S e n a t e C o m m i t t e e o n A c a d e m i c D e v e l o p m e n t Report to Senate Meeting of April 28, 2015

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1 S e n a t e C o m m i t t e e o n A c a d e m i c D e v e l o p m e n t Report to Senate Meeting of April 28, 2015 Major Modification to the Bachelor of Science General in Life Sciences in the Faculty of Arts and Science Introduction The request for a major modification to the Bachelor of Science General in Life Sciences in the Faculty of Arts and Science was reviewed by the Senate Committee on Academic Development (SCAD) at its meeting on April 8, M. Kawaja (Associate Dean, Life Sciences and Biochemistry) and B. Ravenscroft (Associate Dean, Teaching and Learning, Faculty of Arts and Science) attended the meeting to speak to the proposal and answer questions from Committee members. Members of SCAD were provided with the expedited approval submission form. Analysis and Discussion The following should be noted: Currently, the Bachelor of Science General in Life Sciences is offered on campus. This proposal would also make the existing program available via a new mode of delivery, i.e. fully online; Currently, there are four BA degree programs available for distance students to complete fully online. If approved, the General in Life Sciences will be the first BSc degree program available for distance students to complete fully online; Most of the courses that comprise the BSc General in Life Sciences have been offered online for a number of years; Adopting a new mode of delivery will not affect the course requirements or the degree-level expectations; Based on the current student demand for the on campus Life Sciences program, it is anticipated that the online version will be popular and will attract distance, non-traditional and part-time students; Entrance requirements and eligibility for scholarships and student aid will be the same for on campus and online students; Evaluation methods used to measure student achievement will be appropriate for an online environment and will ensure academic rigour and foster academic success; The Department of Biomedical and Molecular Sciences will serve as the academic home for the program and oversee its academic quality. Existing infrastructure in Continuing and Distance Studies (Faculty of Arts and Science) will be used to develop and deliver the courses.

2 Page 2 Motion that Senate approve the major modification to the Bachelor of Science General in Life Sciences in the Faculty of Arts and Science, effective September 1, Respectfully submitted, Laeeque K. Daneshmend, PhD, DIC Chair, Senate Committee on Academic Development Committee Members: H. Abdollah, Medicine S. Anderson, BEng 17 L. Colgan, Education L. Daneshmend, Deputy Provost (Chair) J. Emrich, Faculty of Law E. Hill, History A. Jack-Davies, Advancement & Gender Studies B. Jamieson, BAH 17 I. Luyt, PhD Candidate Education

3 UNDERGRADUATE PROGRAM - MAJOR MODIFICATION PROPOSAL AND MINOR MODIFICATIONS REQUIRING SENATE APPROVAL Expedited Approval Submission Form This template is to be used when seeking approval for a Major Modification of an existing Undergraduate Program or a Minor Modification requiring Senate approval. Modifications must receive the approval of the Faculty Committee/Board before being submitted to the Provost s Office. The Provost s Office will send the submission to the Senate Secretariat for referral to the Senate Committee on Academic Development (SCAD), which will then make their recommendations to Senate. Academic Units are strongly advised to contact the appropriate academic Dean in their faculty with any questions that arise during this proposal development. Refer also to the QUQAP website for information. NOTE: the textboxes in this template will expand as needed. Part A General Summary Name of Existing Program: Academic Unit(s): Bachelor of Science General in Life Sciences Faculty of Arts and Science, Faculty of Health Sciences Proposed Implementation Date: Fall 2015 Contact Information (1) Contact Information (2) Name: Brenda Ravenscroft Name: Michael Kawaja Title: Associate Dean, Teaching and Learning Title: Associate Dean (Life Sciences and Biochemistry) Unit: Faculty of Arts and Science Unit: Department of Biomedical and Molecular Sciences, Faculty of Health Sciences ravenscr@queensu.ca kawajam@queensu.ca Nature of Modification: CHECK all that apply Change in a degree designation without a substantial change in Program requirements or learning outcomes (e.g. BSc to BNSc) Significant changes to program requirements from those existing at the time of the previous cyclical review (e.g. admission or graduation requirements) Significant changes to the program structure (e.g. major changes to courses comprising a significant proportion of the program, typically 35% or less)[consult with Vice-Provost (Teaching and Learning)] Last Revised: February 02, 2015 Page 1 of 10

4 Introduction or deletion of a work experience or co-op option, internship or practicum Significant changes to the faculty delivering the program Significant changes to the existing mode(s) of delivery (e.g. different campus, on-line, blended learning, inter-institutional collaborations, etc.) Merger of two or more programs Changes to program content (other than those listed above) that significantly affect the learning outcomes, but do not meet the threshold for a new program OTHER: Description of Existing Program, Nature of the Major Modification, and Rationale for Proposed Change Briefly summarize (suggested 1-page maximum) the existing Program to be modified, the nature of the proposed Major Modification, and the rationale for the modification. Comment on the impact it will have on the structure, Degree Level Expectations, and learning outcomes of the existing Program(s) as appropriate. Explain (as appropriate) how the relevant stakeholders (e.g. faculty, staff, students) were consulted in preparing the proposal; and comment on additional resources required to implement the Program modification. The modification of the existing program is to enable the program to be available via a new mode of delivery, extending access to fully online as well as fully on campus. The modification will expand access to the BSC program with a general Plan in Life Sciences (LISC) by making it available to Distance students. Most of the courses have already been available online for several years; with the addition of General Chemistry online (CHEM 113 and 114), students will be able to complete the entire BSC LISC online through Continuing and Distance Studies (CDS). The proposed modified degree program responds to a growing need for expanded online learning in Canada, particularly in terms of the availability of fully online programs, not just individual courses, that can be completed at a distance ( 2011 Outlook for Online Learning and Distance Education, Contact North; Fast Forward: How Emerging Technologies are Transforming Education & Training, Contact North, January 2011). A review commissioned by the World Health Organisation (WHO) and carried out by Imperial College London researchers, made public in January 2015, concludes that elearning is likely to be as effective as traditional methods for training health professionals. Currently, Life Sciences concentrations have the highest demand of all the Bachelor of Science Plans on campus. With only 280 students accepted annually, students require very high GPAs to qualify for admission 2.9 for the Major Plan and 2.4 for the Specialization Plan and there is significant unmet demand (numbers are not available as this is not tracked in PeopleSoft). It is anticipated that the online degree plan will be similarly popular with the Distance student demographic. Only 2 other BSC Life Sciences degrees are available online in Canada, at Mount Royal University (Calgary) and Thompson Rivers University (B.C.), neither of which enjoys the same reputation in Life Sciences as Queen s. There are no changes to the Plan course requirements or degree-level outcomes. The structure of the program is identical to the on-campus version and all online courses are developed so that students will achieve the same intended learning outcomes as the face-to-face version of the course, enabling them to meet the same Degree Level Expectations. Regardless of the delivery method, student outcomes in depth and breadth of knowledge, knowledge of methodologies, awareness of limitations of knowledge, and autonomy and professional capacity are the same. In the online environment, communication skills are fostered through both synchronous and asynchronous group activities (e.g. online discussions, group assignments, peer assessment) and through written assignments and essays. The application of knowledge is achieved through problem Last Revised: February 02, 2015 Page 2 of 10

5 solving activities and through critical analysis and assessment of scientific data in both individual assignments and group projects. All participating departments were consulted about making the BSC LISC available online (letters of support attached). These departments had already expressed their support by offering their component courses online, and students had expressed their support by enrolling in them (total course enrolments in online BSC LISC core and option courses in 2014 were 4,200). Arts and Science Faculty funding is being used for the development and delivery of online courses for the BSC in Life Sciences, as part of its strategic growth of online offerings. Additional development funding for several courses has been secured through the Ontario Online Initiative. The courses are offered through CDS, in partnership with the Faculty of Health Sciences (Department of Biomedical and Molecular Sciences) and Arts and Science academic departments, with CDS providing the resources out of its operating budget and the academic departments committing to providing academic oversight over their courses and recommending qualified instructors to teach the courses. The Department of Biomedical and Molecular Sciences will provide the academic home for the program, and oversee the academic quality, consulting with other key departments in the Faculty of Arts and Science, such as Chemistry and Biology, as necessary. Existing infrastructure in the Faculty Office (CDS, Student Services) will be used to produce and mount the courses and to support the offering of the courses and the program, with little to no impact anticipated from the incremental increase in students from this program modification. Since almost all of the courses are already offered on campus or online, academic resources such as library collections and e-materials already exist. No physical resources such as space are needed. The program will be housed in existing record-keeping systems, and students will be admitted using existing admission structures. Last Revised: February 02, 2015 Page 3 of 10

6 Part B Evaluation Criteria To facilitate evaluation of the proposal for a Major Modification of an existing Undergraduate Program, only the relevant textboxes below need to be completed (consult with the Provost s office at quqap@queensu.ca to confirm the information required). Academic Units should refer to the New Undergraduate Program template for details regarding the Sections and Tables in that template that need to be completed as specified and imported into the relevant Sections below. Academic Units should bear in mind the diverse groups (e.g. Faculty Board, SCAD, Senate) that will be reviewing their submission and prepare their proposal accordingly. Significant Changes to the Existing Mode(s) of Delivery (e.g. part-time, different campus, on-line, blended learning, inter-institutional collaborations, etc.) Information required: As appropriate include Section 3.5 and Section 6 (including subsections). If new faculty associated with change, include Sections as per above. As appropriate, complete Section 7including all subsections, and Section 8 plus the Budget Module (Authorization of Executive Director Planning and Budgeting required, Part C) 3.5 Part-Time Studies - If the Program is offered on a part-time basis describe how the delivery differs from that of the full-time Program and summarize the pathway to completion. Distance studies in the Faculty of Arts and Science does not distinguish formally between part-time and full-time studies, but, based on data from other online degree programs offered through Continuing and Distance Studies, we anticipate that about half of the students will complete the program on a part-time basis. There will be no minimum number of units in which students are required to enrol concurrently or per year. Students will take BIOL 102/3.0 and 103/3.0 early in their studies as these core courses serve as prerequisites for other core and option courses in the program. As with full-time study, students will take a mix of requirements and electives as they progress through their degree program. 6. Mode of Delivery 6.1 Explain how the proposed mode(s) of delivery meets the Program learning outcomes and the degree level expectations. Comment on the relationship between mode of delivery and accessibility requirements. All courses are online and the mix of subjects covered, assignments, and assessment tools that students will encounter in the program will give broad preparation and diverse experience to students as they meet the UDLEs. CDS (and ITS) ensures that all online courses meet level A standards of the Accessibility for Ontarians with Disabilities Act. Course notes use HTML pages accessible by all screen readers. All videos and audios have close captioning and/or transcripts. Level AA standards must be in place for all courses as of In the meantime, CDS responds to individual student requests (through Disability Services) and adapts material as needed. CDS also consults with the Adaptive Technology Centre and Disability Services Office to ensure that individual student needs are met. Last Revised: February 02, 2015 Page 4 of 10

7 6.2 Distance Delivery - Where students may take the same Program, or elements of it, in two different modes of delivery, indicate how consistency in Program requirements and standards will be assured. Describe how a learning community will be fostered, how regular interactions with faculty, students, etc., will be assured, and comment on access to materials, resources, and technology. Quality standards are ensured by new courses going through the standard Departmental and Faculty curricular approval processes. (Quality Assurance documents for online Learning in the Faculty of Arts and Science are attached as Appendix A.) Courses that are offered both online and on campus must share the same learning outcomes; this is ensured by the academic Department formally verifying their approval of common student learning outcomes when an existing course is first developed into an online version. A learning community is created through the peer interaction that is included in all online courses, and through online office hours with instructor and TAs, which are conducted both synchronously and asynchronously. All course materials are available online; textbooks are purchased through the Campus Bookstore and delivered to off-campus students. Students have access to Library holdings and resources, and support services are available online, phone or in person. Technology needs are clearly articulated for enrolment in courses, and technological support is provided to students by both ITS and CDS. 7. Anticipated Enrolment 7.1 Describe the recruitment strategy for the Program. Indicate how many new students the Program will attract to Queen s, and how many students must be accommodated by other departments/units. Indicate which departments/units will be affected and how. The BSC in Life Sciences will be included in the Faculty of Arts and Science s marketing activities for online programs, much of which takes place electronically and through social media. We anticipate an initial intake of 10 new distance students into the program in the first year, rising to 30 within another three years, yielding an annual total enrolment of 75 students. Since all courses are offered online through CDS, students will not need to be accommodated by the participating academic departments, whose enrolment management is focused on on-campus offerings. 7.2 In Table 4 below, summarize the projected intake and enrolments by year until steady-state is reached. Table 4. Intake and enrolment in Degree Program * *Figures in Table 4 assume that, of each intake cohort, 50% of distance students will take 10 courses per year and complete the Program in 3 years; the other 50% will take 6 courses per year and complete the program in 5 years. This assumption is based on half of the students pursuing the degree will do so through full-time study and half will proceed through part-time study. Year 1 Year 2 Year 3 Year 4 Program Intake Enrolment Total Enrolment Resources Provide evidence that the Academic Unit(s) has the necessary resources to implement and deliver the proposed new Program under the following headings (where applicable). Last Revised: February 02, 2015 Page 5 of 10

8 8.1 Budget Submit completed Budget module and template. 8.2 Faculty - Comment on the adequacy of the faculty complement to teach and/or supervise in the Program and by field as appropriate, AND complete Table 5 below. Submit completed CV modules for faculty members not listed as core in the new Program (core faculty are defined as tenured, tenuretrack, and emeritus faculty). Submission of CV modules for core faculty is not required but may be done at the discretion of the Academic Unit submitting the proposal if felt appropriate. Table 5. Faculty associated with the proposed Program (add additional rows as needed). Faculty Member K. Ko Rank/Status (Tenured, tenure track, continuing adjunct, term adjunct, special appointment, emeritus, etc). Tenured Field Home Unit BIOL Total Undergrad Teaching (incl new Program) units per academic year Total Grad Teaching units per academic year Total Undergraduate Theses Supervised* number for all years Current Undergraduate Theses Supervised * number for current academic year D. Kristensen Lecturer; Term C. Moyes Tenured; Professor L. Nagel Assistant Term S. Regan Associate Tenured J. Carran Assistant Continuing N. Mosey Associate Tenured A. McLeod Associate Continuing W. Powley Lecturer; Term BIOL BIOL BIOL BIOL CHEM CHEM COMP 15.0 COMP 15.0 Last Revised: February 02, 2015 Page 6 of 10

9 J. Allingham M. Koti L. MacKenzie Assoc Prof/ tenured Term Adj Assist Assoc Prof/ continuing DBMS none DBMS DBMS J. Mulder Term Adj Assist W. Racz Term Adj Emeritus V. Singh Term Adj Assist C. Ward Assoc Prof/ tenured A. Ableson Associate Continuing C. Molson Lecturer; Continuing B. Castel Professor Emeritus; Term M. Singh Associate Tenured J. Atkinson Associate Continuing V. A. Associate Kuhlmeier Tenured M. C. Olmstead M. Valsangkar- Smyth Tenured Assistant Term J. Lalonde Lecturer; Term DBMS hours Co-supervised 5 students while still a grad student. none DBMS hours ~30 none DBMS 12 none none none DBMS TBA TBA MAST MAST PHYS PHYS PSYC PSYC PSYC PSYC SKHS *Indicate primary supervisor by asterisks Last Revised: February 02, 2015 Page 7 of 10

10 8.3 Staff - Comment on the adequacy of the staff complement to support the Program (administrative, technical, IT, laboratory, etc.). Existing infrastructure in the Life Sciences Office and the Faculty Office (CDS, Student Services) will be used to support the offering of the program. 8.4 Space Requirements - Describe the work space, laboratory space, office, classroom and equipment needed to support students scholarship and research activities. No physical resources such as classroom, office and lab space are needed as all courses for the degree are offered online. 8.5 Information Technology - Describe the information technology needed to support students scholarship and research activities. Indicate the resource implications for hardware, software/internet, audiovisual, telecommunications, etc. Since the courses comprising the BSc in Life Sciences are already offered online, no additional information technology will be needed to support the delivery of the program or the student s scholarship. Given the evolving nature of technology, new software and applications are constantly being explored by CDS in collaboration with Queen s IT Services; courses in the program will evolve to exploit these new technologies as they are adopted. 8.6 Library - Provide information about library support holdings, availability of and access to library resources relevant to the proposed Program(s). Because this program is based on existing courses that we currently support, Queen s University Library should have all the needed materials for this program. All students, including distance students studying fully online, already have access to the library s resources as well as to support services offered through the Library and Student Academic Success Services, including individual writing support from the Writing Centre. Indicate what new library resources will be needed (e.g. journals, print monographs, audio-visual material, historical documents, electronic databases, statistical/geospatial data) The librarians will ensure that materials are collected for the topics, including non-print materials, images, videos, etc., subject to some limitations concerning the online availability of items such as films. Indicate the likelihood of the Program having an impact on the Library staffing. Provide date that consultation with the Library staff took place. The Library was consulted on January 26, The introduction to the Program Proposal cites the 2011 Academic Plan and the need to develop and nurture fundamental academic skills on which inquiry-based learning depends. Information literacy is one such fundamental academic skill and this program will be an effective environment for students to learn and master these. The Librarians anticipate continuing to work closely with the students and professors in this program. 8.7 Research Funding If applicable to proposed program, provide evidence of adequate research funding to sustain the research activities of undergraduate students. Complete Table 6 (below) as relevant. N/A Last Revised: February 02, 2015 Page 8 of 10

11 8.8 Describe any additional resources required that are not currently available. Provide evidence of institutional commitment to supplement existing resources as needed (See Budget module). No additional resources are required that are not currently available. The Faculty of Arts and Science has already made a significant investment in developing new online courses, and the development of several of the seven courses in the program have been funded by money obtained through successful applications to the Ontario Online Initiative Course Fund. Tuition and grant revenues gained through existing courses will be applied to the development of further new courses. If demand for the program results a significant increase in enrolments, the Faculty will use some of this revenue to supplement coordination of the program. Part C - Authorizations Note: Additional authorizations may be required depending on the nature of the proposed Major Modification [refer to Part B] Department Head(s) Signature Date Faculty Dean(s) (or delegate) Signature Date Executive Director, Planning and Budgeting (if applicable) Signature Date University Librarian (if applicable) Chief Information Officer (if applicable) Signature Signature Date Date University Registrar Signature Date Provost and Vice-Principal Last Revised: February 02, 2015 Page 9 of 10

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