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SENATE COMMITTEE FOR QUALITY ASSURANCE PERIODIC REVIEW OF THE DEPARTMENT OF POLITICAL SCIENCE

EXECUTIVE SUMMARY

of FINAL ASSESSMENT REPORT

June 2013

Membership of Internal Review Subcommittee (IRS) External Reviewers: Dr. Carla Cassidy, Department of Politics & Public Administration, Ryerson University Dr. Kim Richard Nossal, Centre for International and Defence Policy, Queen’s University Facilitator: Dr. Asha Sadanand, Department of Economics The Internal Review Committee (IRC) received the Final Assessment Report for the Department of Political Science from the IRS on 03 May 2013. The IRC now presents an Executive Summary of the review, which includes the following:

- Introduction - Summary of the review process - Review Committee’s recommendations - Administrative responses to the report from the Chair, Dean, and Provost

INTRODUCTION The Department of Political Science at the University of Guelph was established in 1966. A Master’s program was added in 1968 and a PhD program was added in 2009. The Department has grown considerably since its inception and currently it is comprised of 18 faculty members. At the undergraduate level the Department provides the following programs:

Bachelors of Arts (honours) degree Bachelors of Arts (general) degree BA minor in Political Science

with courses across five fields: Political Thought, Canadian Politics; Public Policy, Governance and Law, Comparative Politics, and International Relations and Global Studies. At the graduate level the Department offers a Master of Arts and PhD in Political Science. At the MA level, the Program offers three fields of study: Public Policy and Governance; Comparative Politics: Advanced Industrial; and Comparative Politics: Developing Countries. For the PhD, two fields are offered: Public Policy and Governance and Comparative Politics.

In addition the Department manages a Collaborative MA program in Criminal Justice and Public Policy (with the Department of Sociology and Anthropology) and it participates in a number of other collaborative programs. These include the following undergraduate programs:

International Development Studies (collaborative with departments throughout

the university and coordinated by the International Development Studies program)

Environmental Governance (collaborative with the Department of Geography)

and at the graduate level,

Collaborative MA in Public Policy and Administration MA in Criminology and Criminal Justice Policy (collaborative with the

Department of Sociology and Anthropology) MA in Political Science and International Development Studies PhD in Political Science and International Development Studies

The MA and PhD graduate programs in Political Science and International Development Studies (IDS) require students to fulfill the requirements for both the International Development Studies program and the Political Science program. Students applying for these programs must meet the admissions requirements for both the department of Political Science and the IDS program. The MA in Criminology and Criminal Justice studies is a stand-alone program (with separate admissions criteria and graduate admissions committee) that is governed collaboratively by representatives from the two Departments. This program builds on the highly successful undergraduate Criminal Justice and Public Policy program. Academic Programs included in Review: Criminal Justice & Public Policy, BA Political Science, BA Public Management, BComm Criminology & Criminal Justice Policy, MA Political Science, MA, PhD

SUMMARY OF THE REVIEW PROCESS

Submission of Self-Study by Department: 04 January 2013 (due 1 November 2012) Site visit: 27 February & 06 March Final Assessment Report received: 03May (expected: March 21) Response of Chair: requested, 03 May; received, 17 May (expected: May 17) Response of Dean: requested, 17 May 2013; received, 30 May 2013 (expected: June 3)

The IRS conducted their site-visit to review the Department's undergraduate and graduate programs over two days separated by a week (due to scheduling conflicts). Their agenda included meetings with (in chronological order): Anthony Clarke, Assistant Vice-President (Graduate Studies & Program Quality Assurance); Kerry Daly, Dean, CSAHS; Clare MacMarten, Associate Dean (Academic), CSAHS; Alice Hovorka, Acting. Associate Dean (Research & Graduate Studies); Byron Sheldrick, Chair, Political Science; Graduate Students; Departmental faculty members; undergraduate students; members of the Graduate Program Committee; library staff; Departmental staff; Maureen Mancuso, Provost & Vice-President (Academic); and Serge Demarais, Associate Vice-President (Academic). They were given a tour of both the department and the library, and an exit interview with the Assistant Vice-President (Graduate Studies and Program Quality Assurance) was deemed unnecessary. REVIEWERS’ RECOMMENDATIONS The Consultants commended the Department and its Chair for their energetic commitment to building and developing undergraduate and graduate programs. However, they consider that the Department is overextended and under-resourced. Part of this, they believe, has come from the Department’s continued adherence to a traditional model of political science undergraduate education despite the rapid growth not only of undergraduate numbers, but the decision to add a doctoral program without significant increases in resources. To ensure effective decision-making in determining future directions for the Department, they urge the Department to seek clarity on the financial implications of its support of collaborative programs and any expansion of its graduate programs. Undergraduate Program

A decision needs to be made about resources and how they are to be deployed. If the University wants to ensure that the undergraduate political science program at Guelph is able to offer students the kind of traditional program to which the Department continues to be attached, it needs to act to match resources and resource demands, either by allowing the Department to limit the number of students it must service, or by providing the resources necessary to service the number of students who are permitted to major in Political Science.

If for whatever reason the University is unwilling to either limit enrolment in Political Science or to increase the resources of the Department, the Department needs to adjust its conception of what an ideal program in political science should look like.

If University resources are provided to the Department to enable it to offer a standard political science program, the Department should:

- Require that every student in 1000 and 2000 level courses be provided with a small-group tutorial experience, and some form of written assignment, this to be provided through the appropriate allocation of TA support;

- Require that all work by students in 3000 level courses be marked and evaluated by the course instructor;

- Require that all 4th year students be provided with a seminar experience in their 4000 level courses.

 

If the University chooses to insist that the Department service the number of students it is presently servicing with the FTE and budgetary  allocations it has at present, the Department should:  

- Change its program objectives, de-emphasizing the standard  research essay and tutorial/seminar participation/presentation and emphasizing other objectives;

- Find appropriate mechanisms for the evaluation of students in 3000 level courses other than having essays marked by MA students;

- Embrace appropriate pedagogical methods for delivery of course content to large 4000-level courses.

Graduate Program

The most important change we would recommend is to find a way to offer senior PhD students an opportunity to teach undergraduate courses as a way of preparing them for entering the academic job market.

We further suggest that the Department limit its intake of new PhD students to a maximum of 4 per year as recommended by the 2008 Consultants’ Review Report.

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UNIVERSITY OF GUELPH

INSTITUTIONAL QUALITY ASSURANCE PROCESS

Department of Political Science

Self Study Report

January, 2013

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A. Introduction

a) Brief Description of the Department The Department of Political Science at the University of Guelph was established in 1966. A Masters program was added in 1968 and a PhD program was added in 2009. The department has grown considerably since its inception, and participates in a range of collaborative programs within the College of Social and Applied Human Sciences. The department website contains information on our undergraduate and graduate programs, as well as faculty and graduate student profiles. It can be accessed at: http://www.uoguelph.ca/polisci/. The department currently is made up of 18 faculty members. Table 1 provides the names of faculty members, dates of appointment, rank, and graduate teaching status. It also lists the qualifications of sessional faculty teaching in the department. At the undergraduate level the department provides the following programs:

Bachelors of Arts (honours) degree Bachelors of Arts (general) degree minor in Political Science

The undergraduate program offers courses across 5 fields: Political Thought, Canadian Politics; Public Policy, Governance and Law, Comparative Politics, and International Relations and Global Studies. At the graduate level the department offers the following degrees:

Masters of Arts in Political Science Collaborative MA in Public Policy and Administration PhD in Political Science

At the MA level the program offers three fields of study: Public Policy and Governance; Comparative Politics: Advanced Industrial; and Comparative Politics: Developing Countries. For the PhD we offer two fields: Public Policy and Governance and Comparative Politics. In addition the department participates in a number of collaborative programs. These include the following undergraduate programs:

Criminal Justice and Public Policy (collaborative with the Sociology and Anthropology department)

International Development Studies (collaborative with departments throughout the university and coordinated by the International Development Studies program)

Environmental Governance (collaborative with the Geography department) At the Graduate level the department participates in the following collaborative programs:

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MA in Criminology and Criminal Justice Policy (collaborative with the Sociology and Anthropology department)

MA in Political Science and International Development Studies PhD in Political Science and International Development Studies

The MA and PhD graduate programs in Political Science and International Development Studies (IDS) require students to fulfill the requirements for both the International Development Studies program and the Political Science program. Students applying for these programs must meet the admissions requirements for both the department of Political Science and the IDS program. The MA in Criminology and Criminal Justice studies is a stand-alone program (with separate admissions criteria and graduate admissions committee) that is governed collaboratively by representatives from the two departments. This program builds on the highly successful undergraduate Criminal Justice and Public Policy program. Full details on the graduate program can be found in the Political Science Department’s Graduate Handbook: http://www.uoguelph.ca/polisci/sites/uoguelph.ca.polisci/files/Final%20Graduate%20Handbook%202009.pdf

Table 1:  Faculty Qualifications, rank, and graduate teaching status  Tenure Trace Faculty  

Name  Rank  Qualifications  Year of Appoinment  Graduate  Faculty Status 

William Christian 

Full Professor 

BA, MA, PhD  1978, Retired 2008   

Fred Eidlin  Full Professor 

BA, MA, PhD  1974, Retired 2010   

Maureen Mancuso 

Full Professor 

BA, MA, PhD  1992  Regular Graduate Faculty 

Brian Woodrow  Full Professor 

BA, MA, PhD  1973, retired 2011  Associated Graduate Faculty 

Ken Woodside  Full Professor 

BA, MA, PhD  1974, retired 2009  Associated Graduate Faculty 

Janine Clark  Associate Professor 

BA, MA, PhD  1999  Regular Graduate Faculty 

Carol Dauda  Associate Professor 

BA, MA, PhD  2002  Regular Graduate Faculty 

Candace Johnson 

Associate Professor 

BA, MA, PhD  2003  Regular Graduate Faculty 

Craig Johnson  Associate Professor 

BA, MA, PhD  2002  Regular Graduate Faculty 

Theresa Lee  Associate Professor 

BA, MA, PhD  1991  Regular Graduate Faculty 

David  Associate  BA, MA, PhD  2007  Regular Graduate 

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MacDonald  Professor  Faculty 

Tim Mau  Associate Professor 

BA, MA, PhD  2004  Regular Graduate Faculty 

Judith McKenzie  Associate Professor 

BES, MA, PHD    2001  (currently  on Long Term Disability) 

Regular Graduate Faculty 

Troy Riddell  Associate Professor 

BA, MA, PhD  2001  Regular Graduate Faculty 

Byron Sheldrick  Associate Professor 

BA, JD, MA, PhD  2006  Regular Graduate Faculty 

Ian Spears  Associate Professor  

BA, MA, PhD  2003  Regular Graduate Faculty 

Dennis Baker  Assistant Professor  

BA, LLB, PhD   2007  Regular Graduate Faculty 

Melissa Gabler  Assistant Professor 

BA, MA, PhD  2004, Resigned 2011  Regular Graduate Faculty 

Edward Konning  Assistant Professor 

BA, MA, PhD  Jan 1, 2012  Regular Graduate Faculty 

Andrea Paras  Assistant Professor 

BA, MA, PhD  2012   Regular Graduate Faculty 

Julie Simmons  Assistant Professor 

BA, MA, PhD  2003  Regular Graduate Faculty 

Tamara Small  Assistant Professor 

BA,  MA (Communications), PhD.  

2011  Regular Graduate Faculty 

Adam Sneyd  Assistant Professor 

BA, MA, PhD  2009  Regular Graduate Faculty 

  Contractually Limited Faculty  

Patrick Case  Associate Professor  LLB, LLM  2007‐2010 (sessional);  2011‐2014 (CLA)  

Associated Graduate Faculty

  Sessional Faculty  

Frank Cameron  Sessional Instructor  BA, MA, PhD  2007‐2012   

Rajeni Chagar  Sessional Instructor  BA, MA, PHD (ABD)  2008‐2012   

Delton Daigle  Sessional Instructor  BA, MA, PhD  2010‐2011   

Sherree Derferd  Sessional Instructor  BA, MA  2010‐2012   

Michelle Dwyer  Sessional Instructor  BA, MA, JD  2008‐2012    

Kim Earles  Sessional instructor  BA, MA, PhD  2008‐2011   

John Ferguson  Sessional Instructor  BA, MA, PhD  2010‐2012   

Laura Harris  Sessional Instructor  BA, MA, PhD (ABD)  2011‐2012   

Christine Josic  Sessional Instructor  BA, LLB, JD  2009‐2012   

Jamie Killingsworth  Sessional Instructor  BA, MA, PhD (ABD)  2007‐2012   

Oleg Kodolov  Sessional Instructor  BA, MA, PhD  2008‐2011   

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J.P. Lewis  Sessional Instructor  BA,  MA  (History), MA  (Political Science, PhD 

2008‐2011   

Nanita Mohan  Sessional Instructor  BA, MA  2007‐2012   

Rhada Persaud  Sessional Instructor  BA, MA, PhD  2008‐2012  Special Graduate Faculty 

Devin Penner  Sessional Instructor  BA, MA, PhD  2012   

A.J. Sharma  Sessional Instructor  BA, MA, PhD (ABD)  2009‐2012   

Geoff Stevens  Sessional Instructor  BA  2007‐2012   

Mike Szala  Sessional Instructor  BA, MA, PhD (ABD)  2007‐2010   

Robert Waterman  Sessional Instructor  BA, MA, PhD (ABD)  2012   

M. Yanisziewski  Sessional Instructor  BA, MA, PhD   2012   

 

b) Preparation of Self-Study Report The self study was authored by the chair of the Political Science Department. Issues raised in the report are the product of consultation with faculty at regular department meetings and a day-long curricular retreat that was held in the spring of 2011. The department also engaged in curriculum planning exercise in 2008 which informs this document. That exercise led to some curricular restructuring within the department, and involved widespread participation of department members and support from Center for Open Learning and Education Support (COLES). Finally, the department’s ongoing participation in University integrated Planning efforts has also informed this document. Student at both the graduate and undergraduate level were consulted through a series of focus groups that were conducted during the spring of 2012. In addition to the self study report, the following documents are relied upon: Undergraduate Calendar and Degree regulations: http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c10/c10ba-pols.shtml Listing and course descriptions of Political Science undergraduate courses: http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c12/c12pols.shtml The Political Science Graduate Handbook: http://www.uoguelph.ca/polisci/sites/uoguelph.ca.polisci/files/Final%20Graduate%20Handbook%202009.pdf Listing and course descriptions of Political Science Graduate Courses: http://www.uoguelph.ca/registrar/calendars/graduate/current/apdxa/apdxa-pols.shtml An Institutional Quality Assurance data package detailing course enrollments, faculty-student ratios, rates of graduation, etc. (attached) Faculty C.V.s

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B. Program Objectives and Degree Level Outcomes

a) Consonance with University Mission and OCAV Degree level Expectations The Political Science undergraduate and graduate curriculum is designed to correspond with both the University’s overall mission statement and strategic directions (research intensiveness, learner centeredness, collaboration, internationalism, and open learning) as well as the OCAV Degree Level Expectations and the University’s learning objectives. This is achieved both overall through the general design of the curriculum, as well as through individual courses and units within the curriculum. The undergraduate program and the graduate program will be discussed separately. 1) Undergraduate Program: OCAV Undergraduate degree level expectations

1) Depth and Breadth of Knowledge Design of Curriculum: The undergraduate curriculum is designed in a semi-structured fashion so as to permit students a degree of flexibility, while at same time ensuring that the breath of the discipline of political science is adequately and sufficiently covered and that student’s have expertise and competence both in terms of content and skills (methodological, communication skills, numeracy and literacy skills). The curriculum is designed in a fashion that layers expectations regarding the depth and breadth of knowledge that students are expected to possess. As students move through the curriculum they are expected to master increasingly difficult content at a theoretical and conception level, as well as demonstrate increased analytical sophistication. The First Year: First year, provides a series of introductory courses. Majors in Political Science are required to take POLS 1150, which provides an introduction to the discipline of political science. The course is primarily focused on western liberal democracies, and provides a broad examination of concepts such as power, authority, ideology, as well as institutions of democratic states and processes associated with those institutions. It also provides an introduction to the global context in which nation-states operate, as well as to major political actors such as parties, interest groups, and social movements. This course also provides an introduction to methods of political inquiry. This is achieved through introductions to the library holdings of the university and a series of assignments that introduce the students to political science research techniques, essay writing, and modes of critical thinking. The department also offers two additional first year courses. POLS 1400, Issues in Canadian Politics, provides an introduction to Canadian Politics through an issues-based approach and is a required course for the Criminal Justice and Public Policy and Environmental Governance programs. POLS 1500, World Politics, is a service course that is an election for a number of programs across the university. The Second Year: The second year provides students with a series of gateway courses, which provide students with a more specialized introduction to the various fields of political science. These include the following: POLS 2000, Introduction to Political Theory

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POLS 2080, Development and Underdevelopment POLS 2100, Comparative Politics POLS 2150, Gender and Politics POLS 2200, International Relations POLS 2250, Public Administration POLS 2300, Canadian Government and Politics Students are required to take both POLS 2000 (Political Theory) and POLS 2300 (Canadian Politics) in order to graduate with a either a general or a honours degree in Political Science. Beyond this the student’s are required to take one of POLS 2080 or POLS 2100, and one of POLS 2200 or POLS 2250. These pairing are designed to provide a breadth of knowledge, but also to allow students to begin to narrow their field of study and choose areas of the discipline in which they would like to specialize. Students interested in Policy and Administration, for example, might choose to take POLS 2250 (Public Administration) over POLS 2200 (International Relations). At the same time, however, these students would also be required to take one of POLS 2080 (Development and Underdevelopment) or POLS 2100 (Comparative Politics). In this way, they would also be exposed to significant other areas of the discipline and particularly politics of the Global South (through POLS 2080) or other areas/regions of the world (through POLS 2100). This arrangement of courses, then, constitutes what we term the Political Science core and are required for both general, honours and minors in Political Science: POLS 1150, POLS 2000, POLS 2300 and one of POLS 20980 or POLS 2100 and one of POLS 2200 or POLS 2250. POLS 2150 is not a required second year course, but provides a gateway experience for those students interested in pursuing gender studies. This course is particularly popular with students interested in third and fourth year options that examine women’s issues either in a national or international context. The Third and Fourth years Students pusuring a general degree, a BA Honours degree, or taking Political Science as a minor must take the Political Science core as described above. In addition, the students must take the following: General Program: A minimum of 5.0 credits in Political Science including:

a) The Political Science Core b) 2.5 additional credits at least 1.5 of which must be at the 3000 level

Honours program A minimum of 9.0 credits in Political Science including:

a) The Political Science Core b) POLS 3180 and POLS 3650 (methods courses) c) At least 05 credits at the 3000 level in 3 of 5 fields d) 1.5 credits at the 4000 level e) An additional 2.5 credits from courses in Political Science

Curriculum at the third and fourth year levels is organized around five streams of the discipline. Students taking an honours degree must take 0.5 credits from three of these five fields at the third year level and

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1.5 credits at the fourth year level. These requirements ensure breadth across the discipline, and depth through a minimum number of advanced level fourth year seminar courses. The Political Science fields are:

Political Thought POLS 3230 Modern Political Thought POLS 3710 Politics of Sexuality POLS 4030 Contemporary Political theory

Canadian Politics POLS 3050 Canadian Political Parties, Elections and Pressure Groups POLS 3210 The Constitution and Canadian Federalism POLS 3270 Local Government in Ontario POLS 3470 Business-Government Relations in Canada POLS 4100 Women, Justice and Public Policy POLS 4140 Conceptions of Canada POLS 4160 Multi-Level Governance in Canada

Public Policy, Governance and Law POLS 3130 Law, Politics and Judicial Process POLS 3210 The Constitution and Canadian Federalism POLS 3250 Public Policy: Challenges and Prospects POLS 3300 Governing Criminal Justice POLS 3370 Environmental Politics and Governance POLS 3440 Corruption Scandal and Political Ethics POLS 3470 Business-Government Relations in Canada POLS 3670 Comparative Public Policy and Administration POLS 3940 Accountability and Canadian Government POLS 4050 Advanced Topics in Law and Politics POLS 4100 Women, Justice and Public policy POLS 4160 Multi-Level Governance in Canada POLS 4250 Topics in Public Management POLS 4260 Topics in Public Policy POLS 4740 Advanced Topics in Rights and Liberties

Comparative Politics POLS 3000 Politics of Africa POLS 3060 Politics of the Middle East and North Africa POLS 3080 Politics of Latin America POLS 3160 Women and Politics in the Third world POLS 3320 Politics of Aid and Development POLS 3410 U.S. Politics and Government POLS 3440 Corruption Scandal and Political Ethics POLS 3450 European Governments and Politics

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POLS 3670 Comparative Public Policy and Administration POLS 3890 Government and Politics of India POLS 3920 Modern China POLS 4300 Human Rights, Ethics and Development POLS 4340 Nationalism, State-building and Identity POLS 4710 Topics in Comparative Politics

International Relations and Global Studies POLS 3070 Comparative Politics of Asia Pacific POLS 3160 Women and Politics in the Third World POLS 3320 Politics of Aid and Development POLS 3330 Politics of Trade Liberalization in the Americas POLS 3490 Conflict and Conflict Resolution POLS 3790 Political Economy of International Relations POLS 4200 International Political Economy POLS 4300 Human Rights, Ethics and Development POLS 4720 Topics in International Relations In addition, students pursuing an honours degree must take two methodology courses at the third year level. The first of these courses is POLS 3180, Research Methods I: Political Inquiry and Methods. This course provides an introduction to social science research, including both qualitative and quantitative methods. The second course is POLS 3650, Research Methods II: Quantitative Methods. This course provides an introduction to quantitative methods, including sampling and surveying techniques, as well as elementary statistical analysis, including the use of SPSS in political analysis. Students pursuing a minor in Political Science take POLS 3180, but are not required to take POLS 3650. The fourth year curriculum involves a series of more specialized “topics” courses in each of the five fields of study. These courses are all capped at 30 students to ensure that a seminar opportunity can be provided. They are designed to provide more depth and critical analysis, with students taking an increasing role in designing and developing their educational experience. Student presentations based on readings, as well as some expectation of more advanced and original research projects are features of fourth year courses. Prerequisites for these courses generally involve the appropriate second year gateway course and at least 1.0 credits (two courses) in the relevant field at the third year level. In this way, students are well prepared for the higher demands and content expectations of these fourth year seminars. In addition to the above courses at the third and fourth year levels, there are a number of opportunities for more independent research and study on the part of students. Directed reading courses, involving topics not otherwise covered by the curriculum, are available at both the third year and fourth year levels. These courses involve students working one-on-one with a supervisor of their choice. Finally, at the fourth year level the department offers an Honours thesis option for students. This involves two linked 0.5 credit courses. The first course, POLS 4970 (honours Political Science Research I) generally is organized around the student developing a research proposal and literature review for the thesis project. The second course, POLS 4980 Honours Political Science research II, involves the actual research and writing of the thesis. The honours thesis is subjected to assessment both by the supervisor and a second reader, and

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must be orally defended by the student. Students intending to go on to graduate work are encouraged to take the Honours Thesis option. Finally, the department has recently introduced a third year experiential learning course. POLS 3850, Experiential Learning in Political Science, permits students to take advantage of internship or other experiential opportunities and combine them with academic study for credit. Generally, the student must find a member of the Department willing to supervise the project. Students are then expected to engage in theoretical and critical research that can be combined with their “on the ground” experience to generate a reflective, but theoretically informed, research paper. 2. Knowledge of Methodologies The Political Science undergraduate curriculum emphasizes a range of methodological approaches. Faculty in the department have expertise in both quantitative and qualitative research methodologies. Honours students are required to take two methodological courses: POLS 3180 and POLS 3650. POLS 3180 provides an introduction to social science research methodologies. The main assignment for this course often involves the development of a research proposal/framework to investigate a political science research question. POLS 3650 emphasizes the development of quantitative methodology skills, and introduces students to SPSS and basic data analysis techniques. Beyond these two courses, however, research methodology is embedded throughout the curriculum. Our Political Theory courses, for example, introduce students to textual analysis as a methodology. The public policy and administrative stream of courses provide students with skills in policy analysis, as well as the development and application of those skills, often through the use of a case study methodology. The department also has considerable strength in the area of law and politics. In part, this has developed through our participation in the Criminal Justice and Public Policy stream. Through these courses students develop skills in legal reasoning, legal research, and statutory and legislative research and interpretation. 3. Application of Knowledge As students move through the undergraduate curriculum they are expected to develop greater capacity in the use and application of knowledge. The first and second year courses provide a foundation of material that is then applied and utilized with greater skill in the third and fourth year courses. The addition of third methodology courses are an important component of enhancing student capacity in this regard. Third year courses, in general, are assessed not only through examinations, but also through a variety of written assignments, group projects, and applied writing. While the standard research essay remains a critical aspect of the entire Political Science curriculum, by third and fourth years students are expected to have developed significant research skills, and to begin analyzing critically a variety of perspectives, theoretical approaches and methods, and apply underlying concepts and principles to their research. Essays are generally longer, require greater research and are less guided. Students, for example, may be expected to develop their own research questions and topics. By the fourth year, a degree of original research may be expected. In addition, a number of courses require more concrete application of knowledge. The third year and fourth year courses in policy analysis, for example, may require analysis of particular policy initiatives, or the writing of the draft cabinet submissions and policy briefs. In these courses, theoretical concepts are applied to concrete case studies. In other courses, role playing exercises are used to develop student skills in applying knowledge and theoretical concepts to concrete “real life” situations. In POLS 3210, The Constitution and Federalism in Canada, for example, students participate in a series of mock Federal-Provincial conferences. This allows for the application of theories of federalism, regional perspectives, and policy analysis to a specific and current problem in Canadian federalism. Similarly, in POLS 3060, Politics of the Middle East, students participate in a mock Middle-Eastern Peace negotiation. Groups of students are assigned specific countries. They are

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required to research that country, its politics, its position within the geo-politics of the region, and develop positions to represent the country for the negotiation. Through exercises like those discussed above, students are required to initiate and undertake critical evaluation of arguments and positions, propose solutions, and frame appropriate questions for the purpose of solving problems. In doing so they must make use of a range of scholarly and primary sources. 4) Communication Skills The undergraduate program emphasizes the development of communication skills as an important component of the curriculum. The objectives of a liberal arts program, in terms of the development of critical thinking skills and an ability to relate concepts to each other and utilize those concepts in a critical and creative fashion, necessitates strong communication skills. This is achieved in a variety of ways in the curriculum.

1) Written work: The program emphasizes a variety of forms of writing as a key mode of assessment. This requires students to develop skills in the development of hypotheses, the formation and development of arguments, and the presentation of material in a coherent and cogent fashion in order to convince the reader of a position. While the degree to which written work may vary from course to course, all courses throughout the curriculum have some writing component as part of student assessment. This is critical, from our point of view, in maintaining high standards, but also in ensuring an appropriate student experience that enhances communication skills. As students move through the curriculum there is a greater expectation of skill and capacity in terms of the quantity and quality of written work.

2) Oral communication: Oral communication is also emphasized. This is achieved in both large classes and in seminars. In large classes the capacity to develop oral communication skills is often limited. Two classes in our program (POLS 1400, POLS 3180 and POLS 3650) have small group tutorials. The small groups in POLS 1400 emphasize writing skills and the development of research skills. The small groups in the Methods classes provide students with opportunities to test various research methodologies and work in the computer labs to hone their research methods skills. In other large classes opportunities for student interaction are created through on-line discussion groups, small group break-out sessions, debates, and presentations. In general, though, it is through seminars that oral communication skills are developed. At the fourth year level all classes are capped at 30 in order to ensure that a seminar environment can be maintained. In these classes student participation and student presentations, are key components of classroom environment. Despite enrollment pressures on fourth year seminars, the department remains committed to maintaining a seminar experience at the fourth year as an important part of enhancing the student experience, and to permit senior students an intensive opportunity to debate and discuss issues in a more in-depth fashion than is permitted in lectures. Senior honours students also have the opportunity present research from their Honours thesis or directed reading project at the annual Political Science Research conference. This is a one day conference co-sponsored by the Department and the Political Science Students’ Society.

3) Numeracy: Numeracy is considered very important within the social sciences. In particular, we

achieve this goal through the two required methodology courses at the third year level and, in particular, by requiring students to take POLS 3650, which is a quantitative methods course. Through tutorials, students are given the opportunity to work in smaller groups with the instructor

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and teaching assistants to develop skills in statistical analysis and the utilization and application of SPSS.

5) Awareness of Limits of Knowledge The Political Science curriculum and the department’s approach to the discipline is very much in accordance with the liberal arts tradition. To this extent, the hope is that student’s will very much develop an understanding of the limits of knowledge and the understanding that our knowledge, regardless of subject matter, is incomplete and contested. In Political Science this understanding begins in the first year, where ideologies, for example, are presented as different lenses for understanding the political world. This openness to a plurality of perspectives continues throughout the curriculum. It is our goal to give the students the tools to make their own critical assessments as to different perspectives and develop the moral maturity to understand political choices that are made, both by themselves and by others. To this extent, the curriculum does not intend to teach student’s “right answers”, but rather to teach them how to formulate questions and critical perspectives on the material. The inclusion of the third year methodology courses as degree requirements is part of this approach. While POLS 3650, Quantitative Methodology, does emphasize the acquiring of certain specific skills, these methodological tools are not taught as if they provide a “one size fits all” approach to research. Indeed, the two methods courses, when taken together, are designed to demonstrate to students that there are a range of different approaches to research, each of which has strengths and weaknesses. The goal is for students to be equipped with the tools for making judgements as to which research methodologies are appropriate for different situations, and to understand the limits and weaknesses of any methodology they might choose. 6) Autonomy and Professional Capacity a) Qualities and transferable skills necessary for further study, employment The skills developed through the Political Science curriculum, critical thinking, oral and written communication, political analysis, and research methodologies, are readily transferable to a number of different employment and post-graduate study opportunities. While the department does not track our undergraduate students, in general we are confident that they go on to considerable success. Faculty do keep in touch with individual students, and anecdotally we know that those students have gone onto a number of different employment and academic opportunities. These include:

Law school Graduate School Internships and placements with international organizations Employment opportunities in government and policy work Employment with NGOs and charitable organizations Employment in business Employment in journalism, radio, and television Public Relations

The skills for further graduate study and employment are, of course, embedded throughout the curriculum. In addition, however, the Department sponsors/hosts several events that are specifically designed to enhance the development of transferable skills. Two years ago the department launched, in conjunction with the Political Science Students’ society, a one day research conference for senior students. This is open to any fourth year student who is writing a thesis or taking a senior level directed reading course. Submissions are adjudicated by the Political Science Students’ Society executive, which organizes and runs the conference. Students invited to participate in the conference provide a 20 minute

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presentation based on their senior level research. Faculty members act as discussants. This conference has been a tremendous success. This year will be the third iteration of what has become a highlight for senior students and a culminating event of their graduating year of study. More importantly, however, the conference gives students another opportunity to present their work, but also the experience of participating in an academic/professional conference. The department actively participates in the collaborative program in Criminal Justice and Public Policy. This is a major program within the College of Social and Applied Human Sciences. Consequently, the department offers a number of “law-based” courses in its curriculum. These courses, while certainly not the equivalent of law school courses, do provide an important introduction to legal research and reasoning for students interested in pursuing law school. In addition, faculty members involved in the program (particularly Sheldrick, Riddell and Baker) provide considerable time to mentoring students interested in pursuing a law career.

b) Ability to manage their own learning in changing circumstances and an ability to select an appropriate program of further study

The department provides advice and guidance to its students. All faculty take their mentorship role very seriously. Undergraduate honours advisors are available to discuss with student’s degree requirements and options for the structuring of student programs. However, the semi-structured nature of the curriculum provides students with considerable flexibility and scope for designing a program of study that suits their needs and interests. It is the department’s view that this is preferable to a more rigid curriculum that provides less choice to students, but ensures what might be considered a more focuses or comprehensive coverage of the discipline. By allowing students greater flexibility, while ensuring that core competencies are covered, students develop the skills to manage their own education. This also requires students to think ahead to future opportunities, and develop their program accordingly. In order to facilitate and enhance students’ capacity to make sound choices around their program design, and to enhance student ownership of those choices, the department has developed a “peer helper” program. This program was developed and initiated by Dr. Carol Dauda of the Polticial Science department. It involves recruiting senior students in third and fourth years to serve as peer helpers for first and second year students. The peers run a number of sessions for junior students, including a “Politics and Pizza” night, a session on “writing a thesis” and a “what to do with your degree” session. Faculty participate in these sessions, but in general these are organized and run by the students. In addition, peers are available for one on one consultation with students who might have questions about their program choices. The program has been a resounding success. Certainly one of its benefits has been the creation of a source of advice and mentoring for first year students. However, at the same time, this mentorship role has greatly enhanced the student experience for senior students, and given them an important role and place within the department. The students who have served as peers have developed a network of contacts and relationships with their fellow students that would otherwise not have developed. In addition, they have developed skills and capacities through the peer helper program that enhance their own capacities to manage their learning and their ability to operate autonomously and in a professional context.

c) Behaviour consistent with academic integrity and social responsibility Professional and ethical behaviour are critical goals of a liberal arts program. In part, this is achieved through an emphasis on student responsibility and academic integrity throughout the program. Every course outline includes a statement on academic integrity, and many faculty members spent class time reviewing rules of academic misconduct and plagiarism. In POLS 1150 this is explicitly linked to professional responsibility and ethical behaviour beyond the academic world. Time management skills,

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responsibility for submission of work in a timely fashion, and taking responsibility for one’s work and work habits are all emphasized within the department. There are some courses, however, that more explicitly address issues of professional and social responsibility. These include:

POLS 3440: Corruption Scandal and Ethics; emphasis on professional ethics, public service, tools and methods of combating corruption;

POLS 3490: Conflict and Conflict Resolution; This course raises difficult ethical problems around violence, conflict, armed aggression, and international responsibilities of nations to intervene and address these problems;

POLS 3320 Politics of Aid and Development; this course examines foreign aid and aid programs, as well as issues of the role of NGOs in the delivering foreign aid, ethical and moral dimensions of aid.

POLS 3370: Environmental Politics and Governance; an examination of governance issues related to environmental protection, including issues of environmental social responsibility

POLS 3470: Business-Government Relations in Canada; this course is of particular value to those interested in working in private sector government relations. Ethical issues related to lobbying, as well as questions of undue corporate influence are examined.

POLS 2250: Public Administration; Issues of public sector accountability and responsibility POLS 4250: Topics in Public management: Issues of public sector accountability, budgeting, leadership

and human resources are discussed. POLS 4300 Human Rights, Ethics and Development; examines the role of human rights in the international

realm and ethical dimensions of rights-based development issues. POLS 4740 Advanced topics in Rights and Liberties; provides a systematic analysis of rights based issues

and claims, including equality issues. The department has considerable strength in the area of public policy and public administration. Throughout all courses in this sector there is a strong emphasis on training of public servants, both in terms of critical analytical skills, but also in terms of issues of ethical and professional responsibility. Graduate Level Program Objectives

Masters: The objective of the program is to provide students with advanced training as political scientists, both as researchers and practitioners, in preparation for doctoral studies in Political Science, or to enter careers in a number of different fields. This includes professional training, such as law, as well as careers in government, the public sector, public relations, polling and opinion research, non-governmental organizations and other advocacy groups, or other related fields. Guelph’s reputation and profile in International Development attracts many students and equips them for work in world service organizations.

These objectives are realized through both the course work that the students undertake, as well as the development of independent research skills through a thesis or Masters Research paper requirements. In addition, students are required to take a Pro-Seminar that introduces them to political science as a discipline. All students are also required to take a course that is specifically oriented towards developing research capacity (POLS*6940; Qualitative Research Design and Methods).

Doctoral: The objective of the PhD is to develop and foster students’ research skills at the highest possible level and train students to become professional academics. Students are expected to master with great competency the body of knowledge represented by their discipline. With this as a basis, a doctoral student must demonstrate the capacity to develop an independent research program with a sophisticated

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theoretical and methodological basis. The student should produce a dissertation that makes an original contribution to the discipline and is of publishable quality. These objectives are met through rigorous course work, the requirement to take core courses in the student’s major and minor field of study, and through qualifying examinations that test the capacity of the student to engage in doctoral research. Finally, the dissertation and its oral defence are the culminating elements of the program. Graduate Level Degree Expectations:

1) Depth and Breadth of Knowledge/ Intellectual Environment/ Progress through the Program

i) Masters Program

Students entering the Masters program are admitted into either the General MA stream, the collaborative Guelph-McMaster stream in Public Policy and Administration, or the collaborative MA in Political Science and International Development. The MA fields can be pursued through any of these streams, although the students interested in policy and governance generally pursue the Guelph-McMaster program, while students interested in third world politics often, although not exclusively, take the International Development option. Students interested in policy or comparative political issues (including Canadian politics) at a more general level tend to take the General MA stream.

Upon entry to the program the student’s main contact with the department is the Chair of the Graduate Committee. In the past, each student was assigned a program advisor upon acceptance. This system has now been discontinued as students often did not understand the difference between this temporary supervisor and their thesis/MRP supervisor. The Graduate Committee, and the Graduate Coordinator, now play a far more active role in providing advice and guidance to students. To this end, the Graduate Committee now organizes an orientation session for all incoming students. This serves as an opportunity to introduce students to program requirements, but also a vehicle to introduce students to faculty members in the department. The orientation is followed by a social event organized by the department. In the first semester all students take the Pro-seminar. This course, which is graded on a pass-fail basis, provides all students with a common experience, and introduces them to the discipline of Political Science. This course is a 0.25 credit course. In the past it met weekly, but in recent years we have moved to a system of 4 longer duration meetings over the course of the first semester. The Pro-Seminar also provides an opportunity for students to obtain advice and guidance on writing a thesis/major research paper and on choosing a supervisor.

In the first semester the students also take POLS*6940, Qualitative Research Design and Methods. This course has been redesigned so that the students actually work on a draft research proposal for their thesis/MRP. This course provides an important opportunity for the students to think about their research interests from a methodological perspective and gain experience writing a research proposal.

In addition to the Research Methods course, all students take an appropriate core course for their program and a range of electives. Students enrolled in the General Program take POLS 6000 (Approaches to Comparative Politics), students in the Guelph-McMaster program take POLS 6630 (Approaches to Public Policy) and students in the Political Science – ID masters take POLS 6730 (Politics of Development and Underdevelopment) and IDEV 6100 (International Development Studies Seminar – offered by the IDS program).

By February of the second semester it is expected that all students will have chosen a thesis/MRP supervisor. The thesis/MRP supervisor is responsible for the routine oversight of the student’s

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development and each semester completes progress reports required by the Board of Graduate Studies. While the supervisor is a student’s primary point of contact with the faculty, students are encouraged to seek out assistance and advice – both academic and administrative – from any member of the department. The Chair of the Department routinely liaises with members of the Graduate Committee and assists in any issues related to the administration of the Graduate program.

The department Graduate Committee reviews all supervisory reports and other information pertinent to each student’s case each semester. This is to ensure that appropriate progress is being made. If corrective action is warranted, the graduate committee will contact the student to discuss the situation and arrange remedial measures.

Students follow a course of study developed in conjunction with their thesis/MRP supervisor and oriented toward the production of a thesis or masters research paper based on original research.

The department has developed an active speakers program over the past several years. At least four times a year academics from other universities visit the department to present their research. Graduate students are encourage to attend. In 2011-12 the Department also launched a “brown bag” speakers program in which graduate students have been encouraged to present their work. Students who express interests not directly accommodated by the courses available during a semester are encouraged to arrange a course of directed readings with an appropriate faculty member. This option is common and occasionally serves as early ground work for their thesis research.

Few students convert their theses into refereed publications. This is hardly unusual in the discipline at the Masters level. Graduates who go on to doctoral work will naturally produce publications from that level and many other graduates move on immediately to law school or other careers where the emphasis on publication is less pressing. Some students have presented their work at conferences, although again this is relatively rare at the Masters level. The department does provide funding for graduate students to attend conferences and present their research.

ii) Doctoral Program:

Students admitted to the PhD are assigned an interim supervisor. In many instances this person will become their dissertation supervisor as the student has applied to the program specifically to work with that individual. The program has two fields, Public Policy and Governance and Comparative Politics. Students are expected to major in one field, and minor in the other and take core courses in each field.

Within the field of Comparative Politics students can focus their studies thematically or regionally. The department has expertise in developing, transitional, and advanced-industrial countries. Within the Public Policy and Governance field students can pursue studies in a wide range of areas, including health-care, law, criminal justice, environmental policy, social policy, security policy, trade policy, federalism and intergovernmental relations and multi-level governance.

In addition to the two core courses, students must also take two electives from amongst the graduate courses offered by the department, or graduate courses offered by other departments. By the end of the third semester, students are expected to write their Qualifying Exams. These exams are based on the material covered in the Core Courses, as well as a supplementary reading list. In the fourth semester of the program students will have started working on their dissertation proposal. By this point in time the student will have a thesis committee established. The Thesis proposal should not exceed 5,000 words, and contain the following components:

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Introduction providing the context for the research question; Description of the scope and objectives of the research; Elaboration of the research methodology; Discussion of the nature and significance of the anticipated results

The dissertation itself must be a minimum of 200 pages of text and represent a significant and original contribution to the student’s field of study. It is expected that the dissertation be of publishable quality. 2) Research and Scholarship/Application of Knowledge and Limits of Knowledge Methodological rigour is a critical component of the graduate programs, both at the MA and PhD levels. This is considered a key to developing high level research skills. It also allows for their application, and the ability to judge the limitations of different research techniques and tools. Admission to the Masters program requires the completion, at the undergraduate level, of a methodology course similar to those offered in our program. If a student does not have this methodological background they may be admitted, but required to take a suitable undergraduate methods course. All MA students must take POLS 6940, Qualitative Research design and Methods. This is a graduate level methodology course that prepares the students for advanced independent research. The course provides a survey of advanced level qualitative methods, and includes a variety of skills based assignments. These include the writing of a literature review and a research proposal. These assignments are organized around the students’ own research interests, with the objective that by the end of the course the students should have a completed proposal for either their MA thesis or their Masters Research Paper. Admission to the PhD course requires the completion of at least one course in graduate level methods. Students who do not have this are required to take POLS 6940. For PhD students, additional readings and assignments are assigned which are more clearly oriented towards the needs of PhD students. Objectives around research are also met through rigorous expectations of the core courses, which include advanced level discussions of the range of scholarly literature in the appropriate fields, including strengths, weaknesses, and limitations. It is also through this rigorous approach that student capacity to apply and synthesize theoretical and conceptual approaches is enhanced and fostered. At the PhD level the dissertation proposal, as well as the mentorship involved in the supervision of the dissertation, are critical mechanisms by which these objectives are achieved. The mastery of these skills is judged by the quality of the student’s dissertation and their performance in the oral defence. Professional Capacity and Autonomy Developing professional capacity and autonomy is an important part of any graduate program. Autonomy is embedded in graduate programs, as they are grounded on the individual’s capacity for self-directed and autonomous research. The graduate program is also oriented to developing professional capacities. At the MA level this involves both preparation for going on to doctoral work as well as for careers in the public sector or other areas of employment. As discussed later, the Department takes this obligation seriously, and our students have been very successful in securing places in graduate programs and in careers in a variety of contexts. Professional capacities are enhanced through a number of different vehicles:

Mentorship by faculty supervisors Pro-seminar; discussion of PhD programs and career opportunities.

 

 

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University of Guelph Cyclical Review of the Department of Political Science

Assessment Report Background The Department of Political Science is a dynamic department that has adapted well over the years to its responsibilities and challenges. It was started in 1966 and has grown to its present size of 18 full-time faculty members, consisting mostly of associate and assistant professors, together with 20 sessional faculty. The Department currently supports its own undergraduate major, the General Political Science major, three collaborative programs (the Criminal Justice and Public Policy, the International Development and the Environmental Governance programs); at the graduate level there is the General Program, the Guelph-McMaster program, and the Political Science International Development program at the Masters level, and a PhD program with three areas of specialization. The Department enjoys high recognition in the University as well as in the external community. The Review Committee congratulates the Department on these achievements, and recognizes the achievements of the present chair in successfully overseeing the transition of the Department in the last seven years. This review is based on information provided by the Department and an on-site visit over two days on 27 February and 6 March 2013, when interviews were conducted with faculty, administrators, staff, undergraduate and graduate students, and library representatives. This review assesses the consonance of the undergraduate and graduate offerings in Political Science and the University’s mission and strategic directions. We examined the appropriateness of the Department’s stated academic objectives; the structure, appropriateness of the pedagogical and evaluation strategies used by the Department; the adequacy of the resources available to the Department; the definition of learning outcomes; and the quality of supervision. The Review Committee commends the Department for its graduate and undergraduate programs. In this report, we identify what we believe are the strengths and weaknesses of the undergraduate and graduate programs and provide recommendations for immediate improvement and suggestions for long term opportunities.

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A. STRENGTHS AND WEAKNESSES OF UNDERGRADUATE AND GRADUATE PROGRAMS A1. Undergraduate Program A1.1 General The undergraduate program in Political Science is generally organized like most other political science programs at Canadian universities: a first-year course, followed at the 2000 level by “gateway introductions” to the various subdisciplines in political science. At the 3000 level, courses focus on more specific topics. The capstone 4000 level courses are advanced topics. There is the opportunity to undertake an Honours Essay (POLS*4970/4980). In most Canadian departments of political science, enrolments have traditionally taken the form of an inverted pyramid: one or two large first year courses, usually with 300-400 students; at the 2000 level, gateway introductions courses of 150-200 students; at the 3000 level, more specialized courses of 60; and at the 4000 level, seminar courses on advanced topics of 20 or so students. This enrolment model was traditionally been driven by a general consensus among political scientists in Canada that the best method of evaluating understanding and knowledge in political science courses is via essays and essay-style exams, administered at all levels. Given the large enrolments at the 1000 and 2000 levels, this was only made possible by the provision of teaching assistants, whose responsibilities included running weekly or biweekly tutorials and marking papers and exams. At the 3000 and 4000 levels, enrolments were generally capped to allow the course professor to do the marking: a standard cap of 40-60 at the 3000 level and 18-25 at the 4000 level was generally the norm in political science departments in Canada. To be sure, in many Canadian political science departments, budgetary pressures over the last decade have skewed this model somewhat. This problem has been exacerbated at Guelph by several programs which appear to “piggy-back” on the Political Science program, particularly the very large Criminal Justice and Public Policy program. This program seems to have been patched on to the Political Science program without

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the provision of additional faculty resources. It very much appears that the Criminal Justice program is the tail that wags the dog. Despite this influx of Criminal Justice and Public Policy (and other) students, the Department has tried to maintain the normative ideal of how students in a political science course should be evaluated—in other words, essays and essay-style exams—but at the same time has not been given the resources necessary for that ideal to be implemented. As a result, the enrolment patterns in the Department are now far from the norm: while 1000 and 2000 level courses have enrolments comparable to other departments, the 3000 and 4000 level courses are well above what one would find at other universities. In 2011-2012, for example, the average enrolment in the 24 3000-level courses offered in fall and winter was 109.9; at the 4000 level, the average class size for the 14 courses (excluding Honours Essay and directed readings) was 38.9 students. In our view, trying to run a traditional political science undergraduate program, with a large cohort of Criminal Justice students as an add-on, without the appropriate resources results in suboptimal outcomes, which is what we believe is happening in the Department. The only way that the Department of Political Science has been able to try to square this circle has been by sacrificing core components of the traditional model: small-group work at the 1000 and 2000 levels, instructor-marked assignments at the 3000 level, and seminar-sized courses at the 4000 level. To these three issues we now turn: A1.1.1 Tutorials and TAs Despite the large size of the first-year courses, only POLS*1400 has small group tutorials. As we understand it, this is in part because of a School rule that allocates TAships to the Department on the ratio of one TAship per 100 students. Ironically this course tends not to be taken by Political Science majors, but by students in Criminal Justice and Public Policy. In other words, the only course that has tutorials is not taken by Political Science majors. As noted above, this is a marked departure from the norm at virtually every other Canadian department of political science with which we are familiar. In virtually all other departments of political science, students at the 1000 and 2000 levels in are given the opportunity for small-group tutorials, normally taught on a weekly or biweekly basis by graduate

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students. TAships are normally allocated on the basis of one TA for every 40 or 50 undergraduate registrants, with the TA’s 130 or 140 hours used for a mixture of running tutorials and marking assignments. The policy of the School regarding TA allocations produces a number of what we believe are negative effects:

The lack of tutorials in POLS courses at the 1000 and 2000 levels deprives students taking these courses of the opportunity for small-group interaction, which we believe to be an important part of a liberal education.

The lack of tutorials deprives the graduate students in the

Department of opportunities for teaching.

Because a TAship in Political Science is in fact a “markership,” the Department is encouraged to use markers for upper-year courses, a practice that we believe is inappropriate for reasons outlined in the next section. Were TAs used in lower-year courses, they would not be available for marking duties in upper-year courses.

A1.1.2 The marking of undergraduate assignments As noted above, the only way that the Department has been able to cope with blow-out enrolments at the 3000 level is by assigning TAs as markers for those courses. We question this practice. First, many students enrolled in 3000-level courses are 4th year students. In the case of markers who are MA students, we would be concerned about the appropriateness of a student who is just one year beyond 4th year marking papers of 4th year students. In particular, we do not believe that MA students have the kind of experience or knowledge that a faculty member would have to offer a 3rd or 4th year student. Second, while we understand that it is common for the professor to mark some of the papers while the TA marks the others, we would be concerned about equity, and perceptions of equity: for students in one of these courses, why should one student’s work be marked by the instructor, while another student’s work is marked by a TA? However, we recognize that in the absence of any ability by the Department to control the number of majors, and given the limited FTE resources available to the Department to “service” the number of students, the alternatives are limited.

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A1.1.3 Fourth year seminars The average size of a 4000 level course in Political Science at Guelph is close to 40 students. Courses of this size are not seminars; they cannot be run as seminars; and they should not be described (as the Self-Study does on p. 11) as seminars. When the average size of 4000 level courses is down between 15 and 22, then they can be called seminars. Without the allocation of more resources, the department could perhaps consider designating half the courses at the 4000 level as seminars (with enrolments capped at 20) with the other half of the 4000-level courses identified as interactive lecture style courses with enrolments of 60. Students would be guaranteed a minimum number of genuine seminars at the 4000 level, instead of a total regimen of pseudo-seminars with 40. A1.2 Implications for Program Objectives and Degree Level Outcomes The traditional model of political science programs in Canada was designed in large part to foster the communication skills that are deemed to be central to both the program objectives and degree level outcomes. That “ideal” model concentrated attention over a four-year undergraduate program on the development and honing of both written and oral communications skills. Skill in oral communication was fostered by small-group tutorials at the 1000 and 2000 levels, interactive lecturing at the 3000 level, and small-group seminars, often featuring student presentations, at the 4000 level. Written communication skills were stressed throughout the program, with detailed attention provided by the instructor himself or herself at the 3000 and 4000 levels. In our view, the way in which the undergraduate program in political science is being delivered at the University of Guelph puts the development of these skills at some risk. The general absence of small-group work at any level, and the downloading of essay marking responsibility to MA students at the 3000 level, both suggest that there is a growing gulf between the program objectives, as, for example, outlined on p. 11 of the Self-Study, and actual practice. The present situation is unsustainable; something has to give. Either the University needs to start resourcing the Department in a way that would allow it to provide its students with an undergraduate political science program that conforms to general best practices across Canada—by adequately funding the Criminal Justice/Public Policy program and the Political Science majors by either limiting student numbers or increasing faculty resources.

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Or the Department needs to abandon its attachment to the normative ideal of the labour-intensive essay-dominant evaluation regime in favour of an evaluation regime that matches more closely the meagre resources available to the Department. A1.3 Other Undergraduate Matters A1.3.1 First year courses At present, the Department offers three first-year courses: POLS*1150 is designed for Political Science majors, and is structured like most introductions to political science that one finds at Canadian universities, focusing on political thought, political institutions, with some global politics and methods of political inquiry included. Unlike the introductory course at some universities, which consists of a single full-year course, POLS*1150 is a one-term course, offered in both fall and winter. The two other first-year courses, both offered only in the fall term, are POLS*1400, Issues in Canadian Politics, and POLS*1500, World Politics. POLS*1400 is an introduction to Canadian politics, and is a required course for students in the Criminal Justice and Public Policy program and the Environmental Governance program. POLS*1500 is described as a “service” course. At the 2000 level, the Department then offers a number of “gateway” introductions to the various subdisciplines in political science: Political Theory; Development and Underdevelopment; Comparative Politics; Gender and Politics; International Relations; Public Administration; and Canadian Government and Politics. While the structure of the curriculum beyond the first year is a standard way to “introduce” majors to the various parts of the discipline, the relationship between POLS*1400 (Canadian Politics) and POLS*1500 (World Politics) on the one hand, and POLS*2300 (Canadian) and POLS*2200 (International Relations) on the other was not clear. We note that there are no restrictions (or anti-requisites) on either of the 2000-level courses, enabling those who have taken 1400 and 1500 in their first year to take the “gateway” introductions at the 2000 level. We see at least two problems with this structure:

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First, from a pedagogical perspective, we would be concerned about the overlap between the 1000 and 2000 level courses, particularly for Political Science majors.

Second, we wonder if the Department is devoting too many of its

already-meagre resources to the first-year courses.

We therefore suggest that the Department consider:

Moving to a single introductory offering in political science that would constitute the core requirement for both Political Science majors and students in other collaborative programs (CJPP, iDev, and EnvGov).

Providing Political Science majors with a second course at 1st year by offering POLS*1150 in the fall term only, and adding POLS*1151 in the winter term that could be a course for POLS students and a wider “service” course for other students in the School. This course could be called “Political Issues”, allowing the Department added flexibility in staffing this course, since it would not have a fixed curricular content, but would examine particular sets of issues.

Such a restructuring would allow the Department to overcome the present problem with overlap between the 1000 and 2000 courses, particularly 1400 and 2300. It would also allow the Department to be more efficient in its course offerings. A1.3.2 Generic first year essays and Turnitin An examination of some of the course outlines (for not all outlines were available to us) reveals that there is a tendency to set a number of generic essay topics rather than tightly defined topics that would be difficult to access on the web. If the Department continues to prefer generic political science essay topics, we would recommend that the Department require that students submit with their essays a report on originality of the sort provided by Turnitin.com’s OriginalityCheck. This is particularly important if essays are marked by MA students—it is unrealistic to expect MA students to detect plagiarism. A1.3.3 Greater variety of assignments in undergraduate courses: beyond the traditional essay There did not appear to be a great variety in types of assignments. There appeared to be a preponderance of generic essays coupled with take-home examinations (again, we did not have access to all course outlines).

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There were a few instances of debates and one briefing note assignment. Our recommendation would be that the department review its range of assignments as required by the UDLES process to ensure that students benefit from a range of assignments to fully develop their analytic, and oral and writing communication skills. A1.3.4 Experiential learning and hands-on experience The department has recently introduced a third year experiential learning course (POLS*3850). This course appears to be based on student initiative in finding an appropriate “hands-on” project and a faculty member willing to supervise the learning outcomes. We understand that there has not been much uptake, perhaps because of lack of “advertising” or because it requires too much initiative on the part of students. There is a great deal of literature on various ways to to build experiential learning opportunities into regular courses without too much extra work on the part of faculty members. A1.3.5 Directed reading courses Because of the problems that the Department is facing trying to match its resources with its requirements, we would be concerned about the use of directed reading courses at the undergraduate level as an ad hoc means of ensuring that students satisfy their program requirements. If necessary, registrations in 4000-level courses should be managed by the Department to ensure maximum take-up of courses that are on offer. A1.3.6 Recruitment of students In the current climate of the provincial mandate that the education system produce more with the same or even fewer resources, we find that increased enrolments come hand in hand with undergraduate students less well prepared for university. It is really a challenge then, to manage to teach these students with even fewer resources than we had when we previously taught better prepared students. One solution for this problem is to minimize encountering it by putting in extra effort to attract top students. This will require liaison with admissions, identifying the better applicants, and personally making phone calls to these students at the time that the university makes offers. Another possible idea is to invite the upper echelon of admitted students to a reception where they can meet the faculty and generally be treated as VIPs and that this special level of recognition continues throughout their time at Guelph.

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A1.3.7 Sessional instructors Undergraduate enrolments have seen unprecedented growth over the last five years, and that has created some strain on the limited faculty resources, which were further weakened in recent times by an unusual number of parental leaves (sometimes multiple) and sick leaves. The consequence of this has been that there is an increased reliance on sessional teaching. The current numbers indicate that there are a few more sessionals than regular faculty. This over-reliance on sessionals is not befitting for high quality departments and proper delivery for undergraduate programs. Moreover with the present union regulations, as sessional instructors gain more experience they become firmly entrenched in their positions, making it extremely difficult to reassign the courses in the future to anyone else. A1.3.8 Relationship to collaborative programs We were not clear about the precise relationship between the Political Science department and other collaborative programs, particularly the very large Criminal Justice program. It seemed unusual to have such a large program located in what appeared to be a fairly ad hoc arrangement between two departments. There seemed to be a significant lack of clarity about the financial implications of this ad hoc arrangement. We were unable to disaggregate the Justice Studies program from the Political Science program in the charts that were provided and so were unable to in any way assess what the financial implications were. If the Department of Political Science is not being adequately compensated for its contributions to the Criminal Justice and Public Policy (and other collaborative) programs, then this could account for the unusually large classes, lack of tutorials, etc. outlined above. We would highly recommend that the Department seek some clarity on what resources are being provided for its role in carrying a significant part of a major program (Criminal Justice and Public Policy) at Guelph. A1.3.8 Political theory Given a number of retirements, it appears that the Department is constrained in delivering curriculum in the area of Political Theory. However, given how overstretched and underfunded the Department appears to be, there has to be very careful consideration of priorities in hires. Given all the other priorities in the Department, it is not clear that the highest need of the Department in hiring is in political theory. We

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recommend that the Department of Political Science negotiate with the Department of Philosophy to see if it would be possible to create a joint Political Science/Philosophy course, taught by a member of the Department of Philosophy whose specialization is political philosophy, that could be used to satisfy the core requirement. A2. Graduate Programs The lack of clarity around funding issues was also evident in our examination of the graduate programs. There was a general lack of clarity on what the financial implications were in terms of launching a PhD program, increasing or decreasing the size of the MA program(s), etc. It is important for the university to bring some transparency on this issue so that the Department can take informed decisions around intake, participation in collaborative programs, etc. The new financial review underway at Guelph will hopefully address this central issue. Apart from this general observation, there were a few issues that could be addressed. A2.1 Graduate completion times and MRP expectations In our review of the material, it appeared that students in the general MA were not completing within the one year framework. It was also noted that students in the Guelph-McMaster program were completing on time. In our interview with graduate students from the general MA, there seemed to be some sense that there were significant variations in faculty expectations re: the MRP. It was also suggested that students opted to work in the summer and complete their MRP in the fall. The allocation of a TAship in in the fall was an added incentive. Although the general MA has an excellent retention and completion rate, it would be better for both the department and for the graduate students to ensure timely completion of the MA within the one-year framework. We would recommend the department review and standardize the MRP expectations, and then perhaps set up a few group sessions so that students work through the initial stages of their MRP together with one faculty member before branching out to work with their supervisor. The department should also consider not offering TAships to students who have gone beyond the one year limit. If there were more resources, the department could offer TA or RAships during the summer semester which would enable students to complete their MRP over the summer without needing to take on external employment.

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A2.2 Guelph-McMaster program In the 2008 Consultants Report on the MA and PhD programs, Professors Keating and Bakvis wrote:

Thus, while the present program appears to be filling a niche and current graduates are successful in obtaining employment, these graduates may nonetheless still be placed at a disadvantage. On a number of grounds, therefore, questions can be raised about the viability of the program in the long term. In dealing with this issue, there appear to be three options available: 1. Continue the GM partnership with no changes. 2. Fold the GM program into the regular Guelph MA program as a concentration within that program. 3. Revamp the GM program, either as a stand alone program at Guelph or in partnership with McMaster, incorporating a co-op component as well as new courses addressing needs such as public sector accounting and economics. Options 1 and 2 in our view are less than satisfactory since they do not address the need to revamp the program in light of the changes in the market towards a demand for more sophisticated graduates and in the offerings of competing MPA and MPP programs that are better able to meet this changing demand. Option 2 would be easier to manage and likely use fewer resources. The program itself, with its public policy focus, could still continue to be offered, but as an exclusively Guelph program within the overall MA program. Option 3 would be for us the preferred option, but it would entail the commitment of additional resources. It could be managed as a joint venture with McMaster, for example, as a joint co-op program where economies of scale could justify the continuation of the relationship. On the other hand, developing a relationship with Guelph’s College of Business and Economics for the provision of courses in economics and accounting adapted to the needs of masters students in public policy and administration would suggest that the program would be best off as an exclusively Guelph program.

Given all the other developments and demands in the Department, it is not surprising that there are no dramatic changes to this program since the consultants’ report in 2008. Although there appear to be no major problems with the program, we agree with Professors Keating and Bakvis that there are better options and possibilities for this program that should be explored when time and resources permit.

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A.2.4 Graduate methods course: timing, nature of the course There was some confusion about the requirement that doctoral students must take POLS*6940, Qualitative Research Design and Methods. If a doctoral student has taken a methods course at the Master’s level, is it necessary for that student to retake the course at the doctoral level? We were also concerned about the resources devoted to this graduate course: given the resource constraints on the Department, and given the small size of the graduate cohort, would there not be some utility in having the College put on a collaborative cross-disciplinary Research Methods course that could free up some resources presently being devoted by a number of different departments for what in essence is the same ends? A2.5 Teaching opportunities for PhD students As part of PhD student training, most departments include some exposure to teaching. However, in this department that has been impossible. Unprecedented growth of undergraduate enrolments and a growing PhD program with students needing teaching experience: there couldn’t be a better match. But because what appears to be curious and uncircumnavigable requirements of the collective agreement with sessional staff, the Department has not been allowed to offer this experience to their PhD students. Resolving this issue should be a priority for both the Department and the University. The PhD program will be seriously undermined if it cannot provide teaching opportunities for its students. A2.6 Proposed increased intake in PhD program The Department is considering a dramatic increase in enrolment in its PhD program this year. Given the lack of clarity in terms of the financial implications of increased enrolments at Guelph, we would caution against any dramatic increase. We concur with the 2008 consultants’ report that recommended a modest enrolment of 2-3 students per year increasing to 4 after the initial three years:

The Department proposes to limit admissions to 2-3 per year for the initial three years of the program, increasing to 4 per year thereafter. We think this number is appropriate and should not be exceeded. We also think the current faculty complement bodes well for the department’s ability to sustain support for both fields at the PhD level even as it deals with the regular cycle of leaves and administrative responsibilities. We do feel that it is critically important that, at a minimum, the Department maintain its existing staff complement into the future in order to insure its ability to support an intellectually sound and research intensive

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doctoral program. In our view the Department and University should use forthcoming replacement appointments arising out of retirements strategically (we understand there will be at least two retirements in the department in the near future): It is highly desirable and in the best interests of strengthening the graduate program that one or more of these appointments be at a relatively senior level.

A2.7 Additional fields for the PhD program An increased intake would also increase pressure to add fields. The Department’s self–study suggests the addition of International Relations, Canadian, and Law and Politics to the PhD program. The Department’s self-study lists a number of faculty with expertise in these areas; however, many of these faculty are also key to the existing two fields. In fact, the self-study notes that with retirements and sick leaves, there is only one “dedicated Canadianist” in the Department. The addition of new fields would also increase the costs of the program because each new field would require a new core course in that field. The 2008 consultants strongly recommended that these be exclusively PhD courses so that would mean an additional 3 core courses. If increasing the number of fields for the PhD is a priority for the Department, then new hires should be aligned with these fields. In the self-study, the priorities for new hires are listed as Canadian politics, Aboriginal politics and Political Theory. Perhaps the latter two should be reconsidered. B. RECOMMENDATIONS FOR IMMEDIATE IMPROVEMENT B1 General In our view, the Department is overextended and under-resourced. Part of this, we believe, has come from the Department’s continued adherence to a traditional model of political science undergraduate education despite the rapid growth not only of undergraduate numbers, but the decision to add a doctoral program without significant increases in resources. See below for our recommendations. B2 Undergraduate Program B2.1 A decision needs to be made about resources and how they are to be deployed. If the University wants to ensure that the undergraduate political science program at Guelph is able to offer students the kind of traditional program to which the Department continues to be attached, it needs to act to match resources and resource demands, either by

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allowing the Department to limit the number of students it must service, or by providing the resources necessary to service the number of students who are permitted to major in Political Science. B2.2 If for whatever reason the University is unwilling to either limit enrolment in Political Science or to increase the resources of the Department, the Department needs to adjust its conception of what an ideal program in political science should look like. B2.3 If University resources are provided to the Department to enable it to offer a standard political science program, the Department should:

Require that every student in 1000 and 2000 level courses be provided with a small-group tutorial experience, and some form of written assignment, this to be provided through the appropriate allocation of TA support;

Require that all work by students in 3000 level courses be marked

and evaluated by the course instructor;

Require that all 4th year students be provided with a seminar experience in their 4000 level courses.

B2.4 If the University chooses to insist that the Department service the number of students it is presently servicing with the FTE and budgetary allocations it has at present, the Department should:

Change its program objectives, de-emphasizing the standard research essay and tutorial/seminar participation/presentation and emphasizing other objectives;

Find appropriate mechanisms for the evaluation of students in

3000 level courses other than having essays marked by MA students;

Embrace appropriate pedagogical methods for delivery of course

content to large 4000-level courses. B3 Graduate Program B3.1 The most important change we would recommend is to find a way to offer senior PhD students an opportunity to teach undergraduate courses as a way of preparing them for entering the academic job market.

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B3.2 We further suggest that the department limit its intake of new PhD students to a maximum of 4 per year as recommended by the 2008 consultants’ report. In conclusion, we commend the Department and its Chair for their energetic commitment to building and developing undergraduate and graduate programs. To ensure effective decision-making in determining future directions for the Department, we would urge the Department to seek clarity on the financial implications of its support of collaborative programs and any expansion of its graduate programs. Carla Cassidy Kim Richard Nossal Asha Sadanand 2 May 2013

MEMORANDUM FROM THE PROVOST AND VICE-PRESIDENT (ACADEMIC)

To: Anthony Clarke, Assistant VP (Graduate Studies & Program Quality Assurance)

From: Maureen Mancuso, Provost and Vice-President (Academic)

Date: June 20, 2013

Subject: Provost’s Response to the Final Report of the Internal Review of the Department

of Political Science

_______________________________________________________________________

I have had an opportunity to review the Final Report of the Internal Review of the Department of

Political Science and I am pleased to accept the report.

In their report, the reviewers highlight the many strengths of the department including the

engagement of faculty members, the quality of the program and the commitment of faculty and

staff to adapt to the challenges they faced over the last seven years. The reviewers made several

recommendations that will improve program delivery and I was pleased to note that the

Department has already made an effort to address many of these issues.

The current efforts to restructure the first and fourth year of the program will assist the

department in enhancing its program delivery in light of its budgetary challenges. Similarly, I

support the department’s intention to re-examine the current structure of collaborative programs

in consultation with Chairs and faculty members from contributing departments.

With respect to graduate programs, the decision to create teaching opportunities for PhD students

will enhance their skill set and opportunities. Other recommendations will require a longer

timeline in light of their complexity as well as the budgetary challenges highlighted in both the

Chair’s and Dean’s responses. The outcome of the current Program Prioritization Process (PPP)

will help guide future discussions on the most effective ways to address these recommendations. I

also strongly encourage the department to engage in efforts to clarify their learning outcomes as

well as the ways in which they intend to assess them. The recent Senate approval of University

level learning outcomes should help guide some of this process.

Consistent with our new Quality Assurance Process, and recognizing the need for longer term

consultation and planning to address all of the reviewers’ comments, I recommend that the

implementation process be conducted in two stages during the next year and that the Chair of the

department be responsible for this process. A preliminary status report will be due at the end of

the fall 2013 semester and a final status report will be submitted to the SCQA subcommittee at

the end of the winter semester of 2014. This strategy has been discussed with the Chair of the

Department and he is supportive of this approach.

I would like to thank the faculty and staff of the Department of Political Science for their

contributions to this internal review process, along with the Chair of the Department and the Dean

of the College, the internal and external consultants, and the members of the SCQA

subcommittee.

I am supportive of the self-study, the consultants’ report, and the Dean’s response moving

forward to SCQA.

Maureen Mancuso

Provost and Vice-President Academic

cc: K. Daly, Dean, College of Social and Applied Human Sciences

B. Sheldrick, Chair, Department of Political Science