at/by item subject lead pages...agenda tuesday 10 january / 2:45pm – 4:15pm / ah 206 at/by item...

Agenda Tuesday 10 January / 2:45pm – 4:15pm / AH 206 AT/BY ITEM SUBJECT LEAD PAGES

2:45

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Call to order; approval of agenda

A Herman

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TOP OF THE AGENDA

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3:50

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Faculty of Nursing: SCBScN Bilingual Program Option Faculty of Education: Certificate in Teaching Elementary School Mathematics (TESM) Approval of minutes: 21 December 2016 meetings Philosophy and Classics Written Response Preparing Survey to gather opinions on Guidelines for S/M of existing programs Discussion on CCAM response to Transformational Change

d Gregory &

R Evans

V Mulholland

A Herman

All

All

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19-53

54-55 56-59

60

QUOTIDIANA

4:15

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Adjournment

CCAM 2016-17 meeting dates

7 Feb/ 7 Mar/ 4 Apr/ 2 May/ 6 June

Agendas close the preceding Wednesday at 4 pm. Please send agenda items and supporting material to [email protected].

Council Committee on Academic Mission (CCAM)

10 January 2017 CCAM Agenda Package of 60

mailto:[email protected]

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PRESENTATION TO THE UNIVERSITY OF REGINA COUNCIL COMMITTEE ON ACADEMIC MATTERS

SCBScN Bilingual Program Option

The University of Regina and Saskatchewan Polytechnic currently offer the Saskatchewan Collaborative Bachelor of Science in Nursing (SCBScN) program. The program was approved by the SRNA as a new program on February 15, 2011 and as an established program on September 20, 2016. The collaborative is now intending to expand the options within the SCBScN program by offering the SCBScN Bilingual Program option in Regina, beginning in September 2018 to a group of seven students. This presentation outlines this program option and identifies the rationale for it. Background The SCBScN bilingual program option provides an additional opportunity for nursing education in western Canada and Saskatchewan. It also addresses the need to expand access to French education programming in sparsely populated areas or areas with a lower francophone population. At present, Saskatchewan is the only prairie province without a French language option with respect to nursing education. In Manitoba, the Université de Saint-Boniface offers a Bachelor of Nursing in French; in Alberta, the BScN-Bilingual Program is offered by the University of Alberta and Campus Saint-Jean. The Saskatchewan population continues to grow and attract new immigrants whose primary language is French. Potential students include graduates from Fransaskois schools, from the French immersion schools in Regina and other locations in Saskatchewan, and immigrant Canadians. These students will have the opportunity to use their French language skills in the nursing profession, in Saskatchewan. In addition, students who are currently in the SCBScN program have heard about this initiative and have talked to the academic advisors about the possibility of transferring into this program option. An in-depth market study done in 2013 by Ronald Bisson & Associates shows that the bilingual option of the SCBScN program has the potential to increase access to health services in French for the francophone population of Saskatchewan “knowing that the number of nurses working at least regularly in French is 70, the need for


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training is such that to fill the gap and to complete catching up by 2020, it will be necessary to train about 110 bilingual nurses before that date” (page 34 of the study). Since this market study was completed, the province continues to welcome a high number of francophone immigrants, which intensifies the need for access to health services in French in Saskatchewan and increases the need to address access to education for professionals who can deliver health services in French. Goal and Objectives of the Initiative The goal of this initiative is to prepare registered nurses who are able to provide care for the growing francophone community by offering a bilingual program option to nursing students in the SCBScN program. Seven Regina-based seats (of the total 345 complement that is funded by the province) will be dedicated to the SCBScN Bilingual Program option. The SCBScN program will admit these seven French-English bilingual students each year; an overall number of 28 students will be in the program once all four years are operational. As of 2022, we anticipate the first five to seven bilingual graduates who will be ready to provide care for the francophone clientele in Saskatchewan. The following timeline is anticipated:

September 2018 - first year of the bilingual program with an intake cohort of 7 students

September 2021 - a total of 28 students are registered in the program April 2022 – first 5-7 graduates are ready to provide care for French-

speaking patients and clients. Partnerships The bilingual SCBScN program option is an initiative supported by different levels of partnerships. Saskatchewan Polytechnic and the University of Regina are current partners in offering the regular SCBScN program. La Cité universitaire francophone at the U of R is a partner of the Faculty of Nursing at the University of Regina. Since its re-creation in 2014, La Cité universitaire francophone is well positioned to welcome francophone and bilingual students and to support them in their academic studies. This includes the provision of student support services and a French living space on campus, residences at La Résidence. A Memorandum of Agreement (MOA) (Appendix A) identifying the relative contributions between La Cité and the Faculty of Nursing was signed on December 9, 2016.


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A Memorandum of Understanding (MOU) (Appendix B) was signed February 24, 2016 is also in place among the U of R, Sask Polytech and Laurentian University’s Faculty of Health and School of Nursing to work together to support the bilingual SCBScN program option. The Program The curriculum of the SCBScN Bilingual program option (Appendix C) is the same as the regular SCBScN program (Appendix D). The sole difference is that fifty percent of the courses within the curriculum will be offered in French; the other 50% will be offered in English. The content of the courses being taught in French are equivalent to those currently being taught in English. In order to complete CNUR 403 and CNUR 404, students in their fourth year will travel to Sudbury, Ontario and experience a full French-language immersion for these senior practicum courses. Associated costs will be covered by provincial and federal funding. The English components of the program will be offered within the current SCBScN program and resources. The majority of the French components of the program will also be offered within existing program resources. These include all but two of the nursing courses and elective French undergraduate courses which are currently available through La Cité, other faculties at the U of R, and by distance at other universities through the Western Dean’s agreement. The U of R Faculty of Nursing is in negotiations with two bilingual nursing educators for tenure track positions; one a professorial position (Assistant Professor, PhD prepared), and one an instructor position (Instructor III, Master’s prepared). One additional tenure track instructor position is currently advertised. These positions are integrated in the Faculty of Nursing’s faculty complement and baseline budget and represent $300,000 annually. These three faculty positions are sufficient to support the French-language component of the SCBScN Bilingual option. Additional resources required to support the French part of the program will be covered by federal funding from Health Canada (via the Consortium national de formation en santé). A Letter of Intent has been submitted and we have since received an invitation to provide a full proposal, which we anticipate will be due the end of November, 2017 to early January, 2018. We will also be submitting an application (January 25, 2017) to the Western Diversification Fund to secure additional monies for the program. It is important to note that the full application to Health Canada will cover all associated costs (for example, French-language resources for the Library). If we are successful with the Western Diversification fund, we will direct some of these monies to cover anticipated costs, and effect some cost-savings within the Health Canada budget. Student recruitment for the SCBScN Bilingual Program option will fit nicely with La Cité’s student recruitment strategy for all French programs at the University. This


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strategy will be refined in the months to come as we get closer to the start of the program option. Cognate (Non-nursing) Courses: ENGL 100 will be replaced with a new equivalent FR 100 series course. This course is currently in the planning stages and will include the same learning objectives as ENGL 100, however, the course will be taught in French. La Cité and the Department of English are engaged in discussions regarding this matter. INHS 100 (Indigenous Health Studies) will be replaced with INDG 100 (Indigenous Studies) which will be taught in French. When the learning objectives and content of INHS 100 and INDG 100 were compared, there was minimal difference; either course is accepted as a pre-requisite for the After Degree Nursing Program. In addition, the professor who has taught the French INDG 100 is willing to adapt the content to meet the needs of the SCBScN bilingual program option. As in the current SCBScN Program, BIOL 110 (Anatomy and Physiology I), BIOL 111 (Anatomy and Physiology II) and BIOL 222 (Microbiology) will continue to be required cognate courses for the SCBScN Bilingual Program option. These will be taught in English and the bilingual students will join their English-speaking counterparts in these courses. Nursing Courses: The following nursing courses will be taught in French by the bilingual nursing faculty:

- CNUR 100 (Practice Education: Community Partnerships) - CNUR 102 (Foundations of Care I: A Developing Professional) - CNUR 106 (Health & Education Across the Lifespan) - CNUR 201 (Counselling & Therapeutic Use of Groups) - CNUR 209 (Nursing Research Methods) - CNUR 300 (Family Health) - CNUR 301 (Leadership & Influencing Change) - CNUR 302 (Theory & Practice Education: Child & Adolescent Partnerships)

(clinical component only) - CNUR 400 (Social, Political & Economic Perspectives in Nursing) - CNUR 402 (Health Promotion with Senior Adults and Rural & Remote

Populations)

The clinical component (service learning) of CNUR 100 will take place in French organizations. Preliminary discussions have occurred with the Réseau Santé en français de la Saskatchewan (Health Network) and potential resources have been identified as sufficient. The clinical component of CNUR 302 will take place in


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French elementary and high schools. Support has been verbally received for students to be present in both schools. Courses with content taught elsewhere: Three courses will be taught in partnership with Laurentian University. STAT 100 is currently offered in French at Laurentian University; students will access this course through one of two distance modalities, i.e., ZOOM (live teaching) or on-line. We will also explore the possibility of having this course taught by the Faculty of Science., University of Regina. In Year 4 – Term 2 students will have an immersion preceptored experience doing their senior practica courses (CNUR 403 and CNUR 404) in a bilingual environment in Sudbury, Ontario. Nursing faculty from Laurentian University will be assigned as co-faculty with SCBScN faculty for these courses. While clients speak French, all documentation (charting) is conducted in English; students will not be required to know French terminology with which they might be unfamiliar. Our Laurentian colleagues reassure us that their own French language students have not encountered any difficulties with this model. Electives: As per the regular SCBScN program, students are required to complete three open electives. There are a number of French undergraduate courses taught at the University of Regina including:

- BIOL 100 (Biology 1 – From Cells to Organisms) - BIOL 101 (Biology II – Organisms in Their Environment) - MATH 110 (Calculus I) - MATH 111 (Calculus II) - CHEM 104 (General Chemistry I) - CHEM 105 (General Chemistry II) - PHYS 109 (General Physics I) - CS 110 (Programming and Problem Solving) - ANTH 241AJ (Ethnographie des Francophones de la Saskatchewan) - FRN 220AE (Culture politique au Canada francophone)

Open electives may include any courses that the student wishes to take. The Directrice of the Baccalauréat en éducation (Le BAC) is supportive of having the bilingual nursing students take French-language education courses as electives. In addition, electives will be available through Laurentian University and under the Western Deans’ Agreement—from Université de Saint-Boniface (Manitoba) and Collège Saint Jean (Alberta).


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Program Option Details: The SCBScN Bilingual Program option will be a total of 120 credit hours, 50% in English and 50% in French. The program option will be four academic years or 8 terms, the same as the regular SCBScN program. The MOU (Appendix B) signed by the partners (Saskatchewan Polytech, Laurentian University and the University of Regina) committed to develop, within three years, a second MOA for the SCBScN Bilingual Program option, including the respective responsibilities of the three Parties, funding, the resources required to support the program and deliverables. The foundation for this proposed three Party MOA will be constituted in the full funding proposal development for the Bilingual program option and will also provide details to support our students in their 4th Year –Term 2 preceptored practicum. Thus, the MOA will be developed as soon as the full funding proposal is submitted to Health Canada. In reality, negotiations will occur among the three partners with respect to roles, responsibilities, funding, and required resources as part of the full funding proposal development. Admission Requirements: Admission requirements for the regular SCBScN program will apply to the Bilingual program option. In addition, students will need to meet La Cité universitaire francophone’s French language proficiency requirements; a placement test will be required. See http://lacite.uregina.ca/en/evaluations-linguistiques/tef Approval of the Bilingual SCBScN Program Option The Bilingual SCBScN Program option has multiple levels of approval needed prior to implementation:

Saskatchewan Registered Nurses’ Association (SRNA) – Dec, 2016 Program Administrative Committee (PAC) - Jan 2017 Council Committee on Academic Matters (CCAM) – Jan, 2017 Council Committee on Budgets (CCB) – Jan, 2017 SCBScN Program Council – Feb, 2017 Faculty of Nursing Faculty Council – March, 2017 Council Committee on Undergraduate Admissions and Studies (CCUAS) –

April 2017 Saskatchewan Polytechnic’s Dean’s Council Executive of Council – May 2017 University of Regina Senate - June 2017


http://lacite.uregina.ca/en/evaluations-linguistiques/tef

Memorandum of Agreement Entered into on the 9th of December 2016

Regarding the support of the bilingual option for the

Saskatchewan Collaborative Bachelor of Science Nursing Degree program

(referred to hereafter as the "SCBScN Bilingual Nursing Program")

BETWEEN:

La Cite universitaire francophone (referred to hereafter as "La Cite")

AND

The Faculty of Nursing (referred to hereafter as "Nursing")

Collectively referred to as the "Parties"

1. Purpose

The purpose of this Memorandum of Agreement (referred to hereafter as the "MOA'') is to set out the terms of a cooperative endeavour between La Cite and Nursing regarding the delivery of the SCBScN Bilingual Nursing Program.

Nursing will be offering the SCBScN Bilingual Nursing Program to a cohort of 7 bilingual students starting in the fall of 2018 (dependant on federal funds). The curriculum for this program will be 50-50 French and English. It is the same curriculum as the current SCBScN Nursing program and will result in providing a bilingual Bachelor of Science of Nursing Degree.

With its mission to meet the university education needs of Saskatchewan's French-speakers, La Cite is a strategic partner in the SCBScN Bilingual Nursing Program.

Protocole d'entente conclu le 9 decembre 2016

concernant le sou ti en de l' option bilingue du programme de

Baccalaureat concerte de sciences infirmieres de la Saskatchewan

( designe ci-apres « Programme bilingue SCBScN »)

ENTRE

La Cite universitaire francophone ( designee ci-apres « La Cite»)

ET

la Faculte des sciences infirmieres ( designee ci-apres « la Faculte »)

designees ci-apres collectivement les « parties »

1. Objectif

Le protocole d'entente (designe ci-apres « PE») a pour but d'etablir les modalites d'un projet collectif entre La Cite et la Faculte en ce qui a trait a la prestation du Programme bilingue SCBScN.

La Faculte offrira le Programme bilingue SCBScN a une cohorte de sept (7) etudiants bilingues a compter de l'automne 2018 (tributaire du financement federal.) Le programme d' etudes sera offert moitie en fran~ais et moitie en anglais. II s'agit du meme programme d'etudes que celui utilise par le programme SCBScN actuel et ii aboutira a l' obtention d'un Baccalaureat bilingue en sciences infirmieres.

La Cite, qui a pour mission de repondre aux besoins educatifs postsecondaires des francophones de la Saskatchewan, est un partenaire strategique dans ce Programme

bilingue SCBScN. J't hi 10 January 2017 CCAM Agenda Package of 60

evans1ro

Typewritten Text

Appendix A

2. Responsibilities

Nursing agrees to fulfill the following responsibilities:

a. lead the university approval and/or information process for the bilingual curriculum

b. adapt the SCBScN curriculum with 50% French-50% English content

c. deliver the SCBScN Bilingual Nursing Program by the fall 2018

d. provide 50% funding for the part-time Project Manager position

e. ensure liaison with the SRNA and CASN f. foster the partnership with Laurentian

University g. recruit and hire 3 bilingual Nursing

educators to support the SCBScN Bilingual Nursing Program

h. jointly provide, with La Cite, supervision and oversight to the Project Manager for the SCBScN Bilingual Nursing Program

i. provide supervision, support and guidance to the bilingual Nursing educators

j. provide the bilingual Nursing students an equitable student experience

k. provide student orientation/academic counselling in English, specifically in the nursing domain

I. provide a focussed orientation for the bilingual students

m. conduct an exit survey with bilingual Nursing students to evaluate their learning experience, quality control and employment prospects

n. conduct a survey with employers retaining bilingual Nursing students

2. Responsabilites

La Faculte accepte de remplir les responsabilites suivantes :

a. diriger le processus d'approbation universitaire et/ ou le process us d'information pour le programme d'etudes bilingue

b. adapter le contenu du programme d'etudes du SCBScN pour qu'il soit 50% en fran~ais et 50% en anglais

c. entamer la prestation du Programme bilingue SCBScN a l'automne 2018

d. fournir 50% du financement du poste a temps partiel de gestionnaire de projet

e. assurer la liaison avec la SRNA et I' ACES I f. encourager le partenariat avec

l'Universite Laurentienne g. recruter et embaucher trois (3)

educateurs bilingues en sciences infirmieres pour appuyer le Programme bilingue SCBScN

h. fournir, en conjonction avec La Cite, supervision et controle du gestionnaire de projet du Programme bilingue

i. fournir supervision, soutien et conseils aux educateurs bilingues en sciences infirmieres

j. fournir aux etudiants bilingues du Programme une experience educative equitable

k. fournir des seances d'orientation/du counselling academique en anglais aux etudiants, en particulier dans le domaine des sciences infirmieres

I. fournir une orientation ciblee pour les etudiants bilingues

m. effectuer un sondage aupres des etudiants bilingues a la fin du programme afin d'evaluer leur experience d'apprentissage, la qualite du programme et les perspectives d'emploi

n. effectuer un sondage aupres des employeurs acceptant des etudiants bilingues en sciences infirmieres


La Cite agrees to fulfill the following responsibilities:

a. provide 50% funding for the part-time Project Manager position

b. provide marketing and student recruitment services for the SCBScN Bilingual Nursing Program as part of their regular marketing & student recruitment

c. provide student support services such as tutoring and counselling

d. provide student residence services as required

e. provide a physical and psychological environment that enhances the cultural and linguistic identity of French-speaking students and professors

f. support the identification of student placements in the francophone community

g. support the possibility of research in French for the bilingual Nursing professors (Centre de recherche sur la francophonie en milieu minoritaire)

h. provide professional development for French-speaking students and bilingual Nursing educators

i. provide the possibility of networking in the francophone community of Saskatchewan, especially with the health-related community organisations

j. act as the primary contact with the Consortium national de formation en sante (CNFS), the main funder of the SCBScN Bilingual Program

k. provide support and feedback in the preparation of grant applications

I. support the liaison between Laurentian University and Nursing

m. provide office space and related office equipment for the Project Manager and the bilingual Nursing educators

n. support the recruitment of bilingual Nursing educators when required

La Cite accepte de remplir les responsabilites suivantes:

a. fournir 50% du financement du poste a temps partiel de gestionnaire de projet

b. fournir des services de marketing et de recrutement d'etudiants pour le Programme bilingue SCBScN dans le cadre de son propre marketing et recrutement

c. fournir des services de soutien aux etudiants tels du tutorat et du counselling

d. fournir des services de residence au besoin

e. fournir un environnement physique et psychologique qui favorise l'identite culturelle et linguistique des etudiants et professeurs parlant fran~ais

f. contribue a !'identification de placements d'etudiants dans la communaute francophone

g. appuyer la possibilite pour les professeurs bilingues en sciences infirmieres d'effectuer des recherches en fran~ais [Centre de recherche sur lafrancophonie en milieu minoritaire)

h. fournir du developpement professionnel aux etudiants parlant fran~ais et aux educateurs bilingues en sciences infirmieres

i. permettre de faire du reseautage dans la communaute francophone de la Saskatchewan, surtout avec les organismes communautaires lies a la sante

j. agir comme contact principal du Consortium national de formation en sante (CNFS), le principal bailleur de fonds du Programme bilingue SCBScN

k. fournir soutien et retroaction pour la preparation de demandes de subventions

l. favoriser la liaison entre l'Universite Laurentienne et la Faculte

m. fournir espace et equipement de bureau necessaire pour le gestionnaire de projet et les educateurs bilingues en sciences infirmieres

n. appuyer le recrutement d'educateurs bilingues en sciences infirmieres le cas echeant


o. provide administrative support in French to both the Project Manager and the bilingual Nursing educators when requested

p. provide bilingual program visibility on their website

q. lead the work to create and teach an EN 100 equivalent course in French for the bilingual Nursing students

r. provide translation services as required s. provide language proficiency tests in both

English and French to prospective students as required

3. Dispute Resolution

The Parties agree to act in good faith and to exercise their best efforts to resolve any disputes that may arise in the context of this MOA. Should a dispute arise, the Parties commit to meet in person with one another and to resolve the matter in a spirit of cooperation and collaboration. In the event of an impasse, the Associate Vice-President (Academic and Research) shall act as a mediator.

4. Term of Agreement

This MOA takes effect on December 9, 2016 and will undergo a review after the 31st of January 2020, to be completed by the end of 2020. It may be extended by mutual written agreement by both Parties. All agreed upon changes to the term of this MOA will be signed by both Parties and appended to this MOA. Either Party may withdraw from or terminate this agreement by giving 30 days' notice in writing to the other Party of their intention to do so after all efforts at dispute resolution referred to above have been exhausted.

o. fournir un soutien administratif en fran~ais au gestionnaire de projet et aux educateurs bilingues en sciences infirmieres en cas de besoin

p. fournir de la visibilite au Programme sur son site web

q. diriger les travaux pour creer et enseigner un cours equivalent a EN 100 en fran~ais pour les etudiants bilingues en sciences infirmieres

r. fournir des services de traduction au besoin

s. administrer au besoin des tests de competences linguistiques en anglais et en fran~ais aux etudiants potentiels

3. Resolution de conflit

Les Parties accepte d'agir de bonne foi et de faire de leur mieux pour resoudre tout conflit pouvant survenir dans le cadre de ce protocole d' entente. Si un conflit survient, les parties s' engagent a se rencontrer face a face afin de resoudre le probleme dans un esprit de cooperation et collaboration. En cas d'impasse, la vice-rectrice (enseignement et recherche) interviendra comme mediatrice.

4. Duree de l'entente

Ce protocole d'entente entre en vigueur le 9 decembre 2016 et fera l'objet d'un examen apres le 31janvier2020, et arrivera a expiration d'ici la fin de 2020. II peut etre proroge avec le consentement ecrit des deux parties. Taus les changements convenus a la duree de l' entente seront signes par les deux parties et annexes a celle-ci. L'une OU l'autre des parties peut se retirer de !'entente ou y mettre fin en fournissant par ecrit a l'autre partie un preavis de 30 jours l'avisant de son intention une fois que taus les efforts de reglement du differend mentionnes plus haut ont echoue.


5. Notices

Notices under this MOA shall be sent to the Parties as fo llows:

La Cite universitaire francophone Attention: Dr. Emmanuel Aita, Interim Director University of Regina 3737 Wascana Parkway Regina, SI< S4S OA2 emman uel.aito@u regina.ca

Faculty of Nursing Attention: Dr. david Gregory, Dean Univers ity of Regina 3737 Wascana Parkway Regina, SI< S4S OA2 c!.avj_Q.gregory@ur~giJlg_.ca

6. Signatures

Dr. david Gregory, Founding Dean Faculty of Nursing Univers ity of Regina

D~llJ ~1 l~lt1

5. Notifications

Toute notification dans le cadre de cet accord sera ad ressee aux Parties comme suit:

~a Cite universitaire francophone A !'attention de M. Emmanuel Aita PhD

' ' Directeur interimaire Universite de Regina 3737 Wascana Parkway Regina, SK S4S OA2 emmanuel.a [email protected]

Faculte des sciences infirmieres A !'attention de M. david Gregory, PhD, Doyen Universite de Regina 3737 Wascana Parkway Regina, SK S4S OA2 david.gregQ[[email protected]

6. Signatures

Emmanuel Aita, PhD, Directeur interimaire La Cite universitaire francophone Universite de Regina

La Cite U NIVERSITAIRE FRANCOPHONE


Bilingual Option for the Saskatchewan Collaborative Bachelor of

Science in Nursing Program

Memorandum of Understanding made effective the '-" day of feb rU-O~ 2016 (the "Effective

WHEREAS:

Date") among:

The University of Regina (the "U of R")

and

Saskatchewan Polytechnic ("Sask Polytech")

and

Laurentian University ("Laurentian")

A. The U of R (through its Faculty of Nursing) and Sask Polytech (through its School of Nursing) have established the Saskatchewan Collaborative Bachelor of Science Nursing program (the "SCBScN Program") under and pursuant to an agreement dated November 1, 2010.

B. The U of Rand Sask Polytech are considering offering a bilingual option in the SCBScN Program (the "Bilingual SCBScN Program") in conjunction with La Cite universitaire francophone ("La Cite-UR") at the U of R.

C. Laurentian, located in Sudbury, Ontario, is a bilingual and tricultural institution that is interes ted in working with the U of Rand Sask Polytech in the delivery of the Bilingual SCBScN Program.

1

Option bilingue pour le Programme de baccalaureat concerte de sciences

infirmieres de la Saskatchewan

Protocole d'entente entrant en vigueur le 2.Y. jour de .P ,;v r i e...r 2016 (la« date

d'entree en vigueur ») entre:

L'Universite de Regina (l' « UdeR »)

et

Saskatchewan Polytechnique (« Sask Polytech »)

et

l'Universite Laurentienne (« Laurentienne »)

ATTENDU QUE :

A L'U de R (par l'intermediaire de sa Faculte des sciences infirmieres) et Sask Polytech (par l' intermediaire de son Ecole de sciences infirmieres) ont cree le Programme de baccalaureat concert e de sciences infirmieres de la Saskatchewan (le « Programme SCBScN »)aux termes d'une entente datee du 1er novembre 2010.

B. L'U de R et Sask Polytech se proposent d'offrir une option bilingue au sein du Programme SCBScN (le « Programme SCBScN bilingue ») conjointement avec La Cite universitaire francophone(« La Cite-UR») a l'U de R.

C. Laurentienne, situee a Sudbury (Ontario), est une institution bilingue et triculturelle qui s'interesse a participer a la prestation du Programme SCBScN bilingue avec l'U de R et Sask Polytech.


evans1ro

Typewritten Text

Appendix B

NOW THEREFORE the U of R, Sask Polytechnic and Laurentian (collectively, the "Parties'1 have agreed to document their mutual understanding in this Memorandum of Understanding (this "MOU") as follows:

1. The purpose of this MOU is to create a collaborative opportunity among the Parties to explore together how to best support the Bilingual SCBScN Program.

2. During the Term of this MOU representatives of the U of R Faculty of Nursing and La Cite-UR, and of Sask Polytech will undertake discussions directly with representatives of Laurentian's Faculty of Health and School of Nursing, with a view to developing a draft Memorandum of Agreement for the Bilingual SCBScN Program, including the respective responsibilities of the Parties, funding, the resources required to support the Bilingual SCBScN Program, and deliverables.

3. The Parties acknowledge and agree that pursuing the Bilingual SCBScN Program is predicated and conditional upon the U of R, Sask Polytech and Laurentian obtaining additional funding and/or resources from the Consortium national de formation en sante, the Western Diversification Fund, and other funding bodies as appropriate.

4. The Parties acknowledge and agree that:

(a) with the exception of section 5 below, this MOU is not intended to be legally binding on any of the Parties;

(b) the entering into of a formal Memorandum of Agreement will be required in order to formalize any arrangement among the Parties related to the Bilingual SCBScN Program; and

(c) the entering into of a formal Memorandum of Agreement is subject to and conditional upon each Party obtaining the necessary academic and administrative approvals.

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EN CONSEQUENCE, l'U de R, Sask Polytechnic et Laurentienne ( collectivement, les « parties ») se sont entendues pour documenter leur entente mutuelle dans ce Protocole d'entente (ce «PE») comme suit:

1. Ce PE a pour objectif decreer un partenariat entre les Parties afin d'etudier ensemble la meilleure fa~on d'appuyer le Programme SCBScN bilingue.

2. Pendant la duree du present PE, des representants de la Faculte des sciences infirmieres de l'U de R et de La Cite-UR, ainsi que de Sask Polytech entameront des discussions directement avec des representants de la Faculte de la sante et de L'Ecole des sciences infirmieres de Laurentienne afin d'elaborer une ebauche de protocole d'accord pour le Programme SCBScN bilingue, couvrant les responsabilites respectives des parties, le financement, les ressources requises pour appuyer le Programme SCBScN bilingue ainsi que les objectifs.

3. Les parties reconnaissent et conviennent que la poursuite du Programme SCBScN bilingue repose et est conditionnelle a l'obtention par l'U de R, Sask Polytech et Laurentienne de fonds et/ou de ressources supplementaires provenant du Consortium national de formation en sante, du Fonds de diversification de l'economie de l'Ouest et, le cas echeant, d'autres organismes de financement.

4. Les parties reconnaissent et conviennent que :

(a) a }'exception de l'article 5 ci-dessous, ce PE ne se veut pas juridiquement contraignant pour aucune des parties;

(b) la conclusion d'un Protocole d'accord officiel sera necessaire afin de formaliser entre les parties tout arrangement lie au Programme SCBScN bilingue; et

(c) la conclusion d'un Protocole d'accord officiel est assujettie et conditionnelle a ce que chaque partie obtienne les approbations academiques et administratives necessaires.


5. The Parties agree that in furtherance of the purpose of this MOU, they shall co-operate in the exchange of information and documents. All information and documents related to the SCBScN Program and the Bilingual SCBScN Program provided by the U of Rand/or Sask Polytechnic (the "SCBScN Parties") to Laurentian, or by Laurentian to the SCBScN Parties shall be and remain proprietary and confidential to the disclosing Party or Parties and shall not be disclosed by the SCBScN Parties or Laurentian, as the case may be, or used by them for any purpose other than as contemplated by this MOU (and any resulting Memorandum of Agreement). The Parties acknowledge and agree that their respective obligations to each other pertaining to non-disclosure and non-permitted use of confidential information are intended to remain binding on the Parties and survive the termination or expiration of this MOU.

6. This MOU shall become effective upon the Effective Date and will remain in effect for a period of 3 (three) years, expiring on January 2019 (the "Term"), unless earlier terminated or extended by the Parties by mutual consent Any Party may terminate this MOU by providing 45 (forty-five) days' written notice to the other Parties.

7. This MOU shall be governed by the laws of the Province of Saskatchewan.

8. This MOU may be executed in any number of original, facsimile or electronic transmission counterparts, with the same effect as if all the Parties had signed the same document.

IN WITNESS WHEREOF, this MOU has been entered into by each of the Parties hereto by their proper signing officers in that regard, effective as of the Effective Date.

3

5. Les parties conviennent que pour servir les fins de ce PE, elles devront cooperer dans l'echange d'information et de documents. Toute information et document ayant trait au Programme SCBScN et au Programme SCBScN bilingue fourni par l'U de R et /ou Sask Polytechnic (les «parties du SCBScN )) ) a la Laurentienne OU par Laurentienne aux parties du SCBScN appartiennent et restent la propriete exclusive et confidentielle de la ou des parties divulgatrices et ne sauraient etre divulguees par les parties du SCBScN ou Laurentienne, selon le cas, ou utilisees dans n'importe quel but autre que ne le prevoit le present PE (et tout Protocole d'accord resultant). Les parties conviennent et acceptent que leurs obligations respectives reciproques en ce qui a trait a la non divulgation et l'usage non autorise d'information confidentielle visent a lier les parties et continuent d'avoir force d'obligation lorsque le present PE se termine OU arrive a echeance.

6. Ce PE prend effet a la date d' entree en vigueur et restera en vigueur pour une periode de 3 (trois) ans. II arrivera a echeance en janvier 2019 (la « duree » ), a mo ins d'une resiliation anterieure OU

d'une prolongation par consentement mutuel des parties. Toute partie peut resilier ce PE en fournissant par ecrit un preavis de 45 (quarantecinq) jours aux autres parties.

7. Ce PE est regi par les lois de la Province de la Saskatchewan.

8. Ce PE peut etre signe en plusieurs exemplaires de l'original, copie OU transmission electronique avec le meme effet que si toutes les parties avaient signe le meme document.

EN FOi DE QUOI, ce PE a ete valide par chacune des parties tel qu'atteste par la signature de leurs representants autorises, pour prendre effet a compter de la date d'entree en vigueur.


. . ·-

LAURENTIAN UNIVERSITY

L'~Z Dr. Robert Kerr (PhD) Provost Vice-recteur aux etudes

SASKATCHEWAN POLYTECHNIC

Dr. Anne Neufeld (PhD) Provost Vice-rectrice aux etudes

UNIVERSITY OF REGINA L'UNIVERSIT DE REGINA

Provost

LaurentianUniversity UniversiteLaurentienne

SASKATCHEWAN POLYTECHNIC

Universite cteRegina

4 10 January 2017 CCAM Agenda Package of 60

Saskatchewan Collaborative

Bachelor of Science in Nursing

sasknursingdegree.ca

Year 1 – Term 1

Semester Course ID Course Title Credit Hours Grade

BIOL 110 Human Anatomy & Physiology I 3 CNUR 100 Practice Education: Community Partnerships 3 CNUR 102 Foundations of Care I: A Developing Professional 3 FRN XXX Critical Reading and Writing 3 INDG 100 Introduction to Indigenous Health Studies 3

Year 1 – Term 2


BIOL 111 Human Anatomy & Physiology II 3 CNUR 101 Practice Education: Stable Populations 3 CNUR 103 Foundations of Care II: Professional Nursing 3 CNUR 106 Health & Education Across the Lifespan 3 CNUR 107 Introduction to Health Assessment 3

Year 2 – Term 1


BIOL 222 Microbiology for Health Professionals 3 CNUR 201 Counselling and Therapeutic Use of Groups 3 CNUR 202 Pharmacology 3 CNUR 203 Alterations in Health and Advanced Assessment I 3 CNUR 205 Practice Education: Acute Care Partnerships I 3

Year 2 – Term 2


CNUR 204 Alterations in Health and Advanced Assessment II 3 CNUR 206 Practice Education: Acute Care Partnerships II 3 CNUR 209 Nursing Research Methods 3 Elective Open Elective 3 STAT 100 Elementary Statistics for Applications ** 3

Year 3 – Term 1


CNUR 300 - Online Family Health 3 Any two courses listed below:

CNUR 302 Theory & Practice Education: Child and Adolescent Partnerships * 3+3 CNUR 303 Theory & Practice Education: Family and Newborn Partnerships 6 CNUR 304 Theory & Practice Education: Mental Health Partnerships 6 CNUR 305 Theory & Practice Education: Advanced Acute Care Partnerships 6

Year 3 – Term 2


CNUR 301 - Online Leadership and Influencing Change 3 Any two courses listed below:

CNUR 302 Continued from Term 1 6 CNUR 303 Continued from Term 1 6 CNUR 304 Continued from Term 1 6 CNUR 305 Continued from Term 1 6

Year 4 – Term 1


CNUR 400 - Online Social, Political & Economic Perspectives in Nursing 3 CNUR 401 - Online Theory & Practice Education: Population Health & Community Partnerships 6 CNUR 402 - Online Health Promotion with Senior Adults and Rural & Remote Populations 3 Elective Open Elective 3 Elective Open Elective 3

Year 4 – Term 2


CNUR 403 Focused Practice ** 6 CNUR 404 Transition to Practice ** 6 TOTAL CREDIT HOURS: 120


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Appendix C

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* in Fransaskois community institutions ** in partnership with Laurentian University

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FR total credit hours: 60

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EN total credit hours: 60

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Saskatchewan Collaborative

Bachelor of Science in Nursing

sasknursingdegree.ca

Year 1 – Term 1


BIOL 110 Human Anatomy & Physiology I 3 CNUR 100 Practice Education: Community Partnerships 3 CNUR 102 Foundations of Care I: A Developing Professional 3 ENGL 100 Critical Reading and Writing 3 INHS 100 Introduction to Indigenous Health Studies 3

Year 1 – Term 2


BIOL 111 Human Anatomy & Physiology II 3 CNUR 101 Practice Education: Stable Populations 3 CNUR 103 Foundations of Care II: Professional Nursing 3 CNUR 106 Health & Education Across the Lifespan 3 CNUR 107 Introduction to Health Assessment 3

Year 2 – Term 1


BIOL 222 Microbiology for Health Professionals 3 CNUR 201 Counselling and Therapeutic Use of Groups 3 CNUR 202 Pharmacology 3 CNUR 203 Alterations in Health and Advanced Assessment I 3 CNUR 205 Practice Education: Acute Care Partnerships I 3

Year 2 – Term 2


CNUR 204 Alterations in Health and Advanced Assessment II 3 CNUR 206 Practice Education: Acute Care Partnerships II 3 CNUR 209 Nursing Research Methods 3 Elective Open Elective 3 STAT 100 Elementary Statistics for Applications 3

Year 3 – Term 1


CNUR 300 - Online Family Health 3 Any two courses listed below:

CNUR 302 Theory & Practice Education: Child and Adolescent Partnerships 6 CNUR 303 Theory & Practice Education: Family and Newborn Partnerships 6 CNUR 304 Theory & Practice Education: Mental Health Partnerships 6 CNUR 305 Theory & Practice Education: Advanced Acute Care Partnerships 6

Year 3 – Term 2


CNUR 301 - Online Leadership and Influencing Change 3 Any two courses listed below:

CNUR 302 Continued from Term 1 6 CNUR 303 Continued from Term 1 6 CNUR 304 Continued from Term 1 6 CNUR 305 Continued from Term 1 6

Year 4 – Term 1


CNUR 400 - Online Social, Political & Economic Perspectives in Nursing 3 CNUR 401 - Online Theory & Practice Education: Population Health & Community Partnerships 6 CNUR 402 - Online Health Promotion with Senior Adults and Rural & Remote Populations 3 Elective Open Elective 3 Elective Open Elective 3

Year 4 – Term 2


CNUR 403 Focused Practice 6 CNUR 404 Transition to Practice 6 TOTAL CREDIT HOURS: 120


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Appendix D

I arnlh ol I duration C( \:\1 Report: .tanuar~ 2017 \ppcndb. I

Certificate in Teaching Elementary School Mathematics (TESM)

PROPOSED SCHEDULE FOR REQUIRED COURSES

Certificate In Teachlna Elementary School Mathematics ITESMI

Sprlna/Summer 2017 Fall 2017 Winter 2018

EMTH 327 EMTH426 EMTH 200

EMTH 425

SDrlna/Summer 2018 Fall 2018 Winter 2019

EMTH 326 EMTH 335 EMTH 325

ELECTIVES (existing courses in Education and/or Math & Stats): EMTH 217 Curricular Topics In Mathematics This course add resses mathematics topics In the Saskatchewan middle years curriculum, focusing primarily on geometry, measurement, statist ics and probability. By exploring these topics t hrough problem-based and Investigative approaches, students w ill expand t heir conceptual understanding of

mathematics and develop an appreciation for the dynamic nature of mathematical Ideas and processes.

EMTH 300 Curriculum Content In Secondary Mathematics I

This course explores four kinds of know ledge (curr icular, pedagogical, content, and pedagogical content know ledge), and t he relationship of each to the teaching o f mat hematics. • •• Prerequisite: 12 credit hours of mathematics that are part of t he major or minor, or permission of the subject area. •• •

• Note: Normally offered In fall semester only. •

• Note: Math Majors EMTH 200 Is a p rerequisite for EMTH 300 •

ECE 425 Contemporary Perspectives In Early Ch lid hood Education An examination of current perspectives and challenges In early childhood educat ion. Participants w ill Investigate program assumptions and beliefs and develop practical action plans which support positive teaching/learning environments for young children.

•• • Prerequisite: Pre-Internsh ip •• •

EDTC 300 ECMP 355 Introduct ion to Educational Techno logy and Media Introduction to Computers In the Classroom

Introduction In the use of computer t echnology as a medium of Inst ruction and learning In K-12 classrooms. • Note: Web delivered class sections may be subject to an additional $50.00 material fee. • This course examines the use of technology and media In teaching and learning as w ell as the t ransformat ive effects that emerging digital tools/networks have on school and society. The course provides an experiential approach to learning about technology Integration w hile helping students crit ically reflect on the Im plicat ions of our digital reali ty. Introduct ion In the use o f computer technology as a medium of Instruction and learning In K-12 classrooms.

• Note: Web delivered class sections may be subject to an addit ional $50.00 material fee. •

EDTC 400 ECMP 455

Advanced St udies in Educational Technology and Media Computers In the Classroom: Advanced Level This course provides an advanced exploration of technology Integrat ion In teaching and learning as w ell as an In-depth examination of the effects of emerging technologies and med ia In school and society. Students will engage In cr itical discussions around t echnology as It r elat es to classroom practice In the provincial, nat ional, and global contexts. This course Is designed for senior undergraduate st udents who are famillar with the basics of computer-related technology skills and its pedagogical importance In education. Timetab led w ith EC&I 831 . •• • Prerequisite: ECMP 355 • • •

1


ECS 410 Assessment and Evaluation

Assessment and Evaluation are terms that embody a constructed set of beliefs, values and practices, often taken for granted In education. This course takes a cr itical look at the construction and practice of assessment and evaluation In t he context of teaching and learning and helps prepare pre-service teachers to practice fair and equitable assessment and evaluation. • •• Prerequisite: ECS 300 or 311 • •

STAT 100 Elementary Statistics for Applications An introduction to statistical methods; descriptive statistics; the normal distribution; basic techniques of statist ical Inference; confidence Intervals and hypothesis tests for population means and proportions; simple linear regression. • •• Prerequisite: Foundations of Math 20 or Precalculus 20 or Apprenticeship & Workplace Math 30 or Math A30 or AMTH 091 or Mathematics 101 • •• • Note: STAT 100 and STAT 200 are designed to provide a year-long introduction to statist ical methodology with a view towards applications and are not Intended for majors In statistics, actuarial science, or any other program requiring a detailed knowledge of statistics. Students who receive credit for STAT 100 may not receive credit for STAT 160 or STAT 289. •

STAT160 Introductory Statistics A comprehensive introduction to probability, probability distr ibutions, sampling distributions, basic techniques of statistical Inference, analysis of variance, linear regression, Inference for categorical variables, and nonparametric statistics . ... Prerequisite: Precalculus 30, or MATH 830 and MATH C30, or MATH 127••• •Note: STAT 160 Is designed to provide a comprehensive single semester introduction to statistical techniques and Is Intended for students majoring in statistics, actuar ial science, or any other program requir ing a detailed knowledge of statistics. Students who receive credit for STAT 160 may not receive credit for STAT 100 or STAT 200•

MATH 102 Mathematical Modelling and Precalculus A course in problem solving through the use of mathematical models Involving algebraic, exponential, logarithmic, and trigonometric functions and their graphs. The purpose of this course is to enhance students abilities to express, visualize, and model real· world problems through an understanding of common funct ions and their graphs. • ••Prerequisite: Any one of the following: Foundations of Mathematics 30, Precalculus 20, Math 830, Math C30, or AMTH 092••• • Note: Students who have received credit In Math 103 or 110 cannot take Math 102 for credtt•

MATH 103 Applied Calculus I Differentiation of algebraic, exponential, and logarithmic functions. Optimization, curve sketching, and Integration by substitution . ... Prerequisite: Precalculus 30 or Mathemat ics 830 with a grade of at least 65% or AMTH 092 with a grade of at least 80%, or Math102 ... •Note: Although M ath 103 leads to Math 112, students who require three or more calculus-based courses should take Math 110 Instead of Math 103. Students will only receive credit for one of MATH 103 or 110•

MATH 108 Mathematical Problems, Ideas and Personalities This course explores some of the most significant and enduring Ideas in mathematics: the great theorems, discoveries of beauty and Insight that stand today as monuments to the human intellect. ••• Prerequisite: Precalculus 20 or Foundations of Math 20 or Math A30 or AMTH 092 ... • Note: This course Is designed mainly for st udents In arts or education who w ish some exposure to mathematical Ideas. It satisfies the critical thinking requirement in the Faculty of Arts.

MATH 110 Calculus I An Introductory class In the theory and techniques of differentiation and Integration of algebraic and trigonometric functions. Topics include limits, optimization, curve sketching, and areas. •••Prerequisite: Precalculus 30 with at least 75%, or Calculus 30 or M athematics 830 and C30 with a grade of at least 65% In each or Math 102•• • •Note: Students can receive credit for only one of MATH 103 or 110•

MATH 127 Introductory Finite Mathematics II Elementary linear programming, counting methods Involving permutations and combinations, probability, stat istics, regression, and consumer mathematics Including Interest calculations, annuities and amortizations. •••Prerequisite: Foundat ions of Math 20 or Precalculus 20 or Math 830 or AMTH 092 or MATH 101 ••• • Note: Mathematics 127 is not algebra, nor pre-calculus, nor calculus. It satisfies the critical thinking requirement In the Faculty of Arts.•

MATH 231 Euclidean Geometry This course Is intended t o famlllarlze the student with Euclidean geometry. Topics include the postulates and theorems of both classical and modern Euclidean geometry . ... Prerequisite: Two university mathematics courses•••

• Note: This course Is designed for students w ithout a strong background In Euclidean geometry. Students with a mark of at least 70% In either Mathematic

2


I a ·ult~ of hlul·ation ( ( A'.'\1 lhport: .Janua11 2017

Appcndh. II

EMTH 326: Spatial Reason ing for the Elementary School Mathematics Teacher

What proportion of this course relates to any previously offered course or courses? Identify percentages(s) and previous course(s) .

The only other course available in the Faculty of Education which could have some overlap of content is EMTH 2 17

(Curricular Topics in Mathematics); however, the overlap would be minimal (less than 25%) and that course is an

elective in this certificate program. In the Department of Mathematics and Statistics, there is a course in Euclidean

Geometry (MA TH 23 1 ); however, that course is also an elective in the certificate program and it does not have the same

focus on multiple learning strategies and connections to K- 12 curriculum.

Suggested Text(s) :

A course textbook could be drawn from the fo llowing resources:

• Billste in, R., Libeskind, S., & Lott, J. (201 6) . A problem solving approach to mathematics for elementary school

teachers, 12'h ed. Boston, MA: Pearson.

• Small. M. (201 3). Making math meaningful to Canadian students, K-8, 3rri ed. Toronto, ON: Nelson Education.

• Sowder, J ., Sowder, L., & N ickerson, S. (201 4). Reconcep tualizing mathematics for elementary school teachers,

2"d ed. New York, NY: W. H Freeman and Company.

What other universities offer this kind of course:

In the context of professional deve lopment for in-service elementary school teachers, St. Francis Xavier offers this kind

of course in the ir 10-course certificate program in teaching elementary mathematics; their course is entitled, "Pedagogical

Foundations for Elementary Math Education Ill : Geometric Reasoning".

Submitted by: Dr. Kathleen Nolan Date: August 201 6

Members of the faculty or subject area who participated in the preparation of this document:

With acknowledgement and thanks to Shana Graham, PhD student, Faculty of Education

Statement of Rationale (this must clearly justify the need for the course) :

The rationale for offering a course in the certificate program devoted to spatial reasoning in mathematics is close ly tied to

the rationale for two other courses in the program: one in number sense (EMTH 325) and the other in mode ling and

representation (EMTH 327). Together, these three courses address fundamental mathematics content that is relevant and

necessary for all elementary school teachers to understand. As stated in the overall rationale for this certificate program,

additional courses in mathematics content are essential for e lementary school teachers to gain further expertise,

confidence, understanding and fluency in mathematics, as well as to develop more positive attitudes toward and

enthusiasm for teaching mathematics in grades K-8.

Course Intentions: (List what you intend the students to achieve)

Students will:

Develop mathematical content knowledge re lated to spatial reasoning through:

• Conceptualizing, d isc ussing and assess ing multiple approaches to learning

• Exploring manipulatives and techno logies as learning tools for mathematical sense making and communications

• Critically evaluating mathematical (mis)conceptions and tacit assumptions


• Practicing grammatically correct, organized, and coherent mathematical communications

Content Outline:

• Geometric thinking: 2-D and 3-D shape classifications, attributes, properties, representat ions and constructions

• Symmetries of planar figures and po lyhedra

• Transformational geometry: tessellations, reflections, rotations, translations and compositions

• Congruence, s imilarity and proportional reasoning

• Measurements of geometric quantities and formula derivations

• Non-Euclidean geometry, topology and fractal s

Teaching Methods, Strategies Used or Special Requirements (Also note use of field and/or labs):

Focus on inquiry- and problem-based pedagogies. Individual and group work opportunities. Mostly discussion based with

some focused lectures.

Evaluation Techniques and Weighting :

25% - Synthesis of Big Ideas re lated to spatial reasoning and Saskatchewan mathematic curriculum connections.

25% - Inquiry-based and problem solving spatial reasoning assignments.

25% - Mathematical communications assignment (poss ibility for demonstrating writing, and critical evaluation skills, and/or use of manipulative and technological learning tools) in relation to spatial reasoning

25% - Final examination of spatial reasoning mathematical content knowledge

Minimum Qualifications of Instructor:

The instructor should have, at a minimum, a Master of Education (M.Ed.) degree in Curriculum & Instruction (C&l),

preferably with a focus on the subject of mathematics either through their undergraduate/graduate course work or (if

relevant) in their positions as teachers.

Supporting References and a Select Bibliography (not more than one page).

Beckmann, S. (2008). Mathematics for elementary teachers (2nd ed.). Boston, MA: Pearson Education Inc/Addison-Wesley. Bennett, A.B ., & Nelson, L.T. (2004). Mathematics for elementary teachers: A conceptual approach (61h ed.). McGraw-Hill. Bill ste in, R., Libeskind, S., & Lott, J. W. (20 12). A problem solving approach to mathematics for elementary school teachers ( 11 rn

edition). Boston: Addison-Wesley. Brumbaugh, D.K., Moch, P.L. , & Wilkinson, M. (2005). Mathematics content for elementary teachers. New Jersey: Lawrence

Erlbaum Associates, Publishers. Chapin, S., & Johnson, A. (2000). Math matters: Understanding the math you teach, grades K-6. CA: Math Solutions Publications. Davis, B., & Spatial Reasoning Study Group (20 15). Spatial reasoning in the early years: Principles, assertions, and speculations.

New York: Routledge. Falconer, K. (201 3). Fractals: a very short introduction. New York, NY: Oxford University Press. Feldman, 0 . P. (201 2). Chaos and fractals: An elementary introduction. Oxford, UK: Oxford University Press. Fre itag, M. (2014). Mathematics for elementary school teachers: A process approach. Belmont, CA: Brooks/Cole. Kajander, A., & Boland, T . (2014). Mathematical Models f or Teaching: Reasoning without Memorization. Toronto: Canadian

Scholar's Press. Long, C., DeTemple, 0 ., & Millman, R. (2014). Mathematica/ reasoning for elementary teachers (7th edition). Pearson.

Morgan, C., Watson, A., & Tikly, C. (2004). Teaching school subjects 11-19: Mathematics. London: RoutledgeFalmer.

2


Pearse, M., & Walton, K.M. (2011). Teaching numeracy: 9 critical habits to ignite mathematical thinking. Thousand Oaks, CA: Corwin.

Schuster, L., & Canavan Anderson, N. (2005). Good questions for math teaching: Why ask them and what to ask, Grades 5 - 8. CA: Math Solutions Publications.

Small, M. (2009). BIG IDEAS from Dr. Small: Creating a comfort zone for teaching mathematics (Grades 4-8). Toronto, ON: Nelson Education.

Small, M. (20 10). BIG IDEAS from Dr. Small: Creating a comfort zone for teaching mathematics (Grades K-3). Toronto, ON: Nelson Education.

Small, M. (2011 ). BIG IDEAS from Dr. Small: Creating a comfort zone for teaching mathematics (Grades 9-12). Toronto, ON: Nelson Education.

Small, M. (20 17). Making math meaningful lo Canadian students, K-8 (3'd edition). Toronto, ON: Nelson Education. Sowder, J., Sowder, L. , & Nickerson, S. (2014). Reconceptualiz ing mathematics for elementary teachers (2"d edition). New York:

W.H. Freeman and Company. Suggate, J ., Davis, A., & Goulding, M. (200 1). Mathematica/ knowledge/or primary teachers (2"d ed.). London: David Fulton

Publishers. Van de Walle, J., & Folk, S. (2008). Elementary and middle school mathematics: Teaching developmentally (2"d Canadian edition).

Toronto, ON: Pearson Education Canada. Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades 5-8 (volume 3). MA: Pearson Education, lnc. Weeks, J. R. (2002).The shape of space, 2"d ed. New York, NY: Marcel Dekker

3


I· if I dulation ( ( B Hcporl: .Jan11ar~ 101-\ppenlli\ Ill

EMTH 327: Modeling & Representation for the Elementary School Mathematics Teacher

What proportion of this course relates to any previously offered course or courses? Identify percentages(s) and previous course(s).

The only other course available in the Faculty of Education which could have some overlap of content is EMTH 217

(Curricular Topics in Mathematics); however, the overlap would be minimal (less than 25%) and that course is an

elective in this certificate program. There is no comparable course (in content or intent) offered in the Department of

Mathematics and Statistics.

Suggested Text(s):

A course textbook could be drawn from the following resources:

• Billstein, R., Libeskind, S., & Lott, J . (201 6). A problem solving approach to mathematics for elementary school teachers, J l'h ed. Boston, MA: Pearson.

• Small . M. (20 13). Making math meaningful to Canadian students, K-8, 3rd ed. Toronto, ON : Nelson Education.

• Sowder, J., Sowder, L., & Nickerson, S. (20 14). Reconceptualizing mathematics for elementary school teachers,

2"d ed. New York, NY: W. H Freeman and Company.


In the context of professional development for in-service e lementary school teachers, St. Francis Xavier offers this kind

of course in their 10-course certificate program in teaching elementary mathematics; their course is entitled, "Pedagogical

Foundations for Elementary Math Education II : Modelling" .

Submitted by: Dr. Kathleen Nolan Date: August 2016


With acknowledgement and thanks to Shana Graham, PhD student, Faculty of Education

Statement of Rationale (this must clearly justify the need for the course):

The rationale for offering a course in the certificate program devoted to modeling and representation in mathematics is

closely tied to the rationale for two other courses in the program: one in number sense (EMTH 325) and the other in

spatia l reasoning (EMTH 326). Together, these three courses address fundamental mathematics content that is relevant

and necessary for all elementary school teachers to understand. As stated in the overall rationale for this certificate

program, additional courses in mathematics content are essentia l for e lementary school teachers to gain further expertise,

confidence, understanding and fluency in mathematics, as well as to develop more posit ive attitudes toward and

enthusiasm for teaching mathematics in grades K-8 .


Students will :

Develop mathematical content knowledge related to modeling and representation of real-world scenarios through:

• Conceptualizing, discussing and assessing multiple approaches to learning

• Exploring manipulatives and technologies as learning tools for mathematical sense making and communications

• Critically evaluating mathematical (mis)conceptions and tacit assumptions

• Practicing grammatically correct, organized, and coherent mathematical communications


Content Outline:

• Represent quantitative relationships algebraically and graphically

• Explore patterns, linear functions, non-linear functions and proportional relationships

• Create graphical representations and investigate multiple interpretations

• Develop statistical literacy and modeling ofreal-world situations

• Utilize understandings of probability to predict chance events

Teaching Methods. Strategies Used or Special Requirements (Also note use of field and/or labs):

Focus on inquiry- and problem-based pedagogies. Individual and group work opportunities. Mostly discussion based with

some focused lectures.

Evaluation Techniques and Weighting:

25% - Synthesis of Big Ideas related to mathematical modeling and representation, including Saskatchewan mathematics curriculum connections.

25% - lnquiry-based and problem solving modeling and representation assignments.

25% - Mathematical communications assignment (possibi lity for demonstrating writing, and critical evaluation skills, and/or use of manipulative and technological learning tools) in relation to mathematical modeling and representation

25% - Final examination of mathematical modeling and representation content knowledge


The instructor should have, at a minimum, a Master of Education (M.Ed.) degree in Curriculum & Instruction (C&l),


re levant) in their positions as teachers.


Beckmann, S. (2008). Mathematics/or elementary teachers {2°d ed.). Boston, MA: Pearson Education Inc/Addison-Wesley. Bennett, A.B., & Nelson, L.T. (2004). Mathematics/or elementary teachers: A conceptual approach (6th ed.). McGraw-Hill. Billstein, R. , Libeskind, S., & Lott, J . W. (201 2). A problem solving approach to mathematics/or elementary school teachers {I I th

edition). Boston: Addison-Wesley. Brumbaugh, D .K., Moch, P.L., & Wilkinson, M. (2005). Mathematics content/or elementary teachers. New Jersey: Lawrence

Erlbaum Associates, Publishers. Chapin, S., & Johnson, A. (2000). Math matters: Understanding the math you teach, grades K-6. CA: Math Solutions Publications. Davis, B., & Spat ial Reasoning Study Group (2015). Spatial reasoning in the early years: Principles, assertions, and speculations.

New York: Routledge. Falconer, K. (20 13). Fractals: a very short introduction. New York, NY : Oxford University Press. Feldman, D. P. (20 12). Chaos andfractals: An elementary introduction. Oxford, UK: Oxford University Press. Freitag, M. (2014). Mathematics/or elementary school teachers: A process approach. Belmont, CA: Brooks/Cote. Kajander, A ., & Boland, T. (2014). Mathematical Models/or Teaching: Reasoning without Memorization. Toronto: Canadian

Scholar's Press. Long, C., DeTemple , D., & Millman, R. (20 14). Mathematica/ reasoning/or elementary teachers {7th edition). Pearson.

Morgan, C., Watson, A. , & Tikly, C. (2004). Teaching school subjects 11-19: Mathematics. London: RoutledgeFalmer. Pearse, M., & Walton, K.M. (2011 ) . Teaching numeracy: 9 critical habits to ignite mathematical thinking. Thousand Oaks, CA :

Corwin. Schuster, L., & Canavan Anderson, N. (2005). Good questions/or math teaching: Why ask them and what to ask, Grades 5 - 8. CA:

Math Solutions Publications.

2


Small, M. (2009). BIG IDEAS from Dr. Small: Creating a comfort zone for teaching mathematics (Grades 4-8). Toronto, ON: Nelson Education.

Small, M. (2010). BIG IDEAS from Dr. Small: Creating a comfort zone for teaching mathematics (Grades K-3). Toronto, ON: Nelson Education.

Small, M. (2011). BIG IDEASfrom Dr. Small: Creating a comfort zone/or teaching mathematics (Grades 9-12). Toronto, ON: Nelson Education.

Small, M. (2017). Making math meaningful to Canadian students, K-8 (3'd edition). Toronto, ON: Nelson Education. Sowder, J., Sowder, L., & Nickerson, S. (2014). Reconceptualizing mathematics for elementary teachers (2°d edition). New York:

W.H. Freeman and Company. Suggate, J., Davis, A., & Goulding, M. (200 I). Mathematica/ knowledge for primary teachers (2°d ed.). London: David Fulton

Publishers. Van de Walle, J., & Folk, S. (2008). Elementary and middle school mathematics: Teaching developmentally (2"d Canadian edition).

Toronto, ON: Pearson Education Canada. Van de Walle, J., & Lovin, L. (2006). Teaching student-centered mathematics grades 5-8 (volume 3) . MA: Pearson Education, Inc. Weeks, J. R. (2002).The shape of space, 2°d ed. New York, NY: Marcel Dekker


( 4

\ 1 ){ 'f I f .J II I'"\ .,() 1 ..,

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EMTH 425: Culturally Responsive Pedagogy in the Mathematics Classroom

What proportion of this course relates to any previously offered course or courses? Identify percentages(s) and previous course(s) .

There is no existing certificate level course in cultura lly responsive pedagogy (CRP), not in general and not with

a specific focus on mathematics teaching and learning. A Master's level course in CRP with a focus on

Indigenous education exists (as part of a Master of Indigenous Education Program) but its scope is narrower and

not related to mathematics education. At the undergraduate level, a Reading Education course (ERDG 425) as

well as Cross-Cultural Education courses (ECCU 200, 200, 490) are available which address, among other

topics, CRP. However, for this Teaching Elementary School Mathematics (TESM) certificate program, a c lear

and critical focus of CRP in the area of mathematics teaching and learning is essential (see statement of

rationale for further explanation).

Suggested Text(s) :

One or two course textbooks could be drawn from the fo llowing possible resources:

Barton, B. (2008). The language of mathematics: Telling mathematical tales. New York, NY: Springer. Greer, B., Mukhopadhyay, S., Powell, A.B., & Nelsen-Barber, S. (Eds .) (2009). Culturally Responsive

Mathematics Education. New York: Routledge. Leonard, J. (2008). Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and

Students. New York: Routledge. Shell Education (20 11 ). Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices

for Student Success. Huntington Beach, CA: Shell Education.


In the context of professional development for in-service e lementary school teachers, St. Francis Xavier offers

this kind of course in their I 0-course certificate program in teaching elementary mathematics; their course is

entitled, "Cross Cultural Issues in Education".



Ms. Shana Graham (PhD student)

Statement of Rationale (this must clearly justify the need for the course):

This course is needed to challenge and disrupt universal views of teaching, learning, and knowing mathematics.

Culturally diverse student populations demand attention to, and transformation of, conventional (often teacher

directed) pedagogy because such pedagogy is often based on a fa lse belief that mathematics as a subject is

politically-, culturally-, and value-neutral. The theory and practice of culturally responsive pedagogy (CRP) in

mathematics will be connected to, and embedded within, overarching goals of deepening understanding of


mathematics concepts and developing a critical cultural consciousness through explicit engagement with anti

racist, anti-oppressive, and decolonial perspectives.


Students wi ll :

•

•

Conduct a personal inventory on one 's own cultural context and identity including one's beliefs and

practices in relation to teaching, learning, and knowing mathematics

Critically analyze current research related to culturally responsive pedagogy, including topics of social

justice, equity, Indigenous education, ethnomathematics, and linguistically-diverse mathematics learners

• Explore implications of CRP theory/practice for teachers, learners, classrooms, schools and curricula by

examining current documents and practices through critical and anti-oppressive lenses

•

•

Create and share mathematics classroom strategies, activities and dispositions that reflect multiple, inquiry

based CRP-focused perspectives on instruction and assessment in school mathematics

Deepen one's understanding of mathematics concepts and curricula while developing a critical cultural

consciousness

Content Outline:

Based on the course intentions above, the course will have the following key components. The E 1-E4 references (introduced for each component description below) relate to the section on Evaluation Techniques, suggesting that these course components build toward specific assignments/activities.

~ Students will have opportunities to examine their own personal and professional experiences that have

shaped their beliefs and practices with respect to culture and mathematics. Included in this examination

is a reflection on how power and privilege are apparent in schools, communities, and systems; thus,

applying critical and ant-oppressive lenses will be necessary (EI).

~ Students will be introduced to research in the field of culturally responsive pedagogy (CRP), in education

generally but primarily focusing on CRP in/and mathematics teaching and learning. Further developing

a critical and anti-oppressive lens, students will be presented with opportunities to explore various

dimensions of CRP (including social j ustice, equity, Indigenous education, ethnomathematics, and

linguistically-diverse mathematics learners) with a view to understanding key implications for teachers,

learners, classrooms, schools and curricula (£2).

~ Students' understandings of CRP, and their corresponding implications, developed through £2 wi ll be

acted upon through the creation and sharing of CRP-focused resources for mathematics teachers,

learners, and classrooms (E3).

~ The course will close with either a personally reflective essay or presentation where students will present

a synthesis of understandings and intentions with regard to implementation of culturally responsive

pedagogies (CRP) in the mathematics classroom (E4).



Following from the course intentions and course outline above, the teaching methods used will be a blend of

individual and group work, with some lecture and discussion formats . Demonstrations of student learning will

be presented through written work, resource creation, and peer presentations.


The following four (4) assignments (each weighted approximately the same at 25% each) are suggested for this

course:

E 1: Reflective and Responsive journal/blog

E2: Curriculum document CRP critique

E3 : K-8 CRP resource development project

E4: Closing reflective essay or presentation


The instructor should have, at a minimum, a Master of Education (M.Ed.) degree in Curriculum & Instruction

(C&I), preferably with a focus on the subject of mathematics either through their undergraduate/graduate course

work or (if re levant) in their positions as teachers.


Aguirre, J .M., & Zavala, M. (20 13). Making culturally responsive mathematics teaching explicit: a lesson analysis tool, Pedagogies: An International Journal, 8(2), 163-190, DOI: I 0.1080/1554480X.2013 .768518

Barta, J., Eglash, R., Barkley, C. (2014). Math is a Verb: Activities and l essons from Cultures around the World. Reston, YA: NCTM.

Barton, B. (2008). The language of mathematics: Telling mathematical tales. New York, NY: Springer. Bishop, A. J. (2006). Western mathematics: The secret weapon of cultural imperialism. ln B. Ashcroft, G. Griffiths & H.

Tiffin, (Eds.), The post-colonial studies reader (pp. 80-83). New York, NY: Routledge. Bonner, E.P. (20 10). Unearthing Culturally Responsive Mathematics Teaching: The l egacy of Gloria Jean Merriex.

Lanham, Maryland: Hamilton Books Bonner, E., & Adams, T. (2012). Culturally responsive teaching in the context of mathematics: a grounded theory case

study. Journal of Mathematics Teacher Education, 15, 25-38. Enyedy, N ., Danish, J, & Fields, D. (20 I 1 ). Negotiating the "relevant" in culturally relevant mathematics. Canadian Journal

of Science, Mathematics and Technology Education, 11(3), 273-291 . Ernest, P., Sriraman, B., & Ernest, N. (Eds.) (2015). Critical Mathematics Education: Theory, Praxis and Reality.

Charlotte, NC: lnfonnation Age Publishing. Foote, M. (Ed.) (2014). Mathematics Teaching and learning in K-12: Equity and Prof essional Development. Palgrave

Macmillan. Herbel-Eisenmann, B., Choppin, J. , Wagner, D., & Pimm, D. (Eds.) (2014). Equity in Discourse f or Mathematics

Education: Theories, Practices, and Policies. Dordrecht: Springer. Gay, G. (20 I 0). Culturally Responsive Teaching: Theory, Research, and Practice (2"d edition). New York: Teachers

College Press. Goulet, L. M., & Goulet, K. N. (2014). Teaching each other: Nehinuw concepts & Indigenous pedagogies. Vancouver, BC:

UBC Press. Greer, B., Mukhopadhyay, S., Powell, A.B., & Nelsen-Barber, S. (Eds.) (2009). Culturally Responsive Mathematics

Education. New York: Routledge. Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy f or social justice. New York:

Routledge. Gutstein, E., & Peterson, B. (2013). Rethinking Mathematics: Teaching Social Justice by the Numbers (2"d edition).

Milwaukee, WI : Rethinking Schools Ltd

3


Harding-DeKam, J.L. (2014). Defining culturally responsive teaching: The case of mathematics. Cogent Education, I: 972676.

Hernandez, C., Morales, A. , & Shroyer, M. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8, 803- 820. DOI I0.1007/sl 1422-01 3-9544-1

Jacobsen, L., Mistele, J. , & Sriraman, B. (2013). Mathematics Teacher Education in the Public Interest: Equity and Social Justice. Charlotte, NC: Information Age Publishing.

Kanu, Y. (2011 ). Integrating aboriginal perspectives into the school curriculum: Purposes, possibilities, and challenges. Toronto, ON: University of Toronto Press.

Ladson-Bil lings, G. ( l 995a). But that' s j ust good teaching: the case for cultura lly relevant pedagogy. Theory into Practice, 34(3), 159- 165.

Ladson-B illings, G. (I 995b). Toward a theory o f culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-49 1.

Leonard, J. (2008). Culturally Specific Pedagogy in the Mathematics Classroom: Strategies f or Teachers and Students. New York: Routledge.

Lopez, A. (2016). Culturally Responsive and Socially Just leadership in DNerse Contexts: From Theory to Action. Dordrecht: Springer Nature.

Nasir, S.N ., et al. (Ed.) (2014). Mathematics f or Equity: A Framework f or Successful Practice. New York: Teachers College Press.

Nasir, S.N ., & Cobb, P. (Eds.) (2006). Improving Access to Mathematics: DNersity and Equity in the Classroom. New York: Teachers College Press

Nicol, C., Archibald, J., & Baker, J. (20 13). Designing a model of culturally responsive mathematics education: place, re lationships and storywork. Mathematics Education Research Journal, 25, 73- 89. DOI I 0 .1007/s 13394-01 2-0062-3

Nolan, K. (2009). Mathematics in and through social justice: another misunderstood marriage? Journal of Mathematics Teacher Education, 12(3), 205- 216. doi: I0.1007/s10857-009-9111-6

Shell Education (2011). Culturally and Linguistically ResponsNe Teaching and l earning: Classroom Practices for Student Success. Huntington Beach, CA: Shell Education.

Sleeter, C. E. (Ed.) (201 1). Professional Development/or Culturally Responsive and Relationship-Based Pedagogy. New York: Peter Lang Publishing Inc.

Sterenberg, G. (2013). Considering indigenous knowledges and mathematics curriculum. Canadian Journal of Science, Mathematics and Technology Education, 13(1 ), 18-32, doi: I 0 .1080/14926156.2013 .758325

Torres-Velasquez, D., & Lobo, G. (2005). Culturally Responsive Mathematics Teaching and English Language Learners. Teaching Children Mathematics, I 1(5), 249-255.

Ukpokodu, 0 . (2011). How Do l Teach Mathematics in a Culturally Responsive Way? identifying Empowering Teaching Practices. Multicultural Education, 18(3), 47-56.

Villegas, A. M., & Lucas, T . (2002). Educating culturally responsive teachers: A coherent approach. New York: State University of New York Press.


Faculty of Education CCB Report: .January 2017 Appcndi:\ \

EMTH 426: Research in Mathematics Curriculum, ln'struction and Assessment

What proportion of this course relates to any previously offered course or courses? Identify percentages(s) and previous course(s).

At present, there are no undergraduate level EMTH courses offered which focus on reviewing literature and conducting

research in the field of mathematics education. ln existing EMTH courses, it is likely that 15-20% of the content is

focused on reading and integrating mathematics education research into course discussions and assignments, but no

course exists which is devoted exclusively to a critical review and understanding of the implications of this research for

the field. At the graduate level, there are two courses offered (EC&I 866 & EC&I 867) which both intersect and overlap

with the proposed content of this course, including the issue-based approach and the self-study research project, but they

are master's, not certificate, level curriculum and instruction courses.

Suggested Text(s) :

A course textbook could be drawn from the following possible resources:

• English, L., & Kirschner, D. (Eds.) (2008). Handbook of international research in mathematics education (2nd

edition). New York: Routledge.

• Leatham, K. (Ed.) (2013). Vital directions/or mathematics education research. New York: Springer.

• Walshaw, M. (Ed.) (20 I 0). Unpacking pedagogy: New perspectives for mathematics classrooms. Charlotte, NC:

Information Age Publishing Inc.

However, instead of adopting one course textbook, it is possible that a selection of readings (articles, book chapters)

would more appropriately guide the discussions and assignments in this course. For example, articles could be drawn from

key journals in the field of mathematics education research such as Educational Studies in Mathematics (ESM), For the

Learning of Mathematics (FLM), Journal for Research in Mathematics Education (JRME), and Research in Mathematics

Education (RME) (all of which are subscribed to in electronic format by the U of R library).


In the context of professional development for in-service elementary school teachers, St. Francis Xavier offers a similar

course in their I 0-course certificate program in teaching e lementary mathematics; their course is entitled, "Current

Research in Curric ulum: Mathematics Problem Solving". However, their course appears to focus primarily on research

related to problem solving in mathematics whereas EMTH 426 will be more comprehensive in its focus.



Ms. Shana Graham (PhD student)

Statement of Rationale (this must clearly justify the need for the course) :

This course is needed to provide students and teachers of mathematics with opportunities to critically explore the

connections between research in the field of mathematics education and current mathematics classroom practices and

curriculum development. While other courses in the proposed certificate program will expect students to engage with


research-based practices and theories in the contexts of exploring the teaching and learning of specific mathematics

concepts, this course will require students to critically review and reflect on a broad range of research-based issues and

their implications for teachers, learners, classrooms, schools and curricula. In addition, this course requires students to

design and conduct a research study that emerges out of their own interests and practices, thus providing an avenue for

challenging and disrupting conventional, status-quo mathematics classroom practices and moving toward pedagogical

transformation. The theory and practice of mathematics education research will be connected to, and embedded within,

overarching goals of deepening one' s understanding of mathematics concepts and related pedagogical considerations, in

addition to models of curriculum development and reform.


Students will :

•

• •

•

Conduct a personal inventory of one' s own educational context and identity, focusing on one's beliefs and practices

in relation to teaching, learning, and knowing mathematics

Critically analyze current research in mathematics curriculum, instruction, and assessment

Examine the implications of mathematics education research for teachers, learners, classrooms, schools and curricula;

in particular, link current research in the field to an exploration of different models for mathematics curriculum

development (for example, inquiry-based curricula, Big Ideas in Mathematics, etc.)

Create and share mathematics classroom resources (strategies, activities and dispositions) that reflect mathematics

education research-based perspectives on curriculum, instruction and assessment for school mathematics

• Deepen one's understanding of educational research processes by designing and conducting a mathematics

classroom-based research project that draws on self-study methodologies

Content Outline:

Based on the course intentions above, the course will have the following 4 key components. The El-E4 references (introduced for each component description below) relate to the section on Evaluation Techniques, suggesting that these course components build toward specific assignments/activities.

~ Students will have opportunities to examine their own personal and professional experiences that have shaped their

beliefs and practices in relation to teaching, learning, and knowing mathematics (E 1 ).

~ Students will be introduced to research in the field of mathematics education through an issues-based approach.

Presented with opportunities to explore specific mathematics education issues (including critical mathematics

education, differentiated instruction, performance-based assessment, problem solving, question posing,

technology-enhanced learning, classroom discourse, inquiry-based pedagogy, culturally responsive pedagogy

(CRP), mathematics teacher education, etc.), students will critically review the literature with a view to

understanding possible implications for teachers, learners, classrooms, schools and curricula (E2).

~ Students' learnings about mathematics education research and corresponding implications (through E2) will be

extended and enhanced through the creation and sharing of research-based resources for mathematics teachers,

learners, and classrooms (E3). }- Students will explore their own mathematics teaching and learning contexts by designing and conducting a

classroom-based self-study research project, focusing on a research question relating to their own practice.

Students will present a synthesis of learnings from their research, including implications for their own

theory/practice contexts, through a class presentation (E4).



Following from the course intentions and course outline above, the teaching methods used will be a blend of individual

and group work, with some lecture and discussion formats. Demonstrations of student learning will be presented through

written work, resource creation, and research presentations.


The following four (4) assignments (each weighted approximately the same at 25% each) are suggested for this course:

E I : Reflective and Responsive Journal/Blog

E2: A Review of Research on [issue]

E3: Research-Based Resource Development

E4: Inquiring into Practice: A Self Study Research Project


The instructor shou ld have, at a minimum, a Master of Education (M.Ed.) degree in Curriculum & Instruction (C&l),


relevant) in their positions as teachers. Preferably, the instructor will have research experience (for example, a thesis).


Artigue, M., & Blomh0j, M. (20I3). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45(6),

797- 810.

Boaler, J. (Ed.) (2000). Multiple perspectives on mathematics teaching and learning. Westport, CN: Ablex Publishing.

Brantlinger, A. (20 14). Critical mathematics discourse in a high school classroom: Examining patterns of student engagement and

resistance. Educational Studies in Mathematics, 85(2), 20 1- 220.

Campbell, P., & Malkus, N. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM

Mathematics Education, 46(2), 2 I 3- 225. doi: IO. I 007/s l 1858-013-0559-6

Chval, K., Pinnow, R., & Thomas, A. (20 I 5). Leaming how to focus on language while teaching mathematics to English language

learners: a case study of Courtney. Mathematics Education Research Journal, 27(1), 103- 127.

Cotit, M., & Valentit Zuljan, M. (2009). Problem-based instruction in mathematics and its impact on the cognitive results of the

students and on affective-motivational aspects. Educational Studies, 35(3), 297-3 10.

de Freitas & Nolan, K. (Editors) (2008). Opening the Research Text: Critical Insights and ln(ter)ventions into Mathematics

Education. New York: Springer.

English, L., & Kirschner, D. (Eds.) (2008). Handbook of international research in mathematics education (2"" edition) . New York:

Routledge.

Gadanidis, G., & Geiger, V. (20 I 0). A social perspective on technology-enhanced mathematical learning: from collaboration to

performance. ZDM Mathematics Education, 42(1), 91- 104.

Griffin, C., League, M., Griffin, V., & Bae, J. (20 13). Discourse practices in inclusive elementary mathematics classrooms. l earning

Disability Quarterly, 36(1), 9-20.

Hord, C., & Newton, J. (20 14). Investigating elementary mathematics curricula: Focus on students with learning disabi lities. School

Science and Mathematics, 114(4), 19 1-20 I.

Langrall, C. (2006). Teachers engaged in research: Inquiry into mathematics classrooms in grades 3-5. Reston, VA: NCTM.

Leatham, K. (Ed.) (20 13). Vital Directions for Mathematics Education Research. New York: Springer.

Mason, J., Burton, L. , & Stacey, K. (20 I 0). Thinking Mathematically (2nd ed.). Essex, EN: Pearson Education Limited.

Mitescu, E. Pedulla, J., Cannady, M., Cochran-Smith, M., & Jong, C. (20 I I). Measuring practices of teaching for social justice in

elementary mathematics classrooms. Educational Research Quarterly, 34(3), I 5-39.

Nolan, K. (2007). How Should I Know? Preservice Teachers' Images of Knowing (by Heart) in Mathematics and Science. The

Netherlands: Sense Publishers.


Nolan, K. (2009). Mathematics in and through social justice: another misunderstood marriage? Journal of Mathematics Teacher

Education, 12(3), 205- 216. doi: JO. I 007/s I 0857-009-9111-6

Polly, D., Neale, & Pugalee, D. (2014). How does ongoing task-focused mathematics professional development influence elementary

school teachers' knowledge, beliefs and enacted pedagogies? Early Childhood Education Journal, 42(1), 1- 10.

Samaras, A. , & Freese, A. (2006). Self-study of teaching practices. New York, NY: Peter Lang.

Sherin, M., & Drake, C. (2009). Curriculum strategy framework : investigating patterns in teachers' use of a reform-based elementary

mathematics curriculum. Journal of Curriculum Studies, 41(4), 467 500.

Smith, S., & Smith, M. (Eds.) (2006). Teachers engaged in research: Inquiry into mathematics classrooms in grades pre-K-2. Reston,

VA: NCTM.

Superfine, A., Kelso, C., & Beal, S. (2010). Examining the process of developing a research-based mathematics curriculum and its

policy implications. Educational Policy, 24(6), 908-934.

Truxaw, M., & DeFranco, T. (2008). Mapping mathematics classroom discourse and its implications for models of teaching. Journal

for Research in Mathematics Education, 39(5), 489-525.

Wager, A., & Stinson, D. (2012). Teaching mathematics for social justice: Conversations with educators . Reston, VA: NCTM.

Walshaw, M. (Ed.) (2010). Unpacking Pedagogy: New Perspectives for Mathematics Classrooms. Charlotte, NC: Information Age

Publishing Inc.

Watson, A., Jones, K., & Pratt, D. (2013). Key ideas in teaching mathematics: Research-based guidance for ages 9-19. UK: Oxford

University Press.

Zazkis, R. , Sinclair, N., & Liljedahl, P. (20 13). Lesson Play in Mathematics Education: A Too/for Research and Professional

Development. New York: Springer.


University of Regina Undergraduate Change of Course Subject and/or Number Form

Subject Number Effective Term Faculty Department New EDTC I 300 I 201730 • ~D • Education •

Effective End Term Old l:!::llJll' ~55 I 201730 ... ; Hlstorlcal : 0 Inactive: O

Please Read This

****ALL INFORMATION BELOW MUST BE CONFIRMED FOR THE NEW COURSE, PLEASE COMPLETE****

Full Course Title !mixed easel 100Chrs Max

Introduction to Educational Technology and Media

Course Title (30 Characters Required Intro to Edtech & Media

Min.

Credit Hrs 3

Lecture Hrs

Lab Cont3ct Hrs

Other Contact Hrs

Equivalent Courses

Max. • 3

• •

• Grading Mode - Must choose a Default Required Default Default

LJ C·Credit/No Credit LJ ~ N· Normal (0-100%) LJ 0 M·Maintenance of candidacy

0 X·Non·Graded

0 0 P-Pass /Fall 0

Other Contact Hour Schedule Types - Check Applicable ~ A-Lecture LJ I-I nd Study 0 N·lnternship 0 U-Studio

0 B-Lab 0 J-Project 0 P-Practicum O V· Dlrected Reading

0 D-Report 0 L·Field Trip 0 R-Research 0 W-Co-op Educ

0 E·Thesis

0 F·Fleld

0 H·Ensemble 0 S·Seminar

0 M-Maintenance of Candidacy 0 Z· Exchange Program 0 X-Examination

Corequisite Courses n-~ Mutually Exclusive Courses J [.[

Subject Number Start Term End Term Subject Number Subject Number Start Term End Term ECMP

Course/ Degree

Attributes

355

Prerequisites? 0 Additional Fees? O

Calendar Description - 50 Words Max. Required This course examines the use of technology and media in teaching and learning as well as the transformative effects that emerging digital tools/networks have on school and society. The course provides an experiential approach to learning about technology integration while helping students critically reflect on the implications of our digital reality.

c-..r.- Additional Information specific to cataloguing this course


University of Regina Undergraduate Change of Course Subject and/or Number Form

Subject Number Effective Tenn Faculty Department New EDTC I 400 I 201730 .... ED .... I Education · I

Effective End Tenn Old E~l'Jll' ~55 ... Historical: 0 Inactive: O

Please Read This

-ALL INFORMATION BELOW MUST BE CONFIRMED FOR THE NEW COURSE, PLEASE COMPLETE-

Full Course Title !mixed easel 100Chrs Max Grading Mode - Must choose a Default Required Advanced Studies in Educational Technology and Media C-Credit/No Credit

Default Default

J N-Normal (0-100%)

D M-Malntenance of candidacy

0 X-Non-Graded

D D P-Pass /Fall D Course Title (30 Characters) Required

Advanced Edtech & Media

Min.

Credit Hrs 3

Lecture Hrs

Lab Conbtct Hrs

other Contact Hrs

Max. .... 3

- -

Other Contact Hour Schedule Types - Check Applicable ~ A-Lecture LJ I -Ind Study D N-lnternship D U-Studlo

D B-Lab D J-Project D P-Practicum D v -Dlrected Reading

D D-Report D L-Fleld Trip D R-Research D w -co-op Educ

D E-Thesis 0 H-Ensemble D S-Semlnar D Z-Exchange Program

D F-Fleld D M-Malntenance of candidacy D X-Examlnation

-I• Equivalent Courses Corequlslte Courses Mutually Exclusive Courses

Subject ECMP

Course/ Degree

Attributes

Number Start Term End Tenn Subject Number Subject Number Start Tenn 455

Prerequisites? 0 Additional Fees? D

Calendar Description - 50 Words Max. Required This course provides an advanced exploration of technology integration in teaching and learning as well as an in-depth examination of the effects of emerging technologies and media in school and society. Students will engage in critical discussions around technology as it relates to classroom practice in the provincial, national, and global contexts. -**Prerequisite: EDTC 300***

:'I Additional lnfonnatlon specific to cataloauina this course --n _n .J..

End Tenn


Subject EMTH

University of Regina Undergraduate Course Change Form

Number Effective Tenn College Department I 200 I [Wl720 ... I [rn ..,

1

[ Education

****INDICATE CHANGES ONLY BELOW****

Full Course Tltle !mixed easel 1 OOChrs Max Grading Mode - Must choose a Default. Implementation and Assessment of Problem Solvina in Mathematics

ADD Default Default

Course Title (30 Characters) Required Prob Solv for Math Tchrs

indicate changes M~in..:..:· _ __ ....:M.:=ax:..::·;__--i Credit Hrs 3 ,.- 3.0

Lecture Hrs

Lab Contact Hrs

Other Contact Hrs

... ... ...

LJ C-Credit/NO Credit ~ ~ N-Normal (0-100%) 0 P-Pass /Fail 0 M-Malntenance of candidacy 0

0 X-Non-Graded

0 A-Lecture

D B-Lab

0 D-Report

0 E-Thesis

0 F-Fleld

Other Contact Hour Schedule Types 0 H-Ensemble 0 N-Internship 0 U-Studlo

0 I-I nd Study 0 P-Practlcum 0 V-Dlrected Reading

D ) -Project D R-Research D w -co-op Educ

0 L-Field Trip 0 S-Semlnar 0 Z-Exchange Program

D M-Malntenance of candidacy n X-Examination

LJ D

Eauivalent Courses Coreauisite Courses Mutually Exclusive Courses

Subject

Course/ Degree

Attributes

Number Start Tern End Term Subject Number Subject Number Start Tenn


Calendar Description - 50 Words Max. An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for students' mathematical thinking and classroom teaching are examined. *** Prerequisite: MATH 101 or MATH 110, or permission of the mathematics education subject area .***

Additional lnfonnation specific to cataloguing this course

End Tern



Subject Number Effective Tenn College I 325 I

Department ~~~

Education EMTH

****INDICATE CHANGES ONLY BELOW****

Full Course Title !mixed easel 1 OOChrs Max

Number Sense for the Elementary School Mathematics Teacher

Course Title (30 Characters) Required Elementa School Mathematics

indicate changes M.--ln_. _ ___ M_a_x_. --t

Credit Hrs 3 ""' 3.0

Grading Mode - Must choose a Default. ADD

LJ C·Credlt/No Credit

0 M·Malntenance of Candidacy

0 X·Non-Graded

Default

l.:d N·Normal (0-100%)

0 P-Pass /Fail

Other Contact Hour Schedule Types

0 A-Lecture 0 H-Ensemble 0 N-lntemshlp 0 U·Studlo

0 8-Lab 0 I-Ind Study 0 P-Practlcum 0 V· Dlrected Reading

0 D·Report 0 J-Project 0 R-Research 0 W-Co-op Educ

Default

u 0

Lecture Hrs

Lab Contact Hrs

Other Contact Hra

....

....

.... 0 E-Thesls 0 L·Fleld Trip 0 5-Semlnar 0 Z-Exchange Program

Subject

Course/ Degree

Attributes

n F-Field 0 M· Malntenance of Candidacy n X· Examlnation

Equivalent Courses Corequisite Courses Mutually Exclusive Courses

Number Start Term End Tern Subject Number Subject Number Start Tenn

Prerequisites? 0 Additional Fees? 0

Calendar Description - 50 Words Max. This course develops mathematical content knowledge related to number sense through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include whole number operations/computations, counting principles, multiplicative comparisons and reasoning, measurement, rounding, estimation, fractions, ratios, rates, proportions, percents, integers, rational and irrational numbers, and number theory. - Prerequisite: EMTH 215, EMTH 310 or EMTH 317 or equivalent, or permission of the mathematics education subject area . ...... * Note: Normally offered in winter semester only. *

Additional lnfonnation specific to cataloguing this course

End Term


University of Regina Undergraduate New Course or Variable Content Form

Effective Term

201720 ....

Subject Number

I 32s I EMTH Faculty

ED ""'

Department

Education

Full Course Title !mixed easel 1 OOChrs Max Grading Mode - Must choose a Default - Required

Spatial Reasoning for the Elementary School Mathematics Teach er

Default Default

Course Title (30 Characters) Required Spatial Reasoning K-8

Min. Credit Hrs 3

Lecture Hrs

Lab Contact Hrs

Other Contact Hrs

Max. .... 3 .... .... ....

_J C-Credit/No Credit

D M-Maintenance of candidacy

0 X-Non-Graded

LJ L:J N-Normal (0-100% ) LJ 0 0 P-Pass / Fail 0

Other Contact Hour Schedule Types - Check Applicable L:J A-Lecture LJ I -Ind Study 0 N-lnternship 0 U-Studio

0 B-Lab 0 J-Project 0 P-Practicum O v-Directed Reading

0 D-Report 0 l -Field Trip O R-Research O W-Co-op Educ

0 E-Thesis 0 H-Ensemble O S-Seminar 0 Z-E.xchange Program

0 F-Field 0 M-Maintenance of candidacy 0 X-E.xamination

Equivalent Courses - Corequislte Courses Mutually Exclusive Courses

Subject

Course/ Degree

Attributes

Number Start Term End Term Subject Number Subject Number Start Term

Prerequisites? D Additional Fees? D

Calendar Description - 50 Words Max. Required ~I

This course develops mathematical content knowledge related to spatial reasoning through multiple approaches to learning , including the use of manipulatives and technologies for mathematical sense making and communications. Topics include 2-0 and 3-0 geometric thinking and representations, transformational geometry, congruence, similarity, proportional reasoning, symmetries, Non-Euclidean geometry, topology and fractals.

Additional Information specific to cataloguing this course

End Term



Subject Number EMTH I 321 I

Full Course Title !mixed easel 100Chrs Max

Modeling & Representation for the Elementarv School Mathematics Teacher

Course Title (30 Characters) Required Modeling & Representation K-8

Min. Max. Credit Hrs 3 • 3

Lecture Hrs • Lab Contact Hrs •

Other Contact Hrs • Equivalent Courses

Effective Term Department

201720 • Education

·~ rr Grading Mode - Must choose a Default'=-Requ red Default Default

_J C-Credlt/No Credit

0 M-Malntenance of Candidacy

0 X-Non-Graded

U ~ N-Normal (0-100%) U 0 0 P-Pass /Fail 0

Other Contact Hour Schedule Types - Check Applicable ~ A-l ecture U I -Ind Study 0 N-lnternship 0 U-Studio

0 B-Lab 0 J-Project 0 P-Practicum O V-Directed Reading

D D-Report D L-Field Trip D R-Research D w -co-op Educ

0 E-Thesis 0 H-Ensemble 0 5-Seminar D Z-Exchange Program

0 F-Field D M-Maintenance of Candidacy D X-Examination

Corequlslte Courses Mutually Exclusive Courses

-,

Subject Number Start Term End Term Subject Number Subject Number Start Term End Term

Course/ Degree

Attributes

Prerequisites? O Additional Fees? 0

Calendar Description - 50 Words Max. Required This course develops mathematical content knowledge related to modeling and representation through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include modeling and representing quantitative relationships (algebraically and graphically), patterns, linear/non-linear functions, proportional relationships, and real-world situations using statistics and probability.

Additional Information specific to cataloguing this course - -


Subject EMTH


Number Effective Tenn I 33s I 201120

*'***INDICATE CHANGES ONLY BELOW--

Department

Full Course Tiiie !mixed easel 1 OOChrs Max Grading Mode - Must choose a Default. Mathematics in the Inclusive Classroom: ADD Default Default

Assessment and Intervention u C-Credlt/NO Credit L:J D M-Malntenance of candidacy D

l:J N-Normal (0-100%) UD D P-Pass /Fall

Course Title 30 Characters) Required Math Inclusive Assess lnterven

indicate changes M.--ln_. _ ___ M_a_x_._--t Credit Hrs 3 • 3.0

Lecture Hrs

Lab Contact Hrs

Other Contact Hrs

... ...

...

D X-Non-Graded

Other Contact Hour Schedule Types

0 A-Lecture D H-Ensemble D N-Intemshlp D LI-Studio

D B-Lab D I-Ind Study D P-Practicum D V-Dlrected Reading

D D-Report D J-Project D R-Research D W-Co-op Educ

D E-Thesls D L-Field Trip D 5-Semlnar D Z-Exchange Program D F-Field D M-Malntenance of candidacy D X-Examlnatlon

Equivalent Courses Corequlslte Courses Mutually Exclusive Courses

Subject

Course/ Degree

Attributes

Number Start Tenr End Term Subject Number Subject Number Start Term


Calendar Description - 50 Words Max. This course will explore approaches to teaching and planning mathematics by using methods that accommodate diverse learning needs. Attention will be paid to authentic and informal assessment, such as progress-based monitoring, curriculumbased measurement, and error analysis. In additional, inclusive instructional approaches, such as cognitive strategy instruction and schema-based instruction will be emphasized, as well as techniques to individualize programs. *** Prerequisite. Enrollment in the Inclusive Education Certificate OR enrollment in the (lnclusive)/Special Education Minor OR enrollment in the Teaching Elementary School Mathematics Certificate or 6 credit hours in mathematics and mathematics education courses OR permission of the instructor. ***

Additional Information specific to cataloaulna this course

End Term



Subject Number I 42s I EMTH

Full Course Title (mixed easel 100Chrs Max

Effective Term Faculty

l 201720 ""' rED Department

""' [ Education

Grading Mode - Must choose a Default Requ red Culturally Responsive Pedagogy in the Mathematics Classroom

Default Default

Course Title (30 Characters) Required CRP in Mathematics

Min. Max. Credit Hrs 3 .... 3

Lecture Hrs .... lab Contact Hrs ....

Other Contact Hrs ....

C-Credit/No Credit

0 M-Maintenance of Candidacy 0 0 X-Non-Graded

J N-Normal (0-100%)

0 P-Pass / Fail 0

Other Contact Hour Schedule Types - Check Applicable ~ A-Lecture LJ I-Ind Study 0 N-Internship 0 U-Studio

0 B-Lab 0 J-Project 0 P-Practicum 0 V-Directed Reading

0 D-Report 0 L-Fleld Trip O R-Research 0 W-CO-op Educ

0 E-Thesis 0 H-Ensemble O S-Seminar 0 Z-Exchange Program

0 F-Field 0 M-Maintenance of Candidacy 0 X-Examination

Equivalent Courses ' Corequisite Courses Mutually Exclusive Courses

Subject

Course/ Degree

Attributes

Number Start Terrr End Term Subject Number Subject Number Start Term

Prerequisites? O Add it ional Fees? D

Calendar Description - 50 Words Max. Required In this course, students think critically about, and plan for, culturally responsive pedagogy (CRP) in school mathematics. Focusing on the theory and practice of CRPrelated issues, including social justice, equity, Indigenous education, ethnomathematics, and linguistically-diverse learners, the course is grounded in critical, anti-oppressive, and inquiry-based philosophies.


End Term



Effective Term

I 201120

Subject Number

I 426 I EMTH Faculty Department

~-""- I Education

Full Course Title (mixed easel 100Chrs Max Grading Mode - Must choose a Default Required Research in Mathematics Curricu lum, Instruction and Assesment

Default Default

Course Title (30 Characters) Required Research in Math Ed

Min. Max. Credit Hrs 3 .... 3

Lecture Hrs .... Lab Contact Hrs ....

Other Contact Hrs ....

LJ C-Credit/No Credit

0 M-Maintenance of Candidacy 0 X-Non-Graded

LJ ~ N-Normal (0-100%) LJ 0 0 P-Pass /Fail 0

Other Contact Hour Schedule Types - Check Applicable ~ A-Lecture LJ I-Ind Study 0 N-Intemshlp 0 U-Studio

0 B-Lab 0 J-Project 0 P-Practicum 0 V-Directed Reading

D D-Report D L-Field Trip D R-Research D w -co-op Educ

0 E-Thesis 0 H-Ensemble O S-Seminar 0 Z-Exchange Program

0 F-Fleld 0 M-Maintenance of Candidacy 0 X-Examination

Equivalent Courses Corequlslte Courses Mutually Exclusive Courses

Subject

Course/ Degree

Attributes

Number Start Terrr End Term Subject Number Subject Number Start Term

Prerequisites? O Additional Fees? D

Calendar Description - 50 Words Max. Required Students engage in critical analysis and review of current research in mathematics curriculum, instruction and assessment. Drawing on critical and inquiry-based perspectives, the theory and practice of research in the field of mathematics education are explored in the contexts of SK mathematics curriculum development and individual classroom-based research.


End Term


1

Date: December 21, 2016 To: Council Committee on Academic Mission (CCAM) From: Valerie Mulholland, Associate Dean Student Services & Undergraduate Programs Faculty of Education Re: Report from the Faculty of Education to CCAM for January 2017. ITEMS FOR APPROVAL The Faculty of Education has approved and recommends approval of the following motions (Approved by Faculty Council on Dec 8, 2016).

1. Certificate in Teaching Elementary School Mathematics (TESM) Please review Appendix II, III, IV, V, and VI.

Motion 1: That the following Certificate in Teaching Elementary School Mathematics be approved, effective 201720.

Rationale for a certificate program in Teaching Elementary School Mathematics (TESM): The rationale for a certificate program in Teaching Elementary School Mathematics (TESM) is partly informed by the results of a recent study on perceptions of educating mathematics specialist teachers for Grades 6-81. This study was conducted in 2014 in three different southern Saskatchewan school divisions, and involved surveying five different stakeholder groups connected with mathematics education at the middle years/intermediate level. These stakeholder groups were: 1) elementary (K-8) school administrators, 2) Grade 6-8 teachers, 3) Grade 6-8 students, 4) their parents, and 5) university pre-service middle years teachers. In providing key findings from that study, this brief narrative presents a strong case for the development of a certificate program in Teaching Elementary School Mathematics (TESM). According to results from surveys, only 25% of teachers and 29% of university pre-service middle years teacher respondents described their own experience of learning mathematics as positive. Related comments reported that mathematics was “drill and practice without any explanation” and a “chore and not engaging.” Most disconcerting were comments such as “I had high anxiety over mathematics,” “I often struggled with concepts I did not immediately understand and would give up rather than try to figure it out,” and “I required

1 The study, entitled What perceptions do individuals, involved in mathematics teaching and learning, hold of the use of mathematics specialist teachers in Grades 6-8?, was funded through a Social Science and Humanities Research Council (SSHRC) Insight Grant. (Researcher: Dr. Kathleen T. Nolan, Faculty of Education, University of Regina)


2

a lot of extra help and still do today as I was never taught in a way that I could understand.” Approximately half (53%) of the university pre-service middle years teacher respondents described mathematics as harder to teach than other subjects. One pre-service teacher respondent offered that mathematics is “much more difficult because there are so many different learning styles that I myself have trouble and confusion with,” while another stated, “I do find it difficult to explain things in different ways if students ‘don’t get it.’” Thus, it was not surprising that only 47% of these respondents relayed feeling very comfortable with the mathematics concepts they are asked to teach. While fewer (17%) teacher respondents described mathematics as harder to teach than other subjects, only 58% said they felt very comfortable with the mathematics concepts they are asked to teach. For the 42% remaining teacher respondents, comfort depended upon the level or strand of mathematics and the time spent preparing and practicing mathematics prior to teaching. Related to these teacher responses about comfort, only 49% of Grade 6-8 student respondents reported that they thought their teacher enjoyed teaching mathematics. Not surprisingly, a majority from each stakeholder group thought it was very important that teachers develop a deep understanding of the mathematics they teach, especially Grade 6-8 parents (88%). One university pre-service middle years teacher even suggested, “that elementary and middle years teachers should be taking more math classes in university. With the importance placed on numeracy in many schools, pre-service teachers should be learning a lot more so that they go into the field with confidence.” Presently, without a Teaching Elementary School Mathematics (TESM) certificate program available, there are limited (and not mathematics education specific) formal educational means offered at the University of Regina (or elsewhere in the province) to address teacher concerns such as anxiety, struggle and difficulty with respect to teaching mathematics in order to assist teachers in developing a deep understanding of the mathematics they teach. On the surveys, different stakeholder groups identified many benefits in connection with educating mathematics specialist teachers (for deeper understanding and further professional qualifications). These benefits included: more qualifications, expertise and confidence; positive attitudes toward, and a passion for, mathematics; effective and differentiated/adaptive instruction; knowledgeable and informed assessment of students, professional development funding allocation, and provision of collegial support to other elementary teachers. These, and other perceived benefits reported on the surveys, directly impact all aspects of mathematics education in our province—from elementary school students, teachers, parents and the wider community to levels of curriculum and policy development and international measures of achievement in mathematics. The TESM certificate program aligns with the Student Success and Indigenization strands of the University of Regina’s strategic plan (i.e., improved opportunity to specialize in mathematics education for pre-service and in-service teachers; development of culturally relevant pedagogy in mathematics). All courses in the TESM will be delivered in-person, on campus. No additional costs are anticipated because the courses will be offered in rotation, by faculty members with no specialized, additional space required. CALENDAR DESCRIPTION

Designed for those involved in the mathematics education of K-8 students, this program provides experiences to deepen one’s understanding of mathematics concepts, with courses in number sense, spatial reasoning, and modeling and representation, as well as courses in culturally responsive pedagogy, inclusive education, and research in the field of mathematics education.


3

QUALIFICATIONS FOR ADMISSION IN THE TESM CERTIFICATE Applicants to the TESM certificate program must have an approved Bachelor of Education (B.Ed.) degree with a minimum 65.00% UGPA, or have successfully completed the pre-internship semester of their B.Ed. program. GRADUATION REQUIREMENTS FOR THE TESM CERTIFICATE The graduation requirement for the 30 credit hour program is 65% as per the Calendar 11.5.2.1.

TESM CERTIFICATE PROGRAM TEMPLATE

Certificate in Teaching Elementary School Mathematics (TESM) (30 credit hours)

Credit hours Required

3.0 EMTH 200

3.0 EMTH 325

3.0 EMTH 335

3.0 EMTH 326

3.0 EMTH 327

3.0 EMTH 425

3.0 EMTH 426

3.0

Elective 1 [select one from: MATH 102; STAT 100 OR;STAT 160; MATH 108; MATH 103 OR MATH 110; MATH 127; MATH 231; MATH 200-400 level]

3.0

Elective 2 [select one from: EMTH 217; EMTH 300; EDTC 300 ECMP 355 ((or ECMP 4551); ECE 425; ECS 410; EPSY 300-400 level]

3.0

Elective 3 [select one from any course listed under elective 1 or elective 2]

Note: If a student already has credit for EDTC 300 ECMP 355, then EDTC 400 ECMP 455 may be taken. Taking both EDTC 300 ECMP 355 and EDTC 400 ECMP 455 as electives in this certificate program is not permitted1

(end of motion 1)

NEW COURSES DEVELOPED (see attached new course inventories and outlines) Motion 2: That EMTH 326 be created to fulfill the requirements of the TESM Certificate, effective 201720.

EMTH 326 3:3-0 Spatial Reasoning for the Elementary School Mathematics Teacher This course develops mathematical content knowledge related to spatial reasoning through multiple approaches to learning, including the use of manipulatives and technologies for mathematical sense making and communications. Topics include 2-D and 3-D geometric thinking and representations, transformational geometry, congruence, similarity, proportional reasoning, symmetries, Non-Euclidean geometry, topology and fractals.

Rationale: The rationale for offering a course in the certificate program devoted to spatial reasoning in mathematics is closely tied to the rationale for two other courses in the program: one in number sense (EMTH 325) and the other in modeling and representation (EMTH 327). Together, these three courses address fundamental


4

mathematics content that is relevant and necessary for all elementary school teachers to understand. As stated in the overall rationale for this certificate program, additional courses in mathematics content are essential for elementary school teachers to gain further expertise, confidence, understanding and fluency in mathematics, as well as to develop more positive attitudes toward and enthusiasm for teaching mathematics in grades K-8. (end of motion 2)

Motion 3: That EMTH 327 be created to fulfill the requirements of the TESM Certificate, effective 201720.

EMTH 327 3:3-0 Modeling & Representation for the Elementary School Mathematics Teacher This course develops mathematical content knowledge related to modeling and representation through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include modeling and representing quantitative relationships (algebraically and graphically), patterns, linear/non-linear functions, proportional relationships, and real-world situations using statistics and probability.

Rationale: The rationale for offering a course in the certificate program devoted to modeling and representation in mathematics is closely tied to the rationale for two other courses in the program: one in number sense (EMTH 325) and the other in spatial reasoning (EMTH 326). Together, these three courses address fundamental mathematics content that is relevant and necessary for all elementary school teachers to understand. As stated in the overall rationale for this certificate program, additional courses in mathematics content are essential for elementary school teachers to gain further expertise, confidence, understanding and fluency in mathematics, as well as to develop more positive attitudes toward and enthusiasm for teaching mathematics in grades K-8. (end of motion 3)


EMTH 425 3:3-0 Culturally Responsive Pedagogy in the Mathematics Classroom In this course, students think critically about, and plan for, culturally responsive pedagogy (CRP) in school mathematics. Focusing on the theory and practice of CRP-related issues, including social justice, equity, Indigenous education, ethnomathematics, and linguistically-diverse learners, the course is grounded in critical, anti-oppressive, and inquiry-based philosophies.

Rationale: This course is needed to challenge and disrupt universal views of teaching, learning, and knowing mathematics. Culturally diverse student populations demand attention to, and transformation of, conventional (often teacher-directed) pedagogy because such pedagogy is often based on a false belief that mathematics as a subject is politically-, culturally-, and value-neutral. The theory and practice of culturally responsive pedagogy (CRP) in mathematics will be connected to, and embedded within, overarching goals of deepening understanding of mathematics concepts and developing a


5

critical cultural consciousness through explicit engagement with anti-racist, anti-oppressive, and decolonial perspectives. (end of motion 4)


EMTH 426 3:3-0 Research in Mathematics Curriculum, Instruction and Assessment Students engage in critical analysis and review of current research in mathematics curriculum, instruction and assessment. Drawing on critical and inquiry-based perspectives, the theory and practice of research in the field of mathematics education are explored in the contexts of SK mathematics curriculum development and individual classroom-based research.

Rationale: This course is needed to provide students and teachers of mathematics with opportunities to critically explore the connections between research in the field of mathematics education and current mathematics classroom practices and curriculum development. While other courses in the proposed certificate program will expect students to engage with research-based practices and theories in the contexts of exploring the teaching and learning of specific mathematics concepts, this course will require students to critically review and reflect on a broad range of research-based issues and their implications for teachers, learners, classrooms, schools and curricula. In addition, this course requires students to design and conduct a research study that emerges out of their own interests and practices, thus providing an avenue for challenging and disrupting conventional, status-quo mathematics classroom practices and moving toward pedagogical transformation. The theory and practice of mathematics education research will be connected to, and embedded within, overarching goals of deepening one’s understanding of mathematics concepts and related pedagogical considerations, in addition to models of curriculum development and reform.

PROPOSED SCHEDULE FOR REQUIRED COURSES

Certificate in Teaching Elementary School Mathematics (TESM)

Spring/Summer 2017 Fall 2017 Winter 2018


EMTH 425

Spring/Summer 2018 Fall 2018 Winter 2019


ELECTIVES (existing courses in Education and/or Math & Stats):

EMTH 217 Curricular Topics in Mathematics This course addresses mathematics topics in the Saskatchewan middle years curriculum, focusing primarily on geometry, measurement, statistics and probability. By exploring these topics through problem-based and investigative approaches, students will expand their conceptual understanding of mathematics and develop an appreciation for the dynamic nature of mathematical ideas and processes.


6

EMTH 300 Curriculum Content in Secondary Mathematics I This course explores four kinds of knowledge (curricular, pedagogical, content, and pedagogical content knowledge), and the relationship of each to the teaching of mathematics. *** Prerequisite: 12 credit hours of mathematics that are part of the major or minor, or permission of the subject area. *** * Note: Normally offered in fall semester only. * * Note: Math Majors EMTH 200 is a prerequisite for EMTH 300 *

ECE 425 Contemporary Perspectives in Early Childhood Education An examination of current perspectives and challenges in early childhood education. Participants will investigate program assumptions and beliefs and develop practical action plans which support positive teaching/learning environments for young children. *** Prerequisite: Pre-internship ***

EDTC 300 ECMP 355 Introduction to Educational Technology and Media Introduction to Computers in the Classroom Introduction in the use of computer technology as a medium of instruction and learning in K-12 classrooms. * Note: Web delivered class sections may be subject to an additional $50.00 material fee. * This course examines the use of technology and media in teaching and learning as well as the transformative effects that emerging digital tools/networks have on school and society. The course provides an experiential approach to learning about technology integration while helping students critically reflect on the implications of our digital reality. Introduction in the use of computer technology as a medium of instruction and learning in K-12 classrooms. * Note: Web delivered class sections may be subject to an additional $50.00 material fee. *

EDTC 400 ECMP 455 Advanced Studies in Educational Technology and Media Computers in the Classroom: Advanced Level This course provides an advanced exploration of technology integration in teaching and learning as well as an in-depth examination of the effects of emerging technologies and media in school and society. Students will engage in critical discussions around technology as it relates to classroom practice in the provincial, national, and global contexts. This course is designed for senior undergraduate students who are familiar with the basics of computer-related technology skills and its pedagogical importance in education. Timetabled with EC&I 831. *** Prerequisite: ECMP 355 ***

ECS 410 Assessment and Evaluation Assessment and Evaluation are terms that embody a constructed set of beliefs, values and practices, often taken for granted in education. This course takes a critical look at the construction and practice of assessment and evaluation in the context of teaching and learning and helps prepare pre-service teachers to practice fair and equitable assessment and evaluation. *** Prerequisite: ECS 300 or 311 **

STAT 100 Elementary Statistics for Applications An introduction to statistical methods; descriptive statistics; the normal distribution; basic techniques of statistical inference; confidence intervals and hypothesis tests for population means and proportions; simple linear regression. *** Prerequisite: Foundations of Math 20 or Precalculus 20 or Apprenticeship & Workplace Math 30 or Math A30 or AMTH 091 or Mathematics 101*** * Note: STAT 100 and STAT 200 are designed to provide a year-long introduction to statistical methodology with a view towards applications and are not intended for majors in statistics, actuarial science, or any other program requiring a detailed knowledge of statistics. Students who receive credit for STAT 100 may not receive credit for STAT 160 or STAT 289. *

STAT 160 Introductory Statistics A comprehensive introduction to probability, probability distributions, sampling distributions, basic techniques of statistical inference, analysis of variance, linear regression, inference for categorical variables, and nonparametric statistics. ***Prerequisite: Precalculus 30, or MATH B30 and MATH C30, or MATH 127*** *Note: STAT 160 is designed to provide a comprehensive single semester introduction to statistical techniques and is intended for students majoring in statistics, actuarial science, or any other program requiring a detailed knowledge of statistics. Students who receive credit for STAT 160 may not receive credit for STAT 100 or STAT 200*

MATH 102 Mathematical Modelling and Precalculus A course in problem solving through the use of mathematical models involving algebraic, exponential, logarithmic, and trigonometric functions and their graphs. The purpose of this course is to enhance students abilities to express, visualize, and model real-world problems through an understanding of common functions and their graphs. ***Prerequisite: Any one of the following: Foundations of Mathematics 30, Precalculus 20, Math B30, Math C30, or AMTH 092*** *Note: Students who have received credit in Math 103 or 110 cannot take Math 102 for credit*


7

MATH 103 Applied Calculus I Differentiation of algebraic, exponential, and logarithmic functions. Optimization, curve sketching, and integration by substitution. ***Prerequisite: Precalculus 30 or Mathematics B30 with a grade of at least 65% or AMTH 092 with a grade of at least 80%, or Math102*** *Note: Although Math 103 leads to Math 112, students who require three or more calculus-based courses should take Math 110 instead of Math 103. Students will only receive credit for one of MATH 103 or 110*

MATH 108 Mathematical Problems, Ideas and Personalities This course explores some of the most significant and enduring ideas in mathematics: the great theorems, discoveries of beauty and insight that stand today as monuments to the human intellect. *** Prerequisite: Precalculus 20 or Foundations of Math 20 or Math A30 or AMTH 092*** * Note: This course is designed mainly for students in arts or education who wish some exposure to mathematical ideas. It satisfies the critical thinking requirement in the Faculty of Arts.

MATH 110 Calculus I An introductory class in the theory and techniques of differentiation and integration of algebraic and trigonometric functions. Topics include limits, optimization, curve sketching, and areas. ***Prerequisite: Precalculus 30 with at least 75%, or Calculus 30 or Mathematics B30 and C30 with a grade of at least 65% in each or Math 102*** *Note: Students can receive credit for only one of MATH 103 or 110*

MATH 127 Introductory Finite Mathematics II Elementary linear programming, counting methods involving permutations and combinations, probability, statistics, regression, and consumer mathematics including interest calculations, annuities and amortizations. ***Prerequisite: Foundations of Math 20 or Precalculus 20 or Math B30 or AMTH 092 or MATH 101*** *Note: Mathematics 127 is not algebra, nor pre-calculus, nor calculus. It satisfies the critical thinking requirement in the Faculty of Arts.*

MATH 231 Euclidean Geometry This course is intended to familiarize the student with Euclidean geometry. Topics include the postulates and theorems of both classical and modern Euclidean geometry. ***Prerequisite: Two university mathematics courses*** *Note: This course is designed for students without a strong background in Euclidean geometry. Students with a mark of at least 70% in either Mathematic

(end of motion 5) 1. ITEMS FOR INFORMATION

The Faculty of Education has approved the following course changes and offers them for information only. Effective date 201720. Course Changes:

EMTH 200 Implementation and Assessment of Problem Solving in Mathematics An exploration into teaching mathematics from a problem solving perspective. Classification, representation and retrieval strategies, and their implications for students' mathematical thinking and classroom teaching are examined. *** Prerequisite: *** MATH 101 or MATH 110, or permission of the mathematics education subject area Two university math courses, or permission of the subject area.*** * Note: Math Majors EMTH 200 is a prerequisite for EMTH 300 *

EMTH 325 Number Sense for the Elementary School Mathematics Teacher Mathematics for the Elementary School Teacher This course develops mathematical content knowledge related to number sense through multiple approaches to learning, including using manipulatives and technologies for mathematical sense-making and communications. Topics include whole number operations/computations, counting principles, multiplicative comparisons and reasoning, measurement, rounding, estimation, fractions, ratios, rates, proportions, percents, integers, rational and irrational numbers, and number theory. A resource-based, multi-media, experiential approach will be used to involve students in curriculum related mathematical experiences. *** Prerequisite: EMTH 215, EMTH 310 or EMTH 317 or equivalent, or permission of the mathematics education subject area. ***


8

* Note: Normally offered in winter semester only. *

EMTH 335 3:3-0 Mathematics in the Inclusive Classroom: Assessment and Intervention. Curriculum and Instruction: Mathematics in the Elementary School This course will explore approaches to teaching and planning mathematics by using methods that accommodate diverse learning needs. Attention will be paid to authentic and informal assessment, such as progress-based monitoring, curriculum-based measurement, and error analysis. In additional, inclusive instructional approaches, such as cognitive strategy instruction and schema-based instruction will be emphasized, as well as techniques to individualize programs. New approaches to structuring content and establishing strategies of teaching. Diagnosis and remediation, individualizing mathematics are included. *** Prerequisite. Enrollment in the Inclusive Education Certificate OR enrollment in the (Inclusive)/Special Education Minor OR enrollment in the Teaching Elementary School Mathematics Certificate or 6 credit hours in mathematics and mathematics education courses OR permission of the instructor. : 6 credit hours in mathematics and mathematics education courses or permission of the mathematics education subject area ***


Date: January 4, 2017 To: Council Committee on Academic Mission (CCAM) From: Valerie Mulholland, Associate Dean Student Services & Undergraduate Programs Faculty of Education Re: Report Addition from the Faculty of Education to CCAM for January 2017. ITEMS FOR APPROVAL

Motion: That the Bachelor Education (Dene immersion) developed by the First Nations of Canada be approved. Effective 201730.

FOUR-YEAR ELEMENTARY B.ED (INDIGENOUS EDUCATION) DENE IMMERSION

Four-Year Elementary BEd (Indigenous Education) Dene Immersion

(120 credit hours) Semester 1 (Fall) DENE 104 (3) EINL 200 (3) ENGL 100 (3) INDG 100 (3) LING 230 (3)

Semester 2 (Winter) DENE 105 (3) EAES 215 (3) EIND 205 (3) ELNG 205 (3) EPS 100 (3) 30 credit hours

Semester 3 DENE 202 (3) EIOE 215 (1.5) EMTH 215 (3) EPE 215 (3) EPS 215 (3) EPSY 205 (3)

Semester 4 DENE 203 (3) EINL 225 (3) EIOE 225 (1.5) EPS 225 (3) EPSY 225 (3) ERDG 215 (3) 33 credit hours

Semester 5 DENE 206 (3) INDG 216 (3) EIEA 355 (3) EIND 305 (3) EINL 325 (3)

Semester 6 EINH 215 (3) EINL 335 (3) ESCI 215 (3) ESST 215 (3) DENE 225 (3) 30 credit hours

Semester 7 BIOL 140 (3) EINL 450 (3) THAC 160 (3) MATH 101 (3)

Semester 8 EFLD 405 (15) 27 credit hours

6 ACADEMIC ELECTIVES

Notes: A. Required 120 Credits B. Minimum of 39 hours outside of Education C. 12 hours outside of Education above the 100 level( F-03-Update)


D. G.P.A. of 65% to graduate

Rationale: The B.Ed Elementary program Dene immersion follows the template of the Cree Immersion template and fulfills the requirements for Certification by SPTRB. The program supports the First Nations communities in language revitalization.


Minutes Wednesday 21 December 2016 / 9:00 – 10:30am / AH 527

MEMBERS A Herman (Chair), M Andrews, T Chase, M El-Darieby, G Huber, D Juschka, N Önder, S Wiskar (URSU student)

REGRETS C Hanson (sabbatical until 30 June 2017), N Ruddick (sabbatical until 30 April 2017)

D Malloy, R Khanam (GSA student) RESOURCE K Untereiner

1. Call to order and approval of agenda

M/S T Chase/ D Juschka that the 21 December agenda be approved.

CARRIED 2. Approval of minutes: 1 & 8 December 2016 meetings

Edits to 8 December minutes 1. CCAM member Darlene Juschka was in attendance. 2. Item 2, point 3- Streamline credit transfers, second sentence to state there is not a good system of

process currently in place and there is quite a bit of duplication rather than- There is not a good system of process currently in place and therefore there is quite a bit of duplication.

3. Item 2, point 4- Streamline academic program approvals, should state there are up to eight levels of approval rather than there are eight levels of approval.

M/S D Juschka/ T Chase that the 1 & 8 December minutes be approved with the edits suggested.

CARRIED

3. Discussion on drafting CCAM guidelines for (tentative title) “Preserving the Academic Integrity of the University of Regina in times of Resource Challenges” This guidelines document was approved by CCAM and taken to council a couple of years ago but ultimately was denied at council because of the lack of the word teaching. CCAM went over the drafted guidelines and made edits. Chair to make suggested edits to the guidelines document and will send the edited version to the committee for review.

Council Committee on Academic Mission


Discussion around what the next course of action would be in completing the guidelines and going forward for approval by council. It was decided the next course of action would be to post the guideline document to the Council Discussion Forum. The Chair will post the guidelines document to the forum. A survey will be created and sent to faculty or campus for input on these guidelines.

4. Adjournment M/ S Wiskar The meeting adjourned at 10:31am.


On behalf of the Philosophy and Classics Department:

We are grateful to the reviewers for their time and effort, and accept with thanks their insightful

report. As outlined below, we are for the most part in agreement with the observations and

recommendations made in the report, and are generally happy to act on its recommendations, insofar as

it lies within our power to do so.

We were, of course, pleased with the reviewers’ opinion that “The Department of Philosophy in

our judgement is doing a very good job under difficult circumstances” (p.2). Their further descriptions of

us as “collegial and, despite a complex administrative environment, highly cooperative” (p.2), as having

“a good record of research achievement” (p.3) and as “performing very well in providing undergraduate

education, both to philosophy students and to students studying other fields” (p.3) were also gratifying,

as were their findings that our students “spoke enthusiastically of the instruction and mentoring that

they received” (p.3). We were also pleased by the reviewers’ endorsement of our actions in developing

innovative interdisciplinary programs, praising the success of our SOPT program (p.3) and saying, with

regard to our PPE program, that “The innovation of this program is excellent” (p.6).

The reviewers made a number of recommendations, both for the department, and for others in

regard to the department. We generally accept these recommendations. In what follows, we will

provide a brief response to each, beginning with the ones that are wholly within our power to address.

The reviewers recommended that we improve our web page, including providing clearer

information about what programs exist and what the requirements are for each. We are all agreed that

this is a good idea, and have begun discussions about what other improvements to the web page we

might be able to build in (e.g. augmenting our links to other sources), and how to go about making these

improvements.

The reviewers also recommended that we extend a “courtesy appointment in Philosophy” to Dr.

David Malloy on the basis of his expertise in ethics, and we are happy to do so. At a recent Department

meeting we voted unanimously to make Dr. Malloy a member of our department, and it is now merely a

matter of figuring out what paperwork is required to make this a reality.

The reviewers made a number of recommendations concerning our logic offerings, which we are

again generally happy to act upon. Specifically: 1) we intend to renumber our PHIL 352 (Symbolic Logic)

as a 200-level course, and pitch it accordingly, as suggested (p.6). 2) As noted by the reviewers, changing

how the symbolic logic course is offered may involve some adjustments to the way in which we teach

PHIL 150 (Critical Thinking) as well, and we should seek to ensure it is “more squarely located in Informal

Logic” (p.6). We are not convinced the changes should take exactly the form the reviewers suggested

(e.g. excluding all symbolic logic content altogether), but we accept the idea that we should revise the

content of PHIL 150, and have begun discussions about exactly what form these revisions should take. 3)

The reviewers also recommended that we consider increasing the enrolment limit for our critical

thinking courses (p.5). There are various constraints on this of which the reviewers might have been

unaware (e.g. room sizes available at the colleges for their sections), but in general we are open to this

suggestion, and will be exploring it in our next scheduling cycle. 4) The reviewers also recommended that


we make greater efforts to attract students from other programs (e.g. Engineering, Math, and Computer

Science) into our critical thinking and logic courses (see p.5 and p.6), and we are happy to act on this

suggestion as well.

Similarly, the reviewers recommended that we increase our efforts to attract students from

Nursing, Engineering, and KHS into our 200-level ethics courses (p.5). We think the reviewers may have

misunderstood the extent to which we have already pursued these options, and perhaps failed to realize

that we already have an arrangement with KHS whereby their BKIN students are required to take a

course from a set of five courses, four of which are ethics courses taught by philosophy. Be this as it may,

we will happily redouble our efforts to attract students from these disciplines into our courses, and

pursue formal arrangements with these faculties to include philosophy courses in their programs.

The only other recommendation which seems directed specifically to the members of this

Department is the recommendation that we apply for more scholarly grants (p.5). This is a difficult

recommendation to act on at an institutional level, because it is an individual decision for each faculty

member whether to apply for a grant or not. The reviewers appear not to have been fully aware of the

several grants members of this Department have received in the recent past along with the extent of

application to the Federal research granting agencies (contained in our original submission for the Unit

Review) that received 4A status, but in any case the Department as a whole can still encourage individual

members to apply for an increased number of grants, in keeping with this recommendation.

The external review of our Department also includes a number of recommendations which

require action by people outside the Department for their implementation. In general, we

enthusiastically endorse these recommendations, and want to express our willingness to do whatever

does fall within our power to assist in bringing about the suggested changes.

Some of these recommendations are relatively minor suggestions, that simply require the

allocation of small amounts of funds. For example, the reviewers recommend that the University Library

should subscribe to PhilPapers (p.4). This would indeed be a significant benefit for us in pursuing our

scholarly work, and we enthusiastically support this recommendation. (NB: the reviewers recommend

further increases to library acquisitions as well, and we support that as well, but do not view that as

being as much of a priority at this time).

Similarly, the reviewers recommend the establishment of a fund for bringing in visiting speakers

(p.4 and p.9). Since exposing one’s arguments and perspectives to as many other views as possible is the

lifeblood of philosophy, we agree this would mark a significant improvement for philosophy at the U of

R. We are also mindful of the recommendation that, if there were such a fund, “guest lecturers ought at

least occasionally to be of interest to classicists” (p.9), and we would certainly endeavour to find

speakers whose topics would be of interest to both sides of the Department, if we were able to bring in

any speakers at all.

We also heartily endorse the recommendation that “a stable source of funding be identified for

students entering the SOPT program” (p.9). We are quite willing to do our part to support this

interdisciplinary graduate program, but would appreciate action on this matter by others within the


University as well. We have also already started to work with others to advertise the PPE program (p.6)

including work with the Faculty of Arts (in creating posters, powerpoint presentations, and a social media

campaign), Luther College (in developing the semester course listings for advisors on Campus along with

each participating department), and in-person presentations to high school guidance counsellors. We

will continue to seek ways, in conjunction with others within the University, to recruit students into this

program and note the opportunities the Unit Review identified for international recruitment (the PPE

program in Oxford is its largest undergraduate degree program and has a longstanding global reputation

so there may be an opportunity to work with University of Regina's international recruiters and UR

International to recruit into the Faculty of Arts via PPE).

The external review contains two other important recommendations that we very

enthusiastically support, but that involve the cooperation of bodies outside our Department. One of

these is the recommendation that the Department be given permission to appoint an additional

philosophy faculty member (p.8). The reviewers observe that “The Department is seriously understaffed

for an institution the size and ambitions of the University of Regina” (p.3), and that “the number of

faculty available to teach students at a university of this size is…scarcely adequate to the task” (p.7).

They assert that “The consensus opinion within the philosophical profession is that the minimum

number of faculty members required to offer a philosophy undergraduate degree at a major Canadian

university is about eight or nine” (p.8), which clearly suggests that our present 6.5 philosophy faculty

members is significantly below the minimum. They also note that recent reductions in numbers of

faculty members within the Department “have had an adverse effect on morale” (p.3), and have led to a

situation in which “students experience difficulty completing their degrees in a timely manner because

required courses are not offered more frequently” (p.3). At the very least, the reviewers recommend

that senior administration provide assurances that the faculty complement in both Philosophy and

Classics will not drop below its current levels (p.8), but they also assert that “the Department has a

strong case for an additional member” (p.8), and we enthusiastically endorse their recommendation that

the Department be given permission to appoint one. We will endeavour to make use of the directions

from the Faculty of Arts Vision and Priorities Committee final report to further plan our course offerings

to enable the range needed by those majoring in philosophy at the undergraduate level (whether B.A.

Hons, B.A., or PPE).

There is one other recommendation we would like to address, that we again heartily support,

but that in fact applies most directly to others. The reviewers recommend that “all courses in ethics and

logic/critical thinking be taught by professors with specialised training in these areas” (p.6). For the most

part, we believe that the “professors with specialised training in these areas” are concentrated within

the Department of Philosophy and Classics. Thus, this recommendation would suggest that, if any other

program within the University wants its students to study ethics, for example, they should have their

students take a course from our Department, rather than, say, having people in-house teach their

students ethics courses, in addition to their other contributions to their disciplines. This institution’s

practice of allocating resources on the basis of numbers of students taught in house has encouraged

various other units to create and teach ethics courses within their own disciplines, and keep their

students in them rather than in Philosophy courses, but we take the external reviewers to be suggesting


this is not the optimal way to structure things. We are quite willing to make our expertise, particularly in

ethics, available for the benefit of students from many disciplines outside of philosophy, and urge the

University to think seriously about how best to move things in that direction. Similarly, although it is

popular to claim that all disciplines, at least within the Faculty of Arts, teach critical thinking, the fact of

the matter is that that term has a specific meaning within Philosophy, and, like many other universities,

we have a course within philosophy (PHIL 150) specifically called “Critical Thinking”. So far as we know,

this is the only course within the university that has as its primary focus the ability to identify the

structure of arguments, distinguish strong arguments from weak arguments, and learn how to use

objective standards of reasoning to ground decision-making. Accordingly, although we certainly do not

think other courses should avoid fostering these abilities (quite the contrary!), and thus do not think that

developing these skills should fall completely within our purview, we do think the reviewers’

recommendation along these lines should be taken as a basis for allocating a more central role to the

Critical Thinking courses we offer, and for being less sanguine about the belief that students will acquire

the necessary skills en passant (as it were), while studying other subjects.

In closing, we would like to thank the University of Regina for the opportunity to participate in the Unit

Review process. We found it very valuable to have an independent, peer review of the full range of

activities our department engages along with its resourcing. The “360 degree review” process has

certainly benefited our own self-understanding as a Department and hopefully is valuable to the

University of Regina as a whole including its federated partners that provide considerable support to our

scholarly activities.


CCAM Guidelines for Suspension or Modification of Existing Academic Programs (draft) Dec 21, 2016 Preamble: On Nov 22, 2016, a mid-year one time reduction of Provincial funding to the University of Regina was announced by the Government of Saskatchewan. In addition, scenarios for 3-5% base budget reductions were requested from academic faculties and administrative units across the university, with the deadline for budget submissions set at January 16 2017. In late November CCAM received a request from Deans’ Council to provide a set of university-wide policies for dealing with this challenge while maintaining the Academic Mission of the university. CCAM had an extensive discussion through meeting and email discussions, the results of which is this initial draft document. CCAM members believe a much more thorough and long-term discussion on these guidelines will be required. ***************************************** Academic Mission Vision Statement: (modified by CCAM from one defeated at Council in Feb 2015)

The Academic Mission of the University of Regina is to nurture a culture of deep understanding and discovery based activities through its creative, research, teaching, and other scholarly efforts, among students and faculty. All resources and efforts from the university community should flow in support of its academic mission. Knowledge developed through research and creative expression should flow through our teaching into the local, national, and international community. ******************************************

Academic program refers to an Academic degree or certificate program offered by an Academic Unit, which is a Faculty except in the case of Faculties with Departments it is a Department. 1. No Academic program should be automatically suspended for having met one of these criteria. Opportunities to modify underperforming programs should be considered first. Academic programs with low enrolment whose Academic value and impact are considered crucial to the University’s Academic Mission and commitment to Liberal Arts education can be justifiably continued.

2. Undergraduate Academic programs experiencing less than 10 graduates total in 10 consecutive years.

3. Academic programs that lack distinction from other programs offered on campus.

4. Academic programs for which the Unit deems the resource cost to deliver the program are excessive relative to their Academic value, impact, and returns compared to other programs offered by the Unit.

5. Academic programs with low enrolment for which prior attempts to modify the program have not led to improvement and national trends for the program are unfavourable.


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