Faculty of Engineering and Applied Science Graduate Council

1 Meeting Minutes, FEAS Graduate Council, Wednesday, November 2, 2011

Minutes of Meeting – November 2, 2011

A meeting of the Engineering and Applied Science Graduate Council for the 2011/12 academic session was held on Wednesday, November 2, 2011 in the Beamish­Munro Hall Conference Room.

PRESENT: J. Archibald C. Chan G. Ciccarelli (for C. Mechefske) J. Cui G. Dumas (Chair) R. Fraser A. Freundorfer J. Gao G. Olivo C. Pickles (Assoc. Chair) A. Take

ALSO PRESENT: M. Corbett D. Rappaport T. Wintle

REGRETS: M. Guay C. Mechefske B. Surgenor

1. Introduction of New Council Members

The chair welcomed four new members to the Council: • Calvin Chan (Ph.D. candidate, Electrical Engineering) • Jessica (Wei) Cui (Ph.D. candidate, Chemical Engineering) • Rob Fraser (M.A.Sc. candidate, Mechanical and Materials Engineering) • Jun Gao (Associate Professor in the Department of Physics, Engineering Physics and

Astronomy)

2. Approval of Agenda

Motion: Olivo/Archibald Carried

3. Approval of Previous Meeting Minutes

Motion: to adopt the minutes of the October 5, 2011 meeting. Archibald/Freundorfer Carried

4. Business Arising from Previous Meeting’s Minutes a) Supervisory Committees for PhD Students

The departments of Chemical Engineering (CHEE) and Mechanical and Materials Engineering (MME) are moving ahead with the implementation of departmental procedures.

• The CHEE Graduate Studies Advisory Committee (GSAC) is putting together a set of guidelines that should be presented to the department at the December departmental meeting. M. Guay will provide more details concerning these new guidelines at the next council meeting.

• Proposed guidelines were scheduled to be presented and discussed at the MME departmental meeting, however this meeting was cancelled.

The Society of Graduate and Professional Students (SGPS) has conducted a review of student progress reports and has made note of areas of concern. The SGPS has developed a set of guidelines to consider regarding the process and the form used. The guidelines will be sent electronically to GSEC members.

Faculty of Engineering and Applied Science Graduate Council

2 Meeting Minutes, FEAS Graduate Council, Wednesday, November 2, 2011

Tabled: Supervisory Committees for PhD students will be discussed further at December FEAS Graduate Council meeting.

b) Ad hoc Committee for Amendments to the FEAS Graduate Council Manual (election of members) There is still need for one volunteer to serve on the ad hoc committee to review and present changes to the FEAS Graduate Council manual. Council members may email T. Wintle to volunteer.

c) Promotion to PhD The need to revisit the procedures surrounding promotion to PhD arose from two requests for promotion to PhD where the chair was hesitant to base a decision on the information that was provided; therefore the cases were brought before Council for further evaluation.

Currently the FEAS Graduate Council manual states: “A Master’s student who, in the opinion of the Department has demonstrated outstanding academic and research ability, may be promoted to a Ph.D. program. The recommendation for the promotion shall be made by the Head or Graduate Coordinator in a memorandum to the Chair for students who have been registered full time for at least two terms and before completing five terms in a Master's program at Queen's University, who have first­ class standing, and who show exceptional promise in their research. The memorandum must be countersigned by the student to acknowledge that he/she agrees with the proposal to promote him/her and that he/she cannot revert to the Master’s program at a future date.”

The manual does not specify what evidence should be provided to the chair to prove “outstanding academic and research ability”. Clearer procedures set for promotion to PhD at the department level, may prevent marginal cases from coming before Council where they may be rejected. Cases only come to council when the decision to promote is questionable, thus the need to identify the source documents that would aid in making the decision.

The Chair asked each representative present to comment on the procedure in their department when a possible promotion to PhD is brought forward:

• The department of Geological Sciences and Engineering (GEOE) has developed a set of requirements which are detailed in their manual; these were circulated to Council members. Included in the GEOE requirements for promotion are the number of graduate courses that must be completed by the student and the average that must be maintained. The candidate is also asked to present a formal written and oral research proposal to a promotion assessment committee. The proposal must include a defined project including funding, budget and timeline information. If the recommendation is negative after the presentation of the proposal the student maintains his/her status in his/her current M.Sc. program. This process ensures the student’s capability, PhD project quality, and reduces the risk to the student.

• The department of Physics, Engineering Physics and Astronomy (PIPA) follows regulations similar to GEOE

• The departments of Mining Engineering, Mechanical and Materials Engineering, Electrical and Computer Engineering, and Civil Engineering have no formal policy on promotion – a supervisor commits to funding, the student must be excellent academically and show research potential, and the department head and/or graduate coordinator make a recommendation based on this.

Faculty of Engineering and Applied Science Graduate Council

3 Meeting Minutes, FEAS Graduate Council, Wednesday, November 2, 2011

• Chemistry promotes using full comprehensive examinations (which the candidate does not take again if they are promoted) If the student fails the comprehensive s/he revert back to the Masters program.

Council discussed whether a minimum number of courses completed should be a regulation for promotion to PhD (as it is in GEOE), particularly when a student is in his/her fifth term. By the fifth term the expectation is that most Masters students will have finished the majority of their graduate course requirement. There was concern expressed that students sometimes struggle with course selection due to sabbatical leaves, which may result in courses relevant to a student’s research not being offered. If a minimum number of completed courses is set and included in the manual under the procedures for promotion, the language should provide for exceptions. In the case of these exceptions when there isn’t a sufficient number of a graduate course to determine academic excellence, the Council discussed what criteria could be used instead. Suggested criteria included undergraduate marks, and references from other professors.

Excellent research promise is difficult to demonstrate. Some suggestions for how this could be proved included a publication record (if it exists), undergraduate research experience, and/or evidence of the depth of the proposed research project itself.

There are not a great number of promotions to PhD or a high number of failures after promotion, however there is a need for clearer guidelines in order to maintain consistency and fairness in decision making.

M. Corbett will draft a proposal of guidelines for inclusion in the manual and will present it at a future meeting.

4. Chair’s Report

The Chair reported on the following items of interest from the October 18 GSEC meeting:

• There will be a Graduate forum held on November 21 where the Chairs of all Councils and Committees will be presenting brief reports

• FEAS did not reach the quota number for submissions to the Vanier scholarships again this year • Interested retired faculty can contact the Thesis Coordinator in SGS to be put on a list of

prospective chairs for PhD thesis examinations, and can contact their home department to be considered for Master’s defenses

• The Faculty of Arts and Science Graduate Council is also taking a look the role and procedures of supervisory committees

• The two FEAS courses presented for ratification were approved

Student Cases:

• Of the pending PhD promotion decisions discussed at the October FEAS Grad council meeting: one request for promotion was denied, the other was approved conditional on the maintenance of 1 st class standing in the two courses the student is currently enrolled in

• A GEOE request for a student’s promotion to PhD was approved

Faculty of Engineering and Applied Science Graduate Council

4 Meeting Minutes, FEAS Graduate Council, Wednesday, November 2, 2011

• An ECE student’s request for advanced credit for two courses taken at Concordia was approved

5. New Business a) Course Number Change ‐ UN 704 Selected Topics in Engineering Physics (MME) Motion: to approve the course revision as submitted Ciccerelli/Take Carried

b) Revision of course calendar entry ‐ CIVL835 c) Revision of course calendar entry ‐ CIVL836 d) Revision of course title and calendar entry ‐ CIVL840 e) Revision of course title and calendar entry ‐ CIVL843 f) Revision of course calendar entry ‐ CIVL882 g) Course Deletion ‐ CIVL844 h) Course Deletion ‐ CIVL887 i) Course Addition ‐ CIVL 883 j) Course Addition ‐ GENG 843

Motion: to approve the course revisions, deletions and additions as submitted Take/Olivo Carried

6. Other Business Council members were reminded to discuss with their departments and provide feedback on:

• The SGS proposal for a 20% increase in the amount of each ITA awarded, which would result in a 20% reduction in the number of ITAs allocated.

• Whether the examiner reports at thesis exams should be distributed to students. Currently at thesis oral exams examiners provide reports that, in most cases, are only read by the chair. The SGS is considering formalizing a requirement where these reports, which would be of value to the student, are released to the student after the examination. It would be made clear in advance to the examiners that the comments will be shared with the candidate.

Tabled: for discussion at December FEAS Graduate Council meeting.

8. Adjournment Meeting adjourned at 4:55 PM.

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NEWGRADUATEPROGRAMPROPOSAL

SubmissionForm

This template is to be used when seeking approval for new Graduate programs of study leading to a degree. New program submissions must receive the approval of the Graduate Studies Executive Council (GSEC) prior to being externally reviewed. The submission, external review, and the internal response to the review will, as a package, be submitted by GSEC to the Senate Office for referral to the Senate Committee on Academic Development (SCAD) which will then make their recommendations to Senate. Academic Units are strongly advised to contact the Director of the Office of the Vice­Provost and Dean SGS or the appropriate Associate Dean in the SGS with any questions that arise during this proposal development. Refer also to the QUQAP website at: http://www.queensu.ca/provost/responsibilities/qualityassurance.html

Part A – General Summary

Name of Proposed Program: Graduate Diploma in Community Relations for the Extractive Industries

Unit(s): Faculty of Engineering and Applied Science

Proposed Start Date: August 2012

Contact Information (1) Contact Information (2) Name: Jeffrey Davidson Name: Laeeque Daneshmend

Title: Professor Title: Head and Professor

Unit: The Robert M. Buchan Department of Mining

Unit: The Robert M Buchan Department of Mining

E­mail: Jeffrey.Davidson@mine.queensu.ca E­mail: Laeeque.daneshmend@mine.queensu.ca

Executive Summary (1 page maximum suggested – Minimum font size 11 pp) Briefly summarize the rationale for introducing this new program and how it fits with the academic goals of the Faculty/School and University. Briefly describe: the educational goals and learning outcomes; internal or external collaboration required to deliver this program; how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and additional resources required to deliver this program. Stakeholder expectations regarding the area of corporate social responsibility and the ways in which extractive industries manage their relationships with local communities and host countries have grown dramatically over the past decade. These expectations have translated into demands for improved and more systematic, verifiable, approaches to community and stakeholder engagement, impact assessment and mitigation, community support and assistance, contributions to regional economic development, and dispute and conflict resolution. External pressure on companies to improve their performance continues to increase in the face of individual company efforts to “get it right,” and of supportive industry wide initiatives; as exploration and extractive activities continue to expand nationally and globally.

More often than not, the onus for performance on the ground (i.e. “walking the talk”) falls to field and site­ based teams and individuals irrespective of whether they are involved in the exploration, project development

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or operational phases of a project. They have to be able to

• consult effectively with local communities/stakeholders,

• oversee compliance with internal standards and external regulations,

• deliver on regulated, negotiated and voluntary commitments regarding company­community relations, and ultimately

• foster and promote positive and productive relationships with affected communities .

These practitioners, liaison officers, or project team members or leaders, tasked with opening and maintaining lines of communication, establishing positive working relationships, and securing and maintaining the project’s “social license to operate”, are often put in a difficult position without the benefit of prior education, sufficient experience, or proper management support. Many end up learning on the job while trying to balance duty to their employers with their empathy for local people. Having a well­trained, professionalized corps of community relations specialists available to work on the ground with companies and/or local communities will reduce the potential for major social, economic, or political mis­steps and problems over the life cycle of a project and possibilities for adversely affecting any or all of the parties concerned, i.e. project developers and operators, government, local communities, and vulnerable populations.

The shortage of skilled and experienced community relations practitioners has become a recognized and critical issue for responsible mineral resource development. This situation is now being addressed in Australia where the representative body of the mining industry, the Minerals Council of Australia, has collaborated with two Australian universities (University of Queensland and Australian National University) to meet the need and help professionalize community relations practice. The graduate certificate program developed as a result of this collaboration has now been operating for four years, has been well received and supported, has expanded to include a master’s degree option and is regarded by participants and companies alike as highly effective and value adding.

The proposed diploma program for Queen’s would be based on the structure and design of the University of Queensland program, but would be adapted to reflect industry needs, community challenges and political realities in North America. This practitioner targeted diploma would be skill based and competency focused, with 3 out of 4 courses packaged for distance delivery, allowing participants to continue working as they learn. The program is designed primarily to meet the professional needs of people already working in or having worked in the minerals industry, or in associated government agencies or in non­governmental or community based organizations. It aims to equip students with the knowledge, competencies and best practices that will help them to understand, engage with, and contribute more effectively to the creation of positive and lasting company­community relationships, to the uplift and sustainability of local communities and economies, and to positive legacies.

Canadian industry associations and representative mining companies (heads of their corporate responsibility and community relations units) were surveyed and consulted regarding the value and viability of offering this program through Queen’s University. The response was uniformly positive. This year the Department of Mining brought on board a senior academic to strengthen teaching in the social responsibility and sustainability areas. He was involved in the original design and roll out of the UQ graduate certificate and would assume a major role and responsibility in the implementation of this program should it be approved.

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Part B – Evaluation Criteria Part B is to be completed by the Unit/Faculty.

In accordance with Queen’s University Quality Assurance Processes (QUQAPs), the criteria should be regarded as the minimum criteria upon which the new program submission will be assessed. Further information can be found in the Senate Policy on Quality Assurance: https://qshare.queensu.ca/Groups/VPA/Quality%20Assurance/QUQAPsFinalApr28‐11.pdf?ticket=t_30hxGrsb.

NOTE: the textboxes in this template will expand as needed.

1. Introduction

1.1 Describe how the Program is consistent with the University’s mission and values as well as the academic goals of the Faculty(ies) and Unit(s).

The mission of the University is to be recognized for the exceptional quality of students, intellectual power and the high value of research and scholarship by faculty and students, and exemplary service to the community and to the nation(s). In the Principal’s recent academic plan (Where Next?), he underscored that “Innovation, Interdisciplinarity and Internationalization should guide us in our academic planning, and Imagination should be one of the major intellectual tools we take on this journey”. The proposed Program incorporates all three of the highlighted guiding principles, as well as being particularly focused on the” service to community and nation(s)” which the University mission statement speaks of.

The Program also conforms to the Vision of the Faculty of Engineering & Applied Science to promote education for “for leadership and citizenship in a global society” through high quality programs. The Program is also directly aligned with The Department of Mining’s Vision and Mission statements, specifically that the: “The Department will strive for excellence in all aspects of human activity related to the full lifecycle of mining and minerals... leading to the advancement and application of knowledge for a sustainable global society”. 1.2 List the Objectives of the Program (or Programs) and specify the anticipated learning outcomes and career

paths [Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs] This program is designed to meet the needs of people already working as community relations or community liaison officers in the minerals industry of North America. They tend to be mostly para­professionals (as noted in the Executive Summary above). The principle aim of the Program is to build the skill sets and strengthen the competencies of people working at the company­community interface in order to increase their effectiveness as on­the­job advocates and facilitators of positive community relationships. The program will equip students with the intellectual and analytical skills and tools to be able to link theory with practice, to understand the deficiencies of past practice, to integrate and apply new knowledge of best practice, and to deal with the challenges and complexities of their work with a greater sense of professional competence and integrity.

Specific objectives of the program are to prepare graduates with:

• an appreciation of the links between theory and practice • the capacity to collect, analyze, and organise information and ideas and to convey ideas clearly and fluently in

written and spoken form • the ability to formulate and investigate problems, identify or create solutions, innovate and improve current

practice • the ability to process information from different sources critically, evaluate opinions and make decisions using

both informed judgement and an evidence based approach • the ability to engage and communicate effectively across cultural boundaries and appreciate the value of

cultural diversity • the understanding of and respect for the roles and expertise of associated disciplines • the understanding of the ethical dimensions of community practice and self­reflection on the role of the

community relations practitioner in the minerals industry

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These outcome based objectives are fully aligned with the degree level expectations (DLEs) outlined in Table 3 below.

This program is expected to be of interest to practicing professionals and para­professionals already working in the area of community relations. Successful graduates will be able to assume expanded work roles and increasing levels of responsibility within their organisations. This program may also be of interest to graduates not already working in community relations or for the industry, but who are considering a change of professional focus or career path to move into a community relations role or position. 1.3 Explain how the objectives will be achieved (e.g. course work, teaching and research seminars, independent

research, laboratory and technical training, internships, practica, major research papers, and thesis) Objectives will be achieved through the completion of course work and participation in on­line discussions and group exercises. The students’ field based employment provides the opportunity for on­the­job practicum, with course assignments or projects tied directly to specific challenges faced by the individual students.

1.4 Identify and provide descriptions for any Fields (academic plan) associated with the new Program(s). [degree programs only]

Not Applicable.

1.5 Address the appropriateness of the proposed nomenclature (e.g., MA, MSc, MEng). [degree programs only]. In the context of OCGS by­laws, as a stand­alone, direct­entry graduate program designed to suit the needs of a particular clientele or market, being organized and delivered by an academic unit (the Robert M. Buchan Department of Mining) already offering a master’s program, this program would qualify as a Type 4 graduate diploma.

2. Program Regulations 2.1 Admission Standards ­ Provide the Program’s admission standards, including degree, diploma or certificate and

course requirements and any other specific standards with reference to the learning outcomes and expectations of the Program. Provide the rationale for standards that are in addition to those set by the School of Graduate Studies. If applicable, indicate policies/procedures to encourage applications from qualified under­represented groups (e.g. Aboriginal people, visible minorities or persons with disabilities).

Admission requirements for students entering the diploma program reflect those of the School of Graduate Studies::

• Graduation with a B­ graduating average or higher (70% graduating average or a ranking in the top third of the graduating class where number grades are not available)

• A baccalaureate degree in mining or geological sciences, or in the social sciences, or in communication arts is preferred.

• Under exceptional circumstances, consideration will be given to highly motivated individuals with relevant field experience who do not meet the B­ requirement

• A statement of interest in the program will be requested in order to ensure alignment of the applicant’s academic background and work experience with the objectives of the program.

The diploma program will not consider students who do not meet the specific entry requirements of the Mining Department. Prospective students will apply in the normal fashion to the graduate program in the Mining Department. They need only enter “diploma in community relations” under specialization on the standard application form.

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2.2 Language Requirements ­ If applicable, indicate any language requirements and provide rationale for standards that exceed the minimum set by the School of Graduate Studies. Information about SGS’ English language requirements are available at: http://www.queensu.ca/sgs/forstudents/InternationalStudents/admissionreqs.html

The minimum language requirements as defined by the School of Graduate Studies will apply.

3. Program Structure and Requirements

Describe the Program under the following headings (where applicable) 3.1 General Program Requirements – Describe the program duration and rationale (max 24 months for Master’s;

48 months for PhD), total number of courses, examinations (e.g. comprehensive, thesis defense, competency), progress reports, advisory committee)

The program can be completed on a part­time basis over one or two years. The Diploma consists of 3 core courses and one elective. It is designed and structured in a way to enable working people to participate in and complete the program as part of their employment based professional development plan. The program has an intensive short term residential as well as a longer term distance learning component. Completion of the Diploma in one year will require completing two courses per semester successfully. The flexibility to complete the program over two years will allow students to enroll in and complete at least one course per semester. The aim is to maximize the potential for successful completion in the face of different job requirements, time and work impositions, and individual background strengths and weaknesses. The program is organized and delivered, and the curriculum designed, to strengthen and extend the knowledge base, skill sets, and competencies required to work effectively as community relations professionals in the mining sector. Student assignment and progress will be assessed by course instructors; and any emerging issues brought to the attention of the program coordinator as soon as they become apparent. No thesis or comprehensive exams are required.

The program will have an (internal) Curriculum Committee consisting of faculty members from relevant academic units and programs at Queen’s (see Section 8.1 for further information). In addition, the program will also have an Advisory Committee with representatives from various stakeholder groups, including First Nations, mining companies, industry organizations, other NGO’s, as well as government (see Section 4.3 for further information). 3.2 Course Requirements – In Table 1 below, list core (required) courses (including project or thesis), optional

courses (e.g. select X from the following list) and elective courses (indicate level and disciplines). Specify by field (academic plan) if appropriate. Identify those courses that are also offered to undergraduate students and are listed in the undergraduate calendar. Explain the rationale for including them in the graduate Program and confirm that at least 2/3 of courses taken to fulfill degree requirements are offered exclusively at the graduate level.

Table 1. Course requirements (add additional rows as needed)

Course/Credit (number and name)

(C)ore, (O)ptional or (E)lective

Field (if applicable)

Undergraduate Enrolment (Y/N)

Proposed Instructor(s)

GDCR 8X1 Community Aspects of Mineral Resource Development

C N/A N J. Davidson

GDCR 8X2 Community Development C N/A N P. Bourke

GDCR 8X3 Community Engagement C N/A N P. Bourke

GDCR 8X4 Mining Projects and Indigenous Peoples (North America)

C N/A N J. Davidson

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3.3 Course Descriptions ­ For each graduate course that is part of the proposed Program, provide a calendar description and append the course outline; also indicate if the course currently exists. The following proposed courses are all new to the Queen’s academic calendar, but have been developed and taught as part of the Graduate Certificate program of the University of Queensland, Brisbane, Australia during the past four years. These courses will be further refined, updated and adapted to reflect the North American context, as well as region specific issues and challenges. The underlying methodologies and learning approach have been tested by UQ and have proved to be robust and successful.

Community Aspects of Mineral Resource Development. This course provides students with a thorough understanding of community issues associated with mineral resource development. It provides context and examples to demonstrate how the industry response to these issues has changed over time. It introduces the topics of community development, community engagement, and indigenous issues which are further explored in subsequent courses. Community Development for the Mining Industry. This course introduces a framework for understanding how community development (CD) theory, methods and techniques can be used by community relations practitioners working at mine sites or in mining communities. The course focuses on: understanding community and provides the background to understanding the basis of community development practices including its underlying principles and values, its traditions and methods; introduces students to the “people centred” CD method. Foundation skills of dialogue and relationship building are introduced and practiced. The course uses case studies and experiences drawn from the mining industry to illustrate and reinforce concepts and methodology. Community Engagement and Mining. This course extends the exploration of a range of community development and community engagement domains, techniques and skills. It demonstrates the application of community development methods in project and program design and implementation targeted at building the organisational capacity and improving the social well­being of communities affected by mining projects and activities. It focuses on how the community relations practitioner can assist communities and companies to build sustainable, organized relationships and structures within the broader context of mining and development practice, locally, nationally and globally. Mining Projects and Indigenous Peoples. This course examines the social, political, and economic relationships that exist between indigenous peoples and external parties in the development of commercial mining operations. Particular attention is paid to the distribution of costs, benefits, rights and responsibilities between mining companies, government institutions, and indigenous communities under difference legal and political regimes. The course will review specific social, political and economic issues arising from the engagement of indigenous peoples with the minerals industry, and the skill sets and knowledge base that are critical to negotiating relationships between indigenous peoples and mining companies.

3.4 Exam Requirements – Describe the structure of comprehensive and Master’s/Doctoral thesis examinations.

This is a course work based program in which performance is assessed on the basis of project work completed by participating students. Successful completion of the course work program results in the award of the graduate diploma.

3.5 Program Timelines – In a table or figure, summarize the expected progress through the Program by term, to degree completion.

Table 2. Expected program progression through to degree completion

Year 1 Year 2 Year 3 Year 4 Fall W SS F W SS F W SS F W SS

Course 1 and II OrCourse I

Course III and IV OrCourse IV

Completion (one year)

Course II

Course III Completion (2 years)

As a part­time course work based program being undertaken mainly by people working full­time off campus in the minerals industry, or in related government or non­government organizations; the program will be organized to enable completion within one to two years.

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3.6 Part­Time Studies ­ If the Program is offered on a part­time basis describe how the delivery differs from that of the full­time Program and summarize the pathway to completion. There will be no full­time equivalent program. The part­time program will consist of both on­campus and off­ campus components. The on­campus component will be delivered as an intensive week long (7 day) workshop, with the bulk of the program delivered remotely using e­learning technology over the rest of the academic year.

3.7 Progress Evaluation ­ Describe the frequency and method of monitoring student progress and how it will be administered. Assigned course instructors will be responsible for tracking individual student progress over the duration of the course. Student progress will be assessed by the instructors and jointly reviewed with the Program Coordinator at the end of each semester. Given the nature of the program, student progress will be closely monitored (refer to sections. 5.2, 5.3, and 6.2 below for more specifics).

3.8 Other ­ Comment on any special matters and innovative features (e.g., the Program will be fully accredited by Canadian Association of Schools of Nursing). The program will benefit from the accumulated experience of the Australia based program at the University of Queensland, as well as by the participation of UQ academics who have been involved with the roll­out and delivery of the UQ program.

4. Assessment of Teaching and Learning 4.1 Degree Level Expectations (DLE)* – In Table 3 below, summarize how the Program’s structure and

requirements address each DLE listed as well as any additional program­specific DLEs (Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs for more information about graduate DLEs).

Table 3. Mapping curriculum and degree level expectations (DLEs) (add rows as needed)

DLE Learning Outcomes Relevant Courses, Academic Requirement

Indicators of Achievement

Depth and breadth of knowledge

A thorough understanding of the field of study, including: a) an in­depth knowledge of community engagement and development practices and theories; b) an international perspective and awareness of current issues and new thinking regarding community relations practice c) an appreciation of the links between theory and practice, and d)an understanding of the relevance and application of knowledge from other disciplines to the community relations practice area

GDCR 8X2 GDCR 8X3

GDCR 8X1 GDCR 8X4

.

Reflected and demonstrated in assignment results, in on­line discussions, and in the nexus of theory and praxis documented in the individual journals.

Research and scholarship A conceptual understanding and methodological competence that:

a) Enables a working comprehension of how established techniques of inquiry and investigation are used to create and interpret information and knowledge

b) Enables review, analysis and

GDCR 8X1 GDCR 8X3 GDCR 8X4

Reflected and demonstrated in specific assignments based on information collection and analysis

Reflected and demonstrated in group exercise of intensive

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critical evaluation of complex issues, field situations, and judgements based on established principles and techniques drawn from relevant fields of study

And on the basis of that competence, has shown at least one of the following:

a) Ability to develop and support a sustained argument in written form b) originality or innovation in the application of knowledge acquired to one’s work situation

(stakeholder perspective analyses of a complex field situation) and student case studies of mining situations involving indigenous peoples.

Application of knowledge Ability to apply an existing body of knowledge to the critical analysis and assessment of a new challenge, or to a specific problem or issue that arises in a new or unfamiliar setting

Reflected in ability of student to synthesize information from a variety of sources and apply lessons learned to new situations

Communication skills a) Ability to communicate ideas, issues and conclusions clearly and fluently, in both written and spoken forms

b) Ability to select and use levels, styles, languages and means of communication appropriate to a given situation or population

Assessed through written and verbal interactions with peers and faculty (face­to­face, on­ line discussions, written work)

Autonomy and professional capacity

a) Qualities and transferable skills necessary for employment and community involvement requiring:

i) exercise of initiative, of personal and professional responsibility; and accountability for decisions and actions taken

ii) decision­making in complex social, cultural and political environments

iii) capacity to adapt and respond to rapidly changing circumstances or environments

iv) capacity to function effectively as part of multi­ disciplinary or multi­cultural work teams

b) The intellectual independence required for continuing professional development

GDCR 8X1 GDCR 8X2 GDCR 8X3 GDCR 8X4

Assessed via the group simulation exercise on stakeholder perspectives, and expressions (verbal and written) of flexibility in approach, learning from mistakes, responsible decision­ making and accountability for work undertaken (as reflected in assignments and journals)

Teamwork skills will be and demonstrated in group exercise and in directed on line discussions involving the class as a whole.

As evidenced by successful completion of program and any interest indicated to continue to further develop skills and knowledge base

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c) Behaviour consistent with academic integrity and a sense of social and civic responsibility, and professional ethics

d) Ability to appreciate the broader societal as well as local community focused implications of applying knowledge or of undertaking interventions in any given situation or context

GDCR 8X1 GDCR 8X2 GDCR 8X4

As demonstrated in individual behaviour and attitudes reflected in individual and group discussions, written work, and professional relationships developed with classmates during the course of the program.

Awareness of the limits of knowledge

Recognition of the limitations of understanding and of certain applications of knowledge to complex human and social situations and processes; and of the role and potential contributions to understanding of other interpretations, methods, and disciplines

GDCR 8X2 GDCR 8X4

Assessed on basis of student’s willingness to consider alternative perspectives, and incorporate other interpretations and understandings of a situation into his/her written work, and oral/written contributions to group discussions.

Field Applications of Knowledge

An understanding of community relationship dynamics and of the applicability of community engagement and development techniques and methods to a range of possible field situations sufficient to:

a) Enable appropriate application of skills, techniques, and knowledge acquired to mineral resource and community development situations (indigenous or non­ indigenous) with which one is involved

b) Enable professional participation and contributions to shaping or fostering positive, organized company­ community­government relationships or collaborations

On the basis of these skills and competencies has shown at least one or both of the following capabilities:

a) Ability to identify and analyze community issues and formulate appropriate responses

b) Ability to provide the rationale and make the case for proposed interventions or investments in community engagement or development

GDCR 8X2 GDCR 8X3

GDCR 8X2 GDCR 8X3 GDCR 8X4

Will be clearly demonstrated in a few of the select assignments linked to actual work and student’s specific site challenges

Ability to do so will be assessed in group work and from individual assignments, as well as from on­line discussions and personal journals

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4.2 Describe how the proposed methods of assessing student achievement relate to the Program learning outcomes and degree level expectations. Student achievement will be assessed in terms of: (1) participation in and contribution to the group exercise (GDCR 8x1 during the intensive), (2) participation in group discussion fora and documented responses to group discussion questions – both the general program forum and the course specific for a (all courses), (2) student work journals (in GDCR 8X2 and 8X3), (4) submitted assignments (all courses). Written assignments, along with oral presentations (part of the intensive) will permit instructors to gauge students’ written and oral abilities to organize and evaluate information; develop and present arguments; make a case for a particular course of action, decision or strategy. The personal journals will provide insight into the intellectual and skills craft development of each of the students. The on­line discussion fora along with the on­campus group exercise will enable assessment of student capabilities in the area of teamwork, collegial collaboration, creative and innovative thinking, and intellectual and organizational leadership.

4.3 Outline the plans for documenting and demonstrating the level of performance of students (must be consistent with the OCAV’s Graduate Degree Level Expectations). [Refer to Graduate Degree Learning Outcomes GDLE, page 34 of QUQAPs] Grading rubrics will be developed for the evaluation of assignments, based on general application and organization of information, clarity of presentation, analysis and evaluation of data and situations. GDLE specific criteria will also be included and will in some cases differ from course to course. At the end of each term, aggregate grades as well as instructor assessment of participation and performance will be reviewed by the Graduate Program Committee of the department. The performance of the group as a whole will also be assessed. Student progress will be tracked and recorded on a semester basis, with ultimate responsibility for monitoring residing with the Program Coordinator and Graduate Program Committee of the Mining Department.

The program curriculum, content and mode of delivery will be evaluated on an on­going basis. This will include student evaluations of the program and its educational effectiveness post completion and when back in the workforce. Sponsoring employers will also be asked to assess impacts of the program on employee performance in the field.

The program will also have an Advisory Committee with representatives from various stakeholder groups, including First Nations, mining companies, industry organizations, other NGO’s, as well as government. This body will serve as a mechanism to provide insights and advice on emerging challenges and potential curriculum gaps or areas that need to be strengthened or added. Recruitment of the Advisory Committee will be the responsibility of the Program Coordinator, with oversight by the Head of the Mining Department.

5. Program Content 5.1 Explain how the curriculum addresses the current state of the discipline and fields of study.

Curriculum content reflects the results of a formal assessment of capabilities, competencies and educational outcomes deemed necessary for working effectively in the field as a community relations or liaison officer/practitioner in the resources sector. The assessment was commissioned by the Minerals Council of Australia and coordinated by an educational consultant in 2007­2008.

The assessment identified three core areas for capacity development, including. (1) cultural awareness and understanding, (2) community consultation and engagement methods, and (3) community sustainability and development processes. Specific competencies and capabilities were defined for each of the three core areas. For example, in the area of community consultation and engagement, the following capabilities/competencies were identified as critical: (1) understanding communities, (2) understanding human behaviour and interpersonal relationships, (3) community profiling and situational analysis, (4) communicating with communities, (5) mediating and resolving conflict (at individual and group levels), and (6) managing community issues. Target learning outcomes were defined for each of the categories.

The diploma program curriculum is comprised of four courses. The curriculum is outcome oriented, and designed to develop and reinforce key capabilities and competencies. The selection and elaboration of course content, modes of delivery and communication (teacher to student and student to student); the determination of appropriate learning constructs, and of methods and means for assessing student progress and performance were done in a coordinated way across courses to ensure continuity, consistency, and effectiveness to the extent possible. Leading edge thinking from social work theory and experience in the key practice areas of dialogue,

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engagement, and communication, inform the choice of learning constructs embedded in the curriculum.

5.2 Identify any unique curriculum or program innovations or creative components.

Since the program is practice oriented, assignments and performance assessment are tied into site­based and industry wide community relationship situations, challenges and issues. In the two practice­focused technique courses on community engagement and community development, project and case work assignments are individualized to address aspects of the actual field situations in which a student is working. Students also keep a confidential daily/weekly journal that is reviewed regularly. One­to­one feedback and mentoring is provided by the course instructor. This allows for careful and close tracking of individual student development and progress in the two core courses focusing on skills and technique.

5.3 Academic Integrity ­ Explain how the Program educates students on the importance and role of academic integrity.

Students will be advised at the outset (during the intensive on­campus week) of the critical importance of honesty and integrity in both their academic and professional work. This message will be continuously reinforced during the course of the program. A key learning outcome is that the students recognize the importance of maintaining and respecting the integrity of the relationship­building processes which are the foundation of good community work. The resulting relationships area always fragile, and exceptionally vulnerable to breakdown if their credibility, or if the trust built up between the parties, are brought into question. This fundamental principle is constantly reinforced during the course of the program; and the strength of each student’s commitment to it is continuously tested. Insofar as assignments and the student journals reflect experiences, observations and the results of field work that cannot be easily checked by the instructor or readily verified by third parties, the instructor is totally reliant on the integrity of the student to record and report back honestly and accurately.

6. Mode of Delivery 6.1 Explain how the proposed mode(s) of delivery meets the Program learning outcomes and the degree level

expectations. Comment on the relationship between mode of delivery and accessibility requirements. The program is to be offered using on­line technology. Course material, content, and discussions will be delivered and take place in both static and dynamic ways, as on­line course notes, readings, discussion forums, and video lectures or conferences (potentially live). This mode of delivery and the fact that most students will be working full time, will require students to take the initiative to participate in group discussions, and demonstrate their ability to organize their involvement in ways that enable them to complete work as scheduled. Their participation in the program will presume a certain degree of personal commitment and professional responsibility and accountability for learning at a distance, which will be tested over the duration of the program.

The main face­to­face component will take place on campus, and it will be at that time that teaching staff will be introduced to the student body and will lay out the depth of thinking, discussion, and discourse expected as part of the student’s own professional development process and of their participation in the Diploma Program. Face­to­ face and on­line course modules are structured to provide a comprehensive and in­depth knowledge of the field of study, and are explicitly linked to and reflective of the specific program objectives and learning outcomes noted in sections 1.2 and 4.1.

High speed internet capabilities are available in most regions of North America, If not available publicly, internet access is often available as part of a mine’s communication infrastructure, especially in remote areas where the mines are often located. The use of web­based platforms will enable practitioners working at mine sites, in mining or mining affected communities, or in government and non­government organisations wherever they are located, to participate in the program, and become part of a broader learning community and community of practice.

In order to accommodate the job requirements of working professionals, the program will be set up to enable completion in one to two years. In cases where English may not be a first language, facilities for additional support and mentoring may need to be developed over time.

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6.2 Distance Delivery ­ Where students may take the same Program or elements of it in two different modes of delivery, indicate how consistency in Program requirements and standards will be assured. Describe how a learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and comment on access to materials, resources, and technology. The intensive on­campus component of the program is used to introduce students to the program’s structure, course content, delivery logistics, assessment criteria, teaching staff and educational support facilities (e.g. the library) It is also used to establish the basis for a “community of practice” among the program participants. Students work together, eat together and become familiar with each other’s work situations and challenges. After the intensive, student­ to­student and student group interaction is promoted through the use of on­line discussion groups. The Australian experience demonstrates how such on­line discussion groups have been able to provide a neutral and secure space for students to exchange their ideas on general and specific topics and seek assistance from each other on specific practice related issues.

During the intensive on campus session, much of the work is concentrated on covering the academic components of the framework course, Community Aspects of Mineral Resource Development, leaving additional required readings and a major assignment to be completed at a distance.

After the intensive session, students return to their work sites and regular jobs. Because of the nature of the industry, the student body may well be geographically dispersed across a spectrum of political and cultural environments. The intensive component sets the frame of reference and program objectives which apply over the course of the program to all students wherever they are located.

Distance delivery poses its own unique challenges especially for a practice­oriented program. For the two core courses focussing on technique, communication, assignments and assessment are designed and set up to ensure consistency and continuity, and to provide opportunities to practice new skills. The use of course specific discussion groups allow participating students to share information and ideas pertinent to course topics, and scheduled one­on­one interactions and monitoring of individual students by the course instructor , e.g. through the student journals, will permit close tracking of student progress.

A general program­wide discussion group allows the Program Coordinator to communicate on a regular basis with the class as a whole. On­line discussion groups in the case of the Australian experience have proved to promote across­class and program­wide discussions of issues and themes. This E Leaning environment will be implemented on the Moodle platform, which can accommodate both the discussion groups and the specific course content and materials. Non­copyright course notes and reference materials will be posted on the Moodle course pages set up for each of the courses. Access to copyright materials will be organized through the university library.

If the student body is concentrated in a few geographical areas, it may be possible during the second semester to arrange regional meetings attended by the program coordinator. Such meetings would enable additional contact time, and provide another opportunity mid­way through the program for additional mentoring and teaching. The program coordinator will also arrange personal conferences to discuss and resolve any learning challenges with individual students on a periodic basis.

7. Anticipated Enrolment 7.1 Describe the recruitment strategy for the Program. Indicate how many new students the Program will attract to

Queen’s, and how many students must be accommodated by other departments/units. Indicate which departments/units will be affected and how. It is anticipated that the first intake will be 12 to15 students, but enolments are expected to rise above that number in succeeding years. The program in steady state mode could attract as many as 20­30 students each year. All students will enter through registering in the Mining Department.

Since the majority of students are expected to come from industry, advertisement and recruitment will occur through the major industry and professional associations in North America (Prospectors and Developers Association of Canada, the Mining Association of Canada; the Canadian Institute of Mining and Metallurgy, the Society of Mining Engineers – AIME (US), the Canadian Aboriginal Minerals Association, etc.) as well as through direct contact with the Community Relations departments of the major mining companies. Provincial

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operator associations, as well as relevant government agencies will also be informed.

7.2 In Table 4 below, summarize the projected intake and enrolments by year (by degree level and field as appropriate) until steady­state is reached.

NOTE: Table modified/adapted to reflect Diploma program structure Assumes half of each intake completes program in 2 years, while other half completes in 1 year.

Table 4. Intake and enrolment in Diploma ProgramMaster’s and Doctoral Programs*

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Intake 12 16 20 24 24 Students taking 4 courses in year

6 8 10 12 12

Students taking 2 courses in year

6 14 18 22 24

Total Enrolment (Students)

12 22 28 34 36

Total Enrolment (Courses Taken)

36 60 76 92 96

8. Resources Provide evidence that the academic unit(s) has the necessary resources to implement and deliver the proposed new Program under the following headings (where applicable). Budget Module (see part D) must be completed.

8.1 Faculty ­ Comment on the adequacy of the faculty complement to teach and/or supervise in the Program and by field as appropriate AND complete Table 5 below. Submit completed CV modules for all faculty listed.

The faculty assembled thus far have work experience and expertise in the social, economic and political dimensions of mining activity, in social work practice, in community relationship building and development processes, and in working with indigenous communities. In the first one to three years, there will be sufficient staff identified to meet teaching requirements. This is a course based program with specified assignments and limited scope project work. Supervisory requirements will be limited to oversight of the program itself as opposed to supervision of individual students. The University of Queensland program has been run successfully for the past four years with enrollments of 25­35 students each year with a similar teaching and oversight structure.

As well, there are a number of national and international experts who have indicated their desire to contribute to the teaching of the program as invited speakers. Costs that may be associated with bringing them to Queen’s will in the case of academics from other institutions be covered by the program budget; in the case of private sector based specialists will be borne by their employers.

Only one full time Queen’s academic (J. Davidson) will have responsibility for a specific course in the program (two 0.5­credit courses in his case). The other Queen’s academics listed below will provide input as occasional guest lecturers, and will also serve as the pool from which an internal Curriculum Committee is recruited. The Program Coordinator will serve as the Chair of the Curriculum Committee, with the Head and the Graduate Chair of the Mining department as ex officio members. The size of the Curriculum Committee will be limited to eight members.

Table 5. Faculty associated with the proposed Program (add rows as needed) Faculty Member

Rank/Status (Tenured, tenure track, continuing adjunct, term adjunct, special appointment, emeritus, etc.)

Field Home Unit

Total Undergrad Teaching

Total Grad Teaching (incl new Program)

Supervisory Privileges in New

Program

N/A

Total Theses Supervised (M/D)

Current Theses

Supervised (M/D)

J. Davidson Prof / 5 year special

Mine­ Community

Mining 2 term length courses

2 term length courses

0 2/0

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appointment Relations Sustainable Development Applied Economics

P. Bourke Prof/ Adjunct (Univ of Queensland)

Social Work Community Development

Mining n/a 2 term length courses

D. Brereton Prof/ Adjunct Univ of Queensland

Political Science

Mining n/a Contributions to 1 course

D. Kemp Assoc. Prof/Adjunct Univ of Queensland

Impact Management Systems Gender Dimensions

Mining n/a Contributions to 1 course

T. Hodge Prof/Adjunct Mining and Sustainable Development

Mining Guest lecture only

L. Daneshmend

Prof/Tenured Risk Assessment Cross Cultural Relations

Mining Guest lecture only

5/2

G. Dumas Prof/Tenured Gender Issues Mech / Mat Eng

Guest lecture only

M. Green Prof/Tenured Aboriginal Issues

Civil Eng

Guest lecture only

H. Jamieson Prof/Tenured Environmental Impacts

Geol Sci

Guest lecture only

G, Olivo Assoc. Prof/Tenured

Community Relations ­ Exploration

Geol Sci

Guest lecture only

W. Mabee Asst. Prof Policy and Planning

Geog Guest lecture only

8.2 Staff ­ Comment on the adequacy of the staff complement to support the Program (administrative, technical, IT, laboratory, etc.). One position is budgeted, i.e. a part time program administrator (0.3 FTE). The administrator will be responsible for managing, a) the program budget (all expenses and income related to the running of the program), b) applicant, admission and student files in collaboration with the School of Graduate Studies, and c) logistics and bookings associated with the on­campus intensive session. Overall budget oversight will be the responsibility of the existing Departmental Manager of the Department of Mining, Ms. Wanda Badger.

The occasional assistance of a specialist for Moodle support is also budgeted, at 0.15 FTE 8.3 Space Requirements ­ Describe the work space, laboratory space, office, classroom and equipment needed to

support students’ scholarship and research activities. Any requirements for physical space will be limited, as students will only be on campus for 7­10 days each year. Teaching facilities will be secured through the Donald Gordon Conference Centre, and their cost is included in the program budget.

8.4 Information Technology ­ Describe the information technology needed to support students’ scholarship and research activities. Indicate the resource implications for hardware, software/internet, audio­visual, telecommunications, etc. On line components of each of the four courses will be set up on the Moodle platform, widely used by academic departments at Queens to provide on­line access to course materials. Moodle has the flexibility to be customized for use in the Diploma Program ­ as an on­line blackboard and for managed discussion groups, amongst other things.

8.5 Library ­ Provide information about library support holdings, availability of and access to library resources relevant to the proposed Program(s). Most of the references and literature of interest are published in academic journals, periodicals, and in some cases as monographs and government publications. Many are accessible as electronic documents freely available and distributed in the public domain. The library subscribes to and has electronic access to all but a few of the key academic journals of interest. Remote access to these electronic resources is available through the Queen’s proxy

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server, which will be available to registered students in the program, enabling them to access both course specific and program related journal resources from their homes or workplaces.

During the intensive, an instruction session will be organized for new students to orient them on how to access electronic resources, how to search relevant databases, and how to acquire relevant documents and references that may not be immediately accessible. Indicate what new library resources will be needed (e.g. journals, print monographs, audio­visual material, historical documents, electronic databases, statistical/geospatial data) Based on the course reading lists, the library may be requested to facilitate applications for electronic distribution privileges of certain copyrighted materials, which would then be made available to students through an on­line course folder, housed at the library or on the course web site. The purchase of selected monographs and recently published materials may be requested to support course materials and case study development or student research on specific issues or topics. Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the Library staff took place. No significant impacts out of the ordinary anticipated.

8.6 Research Funding ­ Provide evidence of adequate research funding to sustain the research activities of faculty and graduate students AND complete Table 6 (below). Not applicable.

Table 6. Research funding (operating) by source (do not include conference grants, SSHRC minor grants or equipment grants). Include last 3 years only. [add additional rows as needed]

Year Field Federal Granting Council

Other Peer Adjudicated

Contracts Other

8.7 Student Funding ­ Indicate if graduate students in the new Program will receive funding packages. If yes, state the minimum annual funding support (by degree level) and describe how the funding commitments will be met. Students will be self­supporting, primarily sponsored by their employers who will meet all funding requirements for their participation in the program.

In Table 7 below, summarize the approximate dollar amounts associated with each source of funding as well as Tri­council scholarships for which students may apply.

Table 7. Projected financial support for students at Program launch

Tri­council Other External Awards

Internal Scholarships

TAs RAs Other (specify)

Total (Avg/student)

Master’s Doctoral

8.8 Describe any additional resources required that are not currently available. Provide evidence of institutional commitment to supplement existing resources as needed (See Budget module).

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9. Other Matters 9.1 Provide evidence of student demand for the Program and describe how this information was obtained.

During an initial exploratory survey of interest in establishing a Canadian educational initiative (2008), the national industry associations (Mining Association of Canada and the Prospector and Developer Association of Canada) were queried on the need and demand for a graduate program in this area. While both Associations were positive regarding interest and need, neither had a mandate to speak in an authoritative way on behalf on their memberships. In 2010, a sample group of large and medium sized Canadian mining companies were surveyed. The response was uniformly positive. All of them explicitly confirmed the need for such a program, and their willingness to support such an initiative, (1) by making it a part of their own professional development programs for employees working in this area, and (2) by sponsoring their participation in the Queen’s initiative.

9.2 Explain how the Program will fulfill societal need. Comment on similar programs offered elsewhere and why the proposed program will be attractive to applicants (include any unique or innovative elements/features).

The concept of a community relations program to enhance competencies and professional qualifications of site practitioners was first developed and implemented in Australia. The Commonwealth Government of Australia was already sponsoring the development of a series of good practice manuals for the mining industry relating to social aspects; one on community engagement and one on working with indigenous peoples. It had become clear there as it is now is in North America that the capacity to understand and responsibly address the social and community concerns surrounding mineral resource development is as important, if not even more important in some situations, as the capacity to evaluate the technical, financial and environmental aspects properly and comprehensively. In Canada, concern regarding the social performance of Canadian mining companies has been extended beyond national borders to include their activities in Latin America and Africa. To this end, the Canadian Government has established a Corporate Social Responsibility for the Extractives Counselor’s Office, and is supporting a number of new initiatives to promote increased awareness and improved performance within the industry, such as the Canadian Institute of Mining’s Centre of Excellence on CSR.

In Australia, the effort to initiate a dedicated graduate program for mine­site practitioners was driven by and sponsored by the mining industry under the auspices of the industry’s national association, the Minerals Council of Australia (MCA). Final curriculum design and implementation was coordinated by the University of Queensland’s (UQ) Centre for Social Responsibility in Mining (CSRM). The Graduate Certificate in Community Relations (Resources Sector) is delivered by University of Queensland, with the participation of Australian National University. The course is self­supporting and has been over­subscribed for the last four annual intakes, with participants mainly coming from the mining industry, sponsored by their employers. This program has largely drawn its participants from operations in Asia and the Southwest Pacific regions. At the request of its first group of alumni, this educational initiative has been extended to include an additional set of courses that allow graduates of the Graduate Certificate to continue their professional development at the Graduate Diploma and Master’s degree levels. They found the graduate certificate to be exceptionally helpful, but felt a need to further deepen their understanding of issues, good practice, and problem solving.

The critical need and demand for this type of program has led to industry­wide discussions at the global level regarding the potential to establish similar programs in other parts of the world, including South America, North America and Africa South of the Sahara. This is necessary to meet industry demand for up­skilling staff working at locations outside of Asia and the Southwest Pacific, and to ensure that course content is aligned with local industry and country needs, and that it addresses socio­cultural, environmental, economic and political challenges and realities specific to these other regions. The Graduate Diploma program to be offered through Queen’s University, which is home to one of Canada’s premier Mining Departments, will be the first of its kind in North America, providing access and opportunity to community relations practitioners based in North America, and potentially to practitioners working in Anglophone West and East Africa (until such time as an Africa based option becomes available). The Queen’s program will be modelled after the proven UQ program with the support and participation of UQ staff.

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9.3 For new Professional Programs, provide evidence that the Program is congruent with the regulatory requirements of the profession. There are no regulatory requirements that pertain to this emerging discipline. The program is designed to meet a specific need for increasing the competency level and strengthening key skill sets of field professionals and site­ based practitioners working at the interface of company­community or government­community relations within a mineral resource development or operational context. It is not intended to serve as a substitute for more intensive research studies in social work, community organisation, development or planning.

9.4 For research­focused graduate programs, provide a clear indication of the nature and appropriateness of the major research requirements for program completion. Not applicable.

10. Equity, Diversity and Accessibility

10.1 Describe how the proposed new Program will address equity considerations, including (but not limited to) issues of particular concern for the groups identified in the University’s various Equity programs ( http://www.queensu.ca/equity/). By virtue of the nature of the mining industry, of the communities that are affected by its activities, and of the kind of work in which community relations practitioners are involved, the program will itself present an exceptional opportunity to promote enrolment and participation that represent and reflect the gender, age, ethnic, religious, cultural, educational and place of origin and residence diversity of the practitioner population. Every effort will be made by the Admissions Committee to foster a diverse intake. The strong mentoring component of the diploma program (see 11.2 below) also ensures that special needs will be addressed. Opportunity to participate in the program is further enhanced and broadened by the distance learning structure and on­line delivery of the program enabling working people based in remote or distant locations to remain in place to complete the program. Should the intake include people who are physically disabled, visually or hearing impaired, special accommodation will be made to enable their participation on a case­by­case basis.

The Department is also committed to setting aside sufficient funds from the program’s net revenues when it has reached steady state enrollment to underwrite at least one tuition bursary per intake in order to enable individuals (such as members of aboriginal or remote communities) who are not funded by private or public sector employers to participate in the program.

10.2 Provide information about the representation rates of members of designated groups within the faculty and identify gaps in representation as compared to the appropriate Canadian workforce population. Contributing faculty are almost equally divided on a gender basis, but may not fully reflect the ethnic diversity of the community relations labour force working in or with mining communities in Canada.

11. Quality and Other Indicators

11.1 Define indicators that will provide evidence of the quality of the faculty and how they will be used (e.g. qualifications, teaching effectiveness, supervisory/mentorship ability, research impact, innovation and scholarly record; appropriateness of collective faculty expertise to contribute substantively to the proposed program). Faculty for the start­up phase of the program (years 1­3) have been carefully selected on the basis of their professional and academic degree qualifications, their expertise in relevant allied disciplines, the depth and breadth of their field experience, their demonstrated ability to link theory to practice in a field context and to nurture and mentor students with diverse educational, national, and ethnic backgrounds. The focus on field experience and professional qualifications is dictated by the applied and practice nature of the program.

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11.2 Comment on the Program structure and faculty attributes (including research activity) that will ensure the intellectual quality of the student experience. The program is structured in a way that will enable immediate and on­going contact and interaction with all participating students. A strong mentoring component is considered essential given the nature of the work in which the students are involved and the objectives of the program. The core teaching staff have proven track records of working successfully with people of diverse backgrounds and abilities in both academic and workplace environments. Their own academic backgrounds cut across the social sciences and engineering. The program content and delivery will be intellectually enriched by the engagement of additional visiting staff and guest lecturers drawn from a range of disciplines and practice areas, not only from within the University, but also from government, civil society and the mining industry.

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Part C – Administration & Government Reporting Information Part C is to be completed by the Department/Faculty in consultation with the Office of the University Registrar and the School of Graduate Studies.

12. Information for and/or from the Office of the University Registrar and/or the School of Graduate Studies Registrar

12.1. Academic Administration Academic Career GRAD

Department(s) Robert M Buchan Department of Mining

Proposed Start Date 08/2012 mm/yyyy

Program duration 12 months

Expected enrolment

Initial Year 12 Steady State 20

Program Name: Degree (max 50 characters) (e.g. Master of Applied Science)

Degree Code (max 5 characters) (e.g., MASC)

Graduate Diploma GDCRE

Academic Plan (e.g. Chemical Engineering)

Academic Sub­Plan ( e.g. Specialization in Collaborative Biomedical Engineering)

Mining Engineering Community Relations in the Extractive Industries

Collaborative Program Sub­Plan List all departments/plans that may admit students into the Collaborative Sub­Plan. Indicated department with primary responsibility for Sub­Plan (underline)

Pattern of Study (Master’s programs only; choices: Pattern I, II, III)

N/A

12.2. Complete the following: Will students be admitted part­time? Yes No

Will all or part of the program be offered at the BISC campus? Yes No

Will all or part of this program be offered via distance learning (e.g. online or blended learning?)

Yes No

13. Course Information

New Courses with new subject code required? Yes No

If yes, suggested Subject Code GDCR

DOCUMENT1 PAGE 20 OF 23

Tuition Fee $ 3,000 per course or $ 12,000 for the Diploma

Fee Assessment Protocol (Annual? Per term Or per course?)

Fees are charged per course. Fees cover all course costs, but do not include travel to and from Kingston or temporary housing during the period of the intensive component.

Student Activity Fees GRAD ­ SGPS

N/A

15. Government Reporting

Proposed FORPOS Reporting will only be required should BIU funding be sought and granted, but the presumption is that the program will be self­funding and any initial development costs will be borne by the Department of Mining budget.

Program Weight (BIUs)

Proposed CIP Code

DOCUMENT1 PAGE 21 OF 23

Part D – Budget Details This section is to be completed by the Department(s)/Faculty(ies) in consultation with the Faculty Office (s) and the School of Graduate Studies.

16. Summarize the additional resources needed to implement the Program under the following headings (where applicable) 16.1 Faculty (e.g. number of 0.5­credit courses) Professor Davidson is already on the budget of the

Department of Mining, and hence is not an additional resource (he will deliver two of the 0.5­credit courses)

An Adjunct Instructor, ideally with prior experience in the UQ program, will be required to deliver the other two 0.5­ credit courses, via distance delivery.

16.2 Staff (include number or fraction of FTEs) 0.3 FTE (Part­time Administrator) 0.15 FTE (Moodle Support)

16.3 Teaching Assistants (include number of TA hours)

17. Other Non­Academic University Services

Indicate if any unique or customized services will be required from the following Units. Provide details as needed. Financial Services Budgeting will be managed by the Administrative Assistant hired for the program.

Normal university processes will be utilized as required. The program budget will be presented as part of the Department’s annual budget and staffing submission.

Human Resources Any job postings will be done in accordance with QUFA, United Steeelworkers Union, and Public Services Alliance Canada mandates. The Hiring Committee would be comprised of Departmental Faculty and Staff involved with the Diploma program. There will be limited requirements for HR assistance with the implementation of this program.

Advancement Industry associations and/or private companies may be approached to assist with any unforeseen extra­budgetary expenses that may arise, but none are anticipated.

Student Services In theory there will be no residential students and no need or impositions on student services. Participating students will visit campus for 7­10 days for the intensive component of the program.

Residences Resident space will not be required. Students will be housed at local hotels or the Donald Gordon Centre when on­campus for the intensive component. The cost of accommodation will be borne by the student’s sponsoring organisations..

Administrative services The Administrative Assistant will be responsible for answering applicant queries, providing program descriptions, and receiving applications. All applications will be reviewed by an internal Departmental Admissions committee. The application review process will follow School of Graduate Studies’ criteria and policies, and will be managed by the Graduate Coordinator and Graduate Administrator of the Mining Department. The committee will also be responsible for certifying successful completion of the program.

Other

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18. Budget Module

18.1 Complete the budget template (attached) in consultation with the School of Graduate Studies detailing one­time expenses (monies that will only be required once for start­up), base funds (year after year expenses), all other expenses and revenues from all sources for each year until steady state is reached. Include a brief narrative to accompany the budget template.

18.2 If other sources are needed, list the sources and indicate if the funds have been applied for and if they have been secured. None foreseen.

19. Net Impact of the Proposed Program

Summarize any other resource or funding implications of the proposed Program.

The proposed program has minimal resource and funding implications for the University, and will be easily accommodated using existing facilities, staff and services already supplied by the Faculty of Engineering and Applied Science. The program will in fact be revenue generating over the longer term, and will be operated on a full cost recovery basis from the start. The revenue sharing formula agreed to with the Faculty of Engineering and Applied Science is 15% of net revenues to the Faculty and 10% of net revenues to the University Administration.

Part E ­ Authorizations

Part E is to be completed by the SGS following GSEC approval.

Date Approved by GSEC

Department Head(s) _______________________________

Signature

Signature

Date

Faculty Dean(s) or delegate(s)

Signature Date

University Librarian

Signature Date

DOCUMENT1 PAGE 23 OF 23

University Registrar

Signature Date

Associate Vice­Principal (Finance & Administration)

Signature Date

Associate Vice­Principal (Operations & Facilities) (if appropriate) Signature Date

Chief Information Officer (if appropriate)

Signature Date

Vice­Provost and Dean, School of Graduate Studies Signature Date

Provost and Vice­Principal (Academic)

Signature Date

Operating Budget AssumptionsYear 0 Year 1 Year 2 Year 3 Year 4 Year 5

FY 11/12 FY 12/13 FY 13/14 FY 14/15 FY 15/16 FY 16/17

Total program tuition: 6,0002012/13 Graduate Diploma in Community Relations $3,000 per course, 4 courses

Enrolment ProfileStudents entering each fall 12 16 20 24 24 Assumes Fall 2012 start date.

Students returning each fall 0 6 8 10 12 Assumes half of each intake complete program in 1 yearTotal fall enrolment 12 22 28 34 36 Assumes a steady state intake of 24 studentsTotal number of courses fees paid 36 60 76 92 96 $3000 per course

Revenue $108,000 $180,000 $228,000 $276,000 $288,000Returning students take 2 courses in year, and half of each new intake also takes only 2 courses in year

BIU 0 0 0 0 0 0 No MTCU BIU for DiplomaTuition 6,000 0% 6,000 6,000 6,000 6,000 6,000 Assumes 0% increase in tuitionPortion of tuition increase to centre 0% 0 0 0 0 0TOTAL 6,000 6,000 6,000 6,000 6,000 6,000

Revenue to program per course 3,000 3,000 3,000 3,000 3,000

Students entering each year 108,000 144,000 180,000 216,000 216,000 Half of each new intake takes only 2 courses in yearStudents returning 0 36,000 48,000 60,000 72,000 Returning students take 2 courses in yearTotal fall enrolment 108,000 180,000 228,000 276,000 288,000

New Faculty FTEStarting Salary

Faculty 0.0 100,000 0 0 0 0 0 02.5% est incr Estimated annual increase

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2.5% est incr Estimated annual increaseAdjunct 2.0 20,000 40,000 41,000 42,025 43,076 44,153Faculty Overload CostsTotal 2.0 0 40,000 41,000 42,025 43,076 44,153

Teaching Assistantship 2.5% est incr Estimated annual increase

TA - Program launch 1 36 0 8,640 8,856 9,077 9,304 9,537 Assumes the hiring of 1 TA (240 hrs x $36/hr) in Year 1

TA - Additional TA as enrolment increases 0 36 0 0 0 0 0 0Assumes hiring of 2nd TA (240 hrs x $36/hr) in Year 2 (in addition to TA hired in Year 1)

Total 0 8,640 8,856 9,077 9,304 9,537

Total Faculty and Teaching Support 0 48,640 49,856 51,102 52,380 53,689

Staff FTE SalaryAdministrative Assistant 0.3 44,000 13,200 13,530 13,868 14,215 14,570 14,935 Assumes 0.3 FTE

(Annual Salary Increase) 2.5% est incr Assumes estimated annual increase is same for all staff IT Specialist 0.15 55,000 8,250 8,456 8,668 8,884 9,106 9,334(Annual Salary Increase) 2.5% est incr Estimated annual increaseOther Staff 0.0 39,983 0 0 0 0 0 0(Annual Salary Increase) 2.5% est incr

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Total Staffing 0.5 21,450 21,986 22,536 23,099 23,677 24,269

Fringe Benefits - Academic 18% 0 7,344 7,678 8,028 8,393 8,775 Fringe benefits amount - Director level and & faculty

Fringe Benefits - Staff, Tas, Other Groups 22% 4,719 6,738 6,906 7,079 7,256 7,437 Fringe benefits amount - staff, TA's and other groups2.0% est incr Estimated annual increase

Total Fringe Benefits 4,719 14,082 14,584 15,106 15,649 16,212

Total Salary and Benefit Expenses 26,169 84,708 86,976 89,308 91,705 94,170

Non-Salary Expenses 2.5% InflationAssumes steady spend and 2.5% inflation in Year 2 and onwards

Office supplies 5,000 2,500 2,563 2,627 2,692 2,760Assumes $5,000 startup, reducing to $2,500 Year 1, with inflation

Marketing & Advertising 6,000 5,000 5,125 5,253 5,384 5,519

Assumes $12,000 in startup, reducing $5,000 in subsequent years with estimated inflationary increase. (Example, brochures, marketing, etc.)

Communications (e.g., telecom) 0 0 0 0Equipment (Computers, Software) 0 0 0 0Furniture 0 0 0 0

Faculty start-up expenses 0 0 0 0 0These costs are applicable only if hiring new faculty to Queen's and includes moving, computer, furniture

Travel 4,000 10,000 12,000 14,000 15,000 16,000Professional Services

Miscellaneous 4,000 5,000 5,125 5,253 5,384 5,519Other costs not already included, with estimated inflation

Total Non-Salary Expenses 19,000 22,500 24,813 27,133 28,461 29,798

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Total Expenses 45,169 107,208 111,789 116,441 120,167 123,968

Surplus/(deficit) in year program operations -$45,169 $792 $68,211 $111,559 $155,833 $164,032Opening carry forward $0 -$45,169 -$44,377 $23,834 $135,393 $291,226Projected closing surplus/(deficit) -$45,169 -$44,377 $23,834 $135,393 $291,226 $455,258

DISTRIBUTION OF PROFIT10% to Central $2,383 $11,156 $15,583 $16,40315% to Faculty of Engrg & App Sci $3,575 $16,734 $23,375 $24,605Balance to Mining Department $17,876 $83,669 $116,875 $123,024

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8

Draft Minutes – 17 November 2011

APPENDIX B

Department of Mechanical and Materials Engineering

Graduate Committee

Draft MME Policy on Advisory Committees for PhD Students. In addition to the primary supervision provided to PhD students from their supervisor(s) the following guidelines apply. 1. After successful completion of all comprehensive exams (parts A and B), an advisory

committee shall be formed. Typically this committee will consist of the same persons as those who served on the comprehensive exam part B; that is, the supervisor(s), one academic from Mechanical and Materials Engineering and one academic from another department at Queen’s. Occasionally one additional academic from another university may be invited to be a member of the advisory committee (at the discretion of the supervisor(s)). The committee will meet yearly (typically close to the anniversary of the comprehensive part B exam) to assess the candidate’s progress and provide feedback.

2. Prior to each meeting, the student will prepare a written report of their progress which will be

the subject of the meeting. This yearly report need not be overly long (one page should be sufficient in most cases), but should contain specific information related to the candidate’s actual progress over the preceding 12 months and expected progress over the following 12 months. Evidence of impact (publications accepted/submitted, presentations made, awards received, etc.) should also be listed. A formal presentation by the candidate may or may not be part of this meeting at the discretion of the advisory committee.

3. Following each annual meeting the committee shall submit the student’s report and a

committee report to the graduate coordinator. The committee report should briefly outline the committee’s view on the student’s progress (for example; unsatisfactory, satisfactory, exemplary) along with any specific recommendations relating to the program of study. Both reports will be held in the student’s file.

PART 2: ACADEMIC MATTERS

3. CHANGE OF DEGREE PROGRAM VIA PROMOTION, OR CHANGE IN MASTER’S DEGREE PATTERNS

PROPOSED REVISED TEXT

3.2 Promotion from Master’s to Ph.D. Program.

Promotion of a student into a Ph.D. program without completing the Master’s program is only for exceptional students who show a strong interest in and capacity for pursuing this route. The Department must make a compelling case for promotion based on the student’s demonstrated outstanding academic and research ability. It is important that the best interests of the student are given due consideration.

Promotion into a doctoral program without completing the Master's thesis is reserved for students who meet the following criteria:

1. Must have been registered full time for at least two terms and before completing five terms in a Master's program at Queen's University

2. Must have completed at least two courses towards the Master’s degree requirement, or equivalent For students who have taken less than 2 courses for reasons beyond their control, but are otherwise good candidates for promotion, the final year of undergraduate studies will be taken into consideration. (NOTE: under regulation 2.1.4 above, students promoted to the PhD are required to take a minimum of seven term length courses beyond the B.Sc.).

3. Must have an overall first class average (A­) in graduate courses completed. 4. Should have an undergraduate honours degree with a minimum overall average of

B. 5. Must have a documented commitment from the proposed PhD supervisor of

financial support, as well as an indication that there is a current Master’s project that has the potential to be developed into a PhD research project/dissertation

6. Must meet Departmental criteria for demonstrating promise and ability at research, which must be supported by documentation. Examples of evidence of research ability and/or potential could be: ­ publications (conference or journal) ­undergraduate research experience ­letter(s) of support from current supervisor and/or graduate course instructors

The Department shall submit all materials outlining the case for promotion to the Chair of Council for review and decision. Required materials are:

1. All undergraduate and graduate transcripts (photocopies of originals are acceptable) 2. A letter of support from the Department Graduate Coordinator or Department Head 3. A letter from the student to acknowledge that he/she agrees with the proposal to promote

him/her and that he/she knows he/she cannot revert to the Master’s program at a future date.

4. A letter of support from the current research supervisor that addresses in particular, the student’s outstanding research potential, as well as a statement of expected financial support and evidence that the current Master’s project has the potential to be developed into a PhD research project/dissertation.

5. At least one other letter of support from a faculty member who has recently taught or supervised the student.

6. An application to the PhD completed and signed by the student. Departments can contact the School of Graduate Studies for a paper application form (the application fee is waived).

CURRENT TEXT

3.2 Promotion from Master’s to Ph.D. Program. A Master’s student who, in the opinion of the Department has demonstrated outstanding academic and research ability, may be promoted to a Ph.D. program. The recommendation for the promotion shall be made by the Head or Graduate Coordinator in a memorandum to the Chair for students who have been registered full time for at least two terms and before completing five terms in a Master's program at Queen's University, who have first­class standing, and who show exceptional promise in their research. The memorandum must be countersigned by the student to acknowledge that he/she agrees with the proposal to promote him/her and that he/she cannot revert to the Master’s program at a future date.

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SCHOOL OF GRADUATE STUDIES 2011-2012 QUEEN’S GRADUATE AWARDS (QGAs) TERMS AND CONDITIONS

1. Queen’s Graduate Awards (QGAs) are awarded annually on the recommendation of a Department, Program,

School or Faculty to the School of Graduate Studies. QGAs are awarded to eligible Master’s and Doctoral students in all fields.

2. The value of the QGA is variable, but will not exceed $18,000 in 2011-2012. Total funding from all internal

sources administered by the Graduate School (awards, fellowships and scholarships) will normally not exceed $18,000 in 2011-2012.

3. The following table outlines some notable exceptions to the funding limit mentioned in #2 above:

OGS holders may receive QGA not greater than $10,000; total funding from any fellowship/scholarship source (including QGA) cannot exceed $10,000 in 2011-2012.

SSHRC holders may hold other departmental or external awards; total funding from QGA cannot exceed $18,000 in 2011-2012.

NSERC holders may hold other departmental or external awards; total funding from QGA cannot exceed $18,000 in 2011-2012.

4. It is strongly recommended that departments divide the QGA allocation for 2011-2012 into 3 equal

installments, in order to provide funds for each term’s tuition payment. Therefore, it is recommended that the maximum amount of QGA per term not exceed $6,000 in 2011-2012. This recommended limit might be increased, however, as long as the overall total does not exceed the 2011-2012 QGA maximum of $18,000.

5. QGA holders must be registered as full time Master’s or Doctoral students. If study status changes to part-time,

the award will be cancelled. QGAs will be paid to full-time off campus students only if the appropriate Department and Division have approved this study status.

6. In most cases, scholarships, fellowships, or bursaries are not taxable and need not be reported as income on

your tax return, if you received them while enrolled as a student in a program that entitles you to claim the “education amount” on your tax information, as defined by Canada Revenue Agency (CRA). More information on this topic may be found at CRA’s website, http://www.cra-arc.gc.ca/menu-e.html . In some rare circumstances (outlined on CRA's website), this award or portions of it may be taxed. Tax is not deducted from the award by the School of Graduate Studies or Queen’s University.

7. Students beyond the second year of Master’s studies (or Year 1 of a one year Master’s degree program) are not

eligible for this funding. Normally, students beyond the fourth year of Doctoral studies are not eligible for this funding. Fifth year Doctoral students may be eligible for QGAs up to $850.00 per term in their fifth year, at the department’s discretion.

8. If a QGA installment is issued to a student who is subsequently determined to be ineligible to receive that

installment, that installment must be refunded. It is the student's responsibility to return the installment as soon as possible. Students should be aware that to reclaim the installment, the School of Graduate Studies will first initiate a "stop payment" order on that installment. If a "stop payment" order is issued, the School of Graduate Studies shall inform the student that this action has been taken.

9. Awards usually start in September of the academic year. However, the award start date may be commensurate

with the start date of a degree program, i.e. in May, September, or January. The total amount of the award will be prorated to reflect the actual start date, and the length of the remainder of the academic year.

10. Award holders are restricted to ten hours per week for Teaching Assistantships, on average for the academic

year. 11. IT IS THE STUDENT’S RESPONSIBILITY TO NOTIFY THE SCHOOL OF GRADUATE STUDIES IF

THEY RECEIVE AN EXTERNAL AWARD. ACCEPTANCE OF ANY SUCH AWARD WILL LEAD TO A REEVALUATION OF THE STUDENT’S TOTAL FUNDING, AND MAY RESULT IN THE WITHDRAWAL OF SOME OR ALL OF 2011-2012 QGA, AND/OR OTHER 2011-2012 QUEEN’S GRADUATE FELLOWSHIPS.

2

12. QGAs are not renewable but are awarded annually based on eligibility, availability, and departmental recommendation.

13. The QGA amount will be adjusted accordingly and/or cancelled if a student completes or withdraws from their

degree program during the tenure of the award. In most cases, students who withdraw must repay some or all of the term’s award payment, based on the date of withdrawal. In most cases, students who complete degree requirements in the first month of a term must repay the full amount of QGA for that term; students who complete in the second month of a term must repay half of the QGA awarded for the term; students who complete after the second month of a term will receive the full amount for that term.

14. QGAs are not transferable from one department to another. QGAs can only be held in the Department that

initially recommended the candidate for this funding. 15. The QGA may constitute a portion of guaranteed financial support within a department. February 2011

Applied Sustainability ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

The Collaborative Masters in Applied Sustainability (MAS) program offers M.Eng. and M.A.Sc. students training in a multidisciplinary environment spanning engineering departments and linking with researchers in the School of Policy Studies. The program allows students to undertake cutting‐edge research under the supervision of internationally recognized investigators in diverse Applied Sustainability fields. This collaborative program provides opportunities for multidisciplinary research and learning that will be invaluable for the graduate student’s career development. Areas of research interest include: 1) Applied Sustainability and Energy Technology, 2) Applied Sustainability and Fresh Water Systems, 3) Applied Sustainability and Resource Management and 4) Applied Sustainability and Policy Studies.

Building on the applied sustainability strategic theme of the Faculty of Engineering and Applied Science, the objective of the MAS program is to expose students to the implementation of sustainable engineering solutions within the context of broader sustainability theory. To do this properly, engineering students must not only advance their technical education, but must gain insights into how public policy impacts on the success of engineering solutions to multidisciplinary sustainability problems.

The program is available to masters students associated with the six member programs at Queen’s University.

Application Procedure Applicants are accepted under the general regulations of the School of Graduate Studies and of the member graduate programs.

The program is offered at only the Masters level. For further details, interested students are encouraged to contact the representative from the department that is best aligned with their current research interest:

Chemical Engineering: Prof. Brant Peppley

Civil Engineering: Prof. Bruce Anderson

Electrical and Computer Engineering: Prof. Alireza Bakhshai

Geological Sciences and Geological Engineering: Prof. Gema Olivo

Mechanical and Materials Engineering: Prof. Andrew Pollard

Mining Engineering: Prof. Jamie.Archibald

Program of Study The program is available to eligible, approved masters students associated with the six member programs at Queen's University.

Students will enroll in their respective home departments and must meet the program requirements of their home departments.

There will be two mandatory core courses students in the program must take: CMAS‐801* Topics in Applied Sustainability and CMAS‐897* Applied Sustainability Seminar Series.

M.A.Sc. students take four courses plus a thesis, plus the seminar series, M.Eng. students take seven courses plus a project, plus the seminar series.

Upon graduation, students will have "with specialization in Applied Sustainability" added to their official transcripts.

Financial Support

Full‐time students are encouraged to seek external financial support and are encouraged to apply for NSERC and OGS graduate scholarships. Fellowships and teaching assistantships are available through the University and students are automatically considered for these, on a competitive basis, upon admission to one of the member programs.

School of Graduate Studies REVISING AN EXISTING GRADUATE COURSE, FOR

FACULTY OF ENGINEERING AND APPLIED SCIENCE GRADUATE COUNCIL APPROVAL

GRADUATE DEPARTMENT NAME: Civil Engineering For EACH course revision, please complete the entire form. Insert the EXISTING Calendar description in the box below, and delete the example provided. CIVL-834 Advanced Reinforced and Prestressed Concrete Philosophy of design criteria, elementary probabilistic considerations; strength theory for reinforced and prestressed elements in bending, shear and torsion and their interactions; yield line and strip method of slab design; theory of plasticity as applied to concrete. A seminar project is usually undertaken in this course. Three term-hours, fall; lectures. Insert the REVISED Calendar description in the box below, and delete the example provided. CIVL-834 Advanced Reinforced Concrete This course aims at developing an in-depth understanding of the fundamental structural behavior of reinforced concrete members subjected to a variety of loading conditions. The topics include introduction of material properties and design approaches, flexural behavior using actual material constitutive relationships, bi-axial bending with or without axial loads, slender columns, serviceability, ductility, shear analysis using various advanced approaches such as truss model, strut and tie model and compression field theories, torsion, two-way slabs including yield line theory, and FRP reinforcement for concrete structures (Three lecture hours a week). NOTE: ANY change to the current course NUMBER and/or course WEIGHT, are to be treated as course additions and/or deletions, not revisions. Revisions made to any of the information noted above must be submitted to the Faculty of Applied Science Graduate Council for approval. Detail your proposed changes under the following headings and provide a rationale for the changes.

1. Title change: Provide the new title along with the reason for this change (eg. title does not

reflect content, etc.) NB. Course titles on Queen’s transcripts will be truncated if longer than 30 characters.

The new title is shorter (within 30 characters) and better reflects course content 2. Calendar description change: Provide the new description along with the reason for this

change. The maximum length for a Calendar description is 350 characters. Besides revising the current description itself, other descriptors to change might include a change in format (labs replaced by in class demonstrations; the addition of tutorials; lectures changed to seminars, etc.), or the addition or deletion of an ancillary fee.

The new calendar description more accurately reflects the content of the course

3. Prerequisite change: Provide details and reason for the change(s). If this change affects courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

4. Exclusion change: Provide details and reason for the change(s). If this change affects

courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

5. Impact (if any) on other programs: If the revised course will have any impact on programs

offered by other Programs, please indicate which programs may be affected by this revised course, i.e., the course could be included in another concentration or the course content might overlap with courses offered by another program. Please indicate which Graduate Program(s) have been contacted.

6. Resources: Provide details of changes in specific resource requirements in terms of staffing,

rooms, equipment, computers, etc. 7. Departmental Approval: Provide the date that this course was approved at the departmental

level, if applicable: _________________________2011 11 02_ 8. Submission Contact: Name: Amir Fam

Internal Phone: 36352

E-mail: fam@civil.queensu.ca

9. EMAIL the completed form and any attachments to the Graduate Council administrative assistant staffing@appsci.queensu.ca

FOR OFFICE USE ONLY: Date of approval by Graduate Council: _______________________________ Date of approval at GSEC: ________________________________________

School of Graduate Studies REVISING AN EXISTING GRADUATE COURSE, FOR

FACULTY OF APPLIED SCIENCE GRADUATE COUNCIL APPROVAL

GRADUATE DEPARTMENT NAME: Electrical and Computer Engineering

For EACH course revision, please complete the entire form.

Insert the EXISTING Calendar description in the box below, and delete the example provided.

ELEC­824* Machine Vision

From low­level image processing to high­level machine vision. Topics covered include: image formation and representation; gradient operators, edge detection and feature extraction; stereovision and epipolar geometry;projective vision; range image acquisition and registration; pose determination and object recognition; image retrieval; applications. Three term­hours, lectures. M. Greenspan Not Offered 2011­12

Insert the REVISED Calendar description in the box below, and delete the example provided.

ELEC­874* Computer Vision

High level computer vision approaches, methods and applications. Topics covered include pose determination and tracking; object and object class recognition; video processing; motion analysis and change detection; range image acquisition and registration; and applications. Three term­hours, lectures. M. Greenspan

PREREQUISITES: ELEC­474 or permission of instructor.

NOTE: ANY change to the current course NUMBER and/or course WEIGHT, are to be treated as course additions and/or deletions, not revisions.

Revisions made to any of the information noted above must be submitted to the Faculty of Applied Science Graduate Council for approval. Detail your proposed changes under the following headings and provide a rationale for the changes.

1. Title change: Provide the new title along with the reason for this change (eg. title does not reflect content, etc.) NB. Course titles on Queen’s transcripts will be truncated if longer than 30 characters.

ELEC­874* Computer Vision

The reason for the change is the introduction of a new 4th year course, "ELEC­474 Machine Vision". The name of the graduate course will also change, from "ELEC­824 Machine Vision" to "ELEC­874 Computer Vision", to reflect the broadening of the topics. The number change will reflect the continuity from ELEC­474 (which is a pre­requisite) to ELEC­874.

Note that these two courses will next be offered in the Fall 2012 and Winter 2013 sessions.

2. Calendar description change: Provide the new description along with the reason for this change. The maximum length for a Calendar description is 350 characters. Besides revising the current description itself, other descriptors to change might include a change in format (labs replaced by in class demonstrations; the addition of tutorials; lectures changed to seminars, etc.), or the addition or deletion of an ancillary fee.

Description: High level computer vision approaches, methods and applications. Topics covered include pose determination and tracking; object and object class recognition; video processing; motion analysis and change detection; range image acquisition and registration; and applications. Three term­hours, lectures. M. Greenspan

Reason for Change: The new course ELEC­474 will cover some of the introductory material that I previously covered in my graduate course ELEC­824, and will be a prerequisite for ELEC­824. This will allow me to concentrate on more advanced material in the graduate course.

3. Prerequisite change: Provide details and reason for the change(s). If this change affects courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

ELEC­474 will become a prerequisite for ELEC­824. In this way, the students will be exposed to the more basic material on Machine Vision in ELEC­474, which will prepare them for more advanced Computer Vision material in ELEC­824.

4. Exclusion change: Provide details and reason for the change(s). If this change affects courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

5. Impact (if any) on other programs: If the revised course will have any impact on programs offered by other Programs, please indicate which programs may be affected by this revised course, i.e., the course could be included in another concentration or the course content might overlap with courses offered by another program. Please indicate which Graduate Program(s) have been contacted.

ELEC­474 is being listed in the course offerings of the School of Computing. Many Computing graduate (and some upper­year undergraduate) students take ELEC­824 also. I don’t expect that this change will have much effect on the Computing students who take my graduate course, although ELEC­474 will hopefully attract more of them.

6. Resources: Provide details of changes in specific resource requirements in terms of staffing, rooms, equipment, computers, etc.

7. Departmental Approval: Provide the date that this course was approved at the departmental level, if applicable: __________________________

8. Submission Contact: Name: Michael Greenspan

Internal Phone: x74948

E­mail: michael.greenspan@queensu.ca

9. EMAIL the completed form and any attachments to the Graduate Council administrative assistant staffing@appsci.queensu.ca

FOR OFFICE USE ONLY:

Date of approval by Graduate Council: _______________________________

Date of approval at GSEC: ________________________________________

School of Graduate Studies REVISING AN EXISTING GRADUATE COURSE, FOR

FACULTY OF APPLIED SCIENCE GRADUATE COUNCIL APPROVAL

GRADUATE DEPARTMENT NAME: For EACH course revision, please complete the entire form.

Insert the EXISTING Calendar description in the box below, and delete the example provided.

ELEC-852* Broadband Microwave Integrated Circuits

Topics covered include broadband and ultrawide band circuit design techniques with applications to wireless and lightwave systems. Broadband amplifiers, mixers and active filters are discussed through radio frequency, microwave and millimetre-wave techniques. Lightwave broadband adaptive filtering, transmitters and receivers are also discussed. Three term-hours; lectures.

Insert the REVISED Calendar description in the box below, and delete the example provided.

ELEC-852* Broadband Integrated Circuits

Topics covered include broadband and ultra-wide band circuit design techniques with applications to wireless and lightwave systems. Broadband amplifiers, mixers and active filters are discussed using radio frequency, microwave and millimeter-wave methods. Three term-hours; lectures.

NOTE: ANY change to the current course NUMBER and/or course WEIGHT, are to be treated as course additions and/or deletions, not revisions.

Revisions made to any of the information noted above must be submitted to the Faculty of Applied Science Graduate Council for approval. Detail your proposed changes under the following headings and provide a rationale for the changes.

1. Title change: Provide the new title along with the reason for this change (eg. title does not reflect content, etc.) NB. Course titles on Queen’s transcripts will be truncated if longer than 30 characters.

Make more attractive by not using “microwave”.

2. Calendar description change: Provide the new description along with the reason for this change. The maximum length for a Calendar description is 350 characters. Besides revising the current description itself, other descriptors to change might include a change in format (labs replaced by in class demonstrations; the addition of tutorials; lectures changed to seminars, etc.), or the addition or deletion of an ancillary fee.

Eliminate repetition.

3. Prerequisite change: Provide details and reason for the change(s). If this change affects courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

4. Exclusion change: Provide details and reason for the change(s). If this change affects courses listed in other departments or programs, indicate that the other department(s) or program(s) have been notified. If none, omit.

5. Impact (if any) on other programs: If the revised course will have any impact on programs offered by other Programs, please indicate which programs may be affected by this revised course, i.e., the course could be included in another concentration or the course content might overlap with courses offered by another program. Please indicate which Graduate Program(s) have been contacted.

6. Resources: Provide details of changes in specific resource requirements in terms of staffing, rooms, equipment, computers, etc.

7. Departmental Approval: Provide the date that this course was approved at the departmental level, if applicable: __________________________

8. Submission Contact: Name: Al Freundorfer

Internal Phone : 3 2943

E-mail: freund@queensu.ca

9. EMAIL the completed form and any attachments to the Graduate Council administrative assistant staffing@appsci.queensu.ca

FOR OFFICE USE ONLY:

Date of approval by Graduate Council: _______________________________

Date of approval at GSEC: ________________________________________

School of Graduate Studies

COURSE DELETION FOR FACULTY OF ENGINEERING AND APPLIED SCIENCE GRADUATE COUNCIL APPROVAL

GRADUATE DEPARTMENT NAME: Electrical & Computer Engineering

COURSE CODE/NUMBER:

** For EACH course deletion, please complete the section above AND items 1 through 3.

1. Course number and title: ELEC 870 Parallel Computer Systems

2. Reason for deletion: The course has not been offered since 2001­2002. The course was taught by Prof. Carl Hamacher who has since retired.

3. Impact: How will this deletion affect the Program? This deletion will have no impact on programs offered by other Graduate Programs because it has not been offered for so long and no other program has questioned this.

Submission Contact Name: Debie Fraser

Number: 613­533­2179

E­mail: fraser.d@queensu.ca

Date: December 6th, 2012

Signature of Department Head: _________________________________________

Signature of Graduate Coordinator: _________________________________________

EMAIL the completed form and any attachments to the Graduate Council administrative assistant: staffing@appsci.queensu.ca

FOR OFFICE USE ONLY: Date of approval by Graduate Council: _______________________________

Date of approval at GSEC: __________________________________

School of Graduate Studies

COURSE DELETION FOR FACULTY OF ENGINEERING AND APPLIED SCIENCE GRADUATE COUNCIL APPROVAL

GRADUATE DEPARTMENT NAME: Electrical & Computer Engineering

COURSE CODE/NUMBER:

** For EACH course deletion, please complete the section above AND items 1 through 3.

1. Course number and title: ELEC 884 Wireless Mobile Networks

2. Reason for deletion: The instructor of the course; Prof. Ahmad Safwat will no longer be with the university as of June 30, 2012 and no other faculty member will be taking over the course.

3. Impact: How will this deletion affect the Program? This deletion will have no impact on programs offered by other Graduate Programs because it has not been offered since winter 2009 and no other program has questioned this.

Submission Contact Name: Debie Fraser

Number: 613­533­2179

E­mail: fraser.d@queensu.ca

Date: December 6th, 2012

Signature of Department Head: _________________________________________

Signature of Graduate Coordinator: _________________________________________

EMAIL the completed form and any attachments to the Graduate Council administrative assistant: staffing@appsci.queensu.ca

FOR OFFICE USE ONLY: Date of approval by Graduate Council: _______________________________

Date of approval at GSEC: __________________________________