Beruflich Dokumente
Kultur Dokumente
MEMORANDUM
Date:
To:
From:
Re:
There will be a Faculty of Fine Arts Council meeting on Wednesday, January 21, 2015, at 2:30 pm in ED 114.
*PLEASE NOTE CHANGE IN LOCATION*
AGENDA
1.
Approval of Agenda
2.
3.
4.
5.
6.
7.
Deans Report
8.
9.
Administrators Reports
8.1 Jan Bell
8.2 Janelle Bennett
Regrets:
1.
2.
3.
R. Caines/K. Irwin
CARRIED
R. Caines/K. Finnsson
CARRIED
CARRIED
4.
5.
Deans Report
1. October was a stellar month for Graduate/Undergraduate students.
2. Welcome to Kathleen Irwin as the new Associate Dean, Graduate & Research.
3. February Faculty forum will be Faculty only. Save the date February 11, 2015.
6.2
7.
8.
9.
MOTION 1:
MOVED that Indian Art 100 be created effective 201520.
Course Description:
INA 100 3:3-0
Introduction to Indian Art
Contemporary and Traditional Indigenous art practices will be introduced with an emphasis on critical thinking.
Indigenous practices will be contextualized alongside international and historical art, craft, criticism, and
aesthetics. Discussions by artists and gallery visits will be included.
Note: Students may not receive credit for both INA 100 and ART 100.
L. Cavanagh/G. Saul
CARRIED
MOTION 2:
MOVED that effective 201520, students in the programs listed below may take INA 100 or ART 100 as part of
their major requirements:
13.16.1 Bachelor of Arts (Visual Arts)
13.16.1.2 Bachelor of Arts Honours (Visual Arts)
13.16.6 Bachelor of Arts (Visual Arts) Three Year Special
13.16.7 Bachelor of Fine Arts (Visual Arts)
13.16.10.3 Minor in Visual Arts
L. Cavanagh/W. Pearce CARRIED
MOTION 3:
MOVED that effective 201520, the First Nations University of Canada, Indian Fine Arts students be exempt
from FA 001 as a requirement of their program. Indian Fine Arts Students will instead be required to take
INDG 104, a 3 credit hour course. Students will count the credit hours in their elective portion of their
programs.
FA 001 Foundations of University Practices
A non-credit introductory seminar to the University and the Faculty of Fine Arts. Students will be
introduced to the variety of resources and services available to them and their roles and
responsibilities as members of the university and fine arts communities. The seminar will also provide
students with the degree and career possibilities. This required course must be completed within the
completion of 30 credit hours of study. Students who are placed on academic probation before
completing 60 credit hours of study or who have received a must withdraw academic action on their
transcript must repeat this course. Note: Normally offered in the fall semester only. Indian Fine Arts
students taking or who have taken INDG 104 are not required to take this course.
INDG 104 Introduction to Indigenous Higher Learning 3:3-1
This course utilizes a collection of writings designed to help First Nations students understand
themselves through an Indigenous world-view in the context of university life. This course assists
students in developing attitudes and aptitudes necessary for academic and future life success through
principles of critical thinking and learning.
*Note: Students who have completed 30 credit hours or more may not take INDG 104 for credit
unless they have prior written permission of their faculty or college.*
L. Cavanagh/K. Irwin
CARRIED
ASP Motions from November Meeting:
MOTION 1:
MOVED that a FINE ARTS MINOR (Film Production) be created.
A minor in Fine Arts (Film Production concentration) must include:
Credit hours
Required
3.0
Film 100
3.0
3.0
Film 201**
3.0
3.0
Film 202
3.0
18.0
*Film 280AA and Film 200 are equivalent courses. Either course will be accepted.
**Registration in these classes requires permission from the Department Head.
Students pursuing a Film Production minor are required to request permission from the Head of the
Department of Film in order to register in Film 201 and Film 209. Film 201 and Film 209 must be taken
concurrently.
L. Cavanagh/S. Abbott CARRIED
Minutes Fine Arts Faculty Council December 3, 2014
MOTION 2:
MOVED that a new description and prerequisite for MUCO 317 and MUCO 318 be created:
MUCO 317 Introduction to Composition
1.5:2-0
Introduction to different styles of music composition from c.1800-1900. This course will enable students to write
works in a variety of musical styles.
***Prerequisite: Music reading ability recommended***
*Note: Students cannot receive credit for MU 317 and MUCO 317*
MUCO 318 Introduction to Composition of the Modern Era
1.5:2-0
Continuation of MU 317. *** Prerequisite MU 317***
Introduction to different styles of music composition from c.1900 onwards. This course will enable students to
write works in a variety of musical styles.
***Prerequisite: Music reading ability recommended***
*Note: Student cannot receive credit for MU 318 and MUCO 318*
L. Cavanagh/H. Pridmore
CARRIED
MOTION 3:
MOVED that four new selected topic course series be created effective 201520:
MU 199 Selected Topics in Music: an AA-ZZ series
Courses covering selected topics in music.
3:3-0
3:3-0
3:3-0
3:3-0
L. Cavanagh/W. Pearce
CARRIED
MOTION 4:
MOVED that the calendar description for MUTQ 283 Vocal Technique be changed to:
MUTQ 283 Vocal Technique
A course in which students will learn basic techniques for healthy vocal production, and how to apply those techniques
and/or teach them in the classroom, the choir rehearsal, or the private voice studio. Vocal physiology, acoustics, and
other vocal issues will be examined, along with in-class performing.
A course in which, via the singing of classical and folk-song repertoires, the students will learn the basic technique of
proper voice production, and how to teach this technique in the classroom. Focus will be on free or open tone, good
tuning and adequate breath management.
L. Cavanagh/H. Pridmore CARRIED
MOTION 5:
MOVED that registration restrictions be removed for MUTQ 283 Vocal Technique
*Restricted to students in BMus, BMusEd, BEd Arts Education (music major and minor), BEd Secondary Education (music
major and minor), BA in Fine Arts (music) and BFA with a major in Acting.*
*Note: Not available for credit in BMus performance program with Voice as the applied major.*
L. Cavanagh/G. Saul
CARRIED
MOTION 6:
MOVED that MUTQ 283 Vocal Technique be added as noted below as a requirement for students in the BMus
performance program with Voice as the applied major
Bachelor of Music - Performance Requirements 9.0
9.0
May include: Professional Placement FA 499AA-ZZ; up to 6.0 cr. hr. of non-core ensembles;
MUPE courses beyond the core requirement.
Voice majors must include MUPE 270 (2.0) and MUTQ 283 (2.0)
L. Cavanagh/H. Pridmore CARRIED
MOTION 7:
MOVED that MU 380 Vocal Pedagogy be deleted from the course catalogue
MOTION 8:
MOVED that the course description for MUPE 381 Opera Workshop be changed to:
MUPE 381 Opera Workshop
Opera Workshop is open to all students who wish to gain a basic understanding of how to research, prepare, and
perform operatic repertoire. Emphasis will be placed on musical preparation and aspects of production. The
students will present a public performance of opera scenes at the end of the term.
Not offered every year. A continuation of MUPE 281.
L. Cavanagh/K. Bracht
CARRIED
MOTION 9:
MOVED that a new selected topics series be created:
THAC 290AA-ZZ Selected topics in Acting
An AA to ZZ series at the 200 level
3:3-0
MOTION 10:
MOVED that THEA 215 AA Lets go to the Theatre (3:0-3) be created.
MOTION 11:
MOVED that THST 381 AB Lets go to the Theatre be deleted.
L. Cavanagh/K. Irwin
CARRIED
L. Cavanagh/W. Pearce
CARRIED
L. Cavanagh/W. Pearce
CARRIED
MOTION 12:
MOVED that THAC 360AH Play!: Performing Creation Festival be re-designated and numbered THEA 315AA and have a
prerequisite of THAC 260 added.
L. Cavanagh/K. Bracht
CARRIED
MOTION 13:
MOVED that the following new courses be created effective 201520:
ART 416. 417. 418 and 419 Senior Group Studio
All courses share the same description and prerequisite.
3:0-3
Students may work in multiple medias under the guidance of more than one professor and in a community of student
artists. This does not restrict students from choosing to work in a single media.
***Prerequisite: 9 credit hours of ART 300 level courses***
L. Cavanagh/R. Horowitz
CARRIED
Note: Changes noted in Motions 14, 15, and 16 are reflected in the BFA program chart below the motions.
MOTION 14:
MOVED that the BFA Visual Arts major 13.16.7, requires a minimum of 3-credits in a 400-level studio course that is not
Senior Group Studio, effective 201520.
L. Cavanagh/G. Saul
CARRIED
MOTION 15:
MOVED that the ART/INA elective in the Bachelor of Fine Arts, Visual Arts major 13.16.7, be replaced with an INA elective
of 3-credits, effective 201520
L. Cavanagh/S. Abbott
CARRIED
MOTION 16:
MOVED that the Art History requirement for BFA Visual Arts major 13.16.7 be changed from 12-credit hours at the
2/3/4xx level to 6-credit hours at the 2/3xx level, and 6-credit hours at the 3/4xx level, effective 201520.
L. Cavanagh/R. Horowitz CARRIED
78.0
Proposed BFA Visual Arts Major (changes are made to chart as approved in June 2014.)
3.0
ART 100
3.0
3.0
3.0
4 Art chosen from 223, 230, 240 250, 260, 270, 280, or Film 205
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
15.0
3.0
ART 400
3.0
ARTH 401
3.0
ARTH 100
3.0
INAH 100
3.0
3.0
3.0
3.0
3.0
ARTH 301
MOTION 17:
MOVED that all 200-level studio courses (listed below) meet in studio for three hours weekly rather than four,
for 3 credits, effective 201520
ART 220, 221, 222, 223, 230, 240, 250, 260, 270, 280 will have 3:3-4 notation changed to 3:3-3 in the catalog.
L. Cavanagh/M. Smith CARRIED
MOTION 18:
MOVED that all INA 210, 220 and 230 meet in studio for 3 hours weekly rather than 4.5, for 3 credits, effective
201520
Each course will have the 3:3-4.5 notation changed to 3:3-3 in the catalogue.
10.
MOTION 1:
MOVED that the last bullet in section 3.1 (page 6):
901 and/or 902 will be counted within this system. The advising role is considered part of the normal
workload and is not credited.
Be changed to:
901 and/or 902 will not be counted within this system. The advising role is considered part of the normal
workload and is not credited.
W. Pearce/ G. Saul
CARRIED
MOTION 2:
MOVED that the following changes to Evaluation of Faculty be made:
The title for section 3.3 be changed from Appointment with Tenure to Application for Tenure
W. Pearce/R. Horowitz CARRIED
MOTION 3:
MOVED that the following clauses be added to 3.3 (Application for Tenure) and 3.5 (Merit Increments)
respectively:
3.3
In accordance with article 17.5 of the Collective Agreement, when an academic staff member is
applying for promotion, or applying for, or being considered for an appointment with tenure, the
performance review shall cover the members entire career.
3.5
In accordance with article 17.5 of the Collective Agreement, when a member is applying for merit,
the performance review shall cover the period since the last merit was received or, if the member
has never received merit, since the initial appointment.
W. Pearce/R. Horowitz
CARRIED
MOTION 4:
MOVED that the composition of the Peer Review committee as currently constituted be changed to:
2.1
The Committee consists of 5 members and these members are elected at large. All members must
be in a tenured appointment. The committee will have one member from each of the following
areas: Film, Fine Arts Faculty, Music, Theatre and Visual Arts, and will have at least one studies
faculty member and one studio faculty member. In the event that the elections results would
leave the committee without any representative from a particular subject area or without at least
one studio and one studies member, the nominee from the deficient area receiving the most votes
shall be added to the committee, and the nominee who was elected with the least number of
votes in the at-large election will not serve on the committee. If it is impossible to fill this
committee with five members due to leaves and retirements, the minimum number will be three,
with at least one studies and one studio faculty representative.
W. Pearce/K. Irwin
CARRIED
MOTION 5:
MOVED that the wording of 2.5:
The committee chooses a chairperson from among its elected members.
be changed to:
The committee chooses a chairperson from among its elected members. The chairperson will be a
voting member.
And that the wording of 3.1:
The quorum for meetings is four members.
be changed to:
The quorum for meetings is three members.
W. Pearce/S. Abbott
CARRIED
MOTION 6:
MOVED that the wording of part 3.5:
In addition, as per Article 17.9 of the Collective Agreement, members who wish to be considered for a
merit increment shall make written application for such to the department head with a copy to the
Dean no later than November 30th.
be changed to:
In addition, as per Article 17.9 of the Collective Agreement, members who wish to be considered for a
merit increment shall make written application for such to the Dean with a copy to the department
head no later than November 30th.
R. Caines/S. Abbott
CARRIED
Other comments/concerns were mentioned with regard to the Criteria Document to which Dean Staseson
advised that the document is in the process of being reworked.
11.
12.
13.
Other Business
- Pot luck December 11
- Candy Foxs film was chosen by the Toronto International Film Festival as Top Ten Student Film
- iPad Orchestra concert on Saturday
- Lots of music concerts happening this month
14.
Adjournment
MOTION that the meeting be adjourned.
R. Staseson/S. Abbott
CARRIED
APPENDIX I
To:
From:
Date:
Re:
Background
The Class Scheduling Policy is a new policy that is intended to provide guiding principles and direction to Class
Scheduling at the University of Regina. The policy is necessary because of the substantive changes in practice from
the old methods of scheduling in comparison to the implementation of Infosilem, the U of Rs new scheduling
software system.
Faculty of Fine Arts Council has been identified as a major stakeholder group and is being requested to provide
feedback. The anticipated effective date of the new policy is January 1, 2015.
APPENDIX II
Operations
Class Scheduling Policy
Number:
Audience:
Issued:
Last revised:
Owner:
Approved by:
Contact:
Introduction
An effective class schedule is one that facilitates learning, maximizes access for
students within the constraints of classroom space and the number of instructional
hours available, and accommodates a range of pedagogies. In developing the course
schedule for students and instructors, the following goals must be balanced:
Students should be able to take courses needed to graduate from their program
in a timely manner.
Classes should be scheduled to avoid as many course conflicts as possible.
Classes should be scheduled to make the best possible use of the available
space for teaching and learning activities.
Instructors should be able to obtain schedules that permit them to integrate their
professional duties of teaching, research and service in a reasonable way.
In scheduling classes, the University must, if requested to do so, make
accommodations under the provincial Human Rights legislation.
Scheduling priorities should be scheduled equitably across all disciplines.
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APPENDIX II
Definitions
Daytime hours Classes with start times between the hours of 08:30 and 16:59.
Evening hours Classes with start times between the hours of 17:00 and 22:00.
Forced Meeting Day and Time A class that has been forced in the system to
be scheduled on a specific day and/or time.
Policy
Classroom Space
Scheduled classroom space is a university resource allocated to and managed by the
Scheduling area of the Registrars Office. All academic units share access to classroom
spaces to deliver courses.
Classroom space will not be removed from the classroom pool unless formally approved
by the University of Reginas Space Allocation Committee.
Classroom space that is specialized in nature is not typically available for use for other
purposes but may be utilized for other purposes in the event the space is not in use in a
specific time period.
Campion College, First Nations University of Canada, and Luther College each manage
their classroom spaces in accordance with the specific policies of each.
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APPENDIX II
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APPENDIX II
Faculties/Departments/Colleges
Entry of all pertinent scheduling data into the system by the approved deadline
dates.
Ensure that faculty members who are requesting Tier 1 approval have followed
the established University process.
Review Tier 2 requests from their faculty members and instructional staff.
Ensure Tier 2 requests are valid and reasonable prior to entry into the timetabling
system.
Review and resolve appeals related to disputes on how policy is applied to the
class schedule.
Bring scheduling concerns to the appropriate individuals within their areas and/or
the Registrars Office.
Processes
Process to Reallocate Classroom Space for Another Purpose.
Proposals to reallocate classroom space for alternate purposes on a permanent or
temporary basis are made to the Chair of the Space Allocations Committee (VP
Administration).
The Chair of the Space Allocations Committee will schedule the proposal for review at a
meeting (the next meeting or as soon as the agenda permits) of the Space Allocations
Committee.
All decisions of the Space Allocations Committee shall be final.
Tier 1 Accommodation Approval Process
Tier 1 accommodation requests follow the established process of the Workplace
Accommodation for Employees with Medical Disabilities Policy (EMP-080-005).
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APPENDIX II
Tier 1 requests that are medical related but do not require a formal accommodation are
reviewed by the Dean (or designate) for approval. In most cases the designate is the
Department Head.
When a Tier 1 request has received the appropriate approvals, the Faculty/College will
enter the constraint into the scheduling system. The confidential information related to
the nature of the accommodation will not be entered into or tracked by the scheduling
system in any way.
Tier 2 Accommodation Approval Process
Tier 2 accommodation requests are made to the Faculty/College Dean (or designate).
In most cases the designate is the Department Head.
When a Tier 2 request has received the appropriate approvals, the Faculty/College will
enter the constraint into the scheduling system for this purpose. The nature of the
accommodation will be entered into the system and tracked unless the nature of the
accommodation is confidential.
While every effort will be made to accommodate a Tier 2 request, the scheduling needs
of the students of the University will take precedence. There may be some instances
where a Tier 2 request cannot be accommodated.
From time to time, the Registrars Office will review the nature of all Tier 2 requests to
determine if there is need to establish specific processes for common types of Tier 2
requests. New processes will be brought forward through the appropriate governance
structure for approval.
Nonstandard Meeting Time Approval Process
Nonstandard meeting patterns are those that do not reflect the standard meeting
patterns as identified in Appendix 1 of this policy.
Requests to schedule classes in a nonstandard meeting pattern will be approved by the
Faculty/College Dean (or designate).
Forced Meeting Day and Time Approval Process
There are times when forced meeting days and times are required (i.e.; a Sessional
Instructor or a contracted instructor that is only available on a specific day and time or a
course that is offered for a full week for 7 hours each day).
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APPENDIX II
Requests to schedule classes in forced meeting day and times must be approved by the
Faculty/College Dean (or designate).
Moving a Class Meeting Day and Time Approval Process
There are times when after the master time table has been prepared, there is need to
move the day, time, or location of class.
Requests to move the day, time, or location of a class must be made by the
Faculty/College Dean (or designate) to the Registrars Office timetabling area.
The Faculty will assume all responsibility associated with notifying the Registrars Office
and registered students of the change.
Related Information
The Collective Agreement between the University of Regina and the University of
Regina Faculty Association representing the University of Regina Academic Staff
Members (2011 2014).
The Collective Agreement between Luther College and the University of Regina
Faculty Association representing the Luther College Academic Staff Members
(2008 2011).
The Collective Agreement between First Nations University of Canada and the
University of Regina Faculty Association representing the First Nations University
of Canada Academic Staff Members (2005-2008).
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APPENDIX II
Standard
Meeting
Pattern Code
D1X1
D1X1.5
D1X2
D1X2.5
D1X3
D1X4
D1X5
D1X7
D2X1
D2X1.5
D2X2
D2X3
D3X1
E1X1
E1X1
E1X1.5
E1X2
E1X2.5
E1X3
E1X4
E1X5
E1X7
E2X1.5
E2X2
E3X1
Meeting Time
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Daytime
Evening
Evening
Evening
Evening
Evening
Evening
Evening
Evening
Evening
Evening
Evening
Evening
DRAFT V6 2014-08-01
Number of
meetings per
week
1
1
1
1
1
1
1
1
2
2
2
2
3
1
1
1
1
1
1
1
1
1
2
2
3
Number of
hours per
meeting
1
1.5
2
2.5
3
4
5
7
1
1.5
2
3
1
1
1
1.5
2
2.5
3
4
5
7
1.5
2
1
Page |7
APPENDIX II
Draft
Internationalization
Plan,
2015-20
University
of
Regina
Executive
Summary
This
draft
internationalization
plan
builds
on
the
University
new
strategic
plan,
with
the
aim
of
setting
key
targets
and
goals
to
strengthen
and
enhance
5
pillars
of
internationalization
by
working
in
an
integrated
and
organic
manner.
First,
we
recommend
that
the
University
diversify
the
countries
of
origin
for
our
international
students,
while
increasing
the
number
of
international
visa
students
to
roughly
14%
of
the
undergraduate
population,
as
well
as
increasing
the
number
of
international
graduate
students
by
20%
and
the
number
of
ESL
students
by
35%.
In
order
to
retain
these
students
and
ensure
their
success,
we
believe
that
the
University
absolutely
needs
the
creation
of
a
transition
program
for
all
international
students,
expansion
of
Global
Learning
Centre
support
for
those
students,
and
the
allocation
of
some
of
the
tuition
from
these
new
students
to
the
line
Faculties
teaching
these
students
to
aid
in
the
creation
of
support
for
these
students,
and
for
instructors
teaching
them.
Second,
we
recommend
a
25%
increase
in
the
number
of
international
experiential
learning
opportunities
for
domestic
students,
with
the
goal
of
increasing
the
total
number
of
students
taking
advantage
of
these
opportunities
by
50%.
Third,
we
will
work
to
engage
faculty
and
staff
in
the
process
of
further
and
deeper
internationalization
by
increasing
international
research
opportunities,
including
providing
more
opportunities
for
international
opportunities
for
faculty
and
work
exchanges
for
staff.
In
order
for
this
recommendation
to
succeed,
we
will
need
to
provide
the
funding
for
travel,
and
strengthen
the
recognition
for
faculty
and
staff
when
they
contribute
to
international
activities.
Fourth,
we
recommend
that
by
the
end
of
2020
each
major
at
the
University
include
an
opportunity
for
students
to
have
an
internationally
focused
course
within
their
degree
program,
with
international
concepts
and
methodologies
integrated
within
the
curriculum.
Fifth,
we
recommend
that
the
University
strike
a
small
task
force
to
build
upon
its
longstanding
tradition
of
international
partnerships
by
exploring
the
costs,
benefits
and
risks
of
developing
and
delivering
off-shore
University
of
Regina
programs.
APPENDIX II
Draft
Internationalization
Plan,
2015-20
University
of
Regina
This
internationalization
plan
builds
on
the
University
of
Regina
2015-2020
Strategic
Plan,
whose
objectives
include
enhancing
services
and
academic
supports
to
assist
international
and
new
Canadian
students
transitioning
to
Canada,
with
particular
emphasis
on
English
Language
proficiency,
Canadian
culture,
and
university
expectations
(p.
8),
as
well
as
fostering
international
experiences
for
our
students,
faculty
and
staff,
including
expanding
and
promoting
experiential
and
service
learning
opportunities,
including
international
learning
(p.
9).
We
are
also
inspired
by
the
overall
national
and
international
trend
of
universities
working
to
develop
future
global
citizens
from
their
faculty
and
student
body
by
providing
them
with
an
international
experience
on
the
campus
and
abroad.
This
plan
aims
to
achieve
the
above
goals
by
identifying
key
targets
and
goals
that
will
strengthen
and
enhance
the
following
five
pillars
of
internationalization:
Enrolment,
retention
and
success
of
international
students.
Mobilization
of
our
students
to
opportunities
abroad.
International
opportunities
(primarily
teaching
and
research)
for
faculty
and
staff.
Internationalization
of
the
curriculum.
Deepening
our
partnerships
around
the
Globe.
To
achieve
these
goals
and
take
advantage
of
interactions
between
the
5
pillars,
we
must
work
in
an
integrated
and
organic
manner
that
encompasses
both
the
faculties
and
administrative
units,
facilitated
primarily
by
UR
International.
The
recruitment
of
all
international
students
should
be
a
centralized
activity
coordinated
by
UR
International
in
partnership
with
the
Faculties
and
Federated
Colleges.
UR
International
will
also
support
the
Faculty
of
Graduate
Studies
in
the
recruitment
and
exchange
of
international
graduate
students
and
the
establishment
of
international
agreements.
It
will
also
work
with
the
Vice
President
Research
and
the
Office
for
Research,
Innovation
and
Partnership
to
build
on
our
strengths
as
an
international
research
university
in
supporting
international
research
opportunities
where
appropriate.
1.
Enrolment,
Retention
and
Success
of
International
Students
Enrolments
at
the
University
of
Regina
have
flourished
in
the
last
four
years
from
564
undergraduate
visa
students
at
our
university,
to
1311
undergraduate
visa
students
in
Fall
2014
(10.7%
of
the
undergraduate
student
population).
International
graduate
student
numbers
have
increased
from
218
three
years
ago
to
509
in
Fall
2014,
and
have
increased
their
share
of
graduate
student
numbers
from
15.7%
to
30.7%
of
the
graduate
student
population.
In
addition,
our
ESL
program
has
been
successful
in
enrolling
379
full-time
students
in
the
EAP
program
Fall
2014
semester
(double
from
9
years
ago),
as
well
as
students
in
customized
shorter
programs
throughout
the
year.
APPENDIX II
Our
students
currently
come
from
more
than
60
countries,
but
our
largest
cohorts
come
from
China,
Nigeria,
Saudi
Arabia,
Brazil,
India,
Mexico,
Pakistan
and
Bangladesh.
These
enrolment
increases
have
been
crucial
in
enhancing
and
diversifying
our
student
population
and
tuition
revenues,
and
have
also
brought
our
faculties
many
strong
students
as
well
as
helping
internationalize
the
experience
of
our
domestic
students,
but
have
also
brought
some
challenges
related
to
the
cultural
differences
of
the
students
and
their
English
language
preparation.
By
the
end
of
2020,
we
recommend
that
the
University
increase
the
number
of
Undergraduate
international
visa
students
from
the
current
level
of
10.6%
of
the
undergraduate
population
(1179
students)
to
roughly
14%
by
fall
2020,
an
increase
of
roughly
335
students
per
regular
semester.
Graduate
international
students
by
20%
(roughly
85
students
per
regular
semester).
Students
in
the
Regular
ESL
program
by
35%
(roughly
100
students
per
13-week
semester).
Students
in
the
customized
(short-term)
ESL
programs
by
50%
(roughly
150
students
in
total,
each
in
3-5
week
programs).
We
will
work
to
continue
to
diversify
the
country
of
origin
for
our
international
students.
These
new
students
will
primarily
come
from
The
countries
that
are
the
focus
of
the
federal
governments
international
strategies
(so
that
we
can
presume
necessary
documentation
for
student
visas
will
be
provided).
Sponsored
students
from
countries
that
have
a
government
scholarship
program.
New
and
emerging
opportunities
as
they
arise,
including
from
working
with
the
Canadian
Bureau
of
International
Education,
the
provincial
government
or
other
natural
partnerships.
Based
on
experience
and
consultations,
in
order
to
increase
the
retention
and
success
of
international
visa
students
and
domestic
ESL-speaking
students,
we
recommend
the
following:
The
creation
of
a
transition
program
for
all
international
students.
The
expansion
of
the
Global
Learning
Centre
services.
Support
for
line
Faculties
teaching
international
and
domestic
ESL-speaking
students.
The
primary
destination
faculties
and
programs
for
these
students,
both
graduate
and
undergraduate,
will
reflect
international
demand.
Currently
these
are:
Business,
Engineering,
Nursing,
Kinesiology
and
Health
Studies,
Justice
and
Police
Studies,
Social
Work,
Education.
Computer
Science,
Economics,
Film,
Geology.
ESL
program
short
and
long
term.
In
addition,
we
will
identify
the
capacity
that
exists
elsewhere,
and
match
it
to
international
demand,
especially
on
the
graduate
side.
APPENDIX II
In
order
to
meet
our
targets
to
increase
the
recruitment,
retention
and
success
of
international
visa
students
and
domestic
ESL-speaking
students,
we
propose
that
the
University
consider
the
following
resource
allocations
and
policy
changes:
UR
International:
More
resources
to
open
and
consolidate
recruitment
markets.
The
University
will
work
to
create
more
coordinated
recruiting
and
marketing
between
UR
International
and
the
Faculty
of
Graduate
Studies
and
Research.
More
support
where
the
students
and
instructors
need
it:
in
the
line
Faculties
and
departments,
both
the
Faculties
that
the
students
major
in,
as
well
as
the
Faculties
where
they
take
their
key
elective
courses
more
advising
support,
more
instructors
(and
related
supports),
more
laboratory
space
in
affected
areas,
more
support
for
teaching
international
visa
students
and
domestic
ESL-speaking
students.1
Indeed,
we
most
especially
recognize
that
the
line
Faculties
have
difficulties
supporting
the
growing
number
of
international
and
new
Canadian
students
with
existing
advising
and
teaching
resources,
and
indeed
often
lack
incentives
to
do
so
within
existing
structures.
We
therefore
recommend
that
the
University
explore
sharing
some
of
the
extra
tuition
revenues
from
expanded
international
enrolments
directly
with
the
teaching
faculties,
based
on
the
courses
that
the
students
are
taking
(not
their
major),
and
linked
to
actual
expenditures
on
student
support
to
create
appropriate
incentives.
Revenue
sharing
will
also
allow
FGSR
to
provide
more
targeted
graduate
scholarships
for
international
students
to
offset
the
increased
financial
burden
of
higher
fees
for
international
students
on
faculty
members
and
also
provide
needed
resources
to
handle
the
increasing
number
of
international
applications.
Work
to
change
Faculty
criteria
documents
to
reflect
positive
support
for
internationalization
work.
CCE:
ESL
will
be
generally
be
self-supporting
due
to
its
cost-recovery
nature,
but
currently
faces
classroom
and
office
capacity
and
most
especially
instructor
capacity
constraints,
and
will
need
access
to
more
of
each
if
it
is
to
expand
as
envisioned.
Expanded
residences,
food
services
and
prayer
space
for
international
students,
including
more
services
24/7
and
365
days
per
year.2
It
is
recommended
that
we
carry
out
a
thorough
re-examination
of
our
scholarships,
with
a
goal
of
considering
a
focus
on
specialized
discounts
for
high
level
students
and
increasing
the
accessibility
of
international
students
to
scholarships.
The
labels/names
of
many
of
our
degree
programs
are
sometimes
confusing
to
international
students
we
recommend
the
development
of
a
concordance
mapping
our
programs
to
the
names
of
identical
or
similar
programs.
1
It
should
be
noted
there
are
many
domestic
students
struggling
with
English
as
a
Second
Language
in
addition
to
international
students.
2
Although
it
is
potentially
a
large
and
complex
project,
we
recommend
that
the
University
consider
the
creation
of
student
family
housing,
with
minimum
space
held
for
international
students
with
families.
Such
support
will
help
the
transition
of
international
students
with
families,
and
broaden
the
potential
pool
of
international
student
recruits.
APPENDIX II
3
The
University
of
Regina
International
has
currently
270k
in
scholarships
for
Students
seeking
experiences
abroad
the
vast
majority
of
students
who
obtain
this
funding
are
students
traveling
with
a
professor
as
part
of
a
class.
APPENDIX II
APPENDIX II
With
development
of
exchange
and
articulation
agreements
bringing
students
from
around
the
world
to
our
campus,
we
are
well
prepared
to
consider
deeper,
transnational
partnerships.
Such
partnerships
would
involve
articulation
agreements
where
University
of
Regina
programs
are
entirely
delivered
to
students
on
the
campuses
of
institutions
abroad.
Faculty
from
the
University
of
Regina
and
the
partnered
institution
would
provide
in-class
content
towards
satisfying
University
of
Regina
degree
requirements
to
students
registered
in
our
programs,
without
the
need
for
students
to
be
on
the
University
of
Regina
campus.
We
recommend
that
the
University
strike
a
small
task
force
to
explore
the
costs,
benefits
and
risks
of
developing
and
delivering
off-shore
University
of
Regina
programs.
Livia
Castellanos
and
Harvey
King
(With
advice
from
Andrew
Gaudes,
David
deMontigny,
Franzvolker
Greifenhagen,
Shanthi
Johnson,
Hairuo
Qing,
Armin
Eberlein,
Monika
ule,
Shaun
Fallat
and
feedback
from
the
University
Executive
Team
and
Deans
Council)
November
25,
2014