Appendix C - Approval of Interdisciplinary Graduate Degrees

Approval of Interdisciplinary Graduate Degrees

Introduction

The University of Regina supports the role of interdisciplinarity in moving forward and crossing over the boundaries of human knowledge. This approach to learning and discovery requires cooperation and patience as both the student and faculty seek to understand concepts from different perspectives and paradigms. Scholarship of this nature places significant demands on the student as he/she must be highly motivated and an independent and critical thinker. In general, interdisciplinary studies in universities are enjoying a renaissance and the Faculty of Graduate Studies & Research is dedicated to fostering this movement. This document provides a set of guidelines for faculties and departments wishing to develop interdisciplinary graduate programs.

When a new interdisciplinary program is being envisioned, a first question to ask is whether or not it can be operationalised effectively under current department/faculty/university culture, resources, and goals? The question to be answered is "why is this an interdisciplinary program as opposed to a variation of a current program/theme?"

Phase I: Letter of Intent

The process for developing a new interdisciplinary program will involve two or more academic units that must be in full cooperation regarding all aspects of the proposal. Before significant human and financial resources are allocated, key questions to consider are:

1. How will the proposed program fit into the two (or more) academic units' plans and priorities and contribute to the University's mission, goals, and emphases?
2. How might the resources required by the new program be made available?
3. To what extent is there agreement by all participating academic units?

The Letter of Intent should address the following:

• The program's fit with the University and faculty planning;
• Student demand and anticipated program growth;
• Current and proposed faculty and other teaching and research resources required to support the program;
• Other resources required: infrastructure, operating budget, library, capital, space, etc. and how they will be provided;
• Confirmed and potential external financial support;
• Confirmed partnership with all participating academic units and the appropriate deans and department heads.

The Letter of Intent, having been considered by the office of the Dean in FGSR, may then be presented for discussion at the Planning and Priorities Committee (PPC) if it is deemed to be a major new program and/or if there are funding implications associated with the new program. If there are no resource implications or if the program is deemed not to be a significant departure from existing academic resources, then the new program will be vetted through FGSR and the appropriate graduate committees. The letter should be no more than 3-4 pages in length and supported by an oral presentation at PPC. This stage should not be perceived as pre-approval, but rather as an opportunity to explore issues, concerns, and possibilities. Written comments will be provided by PPC and copied to the Dean of FGSR who in turn will inform the appropriate academic committee of FGSR.

PPC may decide that the program under consideration is not a new major program and therefore it need not come back to PPC for further consideration. In this case, Phase II would not be required and the proposal would follow the usual path of approval for changes to academic programs via FGSR's academic committees.

Phase II: Presentation of Proposal

If designated as a new major (interdisciplinary) program, the proposal enters into the second phase of the approval process. This involves the preparation of a formal proposal, and guiding it through the appropriate university committees at the line faculty level and through FGSR.

Following presentations and discussions with the appropriate deans (or designates) and those proposing the new interdisciplinary program, PPC will indicate in writing to FGSR whether or not the Committee is satisfied that the key questions from Phase I have been satisfactorily addressed, and the Committee may also provide further advice on the proposal. Copies will be sent to all relevant participants. If concerns are raised, the dean/deans of the line faculty/faculties will determine whether or not to take the proposal forward to FGSR.

The following guidelines indicate information that should be considered as part of Phase II of the process:

Resource and Planning Information (required for PPC)

• A description of how the program fits within the University and faculty planning priorities;
• Details of the program's impact on the participating academic units. Letters of support should be included;
• Information on resource implications of the proposed program, including those related to infrastructure changes necessitated by the program;
• An assessment of immediate costs and how they will be addressed;
• A confirmation that the proposed time line for phasing in the program is feasible from a resource standpoint.

Program Details (required for FGSR)

• Program review that includes comparisons to similar interdisciplinary programs at other institutions or within the University;
• A new course form for each new course and reference to existing course within the proposed interdisciplinary program;
• All necessary course change inventory forms;
• Response to any duplication issues. New programs or formal tracks must not significantly duplicate existing programs at the University. It is the obligation of faculty proposing new programs to identify any existing programs with which there might be duplication or overlap, and to obtain written assurance from each of those existing programs that the proposed new program does not pose problematic duplication or overlap;
• Documentation of consultation and support with all participating academic units within the university (e.g., the viability and availability of appropriate graduate level courses);
• Documentation of consultation and support from other post-secondary institutions and agencies as may apply (e.g., government);
• Objective evidence of strong student demand and adequate student placement opportunities is essential. Demand and placement should relate directly to projected enrolment and graduation levels of the proposed program;
• Written commitment to participate by all relevant faculty members from participating disciplines must be received to assure viability of the proposed program (including CVs);
• Written endorsement by the relevant dean / deans;
• Specific program goals for recruitment, enrolment and time to degree completion must be provided, with an estimated timeline for achieving those goals.

Focus and Rationale. The specific academic focus of a proposed program and the rationale for offering it must demonstrate that the program will initiate or uniquely reconfigure an area of knowledge and/or professional training not currently available at the University of Regina;

Necessary parts of a new program proposal:

1. Title
2. Degree objective(s) - MA, MSc, and/or PhD
3. Departmental and/or faculty home
4. Physical location
5. Degree requirements

   1. Total credit hours

   2. Required courses - FGSR recommends that the student normally complete a minimum of three graduate level courses in each of at least two disciplines that compose the interdisciplinary framework (e.g., three courses in Philosophy and three courses in Administration). These courses should be chosen in order to provide the interdisciplinary student with the fundamental knowledge that would be expected of graduate students in the discipline-based program. The range and number of courses, however, will be determined by the student's academic preparedness.

      In disciplines that traditionally require research methodology, data collection, and analysis (i.e., social sciences), it is strongly recommended that students take additional courses in research design and data management (qualitative and/or quantitative) to ensure that they are capable of successfully conducting their proposed thesis research.

   3. Research hours

   4. Thesis. The thesis forms the critical component of graduate education. It allows for the student to develop personally and intellectually as an active scholar in pursuit of new knowledge. The thesis also provides the opportunity for the student to make a valuable contribution to the knowledge base.

      Interdisciplinary research is an emerging field of study that requires that scholars move beyond the traditional boundaries of their "home" discipline. It necessitates a broad understanding of the complexity and interrelatedness of problems, the methods to uncover solutions, and the implications for the research community and the public at large. The interdisciplinary thesis is the medium through which these objectives are approached.

   5. Evaluation methods - examinations, papers, thesis, internship and/or practicum where relevant, responsible research conduct/professional ethics requirement.

   6. Examining committee composition.

6. Faculty
   How often the faculty or a representative governing group of the faculty will meet regarding program governance.

Phase III: Transition into the Academic Unit Review Process

One to two years after the new interdisciplinary program becomes operational, those involved will meet to discuss the extent to which the program has met its academic and administrative goals.

The program will then be incorporated into the regular academic unit review process.