroom

Scholarship of Teaching I Transition to Academia I Faculty Panel I Faculty Interview II

8

9

10

11

12

13

14

January 12,2004

January 26,2004

February 10, 2004

February 24, 2004

March 2, 2004

March 16,2004

March 30,2004

ATHABASCAIGUELPH MBA IN AGRICULTURE

Several years ago the above program was approved to admit 50% of their admission through the Alternate Admit procedures. This was considerably different from the 15% allowed in all other programs. The program administrators were asked to keep track of the admissions for a period of five years to see how the alternate admits performed.

We are currently in the sth year of the five year period. You will find attached the statistics for the first 4 years. These include the year they began, whether they were a regular admit or an alternate admit, their graduating average and their final status.

The Admissions and Progress committee has reviewed the statistics and would like to make the following motion:

MOTION: that the 50% quota on students admitted through the alternate admit criteria to the AthabascdGuelph MBA program in Agriculture (MBA+AEB+AGR) be established on a permanent basis.

Executive MBA Agriculture

0 1997 Special 1998 Special 1999 Special 2000 Special 1997 Regular 1 1998 Regular

1999 Regular 2000 Regular

70-75 75-80 80-85 85-90

Grades

Memo

To: Board of Graduate Studies From: Irene Birrell, Secretary of Senate Date: February 4,2003 Subject: Policy on Responsibilities of Advisors Advisory Committees and Graduate

Students and Graduate Student-Advisor Mediation Procedures

When Senate approved the revised Policy in December, it did so on the understanding that a number of editorial amendments would be made to the Policy to reflect the following points:

Students need to be advised at the earliest opportunity of plans by their Advisors to take research leaves. It is suggested that, where possible, departments keep updated lists that students can consult.

The Policy needs to take account of situations in which the chair or graduate co- ordinator is the Advisor.

The Policy should include a reminder to students that they are entitled to compassionate leave of absence if circumstances warrant.

In the event of disruptive or abusive behaviour by a student, the Dean of Graduate Studies should have a role to play in resolving the situation before a formal complaint is laid under the University's judicial processes.

Attached is a copy of the Policy with editorial amendments to address these four points. The changes are in bold type on pages 2,4,5,7 and 10.

POLICY ON RESPONSIBILITIES OF ADVISORS, ADVISORY COMMITTEES AND GRADUATE STUDENTS AND GRADUATE STUDENT-ADVISOR MEDIATION PROCEDURES

Preamble

Many individuals bring to graduate programs a rich and varied experience derived from universities throughout the world. This policy provides an outline of best practices and principles to guide the normal interactions within a graduate program at the University of Guelph. The University offers advanced degrees across a wide range of academic disciplines each of which has its own cultural variances with respect to how graduate research is conducted and how students are advised. Practices will vary as well depending on the nature of the student's research project and the stage the student is at in hislher program. Thus, the level of scrutiny and interaction may range from that occurring on a continuous basis to that in which the student operates quite independently with only occasional guidance. Regardless of the discipline, however, the underlying principle is one of mutual respect among students, faculty, and staff in an academic environment governed by traditional standards of research and professional integrity, without prejudice or discrimination. Within this context, the student, the Advisor, the Advisory Committee and the Department assume certain responsibilities or obligations and are entitled to expect reciprocal commitments. The policy is neither exhaustive nor exclusive and should be viewed in the context of normal circumstances.

This policy should be viewed as complementary to the University of Guelph statement on Student Rights and Responsibilities.

Responsibilities of the Advisor

A Faculty Advisor's primary task is to guide and inspire his or her students to reach their scholarly potential. The Advisor should promote conditions conducive to a student's research and intellectual growth, providing appropriate guidance on the progress of the research and the standards expected. Good supervisory practice includes the following:

1. Facilitating the student's intellectual growth and contribution to a field of knowledge.

2. Guiding the student, with the assistance of the Advisory Committee, in the development of a program of study. .

3. Assisting in the development and execution of a research program or project.

4. Being reasonably accessible to the student via telephone, electronic communication or in person for consultation and discussion of the student's academic progress and research problems. What constitutes "reasonable accessibility" may vary according to discipline, stage of research, etc. However, an Advisor must be in contact with the student frequently enough to be able to make an informed judgement on the student's progress on a semesterly basis.

5. Thoroughly examining written material submitted by the student and making constructive suggestions for improvement. Informing the student of the approximate time it will take for submitted written material to be returned with comments. Normally, comments should be returned to the student within two weeks, although circumstances such as absences from campus or unusually heavy workload may require that the Advisor take longer than two weeks to review the student's work. Timing of submission and review should be negotiated between student and Advisor.

6. Advising the student as to the acceptability of the draft thesis or research project prior to submission to the Advisory Committee. If the Advisor believes the thesis or research project is not ready for submission or will not be ready within a particular time, the Advisor should so indicate with written reasons to the student. In cooperation with the Chair or Departmental Graduate Coordinator, helping to organize qualifying and final examinations.

7. Assisting the student in learning about all appropriate deadline dates and regulations associated with thesis review, examination and submission, as specified in the Graduate Calendar and/or by the Office of Graduate Program Services andlor the Department or School.

8. Giving ample notice of extended absences from campus such as research leaves, and making satisfactory arrangements for the advising of the student when the Advisor is on leave or on extended absence from the campus. Where a faculty member knows that helshe will be on leave for part of a student's program prior to the start of the program, the student should be informed of this at the outset. Depending on the length of absence and the stage of the student's program, it may be necessary to make arrangements for an interim Advisor.

9. Making reasonable arrangements, within the norms appropriate to the discipline and the limits of the material and human resources of the University, so that the research resources necessary for execution of the student's thesis or major paper research are available.

10. Advising the student of regulations designed to provide hirnlher with a safe environment. These include relevant safety and/or workplace regulations as well as policies designed to protect individual rights and freedoms. Alerting the student to any personal risks that may be encountered in the course of the research and providing training, guidance and adequate equipment appropriate for those risks.

11. Chairing the Advisory Committee. Responsibilities will include: holding regular Advisory Committee meetings with the student, normally no less than once per semester submitting evaluation reports every semester, in consultation with the Advisory Committee, to the Departmental Graduate Studies Committee formulating a plan of action with the student and the Advisory Committee to address any problems that have been identified as a result of a semester progress review, and when a semester progress rating of "Some Concerns" or "Unsatisfactory Progress" has been assigned, providing written notification, including the signatures of all

Advisory Committee members, to the Faculty of Graduate Studies.

NOTE: A "satisfactory7' evaluation represents normal progress on coursework and research. A "some concerns" report is compatible with an expectation for successful completion of the program, but indicates some specific concerns regarding the student's current performance andlor progress on coursework or research or both. An "unsatisfactory" report is a clear indication of concern about the student's ability to complete the program. Such concern may be based on poor performance in coursework or research or both. Unsatisfactory progress could include failure to meet agreed research milestones, including the timely preparation of a research proposal.

12. Complying with any commitment of financial support made to the student as part of the offer of admission. In the event that expected financial support becomes unavailable, the Advisor will work with the Department and Faculty of Graduate Studies to ensure support for the student.

13. Acknowledging, in accordance with University policies, the contributions of the student in presentations and in published material, for instance through joint authorship.

14. Immediately disclosing to the Department Chair any conflict of interest that arises with the student. Conflicts of interest will arise when there are sexual, romantic, or familial ties between the Advisor and student or when there are irreconcilable interpersonal conflicts, and in such cases it is expected that the faculty member will withdraw from the role of Advisor. Conflicts of interest may also arise when the Advisor or student have a financial interest in the outcome of a research project. In these cases, the decision as to whether withdrawal is appropriate should be made in consultation with the Department Chair.

Responsibilities of Advisory Committees

Members of an Advisory Committee can do much to enhance the academic experience for a student, allowing the student to take advantage of a range of expertise in the discipline. The specific responsibilities of an effective Advisory Committee are as follows:

1. Encourage the student's intellectual growth to become a competent contributor to a field of knowledge. In this context, the Advisory Committee must provide constructive criticism and provocative discussion of the student's ideas as the program develops. The Committee should ensure that the student is exposed to a wider range of expertise and ideas than can be provided by the Advisor alone, including directing the student as appropriate to consult with experts outside the Committee.

2. Be reasonably accessible to the student for consultation and discussion of the student's academic progress and research problems.

3. Attend regular meetings of the Advisory Committee with the student, normally no less than once per semester.

4. Develop, with the student's involvement, and formally approve a list of courses that would constitute the program of study, no later than the end of the second semester. (This program of study is not considered final until also approved by the Department and the Faculty of Graduate Studies. Such approval will not normally be withheld if the proposed program meets the published program requirements.)

5. In consultation with the Advisor, confirm and approve progress reports in those cases where there are concerns or when the progress being made is unsatisfactory. ("Some Concerns" and "Unsatisfactory" progress reports will also be forwarded to the Department and the Faculty of Graduate Studies.)

6. Formulate a plan of action with the student to address any problems that have been identified as a result of a semester progress review of "Some Concerns" or "Unsatisfactory".

7. Inform the student of the approximate time it will take for submitted written material to be returned with comments. If the expected time exceeds the normal two-week turnaround, for instance because of absence from campus or an unusually heavy workload, provide the student and the Advisor with an estimate of the time required.

8. Thoroughly review and comment on drafts of written material. Inform the student as to whether or not a research project is complete or a thesis ready for submission to the final examination committee. If additional work is required, provide feedback to guide the student in satisfactory completion of the work.

9. Immediately disclose to the Advisor and the Department Chair any conflict of interest that arises with the student. Conflicts of interest will arise when there are sexual, romantic, or familial ties between the Advisory Committee member and the student or when there are irreconcilable interpersonal conflicts, and in such cases it is expected that the faculty member will withdraw from the Advisory Committee. Conflicts of interest may also arise when the Advisory Committee member or student have a financial interest in the outcome of the research project. In these cases, the decision as to whether withdrawal is appropriate should be made in consultation with the Department Chair and the Advisor.

Departmental Responsibilities

The development and maintenance of a high-quality graduate program is of key importance to every department in the Faculty of Graduate Studies. It is, therefore, in each Department's best interest to encourage and support effective graduate advising.

The responsibilities of the Department may be assigned by the Chair in whole or in part to the Graduate Coordinator and shared by the Graduate Studies Committee. If such a designation of responsibilities occurs, that division of responsibilities should be clearly outlined and publicly available. In the case where the Graduate Co-ordinator is the faculty advisor, the responsibilities of the Graduate Co-ordinator with respect to departmental advising duties will be carried out by the Chair or hisher designate. Where the Chair, is the faculty

5 advisor, hisher Departmental Responsibilities with respect to advising will be carried out by the Graduate Co-ordinator or hisher designate. The Department should:

1. Assist the Advisor and student in determining appropriate deadline dates and regulations associated with review, examination and submission of the thesis or research project as specified in the Graduate Calendar and/or Graduate Program Services and the Department or School.

2. Make available to faculty and students information about current courses, areas of expertise of faculty members, and pertinent information not already outlined in the Graduate Calendar. This information may be available through the Department website, graduate handbook or occasional flyers.

3. Set up procedures that match students and advisors, with the matching to be completed as quickly as possible, not later than within six months of initial registration.

4. Approve the advisory cornmitteelgraduate degree program form no later than the end of the student's second registered semester.

5. Establish procedures by which the Graduate Coordinator and, if appropriate, the Graduate Studies Committee can monitor progress of graduate students through reports by the Advisor, student, and appropriate others, and to communicate this progress to all involved parties.

6. Investigate situations where an Advisory Committee has not met for two or more consecutive semesters. In addition, investigate perceived irregularities in student/Advisor/Advisory Committee relationships.

7. If a student has received an unsatisfactory evaluation report for two consecutive semesters then the Departmental Graduate Coordinator will meet with the student, the Advisor and the Advisory Committee to consider the lack of progress and any possible remedial measures.

8. Maintain a list of scheduled faculty leaves and, where warranted, assist in making satisfactory arrangements for the advising of the student when the Advisor is on leave or on extended absence from the campus. Depending on the length of absence, it may be necessary to make arrangements for an interim Advisor.

9. Encourage the interaction of graduate students with other students and faculty, and the development of a professional identity through research seminars, posting of conferences, and other means.

10. Inform Graduate Program Services should there be unresolved concerns about either the Advisor's effectiveness or the student's performance.

6 11. Allow students to change Advisors if their research interests shift or develop in a new direction and if the change reasonably can be accommodated by the Department.

12. In the event that an Advisor or Advisory Committee member withdraws because of a conflict of interest, work with all parties to mitigate any negative consequences of the withdrawal.

Graduate Student Responsibilities

From the choice of Advisor, choice of research project and through to degree completion, graduate students must recognize that they carry the primary responsibility for their success. The responsibilities assigned to Advisors, Advisory Committees and Departments provide the framework within which students can achieve success. Students should take full advantage of the knowledge and advice that the Advisor and Advisory Committee have to offer and make the effort to keep the lines of communication open. Specifically, each graduate student has a responsibility to:

1. Make a commitment to grow intellectually, in part by fulfilling course requirements as outlined by the Advisory Committee, and to contribute to a field of knowledge by developing and carrying out a program of research.

2. Learn about all appropriate deadline dates and regulations associated with registration, award applications and graduation requirements, as specified in the Graduate Calendar andfor the Office of Graduate Program Services and/or the Department or School.

3. Recognize that thesis and research project topics must be within the scope of the appraised and approved graduate program as set out in the program descriptions in the Graduate Calendar.

4. Choose, with the approval of the Advisor and Advisory Committee, a topic of research for which adequate resources are available, including financial and physical resources and faculty expertise.

5. Conform to University, Faculty and Program requirements, academic standards, and guidelines including those related to deadlines, thesis or research project style, course requirements, intellectual property, academic misconduct and any relevant safety and/or workplace regulations.

6. Produce a thesis or research project which is the student's own work and which meets the University and Department standards for style and quality, reflecting a capacity for independent scholarship in the discipline.

7. Recognize that the Advisor and members of the Advisory Committee have other educational, research and service obligations which may preclude prompt responses to the graduate student. It

7 is expected, however, that the approximate time for submitted written material to be returned with comments is usually two weeks.

8. Consider and respond to advice and criticisms provided by the Advisor or members of the Advisory Committee.

9. Meet or communicate regularly with the Advisor (or designate). The frequency and timing of meetings will depend on the nature of the research being undertaken and the stage in the student's program. However, meetings should be of sufficient frequency that the Advisor can make an adequate assessment of the student's progress each semester and the student receives timely feedback on what is being done well and where improvement is needed. The student should also interact with individual Advisory Committee members and other faculty as appropriate and meet with the Advisory Committee, normally no less than once per semester, to review progress.

10. On a regular basis, make available to the Advisor all original research materials, retaining a copy where appropriate.

11. Be prepared to approach first the Advisor and then the Graduate Coordinator or Chair with any perceived problems or changes in circumstances that could affect performance. (If circumstances warrant, students may wish to consider a leave of absence on compassionate grounds. Information about this may be obtained from Graduate Program Services or from the departmental Graduate Co-ordinator.)

12. Submit, with specific reasons, any request for the replacement of an' Advisor or member of the Advisory or Examining Committee to the Departmental Graduate Coordinator should a personal or professional conflict arise. Students should take immediate steps to change their Advisor or a member of their Advisory Committee in cases where an appropriate academic relationship cannot be maintained. In most circumstances, the first step would be to meet with the Graduate Coordinator.

13. Recognize that changing Advisors after program entry may have consequences in terms of the nature and focus of an appropriate research topic, and may alter funding planned prior to the change from the initial Advisor as outlined in the Department's letter of funding.

14. Recognize that the student may be obliged to satisfy specific performance requirements that were agreed to at the time of acceptance to the graduate program. These performance requirements may relate to internal or external funding support that the student receives.

15. Recognize that progress will be evaluated every semester by the Advisor and Advisory Committee, and reported to the Program and in the case of "some concerns" or "unsatisfactory" performance, to the Faculty of Graduate Studies.

Regardless of the best intentions of all involved, conflict can arise in the course of graduate studies. Depending on the type of conflict and the issues involved, different resolution mechanisms will be appropriate. Four types of conflict can arise in the course of graduate studies. These are:

1. Interpersonal conflict between the student and the Advisor. 2. Dispute about evaluation of progress, qualifying or oral examination; includes procedural

irregularity. 3. Disruptive, abusive or destructive behaviour on the part of the Advisor. 4. Disruptive, abusive, or destructive behaviour on the part of the student.

Following is a brief summary of the various conflict resolution processes currently in place at the University and based upon current policies. Complainants, responding administrators or committees who believe they have or are dealing with a human rights complaint may, at any time, consult the University's Human Rights Policy and the Human Rights and Equity Office. The attached flow chart provides a visual representation of the various processes.

1. Interpersonal conflict between the student and the Advisor

As in any other domain of human endeavour, conflict can arise between the student and Advisor simply because of differences in personality, communication style, or unspoken expectations. In many cases, such conflict can be resolved through improved communication, but occasionally the situation deteriorates to the point where external mediation is required. The proposed dispute resolution mechanism is consistent with other University policies, emphasizing action first at the local level. The initial complaint should be brought to the attention of the Graduate Coordinator, but if that individual is unable to resolve the dispute the Chair should become involved. If the Chair cannot resolve the matter, the Chair should inform the Dean of Graduate Studies who, in consultation with the College Dean, will provide informal mediation.

2. Dispute about evaluation of progress, qualifying or oral examination; includes procedural irregularity

Disputes may arise regarding the quality of a student's work or the procedures used to assess this work. For example, there may be disagreement about the outcome of a failed qualifying examination or final oral examination. There may also be disagreement over the methods of assessing academic work or evaluating progress, including the means used to accommodate a student's disability or special circumstances. These disputes should first be brought to the attention of the Graduate Coordinator who may also consult the Chair. If the matter cannot be resolved at the departmental level, and/or the Department is unsure about options for resolution, the case should be referred to the Admissions and Progress Committee of the Board of Graduate

10 Studies. The Committee will issue a ruling on the case to the Department, and may require specified action. Such action may include a requirement to seek independent evaluation by one or more internal or external assessors of the student's work. If the Admission and Progress Committee upholds the Departmental decision, and the student wishes to make the case that the methods and criteria used by the Department did not conform to procedures established by Senate, the student may appeal the decision to the Senate Committee on Student Petitions within 90 days.

3. Disruptive, abusive or destructive behaviour on the part of the Advisor

Disruptive, abusive, and destructive behaviour on the part of the Advisor is unacceptable in a scholarly environment. Faculty Policies, Section F(4), expressly prohibits "gross misconduct, toward another member of the University Community in the context of University activity", and "intimidating, harassing, or abusive behaviour of a serious nature". Section F(4) also contains detailed instructions on the investigation and remediation of such cases, which bind both complainants and departmental authorities.

4. Disruptive, abusive, or destructive behaviour on the part of the student

Disruptive, abusive, and destructive behaviour on the part of the student is also unacceptable in a scholarly environment. The University's Student Rights and Responsibilities Policy, which is stated in the Graduate Calendar, lists a number of offences against individuals and property. Advisors, fellow students, or other faculty may register an informal complaint about a student's behaviour with the Graduate Coordinator or Chair, who will attempt to resolve the matter. The Graduate Co-ordinatorlchair may also choose to involve the Dean of Graduate Studies in attempting to reach a resolution. If the Graduate Coordinator, in consultation with the Chair and/or Dean, is unable to resolve the matter, a formal complaint should be made, normally to Security Services, who take carriage of the complaint through the University's Judicial Process.

ISSUES OR PROBLEMS

TO BE ADDRESSED

between student and advisor.

Dispute over progress evaluation or failed qualifying exam or final oral

examination; may include procedural irregularity, questions of academic merit or extenuating circumstances, including medical

or compassionate

Graduate Coordinator

Coordinator I i

I Chair I

Dean of Graduate Studies (informal mediation). Dean

may seek advice of the College Dean.

Board of Graduate Studies

Senate Committee on Student Petitions

* Complaint by student

to chair, who must follow Faculty

Disciplinary Policy procedures (see Faculty Policies

Section F(4))

destructive behaviour on the part of the

advisor.

Departmental action; letter to Chair

reporting on policies I not followed. I

destructive behaviour on the part of the

student

w

Complaint at the departmental level

(usually to Graduate Coordinator andlor

Chair)

w

Complaint (by advisor, chair, graduate

coordinator) normally to Security Services, who take carriage of

complaint through the University's Judicial

Process

NOTE: This flowchart represents current policies and procedures at the University of Guelph. University community members who believe they have a human rights complaint may, at any time, consult the University's Human Rights Policy and the Human Rights and Equity Office.