summary - queensu.ca · web viewnote that the fiel d names must correspond to those that have...

CYCLICAL PROGRAM REVIEW

Self-Study Form

This template is to be used for cyclical program reviews (CPRs) and must be completed by the academic unit(s) responsible for the program(s) being reviewed. Where possible, please avoid making reference to individuals; rather, discuss how the faculty as a whole delivers the program(s).

Useful LinksFor information on the content of the self-study and the process for its approval, please refer to the QUQAP Guide. The evaluation criteria for the self-study are outlined here. The following strategic documents set the context for the review and will guide answers to some of the self-study questions: Queen’s Academic Plan, Strategic Framework, and Strategic Mandate Agreement.

Once reviewed by the appropriate deans, the self-study documents should be submitted, with signatures, to the Office of the Provost and Vice-Principal (Academic) ([email protected]) electronically in three separate PDFs (Self-Study, Faculty CVs, and Supporting Documentation). Once the provost (or delegate) approves the self-study documents, the Faculty Office will send them to the members of the review team.

Please amend the footer of this document to include the name(s) of the program(s) under review (or department name if multiple programs are being reviewed). The template has a table of contents with section titles already populated. As you work through the document, please update the table of contents by going to the ‘references’ tab on the word ribbon (or the ‘document elements’ tab in some versions), then in the table of contents section, click on ‘update table’ and choose ‘update entire table.’ Please contact [email protected] with any questions on this.

Name of Program(s) under Review ___________________________________

____________________________________________Signature(s) of Unit Head(s)

___________________________________Date

____________________________________________Signature(s) of Faculty Dean(s)

___________________________________Date

____________________________________________Signature of Vice-Provost and Dean (SGS)(if applicable)

___________________________________Date

____________________________________________Signature of Vice-Provost (Teaching and Learning)

___________________________________Date

CPR Self-Study template Insert program name(s) here of 24

mailto:[email protected]

mailto:[email protected]

https://www.queensu.ca/strategicplanning/mandate

http://queensu.ca/strategicframework

http://www.queensu.ca/saptf/?page_id=879

http://www.queensu.ca/provost/quality-assurance/templates

http://www.queensu.ca/provost/quality-assurance/quqap-guide

PART A – SUMMARY AND QUALITY ENHANCEMENTS........................................................................3

SUMMARY......................................................................................................................................................... 3

PROGRAM CONTRIBUTION TO QUEEN’S STRATEGIC GOALS...........................................................4

QUALITY ENHANCEMENTS – UNDERGRADUATE AND/OR GRADUATE........................................4

DEVELOPMENT OF SELF-STUDY................................................................................................................ 5

PART B – EVALUATION CRITERIA............................................................................................................. 6

1. CURRICULAR ALIGNMENT OF TEACHING AND LEARNING (UNDERGRADUATE)...............6

2. CURRICULAR ALIGNMENT OF TEACHING AND LEARNING (GRADUATE)...........................10

3. ADMISSION REQUIREMENTS............................................................................................................ 12

4. INSTRUCTION........................................................................................................................................ 12

5. RESOURCES............................................................................................................................................ 12

6. EQUITY, DIVERSITY, AND ACCESSIBILITY...................................................................................13

7. ACADEMIC INTEGRITY....................................................................................................................... 14

QUALITY INDICATORS............................................................................................................................... 14

8. FACULTY COMPLEMENT AND ACTIVITIES................................................................................... 14

9. STUDENT ATTRIBUTES AND THE STUDENT EXPERIENCE.....................................................17

10. PROGRAM GRADUATES................................................................................................................. 17

11. ADDITIONAL GRADUATE PROGRAM CRITERIA.........................................................................18

12. POSTDOCTORAL FELLOWS............................................................................................................... 21

PART C – SUPPORTING DOCUMENTATION.......................................................................................... 22


Part A – Summary and Quality Enhancements

Name of Academic Unit(s):

Date of last CPR:(if applicable)

Summary

Provide a summary of the program(s) identifying areas of strength and weakness, opportunities and threats (SWOT) that may shape the program(s)’s future. Describe program goals and aspirations for the next 5-10 years here. Relevant data from sections 15 and 16 should be referenced as appropriate. [Suggested 2 page maximum per program.]


Program Contribution to Queen’s Strategic Goals

1. Describe any work underway to contribute to meeting the university-wide objectives of Queen’s Strategic Framework.

2. Describe any initiatives underway to support the goals of the Comprehensive International Plan, with specific reference to curriculum, research, and student mobility.

Quality Enhancements – Undergraduate and/or GraduateProvide summaries of the following, using relevant data from Section 16 (e.g., Exit Poll, NSSE, retention/graduation, or CGPSS data) to indicate the potential for quality improvement.

1. Changes that have occurred in response to recommendations from the program’s last review. Include descriptions of developments in curriculum (both undergraduate and graduate, as applicable) since the previous review.

2. Initiatives that have been implemented to improve the quality of the program(s) and the associated learning outcomes and teaching environment.

3. Areas identified through the conduct of the self-study as holding promise for enhancement.

4. Areas identified through the conduct of the self-study as requiring improvement.


http://www.queensu.ca/strategicplanning/international

http://www.queensu.ca/strategicplanning/international

http://queensu.ca/strategicframework

Development of Self-StudyThe development of an effective self-study should include consultation with a wide range of individuals involved with the program(s) under review. Information may be gathered through surveys, interviews, focus groups, and other similar activities. Please indicate how faculty, staff, and students were involved in the development of the self-study and what kinds of information gathering tools were used.


Part B – Evaluation Criteria

To assist in the completion of this self-study, the academic unit should compile relevant background and supporting materials and (preferably) embed them in Section 15. As appropriate, relevant tables may be inserted directly into the document. Additional data summaries provided by the Office of Institutional Research and Planning, School of Graduate Studies, etc., may be embedded/appended in Section 16.

In accordance with QUQAP, the information requested in each question should be regarded as the minimum required for self-study assessment. Further information can be found in the QUQAP Guide.

1. Curricular Alignment of Teaching and Learning (Undergraduate)The chart below is designed to illustrate the match between the learning outcomes (LO) students are expected to achieve in core courses, and the LOs that are expected upon program completion. It is not necessary (or even likely) that each course will address each program LO, nor that each program LO will match each undergraduate degree level expectation (UDLE). Rather, the purpose is to demonstrate how each UDLE is addressed by one-or-more program LO, and each program LO is addressed by one-or-more course LO. By mapping the curriculum, the program can identify and address gaps in curriculum and/or program LOs.

Programs under review are encouraged to consult with the Centre for Teaching and Learning to complete this section. We encourage flexibility and customization of sections 1, 2, and 3 to ensure the most effective representative display of the nature and design of the program's curriculum. If you have produced similar information in a different format (e.g., for accreditation purposes), in many cases you will be able to use your existing format; approval for this should be sought from the faculty office and Vice-Provost (Teaching and Learning) (also the Vice-Provost and Dean, School of Graduate Studies, for graduate programs).

You are required only to include core courses within this section. There is no obligation to map optional or elective courses. If a group of optional courses have similar learning in different contexts, you may elect to provide general learning outcomes for the grouping of optional courses.



http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcwww/files/files/policies/senateandtrustees/QUQAP%20.pdf

1.1

Undergraduate Degree Level Expectations (UDLE) 1. Match each UDLE below with one or more program learning outcome. 2. Match each program learning outcome with one or more course code.3. Match each course code with one or more course learning outcome.4. Match each course learning outcome with one or more course assessment method.

Table 1. Mapping undergraduate curriculum to degree level expectations (DLEs) (add rows as needed)

DLE Program Learning Outcome(s) Course Code(s)

Course Learning Outcome Course Assessment Method

Depth and breadth of knowledge

[Business] Learners will critically analyze their approaches to marketing to ensure due consideration of price, product, promotion, and place.

CPR231

Learners will create an effective marketing plan to successfully launch a new product to market.

Development of, and structured reflection on, a proposed marketing plan.

Knowledge of methodologies

[All] Learners will establish an effective approach to sourcing secondary research to inform self-directed inquiry learning.

CPR256

Learners will evaluate secondary research methods to determine validity and reliability based on stated research questions.

Critical analysis of literature review in a peer reviewed journal article.


Application of knowledge

[Engineering] Learners will design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

CPR231

Engineering students will accurately evaluate the relative impact of tension, compression, shear, and flexure to discover the root cause of structural failure.

Preparation and critical reflection on a root cause case study analysis.

Communication skills

[Political Science] Learners will communicate ethically, responsibly, and effectively as local, national, international, and global citizens and leaders.

CPR100

Learners will evaluate and articulate the philosophies of John Locke and Thomas Hobbes to contrast 17th Century thinking on civic governance.

A simulated 17th century debate between John Locke and Thomas Hobbes developed and implemented by student teams.

Awareness of limits of knowledge

[Health Science] Learners will critically reflect on ethical controversies associated with stem cell research to develop an informed, critical, and open-minded stance.

CPR130

Learners will critically analyze current stem cell research literature to establish a personal stance on therapeutic stem cell interventions.

Create a learning journal outlining the role of stem cells in human health, with a reflection on the ethics of therapeutic stem-cell interventions.


Autonomy and professional capacity

[Psychology] Apply knowledge of psychological principles, critical thinking, research skills, imagination, insight and judgment to problem solving in personal, social, and organizational issues.

CPR230 Recognize, understand, and respect the complexity of sociocultural and international diversity.

Review and interpret psychological drives influencing behaviours in three major world cultures.

… (add program-specific DLE)

1.2 Describe how the means of assessment (particularly in the students’ final year of the undergraduate program(s)) appropriately and effectively demonstrate achievement of the program(s)’ learning objectives. [Suggested maximum 250 words]

1.3 Describe how the undergraduate curriculum outline addresses the four pillars of Queen’s University’s Academic Plan, including the transferable academic skills listed on page 8 of the plan (e.g., critical thinking, problem solving). [Suggested maximum 200 words]



2. Curricular Alignment of Teaching and Learning (Graduate)

Graduate Degree Level Expectations – In Table 2 below, summarize how the graduate program’s structure and requirements address each graduate degree level expectation (GDLE) listed, as well as any additional program-specific DLEs. [Refer to Graduate Degree Learning Expectations, Appendix 1, QUQAP for more information]. Programs under review are encouraged to consult with the Centre for Teaching and Learning to complete this section.

Table 2. Mapping graduate curriculum to graduate degree level expectations (add rows as needed)Expectations

(general descriptors from

OCAV)

Learning Outcomes (program specific)

This degree is awarded to students who

demonstrate…

Indicators of Achievement As evidenced by…

Relevant Courses and Academic Requirements(requirements that contribute to the achievement of learning outcomes and degree

expectations)

Depth and breadth of knowledge

Research and scholarship

Professional capacity/autonomy


http://www.queensu.ca/secretariat/sites/webpublish.queensu.ca.uslcwww/files/files/policies/senateandtrustees/QUQAP%20.pdf

Communication Skills

Awareness of limits of knowledge

Application of Knowledge

2.2 Describe how the means of assessment appropriately and effectively demonstrate achievement of the program(s)’ learning objectives [Suggested maximum 250 words]

2.3 Describe how the graduate curriculum outline addresses the four pillars of Queen’s University’s academic plan, including the transferable academic skills listed on page 8 of the plan (e.g., critical thinking, problem solving). [Suggested maximum 200 words]



3. Admission RequirementsWhen completing this section, refer as appropriate to relevant documents embedded in (or appended to) Sections 15 and/or 16 (e.g., admission regulations).

3.1 Provide a brief description of how admission requirements (GPA) ensure that students accepted into the program possess the attributes required for successful program completion. [Suggested maximum 250 words]

4. InstructionWhen completing this section, you must refer to relevant data tables, documents, etc., embedded in (or appended to) Sections 15 and 16, particularly the Undergraduate Exit Poll, NSSE, CGPSS, undergraduate retention and graduation, graduate time to completion and completion rate, etc.

4.1 Explain how the program(s)’ instructional philosophy and modes of delivery align with learning outcomes stated in table(s) 1 and/or 2. [Suggested maximum 500 words]

4.2 Describe any significant innovation or creativity in the content and/or delivery of the Program(s) relative to other such programs. [Suggested maximum 200 words]

4.3 Where students may take the same undergraduate (or graduate) program (or elements of it) in two or more different modes of delivery, indicate how consistency in Program requirements and standards are assured. [Suggested maximum 200 words]

5. ResourcesWhen completing this section, insert (or refer to) relevant summary tables and documents in Sections 15 and/or 16 as appropriate (e.g., Library Report, Budget, etc.).

5.1 Describe and comment on how the Academic Unit(s) has used existing library services and resources which may include: the liaison librarian for the department; library instruction; collection development; discipline-specific learning resources; reference support [refer to full Library Report in Section 16].


5.2 Comment on the appropriateness and effectiveness of other academic services (e.g. information technology, Writing Centre, Centre for Teaching and Learning, etc.) to support the program(s) being reviewed.

5.3 Describe how the academic unit(s) has appropriately and effectively used existing human (faculty and staff), physical, (laboratories, teaching space, studios, common rooms, etc.) and financial resources in support of the program(s) being reviewed. Describe advancement activities here (if applicable).

5.4 Further to 5.3 above, describe how the program is supported by staff members. Comment on any issues.


6. Equity, Diversity, and Accessibility

The Diversity and Equity Assessment and Planning (DEAP) tool has been developed by the Queen’s University Equity Office to assist units to better understand the environments and climate relating to diversity, equity, and accessibility in their units. DEAP is a self-audit tool for internal use, including a self-assessment, planning, and goal setting. The DEAP tool will assist units in understanding how they have addressed the University’s equity goals in the following twelve areas: strategic planning; policies and procedures; committee representation; admission and selection of learners; support programs and services for learners; faculty recruitment, promotion, career development and retention; communications and community relations; library collections and resources; curriculum development, assessment, and program evaluation; accessibility, and; consulting with Aboriginal communities.

The Equity Office must be contacted when completing this section in order to access the DEAP tool. Equity Advisors are available for consultation throughout this process. Each unit must complete the DEAP tool in order for section 6 of the CPR to be considered complete.

Further information can be found in Appendix F of the QUQAP Guide.

6.1 Comment on the unit’s efforts to promote equity, diversity and inclusion to date, with specific reference to curriculum, assessment, and student supports. Provide information about approaches to achieve equitable representation of historically underrepresented equity-seeking groups within the program(s) and/or unit(s), including students, faculty, and staff.

6.2 Identify at least one S.M.A.R.T. (specific, measurable, attainable, relevant, and timely) equity goal that the unit has set through completion of the DEAP tool. Include details regarding the individual(s) responsible, resources required, necessary stakeholders, and timeline for goal completion. (N.b., Goals identified will be carried forward onto the program’s implementation plan.)

7. Academic IntegrityThe Provost’s Office, SGS Academic Integrity Policy website, and faculty’s own procedures may be consulted when completing this section. The Senate Policy Statement on Academic Integrity and Procedures for Faculties and Schools are available here. The following website may also be helpful: http://www.queensu.ca/academicintegrity/.


http://www.queensu.ca/academicintegrity/

http://www.queensu.ca/secretariat/policies/senate

https://www.queensu.ca/sgs/graduate-calendar/academic-integrity-policy


http://www.queensu.ca/equity/educational-equity/deap

7.1 Provide information on how the program(s) has/have educated students and researchers on the principles of academic integrity. If applicable, list specific courses/modules that directly address issues of academic integrity or describe any innovative methods. Delineate between information on Faculty/School regulations and educational materials specific to the Program(s). Text examples can be found at Appendix F of the QUQAP Guide.

7.2 Describe any training, development, and educational opportunities for instructional staff and faculty on academic integrity policies and procedures in teaching and research. Text examples can be found at Appendix F of the QUQAP Guide.

Quality Indicators

8. Faculty Complement and ActivitiesWhen completing this section, insert additional data tables and/or refer to relevant documents in Sections 15 and/or 16 as needed (e.g., faculty workload document, teaching assignments for the past 3 years, etc.).

8.1 Faculty Profile – Provide summaries of faculty involved in the program by completing the two tables below.

CVs – Submit CVs for all core faculty in the program (as defined in Table 3a). A list of essential elements to be included in CVs can be found here. CVs for term adjuncts are not required. CVs for faculty who are cross-appointed should be included if they have sole (full) supervisory privileges. Inclusion of CVs for co-supervisors who are either cross-appointed, and/or employed outside of Queen’s, is at the discretion of the Academic Unit.

Table 3a. List of Core Faculty Contributing to Program Delivery

In Table 3a, list the core faculty who contribute to delivery of the program; include those on leave (add rows as needed). Core faculty is defined here as tenured, tenure-track, emeriti, and continuing adjunct professors.

Field(s)***

Faculty Member Rank and Status* Home Unit

Contribution Level andSupervisory Privileges**

Fiel

dnam

e 1

Fiel

dnam

e 2

Fiel

d na

me3

Fiel

d na

me4

S. Kuznets Full; tenured Economics G; full

W. Leontief Asst; renewed Economics B; full

P. Schaffer Continuing Adjunct Economics U; U

*specify tenured, tenure-track (new or renewed), emeriti or continuing adjunct. **Indicate level of program contribution (U, undergraduate only; G, graduate only; B, both U and G. Indicate also supervisory privileges (U, G or B). ***In the first instance, a field is understood to be an area of characteristic and distinctive strength for which the Program wishes to be known and which it wishes to advertise. Note that





the field names must correspond to those that have been approved under the OCGS process or QUQAP

Add any comments as necessary on Table 3a.

Table 3b. Qualifications of Term Adjunct Faculty

In Table 3b, summarize the qualifications of term adjunct faculty; include those on leave (add rows or modify table format as needed).

Faculty Member Rank Degree Qualifications Research/Professional Qualifications*

*Indicate if faculty participate in graduate teaching and supervision, including field as applicable.

Add any comments as necessary on Table 3b.

Table 3c. List of Teaching Fellows

Please list the teaching fellows teaching courses in the program in the current year (i.e., the academic year in which you are writing the self-study). Teaching Fellows are defined as graduate students who are responsible for a course or part of a course in their home department.

Name Candidate for which degree (e.g. MSc, PhD)

Training received in teaching and learning


Add any comments as necessary on Table 3c.

8.2 Current Teaching Assignments

Table 4. Teaching Assignments for the Current Year (add additional rows or modify table format as needed)

In Table 4 below, indicate the number of undergraduate and graduate courses (including graduate directed reading courses) currently being taught by each instructor. Include courses taught by core faculty members, term adjuncts, and teaching fellows. The current year refers to the academic year in which you are writing the self-study document.

Instructor FTE Rank Course Number and Name U/G/B* Class Size % taught

*Undergrad, Grad, or Both

8.2.1 Please comment on how current teaching assignments and those of the past 3 years (refer to information provided in Section 15) relate to relevant workload documents, year-to-year changes, etc. Identify any anomalies. Comment on any trends over the full 8 year review period.

8.2.2 For the 2016-17 year, what percentage of courses taught in the program (either in the classroom or online) was taught by:

i. Core facultyii. Term adjuncts

iii. Teaching Fellows

8.3 Faculty Awards and Honours 8.3.1 List major teaching awards and honours received by faculty members during the past 8 years.


8.3.2 List major research awards and honours received by faculty members during the past 8 years. N.B., This section is for awards (as in prizes), not financial awards (as in grants). Do not include research grants here; they may be listed in table 6a for graduate research grant awards or on faculty CVs if the program is undergraduate only.

8.3.3 Use space below, if needed, to provide commentary on awards, honours (listed above), or other distinctions (e.g., service awards, awards received by staff, etc.).

9. Student Attributes and the Student Experience For undergraduate and/or graduate students (may cross-reference to relevant parts of Section 11 as needed), comment on:

1. applications and registration; 2. grade-level for admission;3. rates and timing of attrition; 4. times to completion;5. success rates in provincial and national scholarships, 6. competitions and awards; 7. final year academic achievement (undergraduate), graduation rates; 8. academic awards, and9. student in-course reports on teaching (USATs);

As appropriate, embed/append supporting documents and data summaries in Section 15.

The self-study must refer as needed to supporting information appended to Section 16 (e.g., Exit Poll results; USAT summaries; NSSE scores; undergraduate retention and graduation; graduate student completion times/rate; SGS Exit Survey; SGS cohort and flow-through data for masters and doctoral students, etc.).

10. Program Graduates When completing this section, insert or refer to the relevant data tables/documents listed in Sections 15 and 16, as appropriate.

10.1 For undergraduate students, comment on employment six months and two years after graduation, post- graduate study, “skills match” and alumni reports on program quality, etc., as available..


10.2 For graduate students, comment on initial employment (or status) of students graduating over the past eight years (as available). Include additional information on current employment status if available.

11. Additional Graduate Program CriteriaWhen completing this section, insert additional data tables and/or refer to relevant documents and data summaries appended to Sections 15 and 16, as needed.

11.1 Describe how students’ time-to-completion is both monitored and managed in relation to the program’s identified length and program requirements. As appropriate, refer to tables summarizing SGS cohort and flow-through data appended to Section 16.

11.2 Comment on how a high-quality graduate experience is supported. For research-based graduate programs, comment on the quality of supervision and mentorship and how it is assessed or monitored. What practices are in place to support healthy supervisor-student relationships that contribute to timely completion and good graduate outcomes?

11.3 Comment on the appropriateness of the fields in the master’s and doctoral programs (as applicable) and indicate whether there have been changes in the fields since the last review. A field is understood to be an area of characteristic and distinctive strength for which the program wishes to be known and which it wishes to advertise. [Refer to Section 8.1, Tables 3a and 3b.]

11.4 Summarize the supervisory experience of faculty by completing Table 5 below.

Table 5. Completed and Current Numbers of Graduate (and Postdoctoral) Supervisions – 8 year summary (add rows as needed)

CVs – Please submit CVs (following the guidelines on the QUQAP website) for faculty listed in this table who are not listed in Section 8.1

Completed In Progress

Faculty Member Supervisory Privileges* Masters** PhD PDF Masters** PhD PDF

M.Curie Full T-12/P-0 15 0 T-2/P-0 1 1

L. Pauling Full T-42/P-2 26 26 0 0 0

K. Mullis Co-supervision 0 4 8 0 4 1

*indicate the level of graduate supervisory privileges held by each faculty member (e.g. full, master’s only, co-supervision only, etc.,) according to the Unit’s or SGS’ regulations or practices.**indicate whether Thesis Masters (T) or Project Masters (P)



11.5 Summarize research funds for the program in Table 6a (Operating Funds) and Table 6b (Other Funds) below.

Table 6a. Total Research Funding (Operating) by source (do not include equipment grants, research chairs, conference grants or minor grants). Include last 8 years. (Add rows as needed.)

Year Estimate of research funding by field(as applicable)

Federal Granting Council

Other Peer Reviewed Contracts Other

2017-18 Fieldname 1Fieldname 2

2016-17

2015-16

2014-15

2013-14

2012-13

2011-12

2010-11

Use space below for comments on Table 6a.

Table 6b. Total Research Funding (Other) by source (include training grants, major equipment grants, research chairs, conference grant, etc., as appropriate here). Include last 8 years. (Add rows if needed.)

Year Estimate of research funding by field*(as applicable)

Federal Granting Council

Other Peer Reviewed Contracts Other

2017-18 Fieldname 1Fieldname 2

2016-17

2015-16

2014-15

2013-14

2012-13

2011-12

2010-11

* If assigning research funding to a specific graduate Field, ensure that funding is not counted more than once

Use space below for comments on Table 6b.


11.6 Graduate Students –

Provide information and comments on scholarly output (e.g., publications, research presentations, etc.).

Provide information and comments on commitment to professional and transferable skills (e.g., participation in grant writing seminars, Centre for Teaching and Learning programs/workshops, SGS Expanding Horizons workshops, etc.).

Provide information and comments on international graduate student program participation and funding, if applicable.

11.7 Graduate Program –

Comment on the aspects of the program structure and faculty research that contribute to the intellectual quality of the student experience (e.g., program symposia, conferences, seminars, etc.).

Comment on the total number of graduate courses offered and of those, the number that are graduate-only as well as the number offered to both upper year undergraduate and graduate students. Describe the process by which it is assured that graduate students meet the requirement that no less than two-thirds of their course requirements are met by completing graduate-only courses.

Provide information on graduate student financial support for the last 8 years by completing Tables 7a and 7b. [Refer to information appended to Section 16.]

Table 7a. Financial Support for Master’s Students – 8 year summary

$ Amount of Support From (# students)1 Students Funded

Year External Scholarships

(#)

UniversityScholarships

(#)

TAs(#)

RAs(#)

Other1

(#)Total

$# (%)2 Average $3

2017-182016-172015-162014-152013-142012-132011-122010-11

1Give the number of students supported in each category in ( ). 2Indicate the nature of the total population against which the % is calculated – e.g., all students, all full-time students, all full-time students in the first ‘X ‘year(s) of the Program, etc. 3Average funding per funded student.Use space below for comments on Table 7a (e.g., comment on guaranteed minimums, competitiveness, etc.; indicate whether students may hold any of these forms of support concurrently).


Table 7b. Financial Support for Doctoral Students – 8 year summary

$ Amount of Support From* (# students)1 Students Funded

Year External Scholarships

(#)

UniversityScholarships

(#)

TAs(#)

RAs(#)

Other*(#)

Total$

# (%)2 Average $3

2017-182016-172015-162014-152013-142012-132011-122010-11

1Give the number of students supported in each category in ( ). 2 Indicate the nature of the total population against which the % is calculated – e.g. all students, all full-time students, all full-time students in the first ‘X’ year(s) of the Program, etc. 3Average funding per funded student.

Use space below for comments on Table 7b (e.g., comment on guaranteed minimums, competitiveness, etc.; indicate whether students may hold any of these forms of support concurrently).

12. Postdoctoral Fellows

Comment on the value added to program(s) by postdoctoral fellows. Delete this section if not applicable.


Part C – Supporting Documentation

14.15. Supporting Documentation – Unit(s) Input

Embed/append any additional information that is pertinent to the program(s) and that supports the narratives in Part B (Sections 1-14). For example, as relevant and available, append copies of the following:[This is not necessarily a complete list, and is not intended to be prescriptive but rather provide guidance; additional documents and data summaries can be added as needed].

o Unit Strategic and/or Staffing Plan o Academic Regulations o Course Offerings for the past 3 years (U and G) o Calendar Course Descriptions (U and G)o Summary of Base Budget (optional)o Faculty Workload Documents o Faculty Teaching Assignments for the past 3 years o Undergraduate Student Manual (if applicable) o Graduate Student Manual (as applicable) o Postdoctoral Fellows Policy and/or Program (as applicable) o Laboratory or Research Computing Equipment o Major Laboratory Equipment and/or Facilitieso Accreditation Reportso Examples of national and/or international programs which provide useful reference points for comparison

(together with the rationale for the choice)

15. 16. Supporting Documentation – Input from OIRP, SGS, Library (and other sources external to the unit)

Below is additional information/documentation that may be pertinent to the program(s) and support the data tables and narratives in Part B (Sections 1-14).

o Undergraduate Exit Poll Survey o USAT Scores o NSSE Response Data o SGS Exit Survey o Library Report o Student Diversity and Designated Groups o Current Faculty Profile o Graduate Student Financial Support o Undergraduate Retention and Graduation o Graduate Student Time to Completion and Completion Rate o SGS Flow-through data o Instruction and Course Delivery o Multiyear Enrolment Profile o Space Utilization and Standard (optional)o Program Demand