Associate Members Present:
N. Baldwin, M. Elton

Observers:
C. P. Hunter, K. Craft

Regrets:
J. Bates, E. Dawe, J. Stewart, G. Tucker, M. Tucker, W. Wilson

The Chair introduced new members of Senate, R. Winters and W. McMullen.

01.01.01 Approval of the Agenda
Moved by D. Tokaryk, seconded P. Ennals, that the agenda as circulated be approved. B. Fleming asked why a notice of motion forwarded to the Senate Agenda Committee and concerning the composition of the Academic Judicial Committee had not been included in the present agenda. I. Newbould replied that the Agenda Committee considered that further investigation was required and that it would have been premature to bring this motion forward to Senate without an investigation of the mechanisms needed to recommend alterations to the composition of this committee. J. vanderLeest noted that the Policies and Procedures for Student Governance clearly indicated that Senate was the legislative body responsible for the Academic Judicial Committee. With this committee presently not operating as constituted, it was imperative that this issue be considered. I. Newbould agreed that the issue needed further investigation and, in response to a later question from J. vanderLeest, indicated that the Vice-President Academic would explore this further. Motion CARRIED.

01.01.02 Approval of the Minutes of 23 November 2000 and 8 December 2000
Moved by K. Hamer, seconded D. Tokaryk, that the minutes of the regular meeting held on 23 November 2000 and the special meeting held on 8 December 2000 be approved as circulated. B. Fleming referred to the 23 November minutes and asked that the wording four lines from the bottom of page 13 be revised as follows to more accurately reflect the question raised: “B. Fleming asked how long the names of those approved by Senate but not yet conferred a degree were kept in the pool. I. Newbould replied that there was no time limit”. Similarly for the final sentence of section 00.11.07, a clearer wording was sought, vis. “I. Newbould suggested that as the document required changes to the disbursement guidelines to reflect current Board policy, further editorial changes should be made before bringing the document back to Senate at the next meeting to seek its approval.” On page 18 of the 8 December minutes, the following revised wording was suggested: “B. Fleming suggested that the Chair should always be considered eligible to vote....” With these corrections, the motion CARRIED.

01.01.03 Business arising from the Minutes
Z. Taylor asked whether the Secretary of Senate was able to provide information re the allocation of scholarships and bursaries. R. Summerby-Murray replied that no action had been taken on this request. Z. Taylor asked whether the Vice-President Administrative Services could provide this information. I. Newbould asked what the purpose of this request was and Z. Taylor replied that his intention was to clarify the university’s scholarship awarding practices in relation to recent CIAU rule changes for university athletes. I. Newbould noted that the university does not grant athletic scholarships. Z. Taylor responded that the Cunningham Report in the 1980s had questioned the use of ‘student leadership awards’ as a similar vehicle. I. Newbould indicated that CIAU rules allowed each institution to address its own scholarship and bursary needs through its own procedures and that the university had not been party to options that other institutions may be adopting. M. Elton felt that it would be timely to review the criteria being addressed by the scholarship process, especially in regard to student recruitment and retention.

01.01.04 Questions
Continuing the above discussion, I. Newbould pointed out that many scholarships have very specific qualifications, such as regional or disciplinary requirements. Student Administrative Services staff attempt to develop the most realistic distribution. S. Lochhead confirmed that these staff work in tandem with financial aid staff. Some scholarships are regional or tied to particular disciplines. Scholarships are awarded and turned down. Once accepted, SAS staff attempt to match them up so that there is a realistic distribution. M. Elton asked whether it would be possible to receive a listing of scholarships and the amounts awarded each year, noting that this information should be more freely available. I. Newbould indicated that it was impossible to give an assurance that all scholarship monies were allocated in any one year.

01.01.05 Report from Faculty Council
J. vanderLeest reported on the 18 January 2001 meeting of Faculty Council, noting that the meeting included reports on the English Language Institute and shorter reports on the liaison project with Tantramar Regional High School and the Strategic Plan progress.

01.01.06 Report of the ad hoc Committee on the Length of the School Year
K. Hamer moved, seconded J-G. Godin, that the report of this committee be received and the committee discharged. K. Hamer spoke to the report and circulated an additional table of comparative figures. The committee was established last year and had followed a consultative process involving faculty, students, and representatives from athletics, residence operations, food services, and orientation. The number of teaching days and study days were considered, as were the relationship of the beginning of the first term to Labour Day and deadlines for grade submission. The report recommended a minimum number of days, and, while not proposing a regulation to this effect, recommended that a minimum of 60 days per term should be considered as a guiding principle. In the event that the number is to fall below this, Senate should be consulted if at all possible. Further, study days within the term and immediately prior to examinations were seen to be beneficial. The report noted the importance of avoiding unequal length terms where the university has an increasing number of semestered courses. Finally, K. Hamer noted that the dates in the report should be workable for the next several years. C. Hunter confirmed that his office had been consulted. B.A. Miller noted that the examination schedule was unequal between terms, being longer in the second term. K. Hamer saw this as the result of the inclusion of 6 credit courses in the second term examination schedule and agreed that more days may be needed in the first term examination schedule with the move to more semestered courses. S. Lochhead noted also that there had been an increase in the number of courses not scheduling examinations. On question put, the motion
CARRIED.

01.01.07 Further Report of the Joint Board/Senate Committee on Honorary Degrees
A ballot for a further recommendation for an honorary degree was distributed. I. Newbould spoke briefly to the Committee’s recommendation and asked that the ballots be marked and collected. The ballots were counted by the Secretary of Senate assisted by the Dean of Science. As a result, one further name was added to the pool of potential candidates. Detailed results are contained in a confidential appendix to the file copy of these minutes.

01.01.08 Report of the Academic Matters Committee
CANADIAN STUDIES
K. Hamer moved, seconded M. McCullough, that the following changes be approved:

a) revised prerequisites for Canadian Studies 3400:
CANA 3400 CONTEMPORARY CANADIAN ISSUES (6cr)
This course explores contemporary Canadian issues in light of the evolution and development of Canadian institutions, belief systems, and social relations.
Prereq: Twelve credit hours in the Humanities, permission of the instructor, or permission of the Coordinator of the Canadian Studies teaching programme.

b) the replacement of CANA 3100 (Native Peoples of Canada) by the following two three credit courses:
CANA 3101 NATIVE PEOPLES OF CANADA: HISTORICAL PERSPECTIVES (3cr)
This interdisciplinary course examines the historical, social, and cultural development of the Indian and Inuit peoples of Canada.
Prereq. CANA 2001 and 2011, permission of the instructor, or permission of the Coordinator of the Canadian Studies teaching programme.

CANA 3111 NATIVE PEOPLES OF CANADA: CONTEMPORARY ISSUES (3cr)
This course explores the dynamics of contemporary First Nations culture in Canada from an interdisciplinary perspective. Among the key issues it seeks to explore are: the development of Native arts and culture in modern Canada, contemporary First Nations philosophy and ethics, and the politics of self-government among various First Nations.
Prereq: CANA 2001 and 2011, permission of the instructor, or permission of the Coordinator of the Canadian Studies teaching programme.

K. Hamer presented the rationale for these changes and B. Fleming asked whether the 12 credits in the Humanities listed for CANA 3400 could be revised to include the option of 12 credits in the Social Sciences. K. Hamer agreed that the intention of the change was to broaden the choices available to students. After further questions of how the prerequisite listing might be revised, the impact on other calendar listings, the use of the term ‘credit hours’, and the potential for further consultation with affected departments, K. Hamer agreed to withdraw the motion and take these issues back to the Committee on Academic Matters.

CLASSICS
K. Hamer moved, seconded J. vanderLeest, that the following changes be approved:

a) change in course description for CLAS 1631, adding the word ‘Law’.

CLAS 1631 GREECE AND ROME: THE FOUNDATIONS OF WESTERN CIVILIZATION (3 cr)
The political and social history of ancient Greece and Rome will be surveyed with a focus on the themes of Law, Politics, War, and Society. Special attention will be paid to Athens in the fifth and fourth centuries B.C. and to Rome under Caesar Augustus.
Note:This course is cross-listed as History 1631 and may therefore count as 3 credits in either discipline.

b) new courses as follows:
i) Archaeology
CLAS 2521 THE ARCHAEOLOGY OF DAILY LIFE IN THE GREEK AND ROMAN WORLD (3 cr)
An examination of the evidence used by archaeologists to recreate the social history of ancient Greece and Rome. The course will consider how archaeology can shed light on such topics as the lives of men, women, and children; the home; government; the economy; the army; and entertainment.

CLAS 2531 THE ARCHAEOLOGY OF RELIGION IN THE GREEK AND ROMAN WORLD (3 cr)
An examination of the evidence used by archaeologists to recreate the religions of the ancient Greeks and Romans. The course will consider how archaeology reveals ancient views and practices involved in the worship of the Olympian Gods; the religions of Egypt and the Near East; Royal and Emperor cults; Mithraism and mystery cults; Judaism; and early Christianity.

ii) Social History
CLAS/HIST 2051 WOMEN IN ANTIQUITY (3 cr)
Using written and material evidence, this course will explore the economic, social and political roles of women in the societies of ancient Greece and Rome, as well as the development of the Western idea of the female in antiquity. Secondarily, it will introduce and explore the social theories commonly applied to the study of gender in history.

CLAS/HIST 3051 HEALTH AND MEDICINE IN THE ANCIENT WORLD (3 cr)
Employing both material and literary evidence, this course surveys the conditions of life and common ailments and treatments of the inhabitants of the Greek and Roman world from ca. 1000 BC to ca. AD 500. It also examines the origins of Western medicine in Greek and Roman science, alongside its alternatives, such as magic.

iii) Political History
CLAS/HIST 2021 ALEXANDER THE GREAT AND THE HELLENISTIC WORLD (3cr) An examination of the career of Alexander the Great and the Hellenistic era that followed his conquest of the eastern Mediterranean. Among the main themes included will be the goals of Alexander, the new political climate of kingship and patronage that he helped create, the interaction of the Greeks with the civilizations of Egypt and the East, and the integration of new cultural ideas into Greek society.
Note: Credit may not be received for both Classical Studies/History 3011 and Classical Studies/History 2021

c) deletion of the following courses:

CLAS 2601 Archaeology of the Bronze Age Mediterranean
CLAS 2701 Archaeology of the Greek and Roman World
CLAS/HIST 3011 The Faces of Hellenism: The Greek World from Alexander to Actium

d) the allocation of credits for the Honours Degree in Classical Studies as follows:

HONOURS in Classical Studies is 72 credits earned as follows:
12 from Latin 1001,1101, Greek 1000
6 from Latin 2001, 2101, Greek 2001, 2101
6 from Greek/Latin at the 3000/4000 level OR Classical Studies 4950/4951
48 from Classics/Greek/Latin, of which 33 must be at the 3/4000 level.

Motion CARRIED.

ENGLISH
K. Hamer moved, seconded M. Blagrave, that the following changes be approved:

a) the following Note to replace the text in the current calendar under “SPECIAL REGISTRATION PROVISIONS - 1000 AND 2000 SERIES” and the following new courses in the English 1000 series to be added:
Note: English 1111 and 1121 are companion classes that will fulfill the Arts & Letters distribution requirement for the Bachelor of Arts and Bachelor of Science degrees. Students who wish to pursue courses in English at the 2000-level and above, are required to take English 1201. Students who desire instruction in essay writing within the discipline of English criticism, are advised to take English 1201.

ENGL 1111 LITERATURE, THE ARTS AND HUMANITIES (3 cr)
English 1111 provides an introduction to the interrelationship between literature and social issues, focussing on the intersection of the discipline of English with other fields in the Arts and Humanities. The course will acquaint beginning students with many of the major forms of English literature as encountered through discussions related to subjects such as the fine arts, religion, philosophy, history, and other fields in the Arts and Humanities.
Note: English 1111 and 1121 may be taken in any order; English 1111 is not a pre-requisite for English 1121.

ENGL 1121 LITERATURE, SCIENCE AND TECHNOLOGY (3 cr)
Like its companion course English 1111, English 1121 provides an introduction to the interrelationship between literature and social issues, in this case focussing on topics related to the fields of Science and Technology. The material will introduce beginning students to English Literature and its interaction with scientific and technological subjects in past and present societies.
Note: English 1111 and 1121 may be taken in any order; English 1111 is not a pre-requisite for English 1121.

b) English 1001: “Critical Reading and Writing” to be renumbered and renamed as English 1201: “Introduction to Principles of Literary Analysis” with the following calendar description (unchanged), with added Notes:

ENGL 1201 INTRODUCTION TO PRINCIPLES OF LITERARY ANALYSIS(3cr)
This course, offered in several sections each year, introduces students to critical approaches to the reading of, and writing about, literature. Each section has its own reading list, set by the individual instructor, and including a balanced representation of prose, fiction, poetry and drama, taken from a range of historical periods.
Note: Students who wish to pursue courses in English at the 2000-level and above must take English 1201.
Note: Credit cannot be received for both English 1001 and 1201.

c) English 2001 to be deleted and the following new courses approved:

ENGL 2201 LITERARY PERIODS TO 1800 (3 cr)
This course presents an intensive survey of English literary history from Anglo-Saxon times to the late eighteenth century. Along with its companion course, English 2301, it is specially designed for students with a strong interest in the discipline of English, and is mandatory for the Majors and Honours degrees.
Prereq: English 1001 or English 1201
Note: Credit cannot be received for both English 2001 and English 2201.

ENGL 2301 LITERARY PERIODS, 1800-PRESENT (3 cr)
This course presents an intensive survey of English literary history from the Romantic period to the present. Along with English 2201, it is specially designed for students with a strong interest in the discipline of English, and is mandatory for the Majors and Honours degrees in English.
Prereq: English 1001 or English 1201
Note: Credit cannot be received for both English 2001 and English 2221.

d) the following change of pre-requisite:
ENGL/DRAM 2021 - Prerequisite: “English 1001, or 1201, or enrolment in the Interdisciplinary Major or Minor in Drama; or permission of the department..”

e) the deletion of English 2041, “Introduction to Short Fiction,” and the renaming of English 2031, “Introduction to the Novel” as “Introduction to Prose Fiction” with the following course description:
ENGL 2031 INTRODUCTION TO PROSE FICTION (3 cr)
This course will examine the two major prose genres of the novel and the short story; selected examples of representative forms will be chosen to illustrate the range and variety of both genres.
Pre-req: English 1001 or English 1201

f) the deletion of English 2311 and 2321, "Shakespeare I and II", and their replacement by the following courses:

ENGL 2211 INTRODUCTION TO SHAKESPEARE (3 cr)
This course introduces students to a wide range of Shakespeare's plays.
Prereq: English 1001 or 1201; or second-year standing in the Interdisciplinary Programme in Drama; or permission of the department.
Note: Credit may not be granted for English 2211 if already received for English 3300, English 2311, or English 2321.

ENGL 3211 ADVANCED STUDIES IN SHAKESPEARE (3 cr)
A study of a selected number of Shakespeare's plays at an advanced level, requiring students' engagement with current issues in Shakespearean scholarship and criticism.
Prereq: English 2211 or English 3311 and three more English credits at the 2000 level.
Note: Credit may not be granted for English 3211 if already received for English 3300.

g) the deletion of English 3111 and English 3121, "The Rise of the English Theatre I and II," and their replacement by the following course:

ENGL 3311 ENGLISH DRAMA TO 1642 (3 cr)
A study of English dramatic literature and production, excluding Shakespeare, from the Middle Ages to the closing of the theatres in 1642.
Prereq: Either English/Drama 2021 and 3 more English credits at the 2000 level or permission of the Department, or English/Drama 2021 and third year standing in the Interdisciplinary Drama Programme.
Note: Credit may not be granted for English 3311 if already received for English 3100, English 3111, or English 3121.

h) the replacement of English 3251: “Sixteenth Century Literature I” and English 3261: “Sixteenth Century Literature II,” by the following courses:

ENGL 3231 SIXTEENTH CENTURY LITERATURE (3 cr)
This course will examine development of literary forms and genres in the English Renaissance. It will provide an overview to the non-dramatic literary developments in the 16th Century, and will provide samples of the tremendous range of literature being produced in the Tudor period.

ENGL 3241 MAJOR TEXTS IN EARLY ENGLISH LITERATURE (3 cr)
This course will examine a major text, genre or theme from the Medieval and Renaissance periods. Topics will rotate from a selection of long texts and long text-based genres. Examples of such texts are: Beowulf, The Canterbury Tales, Piers Plowman, Morte D’Arthur, Sir Gawain and the Green Knight, The Faerie Queene, and Arcadia. Please contact the English Department for the specific subject for each year.

i) the deletion of English 3471, “Modes of Dramatic Representation, 1800-1914".

j) changes to the prerequisites for English 3661 “Literature by Women in the Twentieth Century” as follows:
ENGL 3661 LITERATURE BY WOMEN IN THE TWENTIETH CENTURY (3cr)
Prerequisites: 6 credits of English at the 2000 level or permission of the Department.

k) renaming of English 3871 and 3881 , “Contemporary Literature and Theory I & II”, as below with the following course descriptions:

ENGL 3871 CONTEMPORARY LITERARY THEORY I (3 cr)
This course offers an introduction to various contemporary theories of literature; diverse approaches, such as structuralist, semiotic, post-structuralist and “deconstructive” will be examined.
Prerequisite: 6 credits of English at the 2000 level and minimum third-year standing.
Note: Credit cannot be received for English 3871 if it has already been received for English 3880.

ENGL 3881 CONTEMPORARY LITERARY THEORY II (3cr)
This course will draw upon the literary theories introduced in English 3871 while introducing further theoretical approaches such as psychoanalytic, feminist, and Marxist theories.
Prerequisite: English 3871.
Note: Credit cannot be received for English 3881 if it has already been received for English 3880.

l) the deletion of English 4001, 4251, and 4351 and the addition of the following course:
ENGL 4221 SELECTED TOPICS IN PRE-1800 LITERATURE (3 cr)
(Note that only the course title will be entered in the Calendar, as the topic of the course will change annually, and will be announced in the department handbook.)

m) the deletion of English 4401 and 4501 and the addition of the following course:
ENGL 4231 SELECTED TOPICS IN POST-1800 LITERATURE 3 cr
Pre-req: Permission of the instructor.
(Note that only the course title will be entered in the Calendar, as the topic of the course will change annually, and will be announced in the department handbook.)

n) new courses as follows:
ENGL 4921 SELECTED TOPICS IN SEX, GENDER AND LITERATURE (3cr)English 4921: “Selected Topics in Sex, Gender and Literature” will continue studies of sex and gender initiated in English 3651 and 3661 (Literature by Women), and other courses focussed on gender issues. The 4000 level course will explore a selected topic at an advanced level, chosen from the areas of feminism, gender studies, sexuality studies, queer theory, and studies of masculinity.

ENGL 4931 SELECTED TOPICS IN TEXT AND TECHNOLOGY (3cr)
English 4931: “Selected Topics in Text and Technology” will explore a subject pertaining to the interaction between the literary and the technological. The course contains the potential to address subjects on the influence of technology and media on literary production, as well as the scientific and technological as a subject of literature. Examples of such topics include literature and book production, printing, literacy, print media, radio or film media, hypertext, technologies of war, medical advancements, space exploration, industrialization, technologies of travel, as well as the massive genre of “science fiction.”

ENGL 4941 SELECTED TOPICS IN LITERARY REPRESENTATIONS OF RACE, CULTURE AND NATION (3cr)
English 4941: “Selected Topics in Literary Representations of Race, Culture and Nationalism” will involve a topic from the rapidly expanding fields of post-colonial literary studies, studies of race and ethnic representations in literature, and studies of national politics and literature. This course will provide a natural evolution from such classes as English 3751 and 3761, which employ post-colonial approaches to literature. The course will also accommodate the expansion of studies of race, culture and nationalism outside of the post-colonial framework.

(Note: As with the existing 4000-series Selected Topics courses, only the course titles will be entered in the Calendar, since the specific topic of the course will change annually, and will be announced in the department handbook. Pre-requisites will also be announced in the department handbook.
Note: All 4000-level courses may be taken only by permission of the instructor.[as is currently the case])

o) the following changes to the English Minor:
Replace English 1001 with English 1201. [This is a consequence of renumbering, above.]

p) the following changes to the English Major:
English 1001 be replaced with English 1201.[This is a consequence of renumbering, above.]
The line reading “6 to 12 from English at the 2000 level” be replaced with “6 to 12 from English at the 2000 level, including 2201 and 2301.”

q) the following changes to the Honours programme in English:
The requirement of English 2321(Shakespeare Part II) to be deleted; and the requirement of 2311(Shakespeare Part I) to be replaced with English 2211 (Introduction to Shakespeare).

r) the following changes to the subject area list:
Remove English 3471.
Replace English 3251, 3261 with English 3231 and 3241
Add English 3211 to the listing of Renaissance courses.

K. Hamer pointed to the major changes in the first year offering to include two courses, 1111 and 1121, as further options which would allow students to meet distribution requirements and would serve a more interdisciplinary audience. N. Baldwin questioned the rationale for the new first year courses and M. Blagrave responded that two different constituencies are being considered in the recommended changes. The new courses are intended to have a more comprehensive relevance for a greater number of students who may not wish to pursue an intensive academic focus on English literature beyond first year. The present sections of English 1000, while having diverse readings, are all intended to introduce students to the continuing academic stream. M. Elton asked what predictions had been made about class sizes for the new courses and whether faculty were in place to teach these. M. Blagrave replied that these courses are intended to be just as rigorous as the present English 1000 but the focus is looking outward. The department anticipates a wide level of interest and this may serve to decrease the pressure of enrolments on sections of English 1000. D. Tokaryk expressed concern that this sort of ‘streaming’ often had the effect of limiting students’ options in the long term, to which M. Blagrave indicated that the current major in English allows for complimentary courses such as the two new first year courses to be included so that students would not be penalised. J. Rogers confirmed that faculty in the English Department are excited about the potential of the two new first year courses and that they are not considered as competing streams within the programme. Z. Taylor asked why the issues intended for the new first year courses could not be covered in the existing English 1000 course and J. Rogers responded that the differences of approach and shortage of time precluded this. A. Fancy asked whether the new courses would be taught in multiple sections. Was there the prospect of the department serving its majors with manageable class sizes but not facing the same issues for these new courses? M. Blagrave replied that larger classes could be managed in the new courses because they would be less intensive than the existing English1000. A. Fancy noted that there is a growing concern over the increasing number of large classes but far less debate over how this issue affects pedagogy. While supporting the recommendations, in some ways they may be contributing to, or at least be symptomatic of, this larger problem. I. Newbould agreed that debate on this issue at a broader level would be useful at some future date. On question put, the motion
CARRIED.

01.01.09 Other Business
None

01.01.10 Announcements
None

01.01.11 Adjournment
Moved by D. Tokaryk, seconded P. Ennals, at 4:15pm.

Respectfully submitted,

Robert E. Summerby-Murray
Secretary of the Senate