Members of the Academic Program Development Committee

Transcription

1 Date: 7 March 2010 To: From: Members of the Academic Program Development Committee K O Brien, Academic Program Coordinator Re: Meeting of 10 March 2010 There will be a meeting of the Faculty of Arts Academic Program Development Committee on Wednesday 10 March 2010 at 1:00 pm in the Science Boardroom (LB 237). Please bring an Undergraduate Calendar and Course Catalog. 1. Approval of the agenda 2. Approval of the minutes of 11 January & 12 February 2010 (to be available at meeting). 3. Business arising from the minutes A. Arts & Culture Program B. Core Curriculum 4. New business A. Department of Economics B. Department of Psychology C. International Studies Program 5. Other business

2 APDC agenda and supporting materials \ 10 March 2010 \ Page 2 of Business Arising from the Minutes A. Arts and Culture Program MOTION to delete HUM 206 and to create ARC 200. HUM ARC 206 3:3-0 Introduction to Cultural Studies An introduction to cultural studies, focusing on the Canadian context within such areas as the historic development of the concept of culture; problems of crosscultural analysis; the relationship between high and low culture in art; the relationship between a culture and its subcultures; the relationship between culture and technologies. *** Prerequisite: ENGL 100, ENGL 110 and the completion of at least 30 credit hours *** Rationale This course is required of students completing either of the Arts & Culture major or minor. This course is being renamed to enhance its profile and connection to the program.

3 APDC agenda and supporting materials \ 10 March 2010 \ Page 3 of 33 B. Core Curriculum Please find below the courses that have been assigned (by us or by Department Heads/Program Coordinators) to the Core Curriculum Criteria categories. Can you look over those courses and their calendar descriptions and see if there are any courses that do not seem to fit their category? If so, please suggest where those courses might be placed. As well, can you look at each category and see if each seems like a coherent set with sufficient choices for students? One other point --- I ve excluded courses that have a pre-requisite, whether that be a course or credit hours. The one exception is ENGL 110. Any thoughts about that exception? The next step would be to send this to Dean s Executive for Department Heads/Program Coordinators to have their say. After that, it would go to Faculty Council. Core Curriculum Criteria As part of their degree programs, all students in the Faculty of Arts are required successfully to complete courses that introduce them to: Communication and Literacy: Classes that focus on reading critically and writing rhetorically effective prose. ENGL 100 3:3-0 Critical Reading and Writing I This course develops students' proficiency in critical reading and writing through the study of a wide range of non-literary and literary texts, and the study of composition, with emphasis on connections between modes of reading and writing. LING 100 3:3-0 Introductory Linguistics An introduction to the main subdisciplines of linguistic inquiry: phonetics (speech sounds), phonology (sound patterns), morphology (word structure), syntax (sentence structure) and semantics (meaning). Numerical or Logical Reasoning: Classes that provide an introduction to the systematic study of reasoning in theory and practice involving either numerical information or good forms of argument. CS 100 3:3-1 Introduction to Computers Introduction to the development of computers and computer applications. Topics will include: impact of computers on society, computer organization and operation, construction and representation of algorithms, and applications of computers in the problem-solving process.

4 APDC agenda and supporting materials \ 10 March 2010 \ Page 4 of 33 CS 110 3:3-2 Programming and Problem Solving For Natural Sciences An introduction to problem-solving techniques, the fundamental concepts of programming, and the software design process. Topics will include: data types, control structures, scope rules, functions, files, and the mechanics of running, testing and debugging. Problems will be drawn from various science disciplines. PHIL 150 3:3-0 Critical Thinking An introduction to the systematic study of reasoning, this course will teach the theory and practice of good reasoning. It will provide students with reasoning skills that are useful in whichever discipline and career they may pursue. MATH 110 3:3-1 Calculus I An introductory class in the theory and techniques of differentiation and integration of algebraic and trigonometric functions. Topics include limits, optimization, curve sketching, and areas. STAT 100 3:3-0 Elementary Statistics for Applications An introduction to statistical methods; descriptive statistics; the normal distribution; basic techniques of statistical inference; confidence intervals and hypothesis tests for population means and proportions; simple linear regression. Fine Arts: Classes that develop an understanding of Fine Arts, such as drama, visual arts, film, or music. ART 100 3:3-0 Introduction to Art Art practices and traditions of the present and the past, criticism and aesthetics from the viewpoint of the artist. Discussions by artists andgallery visits will be included. ARTH 100 3:3-0 Introduction to Art History A survey of visual culture from prehistoric times to the present. FA 100 3:3-0 Fine Arts and Ideas This is an interdisciplinary course designed to introduce students to basic critical and aesthetic concepts in the Fine Arts. Central themes include the performance and reception of texts, as well as issues of gender and power. The course will be taught by faculty members from all four Fine Arts Departments.

5 APDC agenda and supporting materials \ 10 March 2010 \ Page 5 of 33 FILM 100 3:3-0 The Art of Motion Pictures An introduction to the art of motion pictures. The course will examine a representative selection of films covering the history of cinema and many of its basic aesthetic premises. INAH 100 3:3-0 An Introductory Survey of North American Indian Art A survey of North American Indian art from prehistory to the present. Analysis of styles in their historical context, development of the specialist's vocabulary. MU 100 3:3-0 Introduction to Music Intended for students with minimal prior musical knowledge, this survey course addresses a wide range of topics in the history, literature, aesthetics and notation of music, with emphasis on developing critical listening skills. THEA 100 3:3-0 Introduction to Theatre An introduction to the various aspects of theatre including performance and production, the play script, history, theory and criticism. The Natural Sciences: Classes that provide an introduction to major ideas being debated in the natural sciences and the process of hypothesis, challenge, and revision by which scientific knowledge is developed. ASTR 101 3:3-1.5 Introduction to Astronomy Emphasis is placed on the role of observation in the evolution of our theories about the origins of the solar system, and of the size and structure of the universe. BIOL 100 3:3-1.5 Introductory Biology I A survey of the kingdom Animalia and a range of topics including the origin of life, cell structure and function, the diversity of living forms, their ecology, evolution and reproduction. BIOL 101 3:3-3 Introductory Biology II A survey of the kingdoms containing the bacteria, protistans, fungi, and plants and including the basic structure, diversity, physiology, ecology, and other characteristics of these organisms.

6 APDC agenda and supporting materials \ 10 March 2010 \ Page 6 of 33 BIOL 140 3:3-1.5 Human Biology An introductory level course covering the principles of biology with examples taken from humans. BIOL 150 3:3-1.5 Biological Principles This course is a survey of basic modern biological principles. Topics will include: origin of life, basic cell structure and function, evolution, an outline of organism diversity, ecological principles, and selected functions of multicellular organisms. CHEM 100 3:3-0 Introductory Chemistry An introduction to the basic principles of chemistry. This course serves as an equivalent to high school chemistry and is intended primarily for students who require it as a prerequisite for CHEM 104. GEOL 102 3:3-1.5 Environmental Geology The nature of the earth. Plate tectonics and the geological time scale. Earthquakes, volcanism and surface processes with reference to their effect on the human environment. Earth resources, waste disposal, and pollution in a geological context. PHYS 109 3:3-1.5 General Physics I General algebra-based physics, including classical mechanics and geometrical optics. Textual Studies: Classes that teach close reading, analysis, and critical interpretation of texts. ENGL 110 3:3-0 Critical Reading and Writing II A study of a special topic in literature, which may include non-literary texts, in conjunction with a continuation of the writing program begun in ENGL 100. *** Prerequisite: ENGL 100 *** SOST 110 3:3-0 Introduction to Mass Media This course introduces students to analyses of the mass media of communication in modern societies. Language: Classes that provide an introduction to the study of the structure and use of a language other than English. CHIN 100 3:3-1

7 APDC agenda and supporting materials \ 10 March 2010 \ Page 7 of 33 Introductory Mandarin Chinese I This course will focus on introducing modern standard Chinese (Mandarin) language and culture, including the Chinese pronunciation system, essential vocabulary and grammar, reading and writing Chinese characters. Communicative competence and cross-cultural awareness are emphasized. CLAS 110 3:3-0 Greek and Latin Elements in English The contribution of the classical languages to modern English, including the vocabulary of the sciences. The course is intended for students in any discipline as a practical means of enhancing English vocabulary. CLAS 150 3:3-0 Latin Language I Introduction to the Latin language. CLAS 160 3:3-0 Greek Language I An introduction to the language, literature, and civilization of ancient Greece. CREE 100 3:3-1 Elementary Cree I Introduction to Cree: basic oral expression, grammar, and practice with electronic learning materials. No prior knowledge of Cree is assumed. DAK 100 3:3-0 Conversational Dakota I Introduction to the Dakota language, with emphasis on oral expression, basic grammar, and writing in Roman orthography. DENE 100 3:3-0 Conversational Dene I Introduction to the Dene language, with emphasis on oral expression and on writing in standard Roman orthography. Basic grammar and vocabulary. No prior knowledge of Dene is assumed. FR 100 3:3-1 Beginners' French I This course, designed for beginners, aims at the acquisition of basic vocabulary and structures required to develop oral and written communication skills. FR 101 3:3-1 Beginners' French II This course, designed for near-beginners, aims at the acquisitions of more extensive vocabulary and structures, building on previously acquired oral and written communication skills. FR 102 3:3-1

8 APDC agenda and supporting materials \ 10 March 2010 \ Page 8 of 33 Beginners' French III This course will enable students to further their linguistic development, building on previously acquired oral and written communication skills. FR 110 6:6-2 Intensive French for Beginners This course, designed for beginners, aims at the acquisition of vocabulary and structures required to develop oral and written communication skills. FR 113 3:3-1 Introduction au français de niveau universitaire - Introduction to University French This course is intended for students with good knowledge of basic grammar concepts. Building on these concepts, expansion of vocabulary, aural comprehension and oral expression. FR 201 3:3-1 Français intermédiaire I - Intermediate French I Further grammar study, using cultural texts. FR 202 3:3-1 Français intermédiaire II - Intermediate French II Study of grammatical structures; practical application of grammar through reading and writing. FR 203 3:3-3 Français intermédiaire III - Intermediate French III Study of grammatical structures; practical application of grammar through reading and writing. GER 100 3:3-1 German Language & Culture I Introduction to speech acts, their underlying structures, paradigms, syntax and cultural context. Stress on communicative competence and cross-cultural awareness. Printed and electronic learning materials. JAPN 100 3:3-1 Introductory Japanese I This introductory course will focus on developing the basic skills of reading, writing, listening and speaking. Hiragana and Katakana systems of writing are introduced. KOR 100 3:3-1 Introductory Korean 1 This course is designed to give students a basic knowledge of the Korean language. At first, students will learn the writing system and pronunciation of Hang'ul. Grammar, vocabulary and expressions needed for everyday conversations and for reading and writing short texts will then be introduced.

9 APDC agenda and supporting materials \ 10 March 2010 \ Page 9 of 33 NAK 100 3:3-0 Conversational Nakota I Introduction to the Nakota language, with emphasis on oral expression, basic grammar, and writing in Roman orthography. SAUL 100 3:3-1 Elementary Saulteaux I Introduction to Saulteaux: basic oral expression, grammar, and practice with electronic learning materials. No prior knowledge of Saulteaux is assumed. SPAN 100 3:3-1 Introductory Spanish I Focuses on the acquisition of basic skills of pronunciation, reading, writing, and conversation, for students with little or no Spanish experience. Includes instruction in basic grammar, syntax, and vocabulary for culturally appropriate interaction. UKR 100 3:3-0 Introductory Ukranian l This course, designed for beginners, aims at the acquisition of basic vocabulary and structures required to develop oral and written communication skills. Inter-cultural Difference: Classes that explore how people from various cultures and/or societies operate, why they live the way they do, how they answer some of the most essential questions of life, and/or how they represent their identities. ANTH 100 3:3-1 Introduction to Anthropology An introduction to the anthropological concept of culture, its uses in the explanation of human behaviour, and its impact on our understanding of human nature, language, and society. The course will explore cultural diversity through the comparative perspective that makes anthropology unique within the humanities and social sciences. It will also show how anthropologists analyse the connections between politics, economics, gender, kinship, and religion within particular cultures. INHS 100 3:3-0 Introduction to Indigenous Health Studies I Introduction to health science emphasizing Indigenous perspectives. Topics: history of health and health care, theories of health, personal health, consumerism, interpreting health information and statistics, health careers. KHS 190 3:3-1.5 Introduction to Adapted Physical Activity and Recreation

10 APDC agenda and supporting materials \ 10 March 2010 \ Page 10 of 33 An examination of the characteristics of persons with physical, developmental, and emotional disabilities and a practical opportunity to adapt physical activity and recreation to meet special needs. RLST 100 3:3-2 Introduction to Religious Studies An introduction to the academic study of religion; a survey of the thought and practices of major world religions; the impact of religion on society and culture. Social and Cultural Heritage: Classes that explore the past to convey a strong sense of continuity and change in culture and society. CLAS 100 3:3-0 An Introduction to the Civilizations of Greece and Rome Topics include: Minans and Mycenaeans; development of democracy in Greece; Persian wars; Peloponnesian war; daily life in Greece and Rome; Roman Republic and Empire. Other topics will be selected from: pagans and Christians; Greek and Latin literature and philosophy: women in the ancient world; sport, art and architecture. HIST 101 3:3-0 Rebellion and Resistance in Canadian History An introduction to history through a thematic study of rebellion and resistance in Canada's past. The course will extend from New France to the twentieth century. Certain historical events within Canada as well as Canadian attitudes and reactions to the great revolutions of the modern age will be studied. HIST 102 3:3-0 Canada's Wars: Early Times to the Present An introduction to the study of history that looks at the theme of war and society. The focus is on the Canadian experience from early conflicts in New France to the war in Afghanistan, with emphasis on the transformative impact of World Wars I and II. HIST 103 3:3-0 Canadian Lives: Biographical Perspectives Is there history without human agency? In seeking the answer this course examines the contributions of individuals who have effected change in the understanding of what it is to be Canadian. In culture, politics and society it is the personal commitment and passion of people which make the difference. HIST 104 3:3-0 Introduction to American Life An introduction to American life and the challenges of people who sought to understand, claim and uphold the rights and obligations of U.S. citizenship. A particular emphasis on race and gender themes in the United States will help students gain an appreciation of history as a critical and interpretive discipline.

11 APDC agenda and supporting materials \ 10 March 2010 \ Page 11 of 33 HIST 105 3:3-0 Modernization and Its Impact in 20th-Century China and Japan This course aims to impart an understanding of modernization processes in East Asia from the nineteenth century to the 1980s. Attention is focused on how China and Japan addressed the western led challenge of modernization. Emphasis is also placed on social and economic change. HIST 106 3:3-0 Life & Death in Middle Ages This course examines what it was like to live in Europe during the Middle Ages ( ). The themes will concern the everyday realities of ordinary people in this period: for example, childhood; love and marriage; family structures; religious beliefs; housing; diet; health, medicine, and disease; burial practices and death rituals. HIST 107 3:3-0 Contact, Conquest and Colonies: Europe and the World This course deals with European exploration and empire-building. We explore the economic reasons for expansion as well as its cultural consequences for both conquerors and conquered. Our themes include: the impact on Indigenous populations, the slave trade, the environmental impact on conquered territory, the influence of Christian missionaries. HIST 108 3:3-0 Culture and Conflict in Modern Europe This course looks at four periods in the history of modern Europe the Wars of Religion, the Enlightenment, the Age of Revolutions and the 20th Century - from the perspectives of the military conflicts, the ideological commitments and the religious, class, national and supranational allegiances that characterized them. HIST 109 3:3-0 The History of Things An introduction to the study of history that looks at the way in which historians use non-written sources in the study of the past. Examples will include: coins, images, insects and tombs. A variety of periods will be considered, from ancient times to modern. HIST 111 3:3-0 Confederation and Constitution-Building An introduction to the study of history that examines the building of Canada from Confederation in the 1860s to the present. The focus is on the Confederation process in the mid-19th century and the subsequent constitutional evolution of Canada. HIST 112 3:3-0 Latin American Revolutions of the Twentieth Century Revolution struck Latin America frequently during the twentieth century. This course explores the reasons why. Themes include: legacies of conquest, neo-

12 APDC agenda and supporting materials \ 10 March 2010 \ Page 12 of 33 liberalism, role of the church, tradition of caudillismo (strongman rule), gender relations, political reform, and the hegemonic role played by the United States. IDS 100 3:3-0 Interdisciplinary Studies: Historical Issues This course will examine historical incidents as a way of exploring creative interactions of Western culture with other cultures. The course will emphasize the positive aspects of diversity and pluralism. The inquiry will be organized so that students are able to use multiple perspectives, and develop critical, discerning thought. INDG 100 3:3-0 Introduction to Indigenous Studies This course introduces the subject of Indigenous studies with a survey of Indigenous peoples in Canada from their origins, through European influence, and to the end of the historic treaty period. PHIL 100 3:3-0 Introduction to Philosophy This introduction to philosophy will explore how philosophy can provide answers to some of the more profound questions we face, such as questions concerning God, knowledge, truth, mind and body, personal identity, free will, morality, politics and reasoning. STS 100 3:3-0 Science and Technology in Global Society This course will explore the key social, cultural, ethical and political issues associated with the development of science and technology. The course will focus on sociological features of science and technology, the influence of these forces on contemporary society, including discussion of the ethical challenges posed by technological development, and the social shaping of scientific and technological activities, products and systems used to serve the various interests within society. WGST 100 3:3-0 Introduction to Women's Studies This course will examine the historical development of feminism and women's studies. Women's representation in academic practice will be analyzed using examples from humanities, the arts, and social sciences. Strategies for change and for the empowerment of women will be considered. The Social Sciences: Classes that teach general concepts and theories concerning humans and their environments, activities and institutions, with a view to better understanding, and exploring possible solutions to, pressing social problems. ECON 100 3:3-0 Introduction to Economic Issues

13 APDC agenda and supporting materials \ 10 March 2010 \ Page 13 of 33 Basic economic concepts are used to explore current economic issues such as unemployment, inflation, trade disputes, the crisis in agriculture, pollution reduction, and health care. GEOG 100 3:3-0 Introduction to Geography An introduction to the human and natural environments from a geographical perspective. The fundamental themes, of human and physical geography are examined by focusing upon global issues and regional patterns. INTL 100 3:3-0 Introduction to International Studies This interdisciplinary course introduces students to a range of global issues, including the basics of world geography, history, political and economic systems, and culture. The strong cross-cultural perspective of the course provides students with the necessary foundation to specialize in their own area of interest within the international studies program. KHS 141 3:3-0 Role of Leisure and Recreation in Society Focus on the role of leisure and recreation in society emphasizing an understanding of the delivery system and the leisure phenomenon. KHS 150 3:3-1 Social Psychology of Physical Activity An introduction to the theoretical and practical understanding of the behavioral aspects of physical activity from a social psychological perspective. KHS 154 3:3-1 Sociology of Physical Activity and Sport A general sociological perspective of physical activity, particularly the theoretical concepts and issues related to sport, leisure, and recreation. KHS 156 3:3-1 Leadership This course will provide the student with an in-depth theoretical and practical exploration of the concepts of leadership in Kinesiology and Health Studies. PSCI 100 3:2-1 Introduction to Political Science This course introduces fundamental concepts and methods used in the discipline and acquaints students with political institutions, processes, and theories important to public life in Canada and the world. PSYC 101 3:3-0 Introductory Psychology A

14 APDC agenda and supporting materials \ 10 March 2010 \ Page 14 of 33 An introduction to the social science aspects of psychology, including the study of adjustment, disorders, development, personality and the social environment of the person. PSYC 102 3:3-1 Introductory Psychology B An introduction to the natural science aspects of psychology, including the study of brain and behaviour, perception, learning, memory, cognition, motivation and emotion. SOC 100 3:3-1 Introduction to Sociology This course introduces students to basic sociological concepts, debates, and modes of analysis. Through discussion of issues such as the cultural development of humans, the socialization process and the structures of global society, students will be introduced to the distinctive approach of sociology. SW 100 3:3-0 Introduction to Social Welfare and Social Work An exploration of social issues confronting the state, social welfare agencies and social workers in addressing and responding to structural inequalities and human need. Will also consist of an introduction to the functions of social work in Canada and the roles carried by social workers in delivering services. SW 200 3:3-0 Introduction to Social Work This course introduces students to the philosophical and practical basis of social work in the Indian and non-indian community. Attention will be given to the values, concepts, and ethics involved in social work. There will also be an overview of the areas in which social workers become involved and an introduction to the role of the social worker. SW 202 3:3-0 Critical Issues/Critical Thought This course examines the foundations of critical thinking with application to social work issues in such areas as poverty, health determinants, child welfare and violence.

15 APDC agenda and supporting materials \ 10 March 2010 \ Page 15 of New Business A. Department of Economics MOTION to revise the title of ECON 302. ECON 302 3:3-0 Intermediate Macroeconomics I Economic Fluctuations [short title: Economic Fluctuations] Advanced economic concepts are used to explain how economies work at a national or regional level, with a focus on booms, recessions, government spending, taxation, and monetary policy. *** Prerequisite: ECON 202 *** Rationale The department has introduced a second intermediate macroeconomics course that will focus on economic growth. This course has traditionally focused on economic fluctuations. The title will now reflect this. MOTION to revise the title and prerequisites of ECON 308. ECON 308 3:3-3 Intermediate Macroeconomics II - Economic Growth [short title: Economic Growth] This course surveys theories and models of economic growth, along with growth and development experiences of various countries. *** Prerequisite: ECON 202 or ECON 211 and MATH 103 or 105 or 110 or permission department head. *** Rationale This course will use calculus in introducing key growth models and growth exercises. Students will be required to have completed an introductory calculus course. The new course title will indicate to other universities that this is an intermediate course in macro theory. MOTION to revise the prerequisite for ECON 402. ECON 402 3:3-0 Advanced Macroeconomic Theory Selected advanced topics in macroeconomic theory. Topics may include growth theory and policy, business cycle theory, stabilization policy, consumption and investment behaviour, monetary policy, and fiscal sustainability. *** Prerequisite: ECON 302, 308 and, ECON 322 or permission of Department Head. equivalent *** Rationale It is noted that students may take Econ 308 without having completed Econ 302. Students will be required to have completed both Econ 302 and 308 before taking Econ 402 since Econ 402 expands on both Econ 302 and 308.

16 APDC agenda and supporting materials \ 10 March 2010 \ Page 16 of 33 B. Department of Psychology MOTION to create PSYC 203 (pending Library approval). PSYC 203 3:3-0 Research Methods for Behavioural and Health Sciences Quantitative and qualitative research methods for behavioural and health sciences, which may include: research ethics, basic statistics, clinical trials, surveys, case studies, interviews, focus groups, program evaluation, and community-based approaches. * Note: Reserved for nursing students only. Others require permission of Department Head.* * Note: Equivalent to PSYC 204. Students may receive credit for only one of PSYC 203 or 204. * ACADEMIC LIMIT 350 at two sites (lecture in Regina & televised in Saskatoon) REASON FOR PROPOSED COURSE Service course provided for new Nursing Program. PROGRAM IMPLICATIONS No implications for psychology program. This course is supported by Faculty of Nursing for their students. PROPOSED COURSE CONTENT Provides the student with an understanding of the research process and its application to nursing practice. Various types of research and qualitative and quantitative research methods will be discussed. Students will develop basic skills in conducting clinical and community-based research and program evaluation as well evaluating research studies and utilizing research findings to improve health and behavioural science practice. PROPOSED TEXTS AND REFERENCES Geri LoBiondo-Wood & Judith Haber (2009). Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice (7th Ed.). Elsevier - Health Sciences Division. ISBN: Polit, Denise F, Beck & Cheryl Tatano (2006). Essentials of Nursing Research: Methods, Appraisal, and Utilization (6 th Ed.). Lippincott Williams & Wilkins. ISBN: Denise F. Polit & Cheryl Tatano Beck (2005). Study Guide to Accompany Essentials of Nursing Research: Methods, Appraisal, and Utilization (6 th Ed.). Lippincott Williams & Wilkins. ISBN: DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA To be received. INSTRUCTORS ABLE TO TEACH COURSE New clinical term position recently hired as fall-in for new Chair in Aging and Health.

17 APDC agenda and supporting materials \ 10 March 2010 \ Page 17 of 33 C. International Studies Program MOTION to create IS 200 (pending Library approval). IS 200 3:3-0 Feeding the World and Cooling the Planet Who decides who eats? Who decides what food is produced? Is the dominant food production model efficient? This course examines the root causes of hunger and recurring global food crises, analyzes how being stuffed or starved is connected, and explores how food sovereignty helps feed the world and cool the planet. ACADEMIC LIMIT 60 REASON FOR PROPOSED COURSE (including target population) The course responds to a growing demand among IS students for more IS courses. In addition, since it will be designed as a general interest introductory course, it is also meant to attract students from other programs and disciplines. Indeed, the course will be of interest to everyone who eats! Thus, it will be accessible to non-major students and fits the core-curriculum criteria for a liberal arts degree. To date there are two courses in the faculty of arts related to food issues. First, the Department of Justice studies offers HJ 355 Food, Hunger and Social Justice which examines social justice issues related to food production and consumption (Course Calendar). Second, the new course developed by the Department of Sociology entitled The Global Food System (SOC 355) offers students a grounding in sociological frameworks for understanding changing institutions, practices and social relations in agriculture and food and uses a sociological lens on processes of food production, distribution, and consumption, on a global scale (New Undergraduate Course Proposal Form). IS 200 will differ from these two courses in important ways: 1/ IS 200 is an introductory, lower-level and interdisciplinary course. While the course is designed as an IS course, students from any discipline will be able to take the course with the only prerequisite being a total of 15 credit hours or IS 100. As such the course will be accessible to non-major students and could potentially be included in the core-curriculum criteria for a liberal arts degree. 2/ IS 200 is a course that will look at food production, distribution and consumption from the international development and international political economy perspectives. The courses currently on offer at the University of Regina examine food and food related issues from a sociological (SOC 355) or social justice (HJ 355) perspective. 3/ IS 200 will contribute to the possible creation of a cluster of courses on food at the university and has the potential to build student interest in the 300-level courses in Justice Studies and Sociology. PROGRAM IMPLICATIONS (Own? Others? If others, their support is required) Since agriculture and food security have historically been, and continue to be, key components in rural development and international trade, the course will strengthen the

18 APDC agenda and supporting materials \ 10 March 2010 \ Page 18 of 33 IS program especially in the Development Studies and International Affairs concentrations. It will be approved elective for all five concentrations of the IS program. PROPOSED COURSE CONTENT Everybody eats yet very few of us understand the political, social, cultural, economic and environmental dimensions of food production, distribution and consumption. The recent global food crisis brought into sharp relief the inequalities of the global good system. Judging by the number of recently published books on the subject, it is clear that there is a lot of interest among the general public to know more. This introductory and interdisciplinary course will introduce IS majors and other students at the University of Regina to the complexities of local, regional and global and food systems. The first half of this course will examine the historical and current ideologies, policies, and models that have driven international rural development. The global food crisis of 2008, marked by skyrocketing food prices, urban food riots and the continued displacement of the rural poor, was a clear indication that the dominant model of agricultural development has not succeeded in eradicating poverty or world hunger. Behind the headlines lurks the very real and ongoing human suffering caused by the lack of that key necessity for all human life food. While the sudden spike in prices sparked the headlines during the recent food crisis, the problems in the global food system are complex and deep-seated. The vulnerabilities of our food systems, from climate change to loss of biodiversity to security of supplies, are becoming more apparent. The global food crisis is deepening. The second half of this course will focus on the possible solutions to this crisis. Social movements in many countries have embraced food sovereignty as an alternative to the dominant, corporate-led and industrial model of agriculture. Food sovereignty aims to transform dominant forces, including those related to politics, economics, gender, the environment and social organization. Since food sovereignty was first introduced in the international arena in 1996 it has been embraced by a growing number of social movements around the world. Consequently, the discourse of food sovereignty is shifting terms of the debate around food, trade in agriculture and rural development at the local, national and international levels. Students will examine how food sovereignty opens new ways of thinking, new policy initiatives and new social relations around the production, distribution and consumption of food. PROPOSED TEXTS AND REFERENCES Patel, Rajeev Stuffed and Starved: Markets, Power and the Hidden Battle for the World s Food System. HarperCollins Publishers: Toronto. Cook, Christopher. D Diet for a Dead Planet. The New Press: London and New York. Tansey, Geoff and Tasmin Rajotte The Future Control of Food. Earthscan: London and IDRC: Ottawa. Wittman, Hannah, Annette Aurélie Desmarais and Nettie Wiebe. (Forthcoming 2010) Food Sovereignty, Fernwood Books: Point Black, N.S. Bello, Walden Food Wars, Verso: London.

19 APDC agenda and supporting materials \ 10 March 2010 \ Page 19 of 33 DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of library approval) Pending INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just the expertise of any one individual) Annette Desmarais MOTION to create IS 220 (pending Library approval). IS 220 3:3-0 International Development and Poverty This is an introduction to international development. Mainstream development is geared to attacking poverty through various models of development: modernization, industrialization and urbanization, globalization, and good governance. Alternative models of development argue that these actually spread inequality and impoverishment. Can development be done right? Does development have a future? ***Prerequsites: IS 100 *** ACADEMIC LIMIT 45 REASON FOR PROPOSED COURSE (including target population) Currently, students registered in the International Studies Program can choose among five areas of concentration: International Development, International Affairs, Latin American Studies, Asian Studies and European Studies. To date the majority of students have opted for either Development Studies or International Affairs. Since Development Studies is a major area of concentration in the IS program it is important that students begin their studies in international development within their first or second year. IS 220 will be a required course in Development Studies. It responds to the need to have an introductory course for the concentration in Development Studies as well as to student demand for more IS courses to be offered towards the IS degree. IS 220 is considerably different from other 200-level courses on development. For example, SOC 201 called Globalization and Development introduces students to sociological analyses and theories of the rise of global society. Similarly, ECON 211 Development Economics, as is indicated in the title, studies development from an economics perspective. IS 220, on the other hand, is an interdisciplinary introduction to international development. This introductory course will prepare students for upper-level IS courses and other 300 and 400-level international development courses that are offered through other departments (e.g., SOC 314, GEOG 316 and WGST 421). PROGRAM IMPLICATIONS This introductory course will contribute to strengthening the International Studies core program in Development Studies and prepare students for 300 and 400 level courses related to critical international development studies.

20 APDC agenda and supporting materials \ 10 March 2010 \ Page 20 of 33 PROPOSED COURSE CONTENT This is an introductory and interdisciplinary exploration of some of the basic elements of international development theory and practice. The course will critically analyze historical and current approaches to development. Students will be introduced to the following development approaches and issues: 18 th Century ideas of progress and improvement ; colonialism and decolonization; modernization, rural development and agrarian reform; urbanization; population control; poverty and inequality; globalization, trade and good governance; the environment and sustainable development; gender and development; alternative development; and post-development. PROPOSED TEXTS AND REFERENCES Dembitzer, Benny The Attack on World Poverty: Going Back to the Basics, Merlin Press. Bush, Ray Poverty and Neoliberalism: Persistence and Reproduction in the Global South. Pluto Press: London. Lines, Thomas Making Poverty: A History. Zed Books: London. Desai, V. and Potter, R.B (eds.) The Companion to Development Studies, Second Edition, Hodder Education Press: London. The reading list will also include some articles from the following development journals: Development and Change Development World Development International Development Studies (IDS) Bulletin. The course will also include selected readings from research centres (i.e. the United National Development Programme International Poverty Center and the Chronic Poverty Research Center) and international non-governmental development organizations like OXFAM-International, Focus on the Global South, and Third World Network. DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of library approval) INSTRUCTORS ABLE TO TEACH COURSE Annette Desmarais Nilgün Önder MOTION to create IS 240 (pending Library approval). IS 240 3:3-0 Contemporary Issues in International Affairs This course examines selected global issues through a problem-based learning approach. Students will work in teams to simulate global conferences on selected transnational issues such as United Nations reform, international justice, conflict resolution, terror and security, or the environment. *** Prerequisites: IS 100 *** ACADEMIC LIMIT

21 APDC agenda and supporting materials \ 10 March 2010 \ Page 21 of REASON FOR PROPOSED COURSE (including target population) The course applies a problem-based learning approach to selected issues in international affairs, allowing students to attempt to resolve some of the contemporary issues previously introduced in IS 100. This will be an interdisciplinary course aimed at secondyear students interested in international affairs and global issues. It will provide an understanding of both key global issues, and the structures and decision-making processes of global negotiating forums. It will help develop students knowledge of international affairs through experiential learning. Furthermore, it will address the problem of inadequate number and range of 200-level courses in the International Affairs concentration. PROGRAM IMPLICATIONS (Own? Others? If others, their support is required) There are currently 200-level required courses in the Asian Studies, European Studies and Latin American Studies concentrations. IS 240 will be a 200- level core course in the IS program s concentration in International Affairs. It is intended to strengthen the International Affairs concentration, which is the largest concentration in the IS program. No implications for other programs PROPOSED COURSE CONTENT Elements of a model United Nations will be combined with more rigorous study of two or three key cases, allowing students to develop team-building and collaborative research/writing skills and to take an in-depth look at case studies selected for contemporary relevance. For instance, students might simulate delegations to a global conference on climate change, on a proposed draft treaty amending the International Criminal Court, on child soldiers, on liberalizing trade in agriculture, or on other issues. For each case study, the course would first study the relevant structures, then examine a past case study such as the Ottawa process on land mines, and finally move to a problembased simulation (for instance, dividing students into groups, each of which would simulate a government delegation to a global conference reviewing the Ottawa treaty and seeking new limitations on small arms). PROPOSED TEXTS AND REFERENCES This course will draw on methodology outlined in some of the essays in Jeffrey S. Lantis et al, eds, The New International Studies Classroom. Texts: Maggie Black, The No-Nonsense Guide to the United Nations, and others to be selected to suit case studies chosen. Possible texts might include: Jody Williams, ed., Banning Landmines: Disarmament, Citizen Diplomacy and Human Security. Erna Paris, The Sun Climbs Slow: The International Criminal Court and the Struggle for Justice. Kate O Neil, The Environment and International Relations. Graca Machel/UNICEF, The Impact of Armed Conflict on Children.

22 APDC agenda and supporting materials \ 10 March 2010 \ Page 22 of 33 DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA (also indicate date of library approval) Pending INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just the expertise of any one individual) Nilgün Önder David Webster MOTION to create IS 301 (pending Library approval). IS 301 3:3-0 Global Governance: International Organizations The course studies the role of international organizations in contemporary global governance. It examines the functions of global and regional organizations in major issue areas, including peace and security, international economic relations, development, human rights and the environment. It investigates the effectiveness, legitimacy and accountability of the existing system of global governance. *** Prerequisites: IS 100 and 45 credit hours. *** ACADEMIC LIMIT 40 REASON FOR PROPOSED COURSE (including target population) International organizations are major actors in the international system. They are playing increasingly bigger roles in the governance of greater range of global issues. It is necessary for an International Studies Program to offer a comprehensive course on global governance and international organizations. Such a course is currently not available. The Department of Political Science has a course entitled International Diplomacy and the United Nations System (PSCI 342). But the topic of this course is much more specialized, focusing on international diplomacy and international conflict resolution. The proposed IS 301 differs from PSCI 342 in at least two important ways. First, it will study international organizations not only in the area of international peace and security but also in the areas of global economic relations and social and humanitarian affairs (see the proposed topics below). Secondly, IS 301 will include not only global organizations but also regional-level organizations in major issue areas. Thirdly, PSCI 342 studies only formal international organizations more particularly the UN System, whereas, IS 301 will include more recent forms of global governance arrangements like global public-private partnerships and policy networks. The Department of Economics offers a course entitled International Economic Institutions (ECON 235). IS 301 is clearly not a duplication of this course. First, the proposed IS course is a 300-level course and it will study international organizations at a more advanced level. Secondly, as is clear in the title, ECON 235 studies only formal major international economic organizations unlike the proposed IS course. Thirdly, IS 301 will study international organizations from the theoretical and conceptual perspective of global governance, which is a flourishing interdisciplinary field of study, whereas ECON 235 looks at international economic organizations from an economics perspective.

23 APDC agenda and supporting materials \ 10 March 2010 \ Page 23 of 33 In conclusion, IS 301 and the two mentioned courses can be considered complementary as opposed to duplicative. IS 301 aims primarily at International Studies students, but it is highly likely to appeal to those students majoring in other disciplines who have an interest in international organizations and international affairs. PROGRAM IMPLICATIONS (Own? Others? If others, their support is required) Proposed third-year IS courses will offer a range of options for a stronger theoretical engagement with international themes than is appropriate in the first and second year courses. The course complements the other existing and proposed 300-level IS courses, and will be taught in rotation with IS 300 (globalization) and 301 (global governance) and 302 (NGOs crossing borders). PROPOSED COURSE CONTENT This course will examine the role of international organizations (IOs) in global governance. Not only have the number and influence of IOs rapidly increased in the past half century but also new types of IOs have recently come into existence in issue areas where none existed before. This has resulted in a complex network of regional and global organizations. International Organizations like the United Nations, the World Trade Organization and the International Criminal Court are playing greater roles in the regulation of international and domestic affairs of countries around the world. This course will investigate how and why international organizations are created; what roles and functions they perform; how influential they are in the governance of global affairs; and whose interests they serve. It will also assess IOs in terms of effectiveness, legitimacy, accountability and representativeness. The course will be organized by major issue areas including security and peace, international economy, development, environment and human rights. It will study main IOs in each issue area. It will examine both global and significant regional organizations in these issue areas. It will analyze regional variations in the creation, roles and powers of international institutions. While the focus of the course will be on more formal type of intergovernmental organizations, it will also study less formal as well as newer forms of international institutions like the Group of 20, international public policy networks and public-private partnerships. Topics Part I Theoretical approaches to global governance (mainstream and critical approaches) Part II International Security and Peace The UN and international peace and security Regional security organizations Part III Global Economic Governance Organizing global economic affairs (trade, finance, monetary relations) Regional economic governance IOs and economic development Part IV International Organizations and Social and Humanitarian Activities

24 APDC agenda and supporting materials \ 10 March 2010 \ Page 24 of 33 IOs and the environment IOs and human rights IOs and labour standards IOs and world health Part V The Future of Global Governance and Alternatives PROPOSED TEXTS AND REFERENCES One or two of the following texts will be used. In addition, journal articles and book chapters will be included on the reading list. Marc Williams, International Organization and Global Governance (forthcoming, Palgrave Macmillan, 2011). Alice D. Ba and Matthew J. Hoffman (eds.) Contending Perspectives on Global Governance (Routledge, 2005). Kelly-Kate S. Pease, International Organizations: Perspectives on Global Governance 4 th Ed. (Prentice Hall, 2009) Margaret P. Karns and Karen A. Mingst (eds.) International Organizations: The Politics and Processes of Global Governance 2 nd Ed. (Lynne Rienner, 2009) DESCRIPTION, FROM LIBRARY, OF HOLDINGS IN THE AREA Pending INSTRUCTORS ABLE TO TEACH COURSE (consider existing departmental resources, not just the expertise of any one individual) Nilgün Önder David Webster MOTION to create IS 302 (pending Library approval). IS 302 3:3-0 Non-governmental organizations crossing borders Do non-governmental organizations make a difference? How do they interact with and alter the international state system? This course examines the activities and influence of transnational non-governmental organizations such as global struggles against colonialism and slavery; and campaigns for human rights, women s rights, indigenous rights and banning land mines. *** Prerequisites: IS 100 and 45 credit hours *** ACADEMIC LIMIT 40 REASON FOR PROPOSED COURSE (including target population) Non-governmental organizations are increasingly important internationally. They are significant international actors not only in influencing the behaviour and policies of states and intergovernmental organizations but also in creating and monitoring international norms, regulations and standards. A better understanding of global issues and affairs thus requires studying these increasingly influential NGOs and integrating such approaches as transnational civil society. IS 302 aims primarily at International Studies students but