Appendix: Detailed Proposals – Undergraduate Curriculum ...
Appendix: Detailed Proposals – Undergraduate Curriculum for 2007-2008
1. Introduction of a B.A. Honours, General, and Various Minors in Religion
The proposal herein is not the usual request for a new degree at the University. For many decades a program in Religion was offered at Carleton. Then with the academic reorganization in the 1990s the Departments of Classics and Religion were folded into a new arrangement with the College of Humanities. This arose out of the inability of the University at that time to fill empty positions in both programs. This of course resulted in the reduction of both units to a minimal complement. For some years now both units have been managing a somewhat confused and confusing degree program in Classics, Religion and Humanities.
At a meeting of the College of Humanities in December 2005 it was agreed that the current 10 (ten) Bachelor degrees in Classics and Religion were not serving the needs of either discipline well. The overlap between the two disciplines is slight. Students have been telling us that they do not always welcome the requirement to do courses in both disciplines, especially because they are required to take many courses that have little to do with their true disciplinary interest. Moreover, hirings and appointments in Religion in the last few years, most recently this year one new and one replacement appointment, have restored the number of personnel in the discipline necessary to manage a B.A. in Religion.
Therefore the members of the discipline with the agreement of the other members of the College are proposing to replace the 10 (ten) degree programs and the Minor in Religion currently in force. In their place we seek approval for a new degree in Religion, at the Honours, Combined Honours, and General degree level as well as an altered Minor in Religion for non-Religion Majors and a new Minor in Jewish Studies. The Religion group believes that this change will see the number of students majoring in Religion increase significantly and that the Minor in Jewish Studies will also undoubtedly attract much student attention.
1. Program Mission and Objectives:
o Learning objectives
To offer students a disciplined study of religion wherein they are exposed to a thoughtful and comparative analysis of religious responses made throughout documented history and across all cultures.
To expose students to the profound issues raised in religion that all reflective human beings face such as a sense of identity, the meaning of existence, and the basis for political and ethical commitments.
To nurture a respect for the complex identities of others through the cross-cultural study of religion, whether through comparative or religionswissenschaftlich approaches.
To enhance students’ choices for the Major in Religion, we will advise students of other courses and minors that may be available to them as electives or non-Major credits that relate to and are supportive of the study of religion:
Aboriginal Studies (4.0) Minor
ALSS 1300 (2.0) Intensive Introductory Arabic
ALSS 1900 (1.0) Introductory Study of an Indigenous Language
Anthropology (4.0) Minor
ANTH 1001 (0.5) Introduction to Anthropology
ANTH 2550 (0.5) Culture and Symbol Prerequisite
ARTH 2007 (0.5) Asian Art Prerequisite
ARTH 2202 (0.5) Medieval Art Prerequisite
ARTH 3506 (0.5) Myth, Religion and the Occult in Art
CHIN (2.0) Intensive Introductory Mandarin Chinese
CLST 1000 (1.0) The Literature of Europe: Representative Texts
CLST 2007 (0.5) The Literatures of Asia: Comparative Perspectives Prerequisite
CLST 2008 (0.5) The Literatures of Africa and the Middle East Prerequisite
ENGL 2004 (0.5) Classical, Medieval and Early Modern Drama
ENGL 2008 (1.0) Myth and Symbol Prerequisite
GREK Courses in Greek Language
HIST 3006 (0.5) Early Medieval Thought Prerequisite
HIST 3704 (0.5) Aztecs Prerequisite
HIST 3708 (0.5) Reformation Europe Prerequisite
JAPA (2.0) Intensive Introductory Japanese Language
LATN Courses in Latin Language
MUSI 4104 (0.5) Musics of Canada’s First Peoples Prerequisite
PHIL 1001 (0.5) Ethics and Philosophy of Religion
PHIL 1500 (1.0) Contemporary Moral, Social, and Religious Issues
PHIL 2004 (0.5) Asian Philosophy Prerequisite
PHIL 2007 (0.5) Hellenistic and Early Medieval Philosophy Prerequisite
PHIL 2601 (0.5) Philosophy of Religion Prerequisite
PHIL 3400 (1.0) Aesthetic Prerequisite
PHIL 3401 (0.5) Aesthetic Theory Prerequisite
Political Science (4.0) Minor
PSCI 1000 (1.0) Introduction to Political Science
PSCI 1001 (0.5) Great Political Questions
PSCI 1002 (0.5) Global Political Issues
Psychology (4.0) Minor
PSYC 1001 (0.5) Introduction to Psychology I
PSYC 1002 (0.5) Introduction to Psychology II Prerequisite
Sociology (4.0) Minor
SOCI 1001 (0.5) Introduction to Sociology
o Enrolment objectives
Given the high undergraduate course enrolments (2,759 as of August 11, 2006) in Religion courses by students from all disciplines at the university, we expect to double the number of students enrolled in the General and Honours programs and similarly to increase the number of students choosing the Minor. Enrolment in religion courses has risen over 18% since 2003-2004 (BANNER GREPORT). More statistical data is available in Appendix A.
o Program’s consistency with the objects of the degree and/or the university
The study of religion was one of the earliest degrees offered by universities when they were founded in Europe. Many of our modern disciplines arose out of the study of religion because by its very nature the study of religion does not describe an approach or methodology as much as a class of human performances that can be studied by all the critical approaches in the modern academy. By its very nature the study of religion is interdisciplinary and so a degree in religion is fundamental to the structure and purpose of the modern university.
The establishment of a specific degree in Religion seems advantageous for the university, given the renewed and more noticeable role that religions appear now to play in our societies and the growing interest in religions, including Islam and religion in China. The university ought to offer a response to student interest in degree programs in Religion. In addition, given the province’s desire to promote greater opportunities for graduate studies, a return to undergraduate degree programs in Religion would be a necessary prelude to the revival of the study of Religion at the graduate level.
2. Description of Program Requirements
o Course requirements, especially core requirements (with course titles and description as it will appear in the calendar)
The degrees and Minors described below require a balanced range of courses by level. Core to the degrees are introductory courses in world religions (RELI 1000 and RELI 1001 and a required fourth year course RELI 4301 on Theory And Method.
Core Courses:
RELI 1000 [0.5 credit]
Judaism, Christianity, Islam
A survey of the basic beliefs and practices of these major religious traditions from their beginnings to the present.
Lecture three hours a week.
RELI 1001 [0.5 credit]
Asian Religions
A survey of the basic beliefs and practices of the religions of South Asia (particularly Hinduism and Buddhism) and the East Asian religions of China and Japan.
Lecture three hours a week.
RELI 4301 [0.5 credit]
Theory and Method
Examination of selected theoretical and methodological models used in the interpretation of religious data.
Prerequisite: fourth-year standing in the Honours B.A. Religion program, or permission of the Discipline.
Lecture three hours a week.
Program Requirement:
B.A. Honours (20.0 credits)
Credits Included in the Major CGPA (9.0 credits):
1.0 credit in RELI 1000 and RELI 1001;
1.0 credit in Religion at the 2000-level;
1.0 credit in Religion at the 3000-level;
2.0 credits in Religion at the 4000-level
a) either 2.0 credits including RELI 4301
b) or 2.0 credits including RELI 4301 and RELI 4909 [1.0];
4.0 credits in Religion;
Credits Not Included in the Major CGPA (11.0 credits):
9.0 credits in electives not in Religion;
2.0 credits in free electives (may be in Religion).
B.A. Combined Honours (20.0 credits)
Credits Included in the Religion Major CGPA (6.0 credits):
1.0 credit in RELI 1000 and RELI 1001;
1.0 credit in Religion at the 2000-level;
1.0 credit in Religion at the 3000-level;
1.0 credit in Religion at the 4000-level including RELI 4301;
2.0 credits in Religion; [Note: Students opting to do the Honours Essay RELI 4909 [1.0] will have this requirement reduced to 1.5 credits in Religion and the previous requirement for the 4000-level increased to 1.5 credits].
Additional Requirements (14.0 credits):
The requirements for B.A. Combined Honours in the other discipline;
5.0 credits in electives not in Religion or the other discipline;
Sufficient elective credits to make up 20.0 credits total for the program.
B.A. General (15.0 credits)
Credits Included in the Major CGPA (6.0 credits):
1.0 credit in RELI 1000 and RELI 1001;
1.0 credit in Religion at the 2000-level;
1.0 credit in Religion at the 3000-level;
3.0 credits in Religion
Credits Not Included in the Major CGPA (9.0 credits):
7.0 credits not in Religion;
2.0 credits in free electives (may be in Religion).
Minor in Religion
Open to all undergraduate degree students not in Religion programs.
Requirements (4.0 credits):
1.0 credit in Religion at the 1000-level;
1.0 credit in Religion at the 2000-level or above;
1.0 credit in Religion at the 3000-level or above;
1.0 credit in Religion.
The remaining requirements of the major discipline(s) and degree must be satisfied.
Minor in Jewish Studies
Open to all undergraduate degree students. For students in Religion a maximum of 2.0 credits may count toward both the Minor and the Major of the student’s Religion program.
Requirements (4.0 credits):
1.0 credit in RELI 1000
2.0 credits in RELI 2206, RELI 2508, RELI 2701, RELI 2708 (1.0), RELI 3505, RELI 3301;
1.0 credit in Religion or another discipline on a Jewish theme.
The remaining requirements of the major discipline(s) and degree must be satisfied.
o Admission requirements
The Admission Requirements for the program in Religion remain those for the Arts B.A. degree noted in the Undergraduate Calendar.
3. Academic merit and program delivery
o Address (as relevant) the appropriateness for the program’s learning objectives of
o The program’s admission requirements
No comment.
o The program’s structure and curriculum
Since the decision in the nineties to amalgamate the then few remaining faculty members representing Classics and Religion with the College of the Humanities, an effort has been made to make the most of available resources in order to continue with a program for students interested in B.A. degrees in these two disciplines. This was a challenge, since there are no real models of such amalgamations at the program level in universities and colleges in North American. The 10 degrees approved now by Senate for Classics and Religion (and Humanities) include requirements and courses not part of the one discipline or the other, so that students complain at having to take courses for the Major which do not fit with their interest in Classics or in Religion.
The structures of the proposed new degrees are deliberately simple. Requirements are mostly outlined in terms of level, with the two introductory courses (RELI 1000 and RELI 1001) and the methods course (RELI 4301) being the only specifically required courses. The 1.0 credit Honours thesis has been retained as an option. The Honours degree requires 9.0 credits in the Major; we judge this sufficient credits for this degree.
The proposed Minor in Religion amends the current Minor. It is restricted to students not in the Religion program and has requirements for 1.0 credit at the 3000-level or above to promote a range of choices for students. There is a consensus that students already majoring in Religion should take courses in other disciplines or a Minor in another discipline, rather than more Religion courses.
The Minor in Jewish Studies replaces the degrees with a Concentration in Jewish Studies. Where the concentration in the currently approved degrees required 3.0 to 3.5 credits, the Minor requires 4.0. Since the rules for the Minor permit up to 2.0 credits in the Minor to meet Major requirements simultaneously, students in Religion, who choose also to do the Minor in Jewish Studies, will in effect see the set of Religion courses for their Major and Minor (in the Honours program) increase from 9.0 to 11.00 credits.
o The program’s mode of delivery
The program will be delivered through lecture and seminar courses, with options for tutorials and an Honours thesis.
While with the introduction of this degree in Religion no more students will be accepted into the present degree in Classics, Religion and Humanities, active students in this degree can remain in and finish up their degree. Students seeking to switch to the appropriate form of the new degree will be advised on how to proceed.
o The methods of evaluating student progress
The program will follow the usual Minimum CGPA Requirements for Good Standing and the Standard Minimum Requirements for Minors as published in the Undergraduate Calendar.
o A co-op option
No Co-op available.
o Describe availability and suitability of faculty to support the program
Thanks to new hirings in the past few years and most recently one new and one replacement appointment, there are now teaching in the discipline of Religion the equivalent of five tenure track faculty plus 40% of two faculty who are appointed primarily to the B.Hum.. These faculty members represent expertise in the areas of Christianity, Judaism, Islam and South and East Asia as well as a variety of methodologies and approaches for the study of religion.
4. Demand and impact
o Provide evidence for student and faculty demand
o Available data on enrolments, kinds of student, etc. taking courses in the relevant area
There are currently 148 active majors in Classics, Religion and Humanities and 119 Minors in Religion. (BANNER GREPORT ). Not all active majors and minors are registered at this time. The re-introduction of a major in religion is expected to trigger a higher registration. General enrolment in Religion courses is more than 2700 course enrolments. A review of courses in Religion also reveals that students from all disciplines of the university and year level take these courses.
o Evidence of a potential clientele not now at Carleton
Certainly prospective students considering Carleton as their undergraduate destination are not encouraged by the current make-up of the B.A. with its mixture of Classics courses and language requirements with the more usual courses on religion. For the future, as the Religion program grows with degrees specifically in Religion, there is the opportunity to introduce a graduate degree and attract students for it.
o Scholarly activity of faculty members that may result from program’s development
The new establishment of faculty, many of them just starting out on the careers, have already demonstrated their scholarship through publications. The encouragement that comes from dealing with increased numbers of students majoring in Religion and the prospect of introducing a graduate program will strengthen the ties faculty have with the university and encourage even more fruitful scholarly activity.
o And if the program has a professional orientation
o Market reading of employment possibilities for graduates and/or statement of social need/demand for such graduates
Not applicable.
5. Consultation with:
o Interested academic units
The introduction of degrees in Religion does not change any arrangements the discipline has with other departments for support of the current degrees in Classics, Religion and Humanities. The cross-listed course with History and another with Philosophy are not affected.
o Registrar’s Office
The proposed new degree and Minors were intentionally made simple, so that they would readily fit into our already established structures for registrarial control.
o Office of Admissions Services
Since the new degrees retain the general Admission Requirements of the B.A., no consultation is necessary.
o Library
The Library has submitted an extensive memorandum on its support for the proposed Honours B.A. and B.A. in Religion, dated June 30, 2006:
|CARLETON UNIVERSITY LIBRARY |
| |
|Memorandum |
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|Date: June 30, 2006 |
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|To: Farhang Rajaee |
|Director, The College of the Humanities |
| |
|From: Laurie Campbell, Gifts and Collections Librarian |
|Trish O’Flaherty, Subject Specialist, Religion |
| |
|Subject: Library support statement for the proposed Honours B.A and B.A. in |
|Religion |
| |
|Carleton University Library’s extensive collections of scholarly monographs, serials, and reference materials in both print and |
|electronic formats strongly support the proposed B.A. degrees in Religion and Jewish Studies. While primary support will be based |
|on the Library’s collection in Religion, the program will also receive support from the Library’s collections in Classics, History,|
|Philosophy, Art, Literature, Political Science, International Affairs, Anthropology and Women’s Studies. |
| |
|Acquisitions |
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|Monographs: |
|For a statistical breakdown of the Library’s holdings according to the Library of Congress classification, please see Appendix A. |
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|Scholarly materials relevant to Religion are received through the approval plan program, individual orders, serial subscriptions, |
|standing orders, memberships, and consortium purchases. Titles collected are mostly published in the United States, Canada, |
|Netherlands, and Great Britain. As well as selecting from the standard commercial publishers, the Library makes an effort to |
|collect university press publications, special papers, and conference proceedings. Recognizing the trend toward the electronic |
|dissemination of information, the Library also monitors the availability of electronic resources to add to the collection. |
| |
|E-Books: |
|Carleton faculty and students have access to a collection of over 7,000 books in the |
|net Library database. |
| |
|Serials: |
|Carleton University Library has made the transition from print to electronic journals. The Library has access to over 36,000 |
|electronic full-text journals. The Library has developed a very strong electronic journal collection through individual |
|subscriptions, and participation in two consortia: Canadian Research Knowledge Network (CRKN) and the Ontario Council of University|
|Libraries (OCUL). Products acquired by Carleton University Library in recent years include: |
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|Biblical Archaeology Society Online |
|Blackwell Synergy Journals Online |
|Cambridge University Press |
|JSTOR: Arts and Science I-IV |
|Oxford University Press (including archival collections) |
|Project Muse |
|Taylor & Francis |
| |
|The majority of the Library’s electronic online journal packages are available through Scholars Portal Search, an OCUL initiative |
|that provides a common interface for searching many journals and a variety of indexes published by major distributors and presses. |
| |
|Research Assistance: |
|The Library works in close consultation with faculty to develop a collection that is responsive to changes in the research and |
|teaching priorities in the Department. Recently a number of books were purchased on the subject of Jewish mysticism to meet the |
|needs of a new faculty member. Liaison between the Library and the Department is maintained by a subject specialist in Reference |
|Services with many years of library experience. Responsibilities of the subject specialist include the compilation of research |
|guides to print and online resources, conducting research seminars, giving research assistance to students and faculty and |
|providing bibliographic instruction to students in research skills and optimal use of the Library’s print and electronic |
|collections. |
| |
|Reference Collection: |
|The Library keeps a reference collection of indexes and abstracts, encyclopedias, bibliographies and literature guides in print and|
|electronic format. They include the following online indexes relevant to the proposed Honours B.A. and B.A. degrees in Religion |
|and Jewish Studies. |
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|Religion Indexes: |
|ATLA Religion Databases with ATLA Serials |
|Index Islamicus |
|Index of Christian Art |
|Index to Jewish Periodicals |
|New Testament Abstracts |
|Old Testament Abstracts |
|Science of religion; abstracts and index of recent articles |
| |
|General and Supporting Indexes: |
|America: History and Life |
|L’Année Philologique |
|Anthropology Plus |
|Art Index Full Text and Art Index Retrospective |
|ARTbibliographies Modern |
|ARTstor |
|Bibliography of Native North Americans |
|British Humanities Index |
|CBCA – Canadian Business and Reference |
|CPI-Q (Canadian Periodical Index Quarterly) |
|Columbia International Affairs Online (CIAO) |
|Early English Books Online |
|Eighteenth Century Collections Online |
|Gender Studies Database |
|Historical Abstracts |
|Iter: Gateway to the Middle Ages and the Renaissance |
|Humanities Full-Text |
|MLA International Bibliography |
|Social Sciences Full-Text |
|Studies on Women and Gender Abstracts |
|Web of Science (Arts and Humanities Citation Index, Social Sciences Citation Index) |
|Worldwide Political Science Abstracts - polisci |
| |
|Theses: |
|Access to theses is provided by: |
|Digital Dissertations Full Text (PDDT) |
|Contains citations and abstracts to Master's and Ph.D. theses from North American universities. (Full text of theses from all |
|universities from 1997-, and many Carleton theses from 1961- available free to Carleton users) |
|Current Research@Carleton, |
|Subset of Digital Dissertations. Contains citations and abstracts to Carleton University theses, plus the full-text of these theses|
|from 1961-. |
|Index to Theses |
|Contains citations and abstracts to theses accepted for higher degrees by the |
|universities of Great Britain and Ireland. |
| |
|Citation Support: |
|The Library has acquired RefWorks, a web-based tool to create, format and manage bibliographies and papers. |
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|Funding: |
|The Library spent $4,375,000 on Library resources in 2004/2005. In 2005/2006, the Library’s material budget was $4,645,000. This |
|funding together with the strong Canadian dollar has enabled the Library to add many important reference and full-text resources to|
|support the University's teaching and research. |
| |
|Statistics on the Library’s spending by subject for the last seven years are not available. Spending on multidisciplinary |
|reference resources and online journal collections are not tracked by specific subject budgets. |
| |
|Access to Campus Resources: |
|The majority of Carleton University Library’s online products are available from more than 172 workstations, and through the |
|Carleton network accessible in computer labs and offices across campus, as well as from off-campus via the proxy server. These |
|reference databases are accessible free of charge to Carleton users. Wireless access in the Library and selected locations on |
|campus now provides students and faculty with greater access to the Library’s electronic resources. |
| |
|The Library’s online system (Millennium from Innovative) provides a user-friendly Web-based online public access catalogue, which |
|allows for focused sophisticated search techniques and the ability to search multiple library catalogues at one time. The Library |
|Web site provides links to journal indexes, articles, and full-text electronic resources. |
| |
|The Joy Maclaren Adaptive Technology Centre located on the main floor of the Library is equipped with adaptive equipment for use by|
|students with disabilities who are registered with the Paul Menton Centre. Wheelchair accessible library catalogue terminals, |
|equipped with large monitors, are available throughout the Library. |
| |
|Access to External Resources: |
|The Sm@rtLibrary project is an Ottawa Centre for Research Innovation (OCRI) Sm@rtCapital initiative which is funded by Industry |
|Canada’s Smart Communities Program. It allows library users to search the library catalogues of Carleton University, the Canada |
|Institute for Scientific and Technical Information, Library and Archives Canada, Ottawa Public Library and the University of |
|Ottawa. |
| |
|Located in the National Capital Region, Carleton has easy access to many valuable research collections in the area. Faculty and |
|students have full access to the holdings of the University of Ottawa, either through interlibrary loans or on-site borrowing. |
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|Additional local resources available to Carleton students and faculty include the collections of St. Paul’s University. |
| |
|Carleton offers interlibrary loan service to faculty, staff and registered students. Materials can normally be obtained in a very |
|short turnaround time, often via fax or ARIEL. The interlibrary loan system RACER allows students and faculty to simultaneously |
|search the library catalogues of Ontario University Libraries for books or journals not held at Carleton. |
| |
|Carleton offers interlibrary loan service to faculty, staff and registered students. Materials can normally be obtained in a very |
|short turnaround time, often via fax or ARIEL. The interlibrary loan system RACER allows students and faculty to simultaneously |
|search all Ontario University Libraries for books or journals not held at Carleton. Journal articles are provided to all students |
|free of charge. |
| |
|Journal articles not held at Carleton are also available through the Library's journal articles services. Ingenta and CISTI Source |
|provide access to journals in all subject areas and to their table of contents. Ingenta and CISTI Source include 26,000 and 18,000 |
|journals respectively. Faculty and 4th year students have access to free articles (some restrictions apply) and free Canadian and |
|American Ph.D. dissertations. |
| |
|Carleton students and faculty can borrow materials in person from other libraries and across North America through the OCUL Direct |
|Borrowing Program. Academic membership in the Canadian Association of Research Libraries (CARL) allows students and faculty to |
|borrow material through Interlibrary Loans from all major libraries and beyond. The Library also participates in the IUBP |
|(Inter-University Borrowing Program) and issues cards to students to borrow from Quebec universities. |
| |
|Membership with the Center for Research Libraries, Chicago, permits the Library free access and borrowing of the Center’s materials|
|(over four million volumes) which include all subject areas. The Center’s holdings are accessible from Carleton’s Library |
|Catalogue. |
| |
|The Library is committed to collection development and management, as well as to resource sharing. Staff will pursue every means |
|possible to support to the proposed Honours B.A. and B.A. in Religion and Jewish Studies. |
| |
|Attached: Appendix A: Library’s print holdings relevant to Religion |
| |
|c.c. Margaret Haines, University Librarian |
|Brian Mortimer, Clerk of Senate |
|Anita Hui, Head of Collection Development Library |
|Noel Salmond, Department of Religion |
|Leonard Librande, Department of Religion |
6. Resource requirements and availability
o Faculty, staff, space, equipment, supplies
No changes are requested at this time in this area because of the new degrees. The same resources that serviced the B.A. in Classics, Religion and Humanities will support the new degrees.
o Implications for support services (CCS, IMS, for example)
No implications for support services at this time arising from the new degrees.
7. Financial implications
o Income
As the new degrees attract more enrolment and some new students, this will help balance the distribution of students across the disciplines and may result in some increased income from tuition and BIUs.
o Ministry Funding Approval
Not applicable.
o Costs (both one-time and recurring for personnel, space, equipment, and library acquisitions
No new costs expected at this point in time.
2. Greek and Roman Studies Proposal
1. Program Missions and Objectives
The Greek and Roman Studies program will allow for the study of classical civilization and languages as a full undergraduate degree program, as this discipline requires. The current union of Classics and Religion in one degree program was the result simply of the difficult financial situation that Carleton was confronting in the mid 1990s and is not the norm at other institutions in Canada or elsewhere. All major universities in Canada from Newfoundland to British Columbia have full undergraduate degree programs in Classics, which in recent years have been expanding. Brock University, for example, a smaller institution than Carleton, had a faculty in 2005-06 of six full-time Classicists. At the same time it advertised for four new full-time positions, since it intends to introduce an MA program in Classics in 2006-07. The current structure, which requires students to combine Classics and Religion courses to satisfy their degree requirements, does not adequately meet Classics students’ needs nor does it serve their best interests. The present circumstances now allow for the restoration of a full Classics program with the hiring of two new full-time faculty and the continuing interaction of units with which Classics has traditionally crosslisted courses: viz. History, English, Art History, Religion, Philosophy, TSES and Humanities.
Learning Objectives and Outcomes
Greek and Roman Studies encompasses all aspects of the ancient Greek and Roman civilizations, including
a. the Latin and Greek languages
b. the interactions between the two civilizations themselves and the interactions between them and other peoples and cultures of antiquity, including those of the Near and Middle East
c. their impact on Christianity, both eastern and western branches of it
d. their impact on the Renaissance and post-Renaissance culture
e. their impact on modern western culture and, in some instances, on non-western cultures.
It should also be emphasized that Greek and Roman Studies is by nature a multidisciplinary field which impacts on many academic areas such as history, politics, philosophy, art history, language and literary studies (including rhetoric and hermeneutics) and cultural studies. With regard specifically to the languages, Latin is the root of all Romance languages. Between 70 and 80% of the English language is based directly or indirectly on Latin and Greek words. The languages still provide the basis of most medical and life-sciences terminology as well as much legal language. Students of Latin and Greek are commonly impressed by how much the study of the two languages improves their English vocabulary and helps to develop their analytical and writing skills.
The major benefits of pursuing these learning objectives through this program are twofold:
a. It will remove the barriers and disadvantages currently facing Carleton students who wish to do a major or honours in Classics alone without combining it with Religion, while at the same time allowing students to do a combined degree with another discipline, should they so wish. This will also make the program more attractive to prospective students.
b. It will allow students who wish to go on to graduate studies at other universities to have a full program of Classics at the undergraduate level. At the moment they are being hampered in their desires by current regulations at Carleton. [See more on this under Section 4 below.]
Enrolment Objectives
As of August 14, 2006 over 2040 seats had been reserved in Classics, Greek or Latin classes. This demonstrates considerable interest in this area. Between 2003 and today registration has increased between 25 and 30% and Latin has almost doubled since last year. We expect that a significant number will select a Greek and Roman Studies major once we have a clear statement of goals and objectives, and we shall aim for between 60 and 80 majors and honours students and a comparable number of minors.
Program’s consistency with the objectives of the degree and of the university
The new program in Greek and Roman Studies is very much in step with the objectives of the B.A. as well as the present and future aims of the university. As described above, the cultures, philosophies and languages of ancient Greek and Roman society are fundamental to many of the other subjects in the Arts and Social Sciences. The skills of analysis, interpretation, and communication (both oral and written) developed through participation in the program are also fully in line with students’ expectations of the benefits a B.A. education has to offer. In sum, in so far as Carleton’s academic aims are to graduate successful students with a broad liberal education, Classics provides the intellectual foundations for the successful pursuit of the university’s goals and objectives. Furthermore, given its own character and aims, outlined elsewhere in the proposal, the creation of a Greek and Roman Studies program could scarcely come at a better time for a university seeking to develop its international character, to further emphasize interdisciplinary inquiry in both teaching and research, and to restore the study and teaching of languages to an appropriately prominent role in the life of the university (see President’s Task Force draft document).
2. Description of Program Requirements
Course requirements, especially core requirements (with course titles and description as they will appear in the calendar.
The following is a list of course requirements for:
Greek and Roman Studies B.A. Honours
Greek and Roman Studies B.A. Combined Honours
Greek and Roman Studies B.A. General
Minor in Greek and Roman Studies
Greek and Roman Studies
B.A. Honours (20.0 Credits)
A. Credits Included in the Major CGPA (10.0 credits):
1. 2.0 credits in GREK or 2.0 credits in LATN or 1.0 credit in both GREK and LATN each;
2. 1.0 credit in either CLCV 2000 [1.0] or CLCV 2009 [1.0];
3. 2.0 credits from CLCV 2900 [1.0], CLCV 2901 [1.0], GREK 2200, GREK 2201, LATN 2200, or LATN 2201;
4. 1.0 credit at the 3000-level from CLCV, GREK or LATN;
5. 1.0 credit at the 4000-level from CLCV, GREK or LATN;
6. 3.0 credits in electives in Greek and Roman Studies (CLCV, GREK, or LATN);
B. Credits Not Included in the Major CGPA (10.0 credits):
7. 8.0 credits in electives not in Greek and Roman Studies (CLCV, GREK, LATN);
8. 2.0 credits in free electives.
Greek and Roman Studies
B.A. Combined Honours (20.0 Credits)
A. Credits Included in the Major CGPA (7.0 credits):
1. 1.0 credit in either GREK or LATN;
2. 1.0 credit in either CLCV 2000 [1.0] or CLCV 2009 [1.0];
3. 2.0 credits from CLCV 2900 [1.0], CLCV 2901 [1.0], GREK 2200, GREK 2201, LATN 2200, or LATN 2201;
4. 1.0 credit at the 3000-level from CLCV, GREK or LATN;
5. 1.0 credit at the 4000-level from CLCV, GREK or LATN;
6. 1.0 credit in electives in Greek and Roman Studies (CLCV, GREK, LATN);
B. Additional requirements (13.0 credits):
7. The requirements for B.A. Combined Honours in the other discipline must be satisfied;
8. 4.0 credits in electives not in Greek and Roman Studies (CLCV, GREK, LATN) or the other discipline;
9. Sufficient free electives to make 20.0 credits total for the degree.
Greek and Roman Studies
B.A. General (15.0 Credits)
A. Credits Included in the Major CGPA (6.0 credits):
1. 1.0 credit in GREK or 1.0 credit in LATN;
2. 1.0 credit in either CLCV 2000 [1.0] or CLCV 2009 [1.0];
3. 2.0 credits from CLCV 2900 [1.0], CLCV 2901 [1.0], GREK 2200, GREK 2201, LATN 2200, or LATN 2201;
4. 1.0 credit at the 3000-level from CLCV, GREK or LATN;
5. 1.0 credit in electives in Greek and Roman Studies (CLCV, GREK, LATN);
B. Credits Not Included in the Major CGPA (9.0 credits):
6. 7.0 credits in electives not in Greek and Roman Studies (CLCV, GREK, LATN);
7. 2.0 credits in free electives.
Greek and Roman Studies
Minor in (4.0 credits)
Open to all undergraduate degree students not in the Greek and Roman Studies
programs.
1. 1.0 credit in FYSM 1106 [1.0] or in CLCV, GREK or LATN at the 1000-level;
2. 1.0 credit from CLCV 2000 [1.0] or CLCV 2009 [1.0] (ENGL 2009 [1.0]);
3. 1.0 credit from CLCV 2900 [1.0] (HIST 2900 [1.0]) or CLCV 2901 [1.0] (HIST 2901 [1.0]);
4. 1.0 credit in either:
i) CLCV at the 3000-level,
or
ii) GREK or LATN at the 2000-level or above;
5. The remaining requirements of the major discipline(s) and degree must be satisfied.
Course Titles and Description
The course titles and descriptions are nearly identical to those found in the 2006-7 Calendar. The following changes to the Calendar will be made as part of the proposal for introduction of a new program.
a. CLCV 1000 [1.0 credit] Introduction to Classics will be eliminated.
b. The description of CLCV 2000 [1.0 credit] Classical Mythology will be emended to read as follows:
A study of Greek and Roman myths, emphasizing their use in Classical literature, art and religion. Some discussion of the influence of Classical myth in Western tradition and modern theoretical approaches to the study of myth. (All texts used are in English).
Precludes additional credit for CLCV 3000.
Prerequisite: second-year standing or registration in the B.HUM. program or permission of the unit.
Lectures and discussion three hours a week.
c. The title of CLCV 3300 [1.0 credit] Archaeological Field Work is emended to read Archaeological Field Work I.
d. The reference to CLCV 2301, made in the calendar entry under CLCV 2300 Introduction to Archaeology, will be eliminated. CLCV 2301 is no longer offered.
e. In order to streamline the Latin courses and to bring their sequence in-line with the Greek language offerings, the following three redundant courses will be eliminated:
LATN 1105 [1.0 credit] Beginning Latin
LATN 2001 [1.0 credit] Intermediate Latin
LATN 2500 [0.5 credit] Translation I
Admission requirements
There are no subject admission requirements for this program. The only admission requirements for the program are those given in the General Admission Requirements and Procedures of the 2006-2007 University Calendar, pages 15ff.
3. Academic merit and program delivery
Admission requirements
See above.
The program’s structure and curriculum
The structure and curriculum of the program is designed to achieve two objectives: to allow students a concentration in Classical Civilization (CLCV) or in one or both of the Classical languages (GREK, LATN). The particulars of the structure and curriculum of the program are set out under the Program Requirements and the course listings as given in the Calendar.
The program’s mode of delivery
In general, the mode of delivery is the classroom lecture, tutorials, and, where appropriate, the language seminar.
The methods of evaluating student progress
In general, methods of evaluating student progress include in-class testing, written examination, written work, and classroom performance. In courses that are archaeologically oriented a field-work component may be required.
A co-op option
While we do not currently have plans to form a co-op option for students, we intend to explore in depth the feasibility of such a program in the future.
Availability and suitability of faculty to support the program
There are currently four full-time faculty but there is a wealth of sessional support, which the program has traditionally drawn upon.
a. Full time faculty
Josh Beer Greek, Latin, Classical Literature, Athenian Democracy, Women in Athens
Roger Blockley Latin, Roman History and Historiography
Shane Hawkins Greek, Latin, Classical Linguistics, Myth, Greek and Roman Religion, Greek Archaic Age
Elizabeth Klaassen Greek, Latin, Classical Literature, Archaeology, Myth
b. Distinguished adjunct Professor
A. Trevor Hodge Greek, Latin, Art and Archaeology
c. Retired Faculty sessionals
A. S. Fotiou Greek, Latin, Ancient History, Byzantium
R. L. Jeffreys Latin, Roman History and Literature
M. E. Welsh Latin, Classical Myth and Rloman Literature
d. Members of the College of Humanities with Classical training
Z. Crook New Testament Greek and Early Christianity
R. Laird Medieval Latin and Literature
G. MacIsaac Greek Philosophy
K. Stratton Ancient Myth and Magic
e. Contract Instructors
R. Clarke Latin, Classical Civilization, Roman Literature
J. Gahan Greek and Roman Civilization
M. Goodfellow Latin, Ancient Travel, Roman Literature
C. Grainger Classical Civilization, Women in Antiquity
H. Loube Greek History and Archaeology
M. Klaassen Latin, Roman History
S. Masterson Latin, Roman History and Civilization
C. Widstrand Ancient Science and Technology, Myth
4. Demand and Impact
As part of a general assessment of the demand for and the impact of the proposed programs it is impossible to ignore where Greek and Roman Studies now stands in the wider community; its contributions and potential contributions to modern intellectual discourse; and the kinds of inquiries currently at the cutting edge of the discipline itself. These points are not wholly separable, but they account in no small measure for the ever-increasing interest in the study of Greek and Roman culture and of the Latin and Greek languages.
a) Greek and Roman Studies
The interest in and demand for a program of this kind is evident both in the wider community and at Carleton. In popular culture there has been an explosion of interest in classical themes, ranging from the notion of the hero, rooted in Homer, in comic books, novels, feature and documentary films to a widespread interest in the archaeology of the Greek and Roman world. At the same time, many of the inquiries at information events for high school students center on archaeology and classical mythology, a very popular topic in public schools in general. This popularity and demand is reflected in current enrolments in Classics courses (see table). First-year courses in Greek and Roman Civilization attract large enrolments of interested students and can confidently be predicted to attract students to further study in these subjects. CLCV 2000, Classical Mythology, has in recent years, been full to bursting.
b) Latin and Greek languages
Recent times have also seen a revival of interest in the study of Latin and Greek. In a number of schools in the USA Latin has been introduced into the curriculum, partly at least, as still the best means of teaching “formal” English grammar. The Latin and Greek languages have traditionally, since the Renaissance, formed the epicentre of the study of Classics as a discipline, and knowledge of them remains essential for those wishing to pursue Greek and Roman Studies at the graduate level.
There are currently 148 active majors in Classics, Religion and Humanities and 38 active minors in Classics (BANNER GREPORT). Not all active majors and minors are registered at this time. The introduction of a major in Greek and Roman Studies with clear goals and objectives should attract more active registrations. At Carleton enrolment in beginning Latin has been burgeoning in recent years (see table). A cap of 60 students had to be placed on Latin 1005 in 2005-06, and the course was also offered in the summer of 2006 to meet the demand. Two sections are being offered in the coming fall term, both of which are already full. No subject in the Faculty of Arts and Social Sciences has seen a larger percentage rise in enrolments from last year (2005-06) to this (2006-07). This enrolment has begun to have a ripple effect on subsequent upper-year Latin courses, where enrolments are also on the increase. What is true of Latin is also, to a great extent, true of Greek. In 2005-06, for example, GREK 1005 Beginning Greek easily reached its maximum registration cap of 40 students.
Registrations in Classical Civilization, Greek and Latin
2003/2004 1405
2004/2005 1529
2005/2006 1894
2006/2007 2041 (ongoing)
The causes of this revival of interest at Carleton are not altogether clear, but one reason is that students in the B.Hum. program are required to take two years of credit courses in a language. Some students, who have opted for Latin as their language, have subsequently also taken Greek, because it is essential for them if they wish to pursue Classics at the graduate level at Queen’s and Toronto University. Classics graduate schools in Canada generally either require 3 years of one language and 2 of the other at the undergraduate level or 3 and 3. If they do not have these courses, students must do make-up courses. Also, students in the B.Hum. program who wish to pursue Mediaeval Studies at the graduate level at Toronto are well-advised to take Latin. Otherwise, they are forced to take a very demanding crash program on entry. All in all there seems to be a growing general demand.
Scholarly activity of faculty members that may result from the program’s development
The opportunity to participate in a coherent undergraduate program focused on the culture and languages of ancient Greece and Rome will encourage faculty members’ development as both teachers and researchers. The teaching of languages, especially at the upper-year levels, is essential to their integrity as scholars. It is through the regular explication of the language of these difficult ancient texts that their own language skills can be constantly honed and not left to fall into desuetude through teaching the material solely in translation.
Participation in a program that stands beside others in the faculty and the university will allow instructors to take on more varied and challenging teaching responsibilities. It will also encourage increasing interaction and cooperation with colleagues in other units and faculties. Greek and Roman Studies is a multi-disciplinary subject with cross-disciplinary connections to a host of other disciplines within the university. It has provided seminal foundations of modern discourse in areas of interdisciplinary inquiry such as women’s studies and sexuality studies. In the 1970s Carleton’s Classics Department was either the first or one of the first in Canada to offer a course on a History of Women in Greek and Roman Antiquity. Perhaps nothing currently epitomizes this interdisciplinary character than the increasing prominence of what is known as “Reception Theory”; an approach to the study of classical civilizations that focuses on how they have been received, understood and interpreted by various peoples and cultures in different places and times from the Renaissance onwards: e.g., how was Ovid understood and interpreted by renaissance artists? What use was made of the Classics by post-renaissance thinkers and writers, say Milton, Marx, Freud or, more recently, Levi Strauss, the political philosopher or, more importantly, the great Bernard Williams? How did the American founding fathers use Rome and Greece as models or anti-models in forming the American constitution? What was the impact of Classics on colonialism and what uses are being made of it in a post-colonial world? These areas of inquiry offer fertile grounds for research and for interdisciplinary collaboration.
Professional orientation of program
Not applicable
3 Consultations
Interested academic units
The introduction of degrees in Greek and Roman Studies does not affect any arrangements the discipline has with other departments for the support of the current degrees in Classics, Religion and Humanities, with the exception of Philosophy who are introducing new crosslisted courses with Greek and Roman Studies for which see the attached memoranda. The other crosslisted courses with History, Art History, Religion, TSES, and English are not affected. (See attached documentation).
Registrar’s Office
The proposed new degrees and Minor were intentionally made simple, so that they would readily fit into our already established structures for registrarial control.
Office of Admissions Services
The Office of Admissions Services has been informed of the proposed changes for Greek and Roman Studies. Since the new degrees retain the general Admission Requirements of the B.A., no consultation is necessary.
Library
The Library has submitted an extensive memorandum on its support for the proposed Honours B.A. and B.A. in Greek and Roman Studies, dated June 28, 2006. See Appendix C.
3 Resource requirements and availability
Faculty, staff, space, equipment, supplies
No changes are requested at this time in this area because of the new degrees. The same resources that serviced the B.A. in Classics, Religion and Humanities will support the new degrees.
Implications for support services (CCS, IMS, for example)
There are no implications for support services at this time arising from the new degrees.
3 Financial implications
Income
As the new degrees attract more enrolment and some new students, this will help balance the distribution of students across the disciplines and may result in some increased income from tuition and BIUs.
Ministry Funding Approval
Not applicable.
Costs (both one-time and recurring) for personnel, space, equipment, and library acquisitions
No new costs expected at this point in time.
3. Proposal for a new Minor in Sexuality Studies
3.1 OBJECTIVES:
Across Canada and the United States new programs in Sexuality Studies have been developed in the past decade. This shift reflects the growth of a new and exciting scholarly field and clearly indicates student interest in the area. In Canada, the introduction of Concordia’s Minor in Sexuality Studies in 1998 has been followed by several more Sexuality Studies programs, including Minors at the University of Toronto, University of British Columbia, and, most recently, York University. This pattern in Canada is similar across the United States where thriving programs exist at New York University, San Francisco State University, and many other institutions. Major scholarly journals have emerged from these programs, including The Journal of the History of Sexuality, Sexuality Research and Social Policy, and GLQ: Gay and Lesbian Quarterly.
The proposal for a Sexuality Studies Minor at Carleton University aligns with this developing field, while making visible ongoing academic practices in which Carleton students are already engaged. It responds to student demand and interest as well as faculty research and current course offerings at Carleton. The Minor will provide, then, institutional commitment to this field of study and the careful coordination and tracking of courses to provide the best possible education for our students.
3.1.1 Mission:
The Minor in Sexuality Studies at Carleton offers an integrated interdisciplinary approach to the study of sexual histories, identities, communities, and practices. It introduces students to research methodologies and theoretical models that illuminate the centrality of sexuality both historically and in current social, political, and cultural practices. The complex role of gender identities—gay, lesbian, bisexual, transgender, transsexual, and heterosexual to name a few—are examined in the context of rigorous fields of study in a number of disciplines. The Minor will be particularly relevant to national and international community organizations and policy workers in a range of areas from HIV/AIDS, human rights, marriage debates, reproduction rights and technologies, to youth health, and hate crime. The Minor’s interdisciplinary focus on diversity, inclusion, innovation, international outreach, and community building is consistent with the university’s emphases and goals as articulated in Carleton’s strategic themes and the “Preliminary Report of the Carleton Taskforce on Planning and Priorities.”
3.1.2 Learning Objectives:
The learning objectives of the Minor are twofold: to formalize the current practice of Carleton students selecting courses and writing research papers that address sexuality, and to encourage the growth of this field of study and exchange across disciplines, both at the faculty and student level. A Minor in Sexuality Studies will give students the ability to integrate into a coherent program courses that address aspects of sexuality.
The Minor will provide histories of sexuality and research methodologies and theories, as well as studies of specific sexual cultures, communities, practices, and events. The course list is structured to offer a strong knowledge base in the field of Sexuality Studies. Students will be introduced to a diverse range of topics: queer theory and politics, gay and lesbian parenting, human rights and diversity, law and sexuality, pornography and censorship, reproductive rights, HIV/AIDS activism, marriage and the family, inter alia. The Minor is attentive to issues of social justice in the context of diverse sexual identities, practices, and expressions. It is committed to the study of sexuality as an important category of social, political, and critical analysis. In short, the Sexuality Studies Minor provides a collaborative and interdisciplinary approach to an important and rapidly growing field of study.
As a critical and interdisciplinary program, this Minor will develop transferable skills in thinking critically, historically, and socially about a topic that many take for granted as ‘natural;’ it will invite debate from a variety of perspectives on complex and often controversial issues, requiring students to test and reformulate their opinions and assumptions through research, reasoning, and self-reflection.
3.1.3 Strategic Enrolment Objectives:
On the basis of student demand at Carleton and the experience of Sexuality Studies programs at other universities, we anticipate 40 minors in the first year of the Minor with an expected growth to 100 students over all. These numbers should meet the needs of the students and attract attention to Carleton as a place of cutting edge innovative new work, without stretching resources or creating expectations that cannot be fulfilled.
3.1.4 Program’s Consistency with the objectives of the degree and/or university:
Carleton has been at the forefront of the new focus on interdisciplinary scholarship in Canadian universities. The Arts One program and numerous interdisciplinary departments at Carleton promote the integration of multidisciplinary approaches to given fields of study. The proposed Minor in Sexuality Studies is both consistent with and reinforces this approach. It will draw on almost all of the disciplines in FASS and PAM. With its focus on interdisciplinarity, the Institute of Interdisciplinary Studies is the ideal unit to house the proposed Minor.
3.2 DESCRIPTION OF PROGRAM REQUIREMENTS
3.2.1 Course Requirements with a special emphasis on core requirements:
The Minor consists of two required courses, DIST 2*** (.5) Sexuality Studies: A Critical Introduction (lecture format) and DIST 4*** (.5) Interdisciplinary Studies of Sexuality (seminar format), and 3 credits chosen from a list of existing courses drawn from the various contributing departments (see below).
• DIST 2*** Sexuality Studies: A Critical Introduction
While sexuality is often considered the most private and ‘natural’ of personal concerns, it is saturated with issues of social power, historical change, and public politics. This course offers a critical introduction to interdisciplinary studies of sexuality, focusing on history, theory, and cultural practice.
Open to students with second-year standing or permission of the department.
Lectures three hours a week.
• DIST 4*** Interdisciplinary Studies of Sexuality
A study of selected issues in sexuality studies considered from an interdisciplinary perspective. The course may focus on any one, or combination of, sexuality studies in relation to history, theory, and/or cultural practice.
Prerequisite: DIST 2*** or permission of IIS.
Seminar three hours a week.
3.2.2 Admission Requirements:
The Minor in Sexuality Studies will be open to all undergraduate degree students.
3.2.3 Minor Program Description as it will appear in the calendar:
This section presents the requirements for: Minor in Sexuality Studies
Graduation Requirements
In addition to the program requirements listed below, students must satisfy:
i) the University regulations (see the Academic Regulations of the University section of this Calendar)
ii) the common regulations applying to all B.A. students including those relating to the First-Year Seminars and Breadth requirements (see the Academic Regulations of the University section of this Calendar)
Students should consult with the Institute for Interdisciplinary Studies when planning their program and selecting courses.
Program Requirements
Open to all undergraduate degree students.
Minor in Sexuality Studies, Institute for Interdisciplinary Studies
Requirements (4.0 credits):
1. 0.5 credit in DIST 2***
2. 0.5 credit in DIST 4***
3. 3.0 credits from the following courses, with the following conditions:
i) no more than 1.0 credit from 1000 level
ii) at least 1.0 credits at the 3000 or 4000 level
iii) credits from at least two of the following disciplines are strongly recommended:
ANTH 2040, ANTH 4888, ARTH 3600, ARTH 3601, ARTH 4600, CDNS 3400, CDNS 3600, ENGL 2109, FILM 3301, FYSM 1402, FYSM 1403, FYSM 1600, GEOG 4207, GEOG 4401, HIST 2504, HIST 3106, HIST 3107, HIST 3602, HIST 3406, HIST 3504, HIST 3707, HIST 4505, ISSC/SOCI 1010/ANTH 1010, LAWS 3001, LAWS 3503, LAWS 3804, LAWS 4001, LAWS 4002, LAWS 4604, LAWS 5302, LAWS 5008/SOCI 5204, MCOM 3505, MUSI 3302, MUSI 4303, PHIL 1500, PHIL 2306, PHIL 2307, PSCI 2500, PSCI 3109, PSCI 3303, PSCI 3500, PSCI 3502 PSCI 4200, PSCI 4201, PSCI 4205, PSCI 4208, PSCI 4402, PSCI 4500, PSCI 4501, PSCI 4605, PSCI, 4208, PSYC 3603, RELI 3205, SOWK 2004, SOWK 3804, SOWK 4202, SOWK 4206, SOCI 2043, SOCI 2045, SOCI 2700, SOCI 3040, SOCI 3044, SOCI 3050, SOCI 3420, SOCI 3780, SOCI 4040, SOCI 4043, WOMN 1808, WOMN 2800, WOMN 3002, and any “Special Topics” or other courses that directly address sexuality, with approval from IIS, see note below.
4. The remaining requirements of the major discipline(s) and degree must be satisfied
Note: other courses may be substituted for the credits specified in item two, when material on sexuality is central to the course. Such substitutions must be individually approved by the Institute for Interdisciplinary Studies (IIS). Students are encouraged to consult course descriptions of Special Topics courses. Relevant courses on sexuality offered at the University of Ottawa may also count towards the minor, with approval from IIS. See for example, PSY3122: Human Sexuality, and SRS2114: Religion and Sexuality.
Courses with substantial material on sexuality and gender offered within the Faculties of Arts and Social Sciences and Public Affairs and Management:
The following course offerings are listed for the convenience of students. Detailed course descriptions will be found under the appropriate departmental course listings.
Faculty of Arts and Social Sciences
Anthropology
ANTH 2040, ANTH 4***
Art History
ARTH 3600, ARTH 3601, ARTH 4600
Canadian Studies
CDNS 3600, CDNS 3400
English Language and Literature
ENGL 2109
Film Studies
FILM 3301
First Year Seminars
FYSM 1402, FYSM 1403, FYSM 1600
Geography
GEOG 4401, GEOG 4207
History
HIST 2504, HIST 3106, HIST 3107, HIST 3602, HIST 3406, HIST 3504, HIST 3707, HIST 4505
Interdisciplinary Studies
ISSC 1001/ SOCI 1010/ANTH 1010
Music
MUSI 3302, MUSI 4303
Philosophy
PHIL 1500, PHIL 2306, PHIL 2307
Psychology
PSYC 3603
Religion
RELI 3205
Sociology
SOCI 2043, SOCI 2045, SOCI 2700, SOCI 3040, SOCI 3044, SOCI 3050, SOCI 3420, SOCI 3780, SOCI 4040, SOCI 4043
Women’s Studies
WOMN 1808, WOMN 2800, WOMN 3002
Faculty of Public Affairs and Management
Law
LAWS 3001, LAWS 3503, LAWS 3804, LAWS 4001, LAWS 4002, LAWS 4604, LAWS 5302, LAWS 5008/SOCI 5204
Mass Communication
MCOM 3505
Political Science
PSCI 2500, PSCI 3109, PSCI 3303, PSCI 3500, PSCI 3502 PSCI 4200, PSCI 4201, PSCI 4205, PSCI 4208, PSCI 4402, PSCI 4500, PSCI 4501, PSCI 4605, PSCI, 4208,
Social Work
SOWK 2004, SOWK 3804, SOWK 4202, SOWK 4206
3.3 ACADEMIC MERIT AND PROGRAM DELIVERY
3.3.1 Appropriateness for the Minor’s learning objectives of:
3.3.1.1 Admission requirements; structure and curriculum;
In keeping with its commitment to interdisciplinarity and accessibility to full, part-time, returning and special students, the Minor encourages students from a wide-range of disciplinary backgrounds and status within the University. The two core course requirements will structure the Minor. DIST 2*** provides students with an interdisciplinary foundation in the different facets of Sexuality Studies, and DIST 4*** caps the degree, bringing together the theoretical and empirical strands, through an intensive focus on one, or a combination of, sexuality studies topics. The additional 3 credits, chosen from a list reflecting relevant courses taught across the University (such as English, History, Sociology and Anthropology, Law, Political Science, Canadian Studies, Music, Philosophy, Social Work, among others), provide students with a high degree of choice and flexibility, reinforcing the interdisciplinary nature of sexuality studies. The courses included in the program description are chosen for their strong content in sexuality topics, sexuality-related (including queer, feminist, critical) theory, and/or a focus on related social and political areas of concern (family, health, identity, political activism, diversity, pluralism, human rights, cultural studies). Coherence is maintained by listing only those courses whose core content is from the sexuality studies field and/or deploys critical methodologies that reflect the distinctive scholarly framework of this burgeoning field. The composition of the Minor ensures students will be exposed to a concentrated study of sexuality as a cultural, social and political category.
3.3.1.2 Mode of Delivery; Methods of evaluating student progress
The Minor exposes students to courses that employ seminar and lecture formats and reflect the varied teaching and delivery styles of contributing disciplines. This diversity of course offerings and styles introduces students to a range of methodological and analytical approaches, encouraging exploration of the insights and challenges offered by pursuing sexuality studies as an interdisciplinary and intersectional project. Further, students encounter a range of assessment formats, deepening their skills in writing for different audiences and in various contexts.
3.3.1.3 Practicum option
A practicum option will be investigated within the first 5 years of the program. There is currently a diverse and active queer political community, much of which is based in Ottawa, together with an historically unprecedented statutory reform process underway in the areas of human rights, employment, family, and pension regulation. The Minor in Sexuality Studies will be of interest to the various NGO and quasi-government agencies working in the area, and there is rich opportunity for exchange between the University and the community. A practicum option would expose students to the political, legal and cultural milieu in which current debates and thinking on sexuality are developing.
3.3.1.4 Methods used for the evaluation of student progress
Students will be evaluated in accordance with the university rules and regulations (see Academic Regulations of the University) in combination with consistent student advising.
3.3.2 Available Faculty:
There are currently over twenty Faculty members across FASS and PAM who share teaching and research interests in sexuality studies. Please see Appendix A for teaching and research statements from faculty members.
3.4 DEMAND AND IMPACT
3.4.1 Evidence for Student and Faculty Demand:
Notably, this initiative for a Minor in Sexuality Studies developed directly from student demand, when the GLBT Centre approached faculty about developing a Sexuality Studies program in 2003. The campus events that the Sexuality Studies committee has organized over the past three years (speakers, literary readings, and research symposia) have been very well attended and well received by students, and always generate questions about when a Sexuality Studies program will be established at Carleton.
3.4.1.1 Data on enrolments, and information about students taking courses in relevant area:
As this is an interdisciplinary Minor degree that draws from a range of units in FASS and PAM, it is impossible to generalize about the courses and students. Courses range from large lectures to small seminars and attract students are majoring in the particular discipline, or taking the course as an elective. For example, in Winter 2006, ENGL 2109, “Gender, Sexuality, and Literature” had both Honours and General Students, majoring in: Criminology, Psychology, Law, Development Studies, Human Rights, Classics/Religion, Film Studies, Computer Systems, Sociology-Anthropology, Women’s Studies, and Integrated Science, and students with minors ranging from Economics, to Geography, to Japanese. Students who have taken DIST 4904 B (“Sexual R/Evolutions”) have included majors in Law, Art History, English, Women’s Studies, and Human Rights.
3.4.1.2 Potential Clientele:
With a growing number of “Gay/Straight” alliances in High Schools and a growing public discourse about sexuality and social issues, students applying to university are aware of and interested in the issues that the Sexuality Studies Minor will address. Students who would otherwise head to Montreal or Toronto for Sexuality Studies will be offered the choice to enter a program at Carleton. While there are classes at the University of Ottawa that could count towards the Carleton Sexuality Studies Minor, there is no indication that University of Ottawa has any plans to develop a program in Sexuality Studies.
For supporting documentation please see the letters in the Appendix B, including:
1) Letter of support from the Carleton GLBTQ Centre
2) Letter of support from the GLBT Graduate Students Group
3) Personal letter of support from Megan Graham, Carleton B.A.H. and M.A, University Senate Medal Winner (and winner of several scholarships), who will be PhD Candidate at Cornell University as of August 2006.
4) Personal Letter of support from Angus MacLean Rennie, BPAPM
3.4.1.3 Scholarly activity of faculty members that may result from a Sexuality Studies program:
As indicated in 4.3.2, Carleton faculty members have broad and diverse research interests in Sexuality Studies. Many already address sexuality in “special topics courses” and welcome the opportunity to develop additional courses in their academic units that directly address sexuality. We anticipate that the institutionalization of Sexuality Studies as a program at Carleton will support present faculty research activity, while generating further research possibilities. As we plan to have an inaugural conference on Research and Pedagogy in Sexuality Studies with the launch of the program, and hope to hold continuing university research colloquia, the program will be promoting scholarly productivity and exchange among faculty, across the disciplines. Please see the faculty teaching and research statements in Appendix A.
3.4.2 Professional and Social Impact
Growing national and international attention to issues related to sexuality leaves no doubt as to the social value and relevance of this program. Graduates of Carleton University with a Minor in Sexuality Studies would be in demand with the following agencies, as paid employees and/or socially valuable volunteers:
Municipal Organizations (Ottawa):
AIDS Committee of Ottawa
AIDS Sexual Health Info Line
Bruce House (providing support to PWAs)
Interfaith Council on AIDS
Coalition of Community Health and Resource Centres
Egale Canada
Pink Triangle Services (programs for GLBTTQ communities)
Ottawa Police Services
Ottawa Carleton Rehabilitation and Health Services
Coalition for Lesbian and Gay Rights in Ontario
Capital Xtra
Venus Envy
Youth Services Bureau of Ottawa
Ten Oaks Projects (services for non-traditional families)
Planned Parenthood
National Organizations:
Planned Parenthood
Egale Canada
International Organizations:
Interagency Coalition on AIDS and Development
Human Rights Watch
Action Without Borders
ILGA (International Lesbian and Gay Association)
ARC International (supports GLBT international human rights)
International Gay and Lesbian Human Rights Commission
Queer Peace International
Other Relevant Employment Possibilities
Community and International Development
Social Services in: Rape Crisis, Sexual Abuse, Domestic Violence, Family Disputes
Human Rights, from Government Policy to NGO Activism and Advocacy
Health Services
Counselling
Journalism and Social Commentary
3.4.3 Impact on program and course enrolments in the academic unit and elsewhere in the university:
The Institute of Interdisciplinary Studies is an interdisciplinary unit currently housing three academic programs: Child Studies, Human Rights, and Directed Interdisciplinary Studies. Katherine Arnup, Director of the Institute, and Margaret Denike, a recent faculty hire in Human Rights, both conduct research in the area of sexuality studies. Katherine has been involved in the sexuality studies committee since its inception and, with Barbara Leckie, the Associate Director, will guide the proposal through the approval process. All three faculty members will remain involved in the Minor once it is established. IIS currently offers a fourth year topics course in Sexuality Studies. The proposed Minor will add one new course to the roster of courses offered in IIS.
We do not anticipate any negative impacts on the departments whose courses would contribute to the minor; we expect that the range and number of existing courses can accommodate the students who will be interested in taking the Minor. With the required core courses (DIST 2*** and DIST 4***), students will be able to meet and work with other students in the Minor, and will then recognize one another in the other courses they take together for the Minor, thus developing their sense of a cohort. We expect that the Minor will be a further attraction to students who are considering Carleton, as the Minor would be a suitable complement to a range of Major programs offered by the university.
3.5 CONSULTATION
This proposal is the culmination of three years of discussion and collaborative activities among faculty and students at Carleton. In June 2003, faculty members from both FASS and PAM met with representatives of the GLBT (Gay, Lesbian, Bisexual and Transgender) Centre, at the students' request, to discuss the possibility of establishing a program in Sexuality Studies. The Committee continued to meet on a regular basis to plan activities and events (including a panel on Activists Speak, held in November 2003, and a symposium called Intercourses, held in March 2004). Committee meetings were chaired by Katherine Arnup, Director of the Institute of Interdisciplinary Studies. She secured sessional funds to offer the first course in Sexuality Studies, a .5 credit seminar at the fourth year level, in Winter 2005. That course has now been offered on two occasions and will be taught again the Winter 2007.
The proposal for the Minor was written by Katherine Arnup (IIS), Jodie Medd and Barbara Leckie (English), and Doris Buss (Law). A research assistant was hired to assist in contacting faculty members and providing documentation. Members of the subcommittee contacted instructors and Chairs of Departments regarding the availability of courses and their willingness to participate in the Minor. Letters of support from sister units will be provided.
In April 2006, Jodie Medd, Barbara Leckie, and Katherine Arnup met with James Miller, Associate Dean of FASS, and Sheila McCallum, Undergraduate Program Co-ordinator, ODFASS, to discuss the proposal. The proposal has now been reviewed by ODFASS. We also consulted with the Office of Admissions Services. Because the Minor is not a direct entry program they do not have any concerns.
Please see Appendix C for a support statement from the Library for the Minor in Sexuality Studies.
3.6 RESOURCE REQUIREMENTS AND AVAILABILITY
3.6.1 Human and material resources required:
3.6.1.1 Academic and non-academic Staffing:
The proposed Minor draws primarily upon existing faculty and course resources at Carleton. One full credit of teaching will be required, to be located in IIS. This teaching is included in the faculty position in Human Rights/Sexuality Studies that Katherine Arnup submitted to the Dean of FASS for 2007-8. This new position has recently been accepted as a hiring priority by the Dean’s Office. The Minor also requires .5 course release for the Co-ordinator of the program. This would be submitted as part of the IIS budget. The Co-ordinator would be responsible for coordinating the academic program, advising students, organizing an annual symposium or conference, promoting the program and its activities and updating the website and list-serve.
3.6.1.2 Space Allocation:
The sessional faculty member currently teaching the fourth year topics course shares office space in IIS with other part-time faculty members. The Co-ordinator would also use this office for counselling students and co-ordinating the program.
3.6.1.3 Administrative Impact:
The existing support staff in IIS would supply administrative services.
3.6.1.4 Equipment/Supplies:
No additional equipment or supplies are required.
3.6.1.5 Implications Instructional Support Departments:
There are no financial implications for other support services at Carleton.
3.6.2 Library Statement
Please see Appendix C for a support statement from the Library for the Minor in Sexuality Studies.
3.6.3 Statement connecting the required resources to the available:
See above 4.6.1
3.6.4 Statement on how the additional resources will be provided:
See above 4.6.1
3.7 FINANCIAL IMPLICATIONS
3.7.1 Income Implications:
Because the Sexuality Studies Minor will attract new students to Carleton additional revenue to the university (in the form of tuition) will come from these students. Because it defines and brings together a group of scholars in similar areas the Minor is also likely to generate additional revenue from research grants. There are several community groups in Ottawa linked to sexuality studies; they will be eager to support the Minor and may contribute to conferences, symposia, and/or awards for students in the field.
3.7.2 Costs:
The Faculty of Arts and Social Sciences has confirmed that no additional resources beyond the academic position already mentioned will be required to implement this Minor.
APPENDIX A: FACULTY RESEARCH AND TEACHING STATEMENTS
Katherine Arnup (Institute of Interdisciplinary Studies, Canadian Studies)
Katherine Arnup is the Director of the Institute of Interdisciplinary Studies. An historian by training, she has written extensively on the history of the family and motherhood in Canada. She has been researching and writing about lesbian and gay families for many years, and has published articles on donor insemination, lesbian mothers and child
custody, and lesbian and gay families in the 21st century. She is the editor of Lesbian Parenting: Living with Pride and Prejudice (gynergy,1997). She has taught graduate women's studies courses in Canadian Studies, and currently teaches a First Year Seminar on Contemporary Controversies in Canadian Society.
Doris Buss (Law)
Doris Buss teaches and researches in the area of international human rights law with a particular focus on women's rights. Her research has developed into two directions related to the sexualities studies field. The first is international sexual and reproductive rights, with a specific look at the Cairo agreement on population policy. This work has been published in “Racing Populations, Sexing Environments: the Challenges of a Feminist Politics in International Law,” Legal Studies (2000). The second strand of research relates to the rise of global social movements - particularly conservative Christian organisations - opposed to lesbian and gay, and women's human rights. This work looks also at the opposition of orthodox religious actors to reproductive and sexual rights, including the rights of sexual 'minorities'. See, for example: Doris Buss and Didi Herman’s Globalizing Family Values: The Christian Right in International Politics (University of Minnesota Press) published in 2003, Doris Buss’s “Finding the Homosexual in Women’s Rights: The Christian Right in International Politics,” International Feminist Journal of Politics (2004), and Doris Buss’s “Robes, Relics, and Rights: The Vatican and the Beijing Conference on Women, Social and Legal Studies.
Deidre Butler (Religion)
Statement forthcoming
Virginia Caputo (Women’s Studies)
Virginia Caputo is a socio-cultural anthropologist whose expertise lies in the anthropology of childhood and child research. Her most recent project examines the lived experiences of girls whose lives in institutional contexts of schools are shaped by the mutually constitutive relationship between girlhood and motherhood. She has also written about gender and sexuality in girls' lives through musical practices, both cross-culturally and in Canada. She is interested in analyzing how culture and society create sexual meanings and practices and examining human sexuality in its social, cultural, historical, political and pyschological dimensions.
Jill Carrick (Art History)
Jill Carrick teaches and writes on contemporary art, feminism, and interdisciplinary theory. She has published on 1960s French art (for example, “Phallic Victories? Niki de Saint-Phalle’s Tirs” in Art History [2003]), feminist art, and postmodernism.
Brettel Dawson (Law)
Brettel Dawson’s work focuses, in part, on sexual orientation issues and human rights. She teaches Women and Legal Process in the law department.
Margaret Denike (Women’s Studies)
Margaret Denike’s research, which spans the fields of social justice, human rights, and law, has concerned a range of projects in sexuality studies. For example, over the past decade, she has organized several national consultations, and published in the area of the human rights of women and transgendered persons. She has also published in the areas of criminal law, examining the how myths about femininity and masculinity have buttressed the institutionalization sexual violence, and sexual inequality; and in the area of human rights, examining the role and impact of religious principles and discourse in the same-sex marriage debates in Canada and the United States. More recently, in her co-edited book on equality law (to be released this June 2006), she conducted a comprehensive analysis of equality jurisprudence in Canada, with attention to how the courts have applied the equality provisions of the Canadian Charter of Rights and Freedoms to claims in different areas of law. Currently, she is working on a project in the area of international human rights and humanitarian law, which concerns representations of women (as victims of human rights abuse) in policies that justify armed “humanitarian intervention” and the use of force against sovereign states, contrary to international law.
Margaret has taught several courses over the past decade in Sexuality Studies, including Introduction to Gender Equality & Social Justice; Feminist Theories; Theories of Power and Equality; Women in Diversity; Gender and the Law; History of Sexuality; and Persecution, Human Rights & International Justice.
Jennifer Evans (History)
Jennifer Evans is a historian of Germany specializing in social and cultural history. She teaches courses in the History of Sexuality and has published articles in the field of sexuality studies including "The Moral State: Men, Mining, and Masculinity in the Early GDR" which appeared in August 2005 in the journal German History and "Bahnhof Boys: Policing Male Prostitution in Post-Nazi Berlin," in the Journal of the History of Sexuality (October 2003). Relating to her interest in gender and sexuality in Holocaust studies, she organized an international workshop on the subject at the United States Memorial Holocaust Museum in the summer of 2004 which drew together the field's pre-eminent scholars. Her current research is focused on two projects: one project addresses sexual space in post-WWII Berlin; and the other examines the regulation of homosexuality in Nazi and Cold War Germany.
Geraldine Finn (Philosophy)
Geraldine Finn is Professor of Cultural Studies and Philosophy in the School for Studies in Art and Culture and Chair of the Department of Philosophy. Her area of specialization is twentieth century and contemporary continental philosophy (Merleau-Ponty, Irigaray, Derrida, Levinas, Lacan) and its application to current issues in arts and culture. She has taught courses on Music and Gender, Psychoanalysis and Music, Musicology and Feminism, Issues in Contemporary Philosophy, and Psychoanalytic Approaches to Art and Culture in which questions of sexuality and gender are a principal focus. She is presently working on two long term research projects: one on the relationship between Truth, Music and Desire, and the other on The Assault on Ethics in the Language of Genes.
Barbara Freeman (Journalism)
Barbara Freeman is a media historian; she focuses on media representations of gender, diversity and sexuality, past and present. Her current research addresses media history and women’s issues in Canada over the past century and includes consideration of public debates over sexuality. One of the chapters discusses the media’s construction of abortion c.1970, while another examines alternative journalism produced by lesbians over three decades from the 1970s. She has an article forthcoming in a special issue on Sexualities in the Canadian Journal of Communication that examines the changing construction of the lesbian in Chatelaine magazine over the course of forty years. Her most recent book is The Satellite Sex: The Media and Women’s Issues in Canada 1966-1971 (Wilfred Laurier University Press 2001).
Barbara Gabriel (Institute for Comparative Studies in Literature, Art, and Culture)
Barbara Gabriel’s research interests are inter-disciplinary across literature and visual culture. She was co-editor of The Gender Issue (Essays on Canadian Writing, 1994) and has published widely on the fiction of Timothy Findley (including work in the Lesbian and Gay Studies Special Issue of English Studies in Canada, 1995). Her work in cinema is informed by questions of sexuality and nation and she is currently writing a study of the films of Alfred Hitchcock which includes issues of masculine crisis in the modern era. Barbara’s recent books include Postmodernism and the Ethical Subject (co-edited with Suzan Ilcan, 2004) and Tainting History (2006).
Patrizia Gentile (Women’s Studies)
Patrizia Gentile’s forthcoming The Canadian War on Queers: National Security as Sexual Regulation (UBC Press), co-authored with Dr. Gary Kinsman, deals with the impact of Canada’s security regime on the lives of gay men and lesbians working in the federal government and the military from the Cold War era to the early 1990s. Her future addresses security surveillance of women’s groups in Canada which is also part of existing literature on minority groups and security regimes during the Cold War era. She is interested in explaining the gendered character of the security regime within Canadian Cold War culture. Patrizia has taught several courses on gender history and sexuality. These courses include “Women in Western Societies from Antiquity to the 18th century,” “Gender in Historical Perspective,” “Topics in Women’s History,” and “The Body and Representation.”
Melissa Haussman (Political Science)
Melissa Haussman’s research to date has been based on women and reproductive politics and policy in North America. Her ongoing research concerns the current battle over emergency contraception in the US (the "morning=after" pill) and contestation over the last decade by pro-choice and pro-life groups through UN fora.
Jennifer Henderson (English)
Jennifer Henderson’s interdisciplinary work on Canadian literature and culture engages with a number of key critical concepts from sexuality studies including the institutions, practices, and discourses of heteronormativity. In her research and teaching on colonial Canada, she is interested in how the identities and practices of the patriarchal bourgeois family are transplanted, normalized, and enforced. She is also interested in questions of canonicity and nationalist reading practices that highlight gender but obscure questions of sexuality and race making. Jennifer’s research and teaching on twentieth-century literature tends to focus on work by ethnic or racial “minority” writers and artists, and here the complexities and contradictions of community for queer subjects constitute one of her interests.
Alan Hunt (Sociology)
Alan Hunt’s research and teaching directly engages with sexuality studies. He has published, for example, "The Great Masturbation Panic and the Discourses of Moral Regulation in Nineteenth- and Early Twentieth-Century Britain" Journal of the History of Sexuality (1998); Governing Morals: A Social History of Moral Regulation (Cambridge University Press,1999), "Regulating Heterosocial Space: Sexual Politics in the Early Twentieth Century," Journal of Historical Sociology (2002). The following articles are forthcoming: "The Fellatio ‘Epidemic’: Age Relations and Access to the Erotic Arts" (with Bruce Curtis) Sexualities and "A Genealogy of the Genital Kiss: Oral Sex in the Twentieth Century" (with Bruce Curtis) Canadian Journal of Human Sexuality.
In recent years he has taught a 'Special Topics' course on "Sociology of Sex" (SOCI3210) which attracts students from a wide range of programs.
Rebecca Kukla (Philosophy)
Rebecca Kukla’s research is on reproductive ethics and philosophical and cultural studies of women's health and embodiment. She is especially interested in issues surrounding the sexualization, desexualization, and erotic experience of mothers and maternal bodies. She has also done work in queer theory, particularly concerning transsexual embodiment and identity, and performative theories of sexuality and gender. She collaborates closely with anthropologists, sociologists, literary theorists, and women's health professionals including academic obstetricians.
Barbara Leckie (English, Institute for Comparative Studies in Literature, Art and Culture)
Barbara Leckie’s research and teaching interests include marriage, divorce, and sexuality in the nineteenth century and approaches to censorship and pornography in the nineteenth and twentieth century. She has published a book entitled Culture and Adultery: the Novel, the Newspaper, and the Law, 1857-1914. (U of Penn P, 1999) and is currently working on a book on censorship for obscene libel ("The Censorship Archives, 1814-1914”) that deals with sexuality and censorship. She has also published and taught on James Joyce, sex, and censorship.
Diana Majury (Law)
Diana Majury’s primary research interests are Human Rights and section 15 of the Canadian Charter of Rights and Freedoms, Law and Literature, and Feminist Legal
Theory. She teaches in these fields and also in Criminal Law. Diana's teaching and writing in the field of sexuality studies include LGBT rights, sexuality and identity issues.
Jodie Medd (English, Institute for Comparative Studies in Literature, Art, and Culture)
Jodie Medd’s research and teaching interests focus on modernism, gender, and the history of sexuality, including courses on “Queer Modernisms” and “Critical Theories of Sexuality.” She has supervised both M.A. and Ph.D. candidates whose work focuses on sexuality. She holds a SSHRC Standard Research Grant for a research project on lesbian legal scandals in the early twentieth century, and has published articles on modernist and contemporary literature and culture related to sexuality. She has presented her work at conferences and in speakers’ series that focus on Sexuality Studies. She has been involved with the initiative to develop a Sexuality Studies Minor program at Carleton since 2003, and won at Teaching Achievement Award with a project proposal to develop the Minor.
Dawn Moore (Law)
Dawn Moore’s research focuses on questions of identities in criminal law. She is interested in how particular identities such as the addict, the queer and the visible minority are constituted under particular governing strategies and through increasingly fluid and contested iterations of law.
Rod Phillips (History)
Rod Phillips research addresses the history of the family and the history of sexuality.
He is currently completing a book (for Cambridge University Press) on the family in the French Revolution and editing a four-volume global history of marriage (for Praeger). A key issue in both of these projects is the relationship of sexuality and sexual behaviour to social expectations and practices and to legally-prescribed norms. He also teach courses in which sexuality is a key component: Social History of Sexuality and The Family in Europe (both third-year courses) and The Family in Early Modern Europe (an M.A. seminar).
Sarah Todd (Social Work)
Sarah Todd primarily teaches courses focused in the areas of sexuality and/or HIV/AIDS. Students in these courses are often concerned about how they can explore these areas further and present themselves as social work practitioners with a particular expertise in sexuality.
APPENDIX B
1) Letter of support from the Carleton GLBTQ Centre
2) Letter of support from the GLBT Graduate Students Group
3) Personal letter of support from Megan Graham, Carleton B.A.H. and M.A, University Senate Medal Winner (and winner of several scholarships), who will be PhD Candidate at Cornell University as of August 2006.
4) Personal Letter of support from Angus MacLean Rennie, BPAPM
Carleton GLBTQ Centre for Sexual and Gender Diversity
c/o Carleton University Students’ Association
401 Unicentre Building, Carleton University
Ottawa, ON, K1S 5B6
Phone # (613) 520-3723 Fax # (613) 520-3704
glbt@ carleton.ca/glbt
14 June 2006
To Whom It May Concern:
Since 1992, the Carleton GLBTQ Centre for Sexual and Gender Diversity has supported the queer community at Carleton University. We continue to work for this community through our mandate of Education, Advocacy and Support. .
As such our membership, in coordination with CUSA, strongly support the creation of a sexuality studies program at Carleton. For close to four years, coordinators of the GLBTQ have been advocating for such a program in coordination with faculty representatives. It is our belief that the topics of sexuality, including sexual and gender identity and expression should be addressed in higher education.
When our membership was asked as to whether or not they supported such a program, a majority expressed interest for the proposed program through interdisciplinary studies. An even more resounding majority expressed interest towards taking courses in the topic area.
Such a result mirrors the frequent requests from professors for class presentations and guest lectures on topics of sexuality. Students are often enthralled with the material presented and ask for additional information and for a list of current courses offered on sexuality
Speaking on behalf of the sexual and gender orientation aspect of sexuality studies, we believe that queer culture, like other cultures should be shared and thus such a program will be a definite asset to Carleton University.
Sincerely,
Shaun Vollick Joanna Paddock
Administrative Coordinator Programming Coordinator
Monday May 29, 2006
To the Senate Academic Planning Committee,
I am writing to express the support of the Gay Lesbian Bisexual Transgendered Graduate Students’ Group for the proposed interdisciplinary minor in Sexuality Studies at Carleton.
130 students are presently members of the Gay Lesbian Bisexual Transgendered Graduate Students’ Group, which began operating two years ago in September 2004. To this point, the group has organized bi-weekly social events, but the group has recently expanded: in April the group formed an organizing committee and will operate as an official club at Carleton beginning in September 2006. As well, the group has begun meetings to organize academic events, including academic talks and lunch-and-learns for graduate students, to begin in the Fall term.
There are many students in our group who whose research would fit well with the proposed interdisciplinary minor in Sexuality Studies. Such a program would likely also provide a focal point for our group, enriching the ability of students to engage in academic initiatives and advanced studies.
We would very much welcome the proposed interdisciplinary minor in Sexuality Studies.
Sincerely,
Sara Bannerman
PhD student (Communications), Carleton University
Organizing coordinator, Gay Lesbian Bisexual Transgendered Graduate Students’ Group
Dear Madams and Sirs, May 31, 2006
I was recently informed that Carleton University was considering the endowment of a new interdisciplinary minor in sexuality studies. My reaction to this news was twofold: First, I was thrilled to hear that such a necessary and important area of study was finally being given the consideration that it deserves; subsequently, I was deeply disappointed that I was unable to take advantage of such a program myself while studying at Carleton.
While doing my undergraduate degree in English, I developed an interest in the wide-ranging subjects of feminism, gender, and sexuality. I essentially cobbled together the very kind of minor that is being proposed: I took Social History of Sexuality through the History department, a Queer Modernisms course and a Women’s Writing course through the English department, and, in almost every other course I took – Literary Theory, Modern Intellectual History, Contemporary Canadian Art – I wrote my papers using the rich theoretical background of feminism and gender studies.
This focus propelled me into my Master’s studies at Carleton, where I again voraciously consumed every course available in my area of interest. I was, as a result, invited to give a paper at Professor Medd’s interdisciplinary symposium on sexuality studies, entitled “Intercourses,” and wrote my Master’s research paper on colonial sexualities. On my degrees from Carleton, on the paperwork, on my transcripts, there is no minor declared. This implies a lack of focus on my part, which rankles. I had focus: in my mind, I had a minor. It was the minor you are considering today. There were many other students like me, faces I saw in classes on Women’s Studies, on History, on Art, on English Literature. We were a department without a home, and without recognition.
The importance of this field cannot be overemphasised. Studies in sexuality and gender are young enough to be invigorating and popular, mature enough to have a diverse selection of courses upon which to draw, and important enough to be deserving. The range of issues to which this discipline speaks is staggering; from health issues (AIDS, birth control, abortion) to legal considerations (human rights, the sex trade, pornography) to our understanding of art and history, there is no potential Carleton student who would not find his or her area of interest in a Sexualities Minor.
Finally, allow me to say, simply, that this is a discipline whose addition to the Carleton calendar is nothing more than timely, appropriate, and necessary. Sexuality studies have been developing, across all the disciplines, for many years. Institutionalizing the field as a legitimate area of interest is only the next logical step. This minor will be a draw for new students, a boon to students who crave guidance as they develop an interest in the discipline, and a credit to the university that possesses the creativity and foresight necessary to create it. I hope that Carleton is that university.
Sincerely,
Megan Graham
To whom it may concern,
I wish to express my wholehearted support for the recent proposal to offer a minor in sexuality studies at Carleton University.
My undergraduate experience at Carleton was enhanced significantly by my decision to pursue an informal minor in sexuality studies. As a student in the Human Rights stream of the B.P.A.P.M programme, I selected courses across a variety of disciplines. Some were focused explicitly on issues of gender and sexuality; others were based on seemingly unrelated topics, but taught by faculty sympathetic to my interests in sexuality and appreciative of my attempts to link themes in this area to subjects more commonly dealt with in the social sciences.
I have no doubt that there are countless other Carleton students who, like me, manage to cobble together a cohesive sexuality studies experience without any structural guidance. I was fortunate to encounter some flexibility and receptiveness on the part of both administration and faculty when altering my course schedule and research topics in order to accommodate my interests. I am, however, troubled by the idea that countless other students at Carleton would love to pursue similar paths of study, but lack the wherewithal or advocacy skills to do so independently of a formal minor.
My time at Carleton made it clear to me that the resources, the demand, and the need exist for a more formally recognized sexuality studies programme at our university.
The resources are available thanks to a number of challenging, dynamic Carleton faculty on the leading edge of studies in this area.
The demand exists, as is evidenced by my own experience and those of many other students who manage to pursue sexuality studies in an ad-hoc manner.
And the need exists. A minor in sexuality studies will enhance the capacity of Carleton students to engage in critical research across all disciplines. It will provide an avenue for discussion and learning about some of the most formative and fundamental aspects of our society, our world, and our selves.
The proposal at hand is an important one, which if approved will yield very positive and exciting results for the Carleton learning community.
Thank you for your consideration.
Yours truly,
Angus MacLean Rennie
BPAPM ‘O5
APPENDIX C: LETTER OF SUPPORT FROM THE LIBRARY
CARLETON UNIVERSITY LIBRARY
Memorandum
Date: June 26, 2006
To: Katherine Arnup
Director, Institute of Interdisciplinary Studies
From: Janet Carson, Sociology and Anthropology Librarian
Laurie Campbell, Gifts and Collections Librarian
Subject: Library support statement for the proposed Minor in Sexuality Studies
Carleton University Library’s print and electronic collections and services strongly support the proposed Minor in Sexuality Studies. In particular, the Library has excellent holdings which support Human Rights, Women’s Studies, Law, Sociology, English, Political Studies, Religion and Art History.
Acquisitions
No major additional monograph purchase will be required.
Serials
Carleton University Library has made the transition from print to electronic journals. The Library has access to over 36,000 electronic full-text journals. The Library has developed a very strong electronic journal collection through individual subscriptions and participation in two consortia: Canadian Research Knowledge Network (CRKN) and the Ontario Council of University Libraries (OCUL). Online products acquired by Carleton University Library in recent years include:
• Blackwell Synergy Journals Online
• Cambridge University Press
• JSTOR: Arts and Science I-IV
• Oxford University Press (including archival collections)
• Project Muse
• Routledge
• Sage
• Taylor & Francis
The majority of the Library’s electronic online journal packages are available through Scholars Portal Search, an OCUL initiative that provides a common interface for searching over 7,000 full text journals and a variety of indexes published by major distributors and presses.
Reference Collection
The Library keeps a reference collection of indexes and abstracts, bibliographies and literature guides in print and electronic format. They include the following which are relevant to the proposed Minor in Sexuality Studies:
• America: History and Life
• Anthropology Plus
• Gender Studies Database
• GLBT Life
• Historical Abstracts
• PsycInfo
• Sociological Abstracts
• Studies on Women and Gender Abstracts
• Women’s Studies International
Research Assistance
Reference support for the proposed Minor in Sexuality Studies will be provided by the Sociology and Anthropology Librarian and by several subject specialists in Reference Services. The subject specialists compile research guides to print and online resources, conduct research seminars, give research assistance to students and faculty and provide bibliographic instruction to students in research skills and electronic resources.
Access to Campus Resources
Carleton University Library’s online products are available from more than 172 workstations, through the Carleton network accessible in computer labs and offices across campus as well as from off-campus via the proxy server. These databases are accessible free of charge to Carleton users. Wireless access in the Library and selected locations on campus now provides students and faculty with greater access to the Library’s electronic resources.
The Library’s online system (Millennium from Innovative) provides a user-friendly web-based online public access catalogue which allows for focused sophisticated search techniques and the ability to search multiple library catalogues. The Library web site provides links to journal indexes, articles and full-text electronic resources.
The Library is committed to collection development and management as well as to resource sharing. Staff will pursue every means possible to support the proposed Minor in Sexuality Studies.
c.c. Margaret Haines, University Librarian
Brian Mortimer, Clerk of Senate
Anita Hui, Head of Collection Development, Library
4. Minor in American Sign Language (ASLA)
1. Program Mission and Objectives:
• Learning objectives. The minor in ASL will allow students to develop proficiency in an important language, American Sign Language, and an awareness of Deaf culture.
• Enrolment objectives. 25 or more
• Programs consistency with the objects of the degree and/or the university The minor in ALS allows SLALS to further its program of modern languages with the addition of a language that is important not only to this part of the School, but also very importantly supports students in the Applied Language Studies stream who plan to enter post graduate programs in Speech Pathology. As well the Theoretical Linguistics undergraduate program will benefit from having an additional non-Indo-European language available for the teaching and research carried out in that stream.
2. Description of Program Requirements
• Course requirements. Students completing the minor will satisfy the requirements of the four 1.0 credit courses. With the addition of ASLA 4000 in 2007-08 (proposed), 4.0 credits will be available to students.
• Admission requirements. Students in good standing can be admitted into the minor.
3. Academic merit and program delivery
• The program’s admission requirements. See Admission requirements above.
• The program’s structure and curriculum. The attached calendar descriptions give a clear sense of the structure and curriculum. One additional course at the 4000 level, ASLA 4000 (I credit) is currently being proposed. (see attached description).
• The program’s mode of delivery. While the courses in the minor are taught in available (electronic) classrooms, because of the nature of ASL, innovative techniques are in place. For example, all mid-term and final exams are videotaped.
• The methods of evaluating student progress. See above. Established evaluation procedures are adapted to the particular nature of signed languages.
• A co-op option. While none is included in the current proposal, it is an interesting possibility.
4. Demand and impact
• Evidence of student and faculty demand. ASLA classes are already over-subscribed. There was a waiting list of 100+ in ASLA 1000 this year; the dean allowed one additional section to be added. Because of the nature of the teaching, course sections must be held to a maximum of 25 people. The objective at the moment is to be able to offer three sections at the first level, one at the second level and one at the third level.
• The 2006 enrolment for ASLA 1000 is 74 students and for ASLA 2000 23 people. Figures for 2005 were 50 in the 1000 level and 29 in the 2000 level. The program attracts primarily B.A. and B.A.Hons. students in the disciplines of Psychology, Linguistics and Applied Language Studies, Criminology and English. There is also a significant population of students in the B.S.W. program.
• Evidence of potential clientele not now at Carleton. There is a serious interest in Carleton’s offering a minor in ASL on the part of the Deaf community in Ottawa and beyond. There is no similar program in the area.
• Scholarly activity of faculty members that may result from program’s development. The courses in this minor will be taught by an instructor so while there is no expectation that the instructor will carry out a research program, members of the professorate in Linguistics and Applied Language Studies have evidenced some interest in using both the language and the culture as relevant to current and planned research. American Sign Language is a language of great interest to those engaged in language acquisition research and research into language and culture.
• Professional orientation of the program. This is the aspect of the minor that is central. A number of Linguistics and Applied Language Studies majors plan to enter M.A. programs in Speech Pathology. A minor in American Sign Language will be an important addition to their programs. As well there has been a recent recognition by the government that the Deaf are entitled to services in Sign Language with the provincial government recently allocating $11m for interpreters. There will clearly be an increased demand for services to the Deaf community. The proposed ASLA 4000 course will focus on ASL for specific purposes, including professions such as business and social services.
5. Consultation with
• Interested academic units. Support has been solicited from the following units: Psychology, Sociology and Anthropology, Social Work, and the Arthur Kroeger School of Public Affairs. Support from Equity Services and the Paul Menton Centre is also being sought.
• Registrar’s Office, Admissions, and Library.
6. Resource requirements and availability.
SLALS has approval for one new instructorship that will be allocated to ASL. There will be a need for contract instructors as well. All other implementation costs can me met within the budget of the Faculty.
7. Financial implications.
• Income not applicable
• Ministry funding approval not applicable
• Costs. SLALS has been given an instructorship position for next year and this will go to an instructor in ASL. It can be assumed that there will be a need for a contract instructor to teach two sections of ASLA 1000 for the next two years. In order to teach the minor appropriate there will be some cost for equipment such as video cameras to support the teaching. Undergraduate TA funds will need to be allocated to cover the salaries of 0.5 TAs per section.
5. Proposals From Economics
1. New Concentrations:
The Concentration in International Political Economy is proposed in addition to the Concentration in Development already distributed (and repeated below). The two proposals have the same rationale.
Concentration in International Political Economy
1. 2.0 credits in ECON 4601, ECON 4602, PSCI 2602, PSCI 4603;
2. 1.0 credit from ECON 3807 or PSCI 3207, PSCI 3204 or PSCI 3205, PSCI 3600, PSCI 3703, PSCI 3802 (or ANTH 3027 or SOCI 3027);
3. 1.0 credit from ECON 4508, INAF 4103 or PSCI 4604, PSCI 4207, PSCI 4500, PSCI 4805.
Concentration in Development
1. 3.0 credits in ECON 3508, ECON 3509, ECON 4507, ECON 4508, PSCI 2102, PSCI 4104;
2. 1.0 credit from ECON 3808, ECON 4806, ECON 4807, INAF 4102, PSCI 4105, PSCI 4409 (or INAF 4202).
Rationale:
To introduce new Honours Economics concentrations designed for students who have a strong interest in international political economy or in development; to make all economics concentrations available to Applied Honours students; and to separate the Calendar descriptions of concentrations from those of the core Honours programs in a manner similar to that of Business and Political Science.
2. Minor in Industrial Economics – course titles
Minor in Industrial Economics
Requirements:
1. 1.0 credit in ECON 1000 [1.0] Introduction to Economics;
2. 1.5 credits in ECON 2002 Intermediate Microeconomics I, ECON 2003 Intermediate Microeconomics II, ECON 4200 Microeconomic Theory;
3. 0.5 credit from ECON 4005 Operations Research II, ECON 4301 Industrial Organization I: Theory and Evidence, ECON 4309 Applied Industrial Economics, ECON 4407 Project Evaluation;
4. 1.0 credit in ECOR 3800 Engineering Economics and SYSC 3200 Industrial Engineering;
5. The remaining requirements of the major discipline(s) and degree must be satisfied.
Rationale:
To introduce a minor in economics with at least 2.0 credits of overlap with the University’s B.Eng. programs and comprising economics courses of relevance to engineering students. This proposal was developed in close consultation with Carleton’s engineering departments.
6. New Concentration in North American Politics
1. Requirements
Concentration in North American Politics
1. 1.0 credit in North American Politics: PSCI 1003, plus 0.5 credit chosen from PSCI 3109, PSCI 3607, PSCI 4206, PSCI 4403, PSCI 4506, PSCI 4607, PSCI 4905, PSCI 4906;
2. 1.0 credit in United States politics: PSCI 2200, plus 0.5 credit chosen from PSCI 3108, PSCI 3109, PSCI 3200, PSCI 3210, PSCI 3406, PSCI 3407, PSCI 4003, PSCI 4606;
3. 1.0 credit in Canadian politics: PSCI 2002 or PSCI 2003, plus 0.5 credit chosen from PSCI 3000, PSCI 3003, PSCI 3004, PSCI 3005, PSCI 3006, PSCI 3007,
PSCI 3108, PSCI 3109, PSCI 3305, PSCI 3401, PSCI 3402, PSCI 3406,
PSCI 3407, PSCI 3606, PSCI 4002, PSCI 4003, PSCI 4005, PSCI 4006,
PSCI 4008, PSCI 4009, PSCI 4107, PSCI 4108, PSCI 4109, PSCI 4205;
4. 0.5 credit in Mexican politics: PSCI 3205.
Note: For students in honours or combined honours programs, at least 0.5 credit must be at the 4000-level. With Departmental approval, qualified Honours students may substitute PSCI 4908 [1.0], on an accepted North American politics theme, for two elective courses chosen from Items 2, 3 or 4.
2. Motivation
This new concentration acknowledges the importance of ‘North America’ as a political, economic and social community. While often described in terms of trade relations, interaction occurs in a wide range of areas, including security, anti-terrorism, migration, drugs and social policy. Thus, the concentration aims to provide students with the intellectual tools to assist them in understanding the ever-increasing relevance of domestic politics in each North American country to its neighbours, and of the role of the region in global politics.
3. Teaching and research expertise
This new concentration reflects an area of strength in the department; there are a number of faculty members, including recent hires, with teaching and research expertise and interests in the area of North American politics. Specifically:
• Scott Bennett
• William Cross
• Christina Gabriel
• Melissa Haussman
• Radha Jhappan
• Laura Macdonald
• Jonathan Malloy
• Jon Pammett
• Brian Schmidt
• Elinor Sloan
• Conrad Winn
4. New courses required to support the concentration
The following new course has been proposed to support the concentration:
PSCI 2200 (0.5 Credit)
Introduction to U.S. Politics
An examination of several important aspects of the U.S. political system, including separation of powers, checks and balances and federalism.
Prerequisite: second-year standing.
Lectures two hours a week, tutorial one hour a week.
5. Student demand
There is a high level of student interest and demand in this area and the concentration will help to enhance student recruitment.
6. Resource implications
The concentration can be implemented within the currently assigned resources of the Department.
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