UNIVERSITY OF GUELPH BOARD OF GRADUATE STUDIES NOTICE …

UNIVERSITY OF GUELPH BOARD OF GRADUATE STUDIES

NOTICE OF MEETING

DATE: Tuesday, June 18,2002 TIME: 1:00 p.m. PLACE: UC 424

AGENDA 10.1.0 CALL TO ORDER 10.2.0 APPROVAL OF AGENDA OF JUNE 18,2002 10.3.0 APPROVAL OF MINUTES OF MEETING OF MAY 14,2002 10.3.1 BUSINESS ARISING 10.4.0 CORRESPONDENCE 10.5.0 QUESTION PERIOD

10.6.0 NEW BUSINESS 6.1 Standing Committee Business

(a) Executive (i) Graduate Student Preparedness Taskforce

(b) Programs (i) Faculty Appointments (ii) Guidelines for Appointment of Individuals to the Graduate Faculty (iii) New Course in Psychology (Advanced Child and Adolescent Psychotherapy PSYC*6410)

(c) Admissions & Progress (i) Transfer to Part-time Status (ii) Statistical Summary (information only) (iii) Report of Activities (information only)

6.2 Dean's Report

6.3 Associate Dean's Report

10.7.0 OTHER BUSINESS

10.8.0 ADJOURNMENT

Please advise the Graduate Program Services Offrce (extension 6735) if you are unable to attend.

Distribution M. Rozansk~ J Norr~s J Barth M. Htut A. Nassuth cc CoUcgeDeans A W~ldeman L Davenpon (for Student Affa~rs) P Bngg S Kmth A Sull~van GSA A.J.S Summerlee T Sauer R Brooks S MacDonald I. Heathcote M Fort~n G Munz

BOARD OF GRADUATE STUDIES STANDING COMMITTEE ON PROGRAMS

June 3,2002

Approved b y the Dean Associated Graduate Faculty Mercer, Donald G. BASc, MASc, PhD Univ. of Waterloo, PEng -Commercialization Officer, Food

Research Program, Agriculture and Agri-Food Canada, Guelph/Food Science (To serve on advisory comms. and teach a graduate course)

Regular Graduate Facultv Freedman, Karyn L. BA, MA Univ, of Manitoba; PhD Univ. of Toronto -Assistant Professor/Philosophy Jones-Imhotep, Edward BA York Univ.; PhD Harvard Univ. -Assistant Professor/Philosophy O'Meara, Joanne M. BSc , PhD McMaster Univ. -Assistant Professor/Physics (July 1,2002) Preibisch, Kerry L. BA, MA Simon Fraser Univ.; PhD Univ. of Reading --Assistant Professor1Sociology

and Anthropology (July 2002) Sheridan, Patricia BA McGili Univ.; MA Concordia Univ.; PhD Univ. of Western Ontario -Assistant

Professor/Philosophy Turner, Patricia V. BSc McMaster Univ.; MSc Dalhouse Univ.; DVM, DVSc Univ. of Guelph

-Associate Professor/Pathobiology

Svecial Graduate Faculty Cox, Peter N. MBChB Univ. of Cape Town (Africa); FFARCS (United Kingdom); FRCP (Canada)

-Clinical Director, Dept. of Critical Care Medicine, Hospital for Sick Children, Toronto/Pathobiology (To serve on DVSc advisory comm, of J. Meyer)

Docker, Margaret F. BSc, PhD Univ. of Guelph --Postdoctoral Fellow, Great Lakes Institute for Environmental Research, Univ. of WindsorIZoology (To serve on MSc advisory comm. of F. Neave)

Maticka-Tyndale, Eleanor BA State Univ. of New York (Binghamton); MA McGill Univ.; PhD Univ. of Calgary -Professor and Canada Research Chair in Social Justice, Dept. of Sociology and Anthropology, University of WindsorIFamily Relations & Applied Nutrition (To serve on PhD advisory comm. of K. Herridge)

McLean, Michael D. BSc Brock Univ.; MS Florida Atlantic & International Univ.; PhD Univ. of Georgia -- Research Associate, Environmental Biology, Univ. of Guelph/Environmental Biology (To serve on PhD advisory comm. of T. Weinberg)

Neufeld, David A. BSc, MSc, PhD Univ. of Waterloo --Manager, Water Policy Branch, Ontario Ministry of the Environment, TorontoIGeography (To participate in the " of Excellence Project")

Pearce, Simon G. BVSc Univ. of Melbourne; PhD Massey Univ. (New Zealand); Diplomate American College of Veterinary Surgeons --Large Animal Surgeon (contractually-limited), Univ. of Guelph, Clinical StudiesIBiomedical Sciences (To serve on MSc advisory comm. of B. Faramarzi)

Rajcan, Irena BSc Univ. of Novi Sad, Yugoslavia; PhD Univ. of Guelph --Research Associate, Plant Agriculture, Univ. of GuelphFlant Agriculture (To serve on PhD advisory comm. of K. Mahoney)

Tekpetey, Francis R. BSc Univ. of Science and Technology, Ghana; MSc, PhD Univ. of Manitoba -- Scientist, Reproductive Endocrinology & Infertility Program, London Health

s

- Sciences Centre, London, Ont./Biomedical Sciences (To serve on MSc advisory comm. of G. Black)

Associated Graduate Facultv Chesworth, Ward BSc, MSc Manchester Univ.; PhD McMaster Univ. --Retireaand Resource Science '

(To continue advising graduate students)

Gilchrist, H. Grant BSc Trent Univ.; PhD Univ. of British Columbia --Research Scientist, National Wildlife Research Centre, Canadian Wildlife Service, Hull, Quebec/Zoology (To serve on MSc advisory comm. of K. McKay)

Karl, Gabriel BSc Baben-Bolyai Univ. (Romania); PhD Univ. of Toronto -Retired Professor/Physics (To continue serving on advisory comms.)

Miglior, Filippo A. Laurea Univ. of Milan (Italy); PhD Univ. of Guelph -Coordinator, Research and Development, Agriculture and Agri-Food Canada, Guelph/Animal and Poultry Science (To serve on MSc advisory comm. of R. Barrett)

MOTION: that the Board of Graduate Studies approves the proposed additions to the Graduate Faculty.

Guidelines for Appointment of Individuals to the Graduate Faculty

Faculty memben and others appointed to the Graduate Faculty of the University of Guelph should:

1. Hold a PhD (or equivalent) degree, or otherwise have demonstrated equivalent achievement as a researcher, scholar, professional, or artist in accordance with the expectations of the discipline. The Degree h e 1 Standards established by the Quality Assurance Agency for Higher Education, United Kingdom, (attached) may be helpful in assessing

Demonstrate that he or she continues to make a substantive and advanced contribution to research or scholarship or professional or artistic activity in a form that is available for peer review and critical analysis. Such contributions should be judged in accordance with the expectations of a discipline, and may include:

o peer-adjudicated publication(s) o peer-adjudicated research grant(s) a invited presentations at conferences and symposia o curated, critically reviewed, or peer-appraised exhibitions or

performances o evidence of international reputation and recognition within the

discipline a any other mode of presenting work in a public forum that has been

subjected to peer review.

3. Where previously engaged in graduate teaching or advising, demonstrate satisfactory pelfonnvlce as an instructor and/or advisor.

It is the responsibility of the nominating prognm or department to make the case to the Board of Graduate Studies that a given individual has the requisite academic and scholarly achievement for appointment to the Graduate Faculty.

~--- '. a;.

9.1 Program Degree Level

The program meets or exceed the Degree Level Srandord for the proposed degree.

9.1.1 General Baccalaureate Degree

The holder of a qualifcation at this level will have a sound howledge ofthe basic concepts of a subject, and will have learned how to take dzferent approaches to solvingproblems. He or she will be able to communicate accurately, and will have the qualities needed for employment requiring the exercise of some personal responsibility.

General baccalaureate degrees are awarded to students who have demonstrated: (a) knowledge ofthe underlying concepe and principles associated with their area(s) of sCudy, and

an ability to evaluate and interpret these within the context of that area of srudy;

(3) an abiliry to present, aaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic ~heories and concepts of their subjecr(s) of sm&.

7jpicalb. holders of the qualification will be able to: 1

(a) evaluate the appropriateness of dzflerent approaches to solving problems related to their area(s) ofstudy and br work;

(b) communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;

(c) undertakefirrther training and develop new skills within a structured and managed environment; and will have: (d) qzialities and transferable skills necessary for employment requiring the exercise of some

personal responsibiliy.

9.1.2 Honours Baccalaureate Degree

A baccalaureate graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many opes of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate eflectively. A baccalaureate graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility and decision-making in complex and unpredictable circumstances.

Baccalaureate degrees are awarded to students who have demonstrated: (a) a systematic understanding of key aspects oftheir field of study, including acquisition of coherent

and detailed knowledge, at least some of which is at, or infinned by the forefiont of defined aspects of a discipline;

(b) an ability to deploy accurately established techniques of analysis and enquiry within a discipline; ..=-

(c) conceptual understanding that enables the student (i) to devise and surstain arguments, &or to I

solve problems, using ideas and techniques, some of which are at the forefiont of a discipline; and (ii) to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;

(d) an appreciation of the uncertainty, ambiguity and limits of knowledge; (e) the abilit); to manage their own learning, and to make use of scholarly reviews and pr imly

sources (e.g., refereed research articles andlor original materials appropriate to the discipline). Typically, holders of the qualification will be able to: (a) apply the methodr and techniques that they have learned to review, consolidate, extend and app&

their knowledge and understanding; and to initiate and cany out projects; (3) critid& evy~luate argumenlr, awumptio~~~, abstract concepts and && (tAat may be inoorrlptclrr);

to make judgemen& and to pame appropriate questions to achieve a solution or idenha a range of solutions to a problem;

(c) communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

and will haw: (d) qualities and transferable skills necessaly for employment requiring: (i) the exercise of initiative

and personal responsibility; (iaj decision making in complex and unpredictable contextr, and (E) the learning abiliq needed to undertake appropriate j b t k r of a prof- or equivalent nature.

9.13 Baccalaureate Degree with an Applied Focus

y Holders ofqualif;cations at this level will have developed a sound understanding of the principl~~ in ' their field of study, and will have learned to apply those principles more widely. llrough this

qualificution, they will have learned to aaluate the appropriareness of drflerent approaches to solving problems. Their studies may we0 have had a vocational orientation, enabling them to per$orm efectively in their chosen field. 2 % ~ will have the qualities necessary for employment in situations requin'ng the exercise ofpersonal respomibili& and decision making.

Holders ofthis degree will have demonstrated: (a) knowledge and critical understanding of the well-established principles of their area(s) of study,

and ofthe way in which those principles have developed; ( b ) ability to appb underlying concepts and principles outside the context in which they were first

studied, including, where appropriate, the application of those principles in an employment conre.xt;

(c ) knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of drflerent approaches to solving problem in the field of study:

( d ) an understanding of the limits of their knowledge, and how this influences analyses and inte~retations based on that knowledge.

Typically, holders of the qualification will be able to: (a) w e a range of established techniques to initiate and undertake critical anabsk of information,

and to propose solutions to problems arisingfiom that analysis; (b) effectively communicate information, arguments, and analysis, in a variety of forms, to specialist

and non-specialist audiences, and deploy key techniques of the discipline efectively; (c) undertake firther training, develop existing skilLs, and acquire new competencies that will enable

them to assume significant responsibility within organirahbnr; and will have: ( d ) qualities and transferable skills necessary for employment requiring the exercise of personal

responsibility and decision-making.

9.1.4 Masters Degree

Much of the study undertaken at Masters level will have been at, or infonned by, theforefiont of an academic or profusional discipline. SShrdentr will have shown originali~ in the application of knowledge, and t h y will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex hues both systematically and creatively, and they will show originality in tackling and solving problem. They will have the qualities needed for employment in circumstances requiring sound judgnent, personal responsibiliv and initiative, in complex and unpredictable professional environments.'

Masters degrem are awarded to students who have demorntrated: (a) a ~ystematic ttniktrrnding o fkm&&e, and a aUical awtuems of c w e r r l pmblenu MOT

new imightr, much ofwhich 13 at, or infonned by, theforejiont of their academic dtcipZini*fsetd of study, or area ofprofasionalpractice

(b) o comprehensive understanding of techniques applicable to their own research or advanced scholarship;

(c) originality in the application of knowledge,' together with a practical understanding of how established technfques of research and enquiry are used to create and i n q r e t howledge in the discipline;.

(d) concephd understanding that enables the sludent (i) to ewrhurte crSricaI& w e n t resapn:h and advanced scholarship in the discipline; and (@) to mfwte methodologh and develop of thern.and, where appropriate, to propose nov Wthaa.

Typically, holders of the qualification will be able to:

, - L~ Ontario. some Mastas p r o p m pmvidc a choice betwear a ame-bad JaWh, rlbeit one imolving serPinra with racarcfi papers, aad a t k k - b c d ~l-vc, in which, in sddition to a aumba of eoursq a thesis is q u i d Applicdt@mfasiOnal dcgma ~ormally focus more on pnparmioa fbr prnctice than aa the d c v m of nstMb skills

(a) deal with complex issues both systematically and creativek make soundjudgments in the absence of complete data, and communicate their conclurions clearly to specialist and non-specialist audiences;

(b) demonstrate seydirection and originality in tackling and solving problems, and act autonomously in planning and implementing rash at a professional or equivalent level;

(c) continue to ahance their knowledge and understanding, and to develop new skilk lo a high level; and will have: (d) the qualities and transferable skills necessary for employment requiring (0 the exercise of

initiative and personal responsibility, (ii) decision making in complex and unpredictable situations, and (iii) the independent learning ability required for continuing professional development.

9.1.5 Doctoral Degree

Doctorates are awardedfor the creation and interpretation of knowledge which extendr the forefiont of a discipline, usunlly through original research. Holders of doctorates will be able to conceptualize, design and implement projects for the generation ofsignifcant new knowledge and/or understanding. Holders of docrorures nil1 have the qualities needed for employment requiring the ability to make informed judgements on complex issues in specialist fields, and innovation in tackling and solving problems?

Doctorates are awarded to students who have demonstrated: (a) the creation and interpretation ofnew knowledge, through original research, or other advancced

scholarship, of a quality to saris& peer review, extend the forefront of the discipline, and merit publication;

(b) a systematic acquisition and understanding of a substantial body of knowledge which ir at the forefiont of an academic discipline or area ofprofessional practice;

(c) the general ability to conceptualize, design and implement a project for the generation of new knowledge, applicotiom or undersfanding at the forefiont of the discipline, and to ac#wt the project design in the light of unforeseen problems;

(d) a detailed understanding of applicable techniques for research and advanced academic enquiry.

Typicalb, holders ofthe qualification will able to: (a) make injormedjudgements on complex dsues in specialirtfiel&? ofjen in the absence of complete

data, and be able to communicate their idem and conclusions clearly and effectively to specialist and non-specialist audiences;

(b) continue ro undertake pure andlor applied research and dewlopment at an a h n d Icvt,C, .% -

conbibutingsulwon#alty b the dkd- qfncw kchniqum, ktkw or appmhe~; and will have: (c) the qualities and wamferable ski1Is necessary for employment requbing the exercise ofpersonal

responsibility and largely autonomous iniriative in compler and unpredictable situations, in professional or equivalent environments.

Benchmark for assesskra -rw lev4

1. The pmgr& meets or exceeds the lesming o&om Standank W d b d e t e D q p e ~ Level Standmi.

a In Ontario, doctoral programs leading to the PhD an typically research orientad and raquin r srbstaatial t b d On ,independent and original work whicb is appraised by r pand of experts badod d e g n a witb a more pnctical focus M b$dY

identified with a specific am of study, such as m EdD.

Programs Committee .April 12,2002

The Department ofPs:cholog proposes to add a neu course to their graduate progam: Ad~anced Chlld and .Adolescent Ps\chotherap) (PSI'C'66 10)

Dir ision Committees I1 and I11 ha\e rer i e ~ e d the proposal.

Dir ision Ill Committee report: Ebeqone \rho responded said that their department bas "entirel? satisfied" \+ ith the prop~sed P j \ ~ h o l o c caurse 3ddition. PS\r'C*66IO. Jan S-laslnnes. Chair

Division 11 Committee report: I receired Wo responses. Landscape Architecture was satisfied with the proposal but FRAN raises the possibili~ that the proposed course may duplicate some parts of an existing course: FR4N 61 10. The attached memo comes from Susan Lollis in FRAN who, I believe, teaches the course. The memo indicates that. contrap to the note in the proposal that faculr) in FRAY focus on family and couple therapy. there are seieral applied courses in FRAN directly related to children and adolescents, such as FR4S 64 10. Professor Lollis writes that there is likely to be some overlap but the amount is difficult to assess ~ i t h o u t a more detailed course outline.

Recommendation: A more detailed course outline from P s y c h o l o should be requested and the department should attempt to indicate the estent of duplication with FRAN 6410. Presumably, duplication should be avoided in general but some amount may be necessary to create a selfcontained course.

June 5,2002

Enrolment in FMN'6410: Fall 2000 - 10, Fall 2002 - 7

- Forwarded message follows - From: "Michael Grand <rnqrand@uoq~ei~h ca> To: gkrusc9@uoaueloh ca Date sent. Mon. 3 Jun 2002 16:28.22 -0400 Subject Re: ADVANCED CHILD & ADOLESCENT PSYCHOTHERAPY

.i~&+. . . 3a.fsf&:14as+ - reading course title. (6410). I agmct

a similar number every two years which is how the course is to be scheduled, Michael

Library update: Additional finding has 2

MOTION: that tbe Board of Gmduate Studies approvea the new coarse A d v u o d d m ud Adolescent Psychotherapy PSYC+6610 in the Department of Psychology.-

I'ni\ersip of Guelpb Department of P s ~ c h o l o ~

TO: Isobel Heathcote. Dean. Facult?. of Graduate Snidies FROM. Professor Michael Grand Date: Sfa) 8. 2002 RE : Proposed N ~ H Course - .\d\anced Child and Adolescent Psychotherapy

.A concern has been raised as to nhether there i s substantial oierlap bemrrn the proposed course. PS\r'C*6610 and a current1 offered course. FR4%*64 10.

I ha\e re\ iewed the course outline for FR4S*6410. which was pro\ided to me b>. Professor Susan Lollis, uho is the priman instructor for this course. .4s a result. I am able to address the points of departure bemeen the two courses.

The first stated objective in the course outline of FRAN*6410 is that the course %ill provide students who are plann jng an applied career u ith families and children with an understanding of issues related to tbe psychological difficulties most commonly experienced by children and adolescents". PSYC*6610 will not address this issue for our students wi l l already have taken, PSYC*6000, Developmental Psychopathology: Etiolog and .4ssessment, and PSYC*66301 Developmental Psychologq, which both focus on this issue in great detail.

The second stated objective in the course outline of FRAK*6410 is as follows: "Theoretical models and classification systems presently available for describing childhood issues will be critically e v a l d . " Again, PSYC*6610 will not consider these matters as this course material has been extensively scrutinized in PSYC*6000, Developmental Pathology: Etiology and Assessment, PSYC9670, Personality and Social Assessment of Children and Adolescents and a reading course that focuses on differential diagnosis. I

The course outline for FRAN*6410 also states that "Ethical issues particular to working uith children will be addressed." In the Psychology Department's Applied Developmental PhD program, ethical issues are covered in a course dedicated to this topic (PSYC*6880, Ethical Issues in Psychology). Ethics are also dixusxd in every professional training course that we teach. Hence, we. like those who teach FRAN86410 recognize that many of our courses require a focus on ethics.

Finally, FRAN.64 10 devotes attention to issues of intervention. However, given all of the other material mentioned above, it is not surprising that this is not the major focus of the coune. In fact, according to the course outline, treatment considerations are to be discussed in only 5 of the 12 clrs9cr. In Cod- PmC+6610 has not been designed as an introduction to intervention. Instead, it will provide an opportunity for experienced reflaction on the literature and practice of child psychotherapy by students who have completed a two day+-week and a four day-a-week semester length practicum, have had experience in the department's clinic and have taken an introductory course in psychotherapy (PSYC*6580). These students have already read well b e y d the mataial m FRAN*64 10, a course which has been designed for broadening the understanding of students in tk Coupk and Family Therapy program and for students without clinical experience but who are doing applied rcsearcb in child and adolescent studies.

Ckarly, the two courses overlap to a minor d children. However, they have been designad with very diffimrt purposes m m M which academic and professional goals of the programs in the two departments.

. .. F i l l y , I would note that F%of~QUisrtw40isLdredrephmyi- fm&RAM?Wl.@ma.@ ~ 1 1 qdimki to teach the proposed course, Ad-yanced Child an$ Adolescent ' erapy, PSYC*6610.

Michael Grand, PhD, C.Psych Rofessor

1 :;~2 F.4CL'LTY OF GR4DL.ATE ST'L'DIES

PROPOSAL FOR .A GRADLATE COURSE ADDITION'- - .- - - ,- "-. a .-- / -7 C O O ~ C ( . K . Ga,r,,

Yew Course L- d / % . ~ t i ~ < ~ o Department of Psychology & t r f , ~ t ~ ~ I . L ~ Z

(3) COURSE SC'MBER P S Y C * ~ ~ ~ ' ; 1- I a /

(b) R Z L COCRSE TlTLE Ad! ancsd child and adolescent psychotherapy

(c) SHORT TITLE Advanced psychotherapy

(d) SEMESTERS OFFERED variable, depending on when students are ready to take the course.

(e) LECTURE HOGRSNK 3 TOTAL CONTACT HOURS/WK 3 plus any office hours required TOTAL STUDLXT TIME & EFFORT ON TASWWK 9 PROPOSED CREDITS 0.5 SCHEDULING alternative years

(f) CALENDAR DESCRIPTION t

This course will consider newly emerging developments in child and adolescent psycho therapy. In addition, issues of power relationships, cultural sensitivity and empirical support will be addressed.

(h) Michael Grand, Mary Konstantareas, Brenda Kenyon, Barbara Morrongiello

(i) PREREQUISI'E3 PSYC*B PSY-72

(k) PROPOSED GRADING SCHEME Numeric only

0) DESIGNATEI) MULTIPLE-SEMESTER COURSE? NO

(m) INSTRUCTOR'S SIGNATURE REQUJRED? No

(g) 1- OBIECllVES OF THE COURSE

The p r i m q objective is to enhance the student's knowledge of child and adolescent psychotherapy, While one of the prerequisites, PSYC*658 provides a suney of the field. this course will address newly emerging developments in chlld and adolescent psychotherapy as well as issues of power relationships and cultural sensitivity. In addition, consideration will be given to debates surrounding the empirically supported therapy movement. Students should leave the course with a better understanding of the ingredients of successful child and adolescent psjchutherapy and the pitfalls that hinder positive outcomes.

Several University Learning Objectives will be met in the course. Students will read widely in the field of inquiry. They will be expected to maintain an ongoing written evaluation of the material covered in the course. They will be expected to play an active part in the seminar discussions. Finally, they will be required to apply the material of the course to their ongoing psychotherapeutic experiences. All of these activities contribute to the meeting of the following objectives: Literacy, Historical Development, Aesthetic Maturity, Forms of Enquiry, Depth and Breadth, Independence of Thought and Moral Maturity.

3 -. .MATERIAL TO BE COVERED

Students will read widely in the area of emerging developments in child and adolescent psychotherapy. In addition, consideration will be given to power relationships, cul turd sensitivity and the empirically supported therapy movement. Material will be presented at a level commensurate with the students'

f status as senior PhD candidates.

3. METHOD OF COURSE PRESENTATION

The course will be presented in a seminar format. All students will be expected to read all of the material for the week and to play an active part ir! discussing the readings and the issues arising from the readings. For the second half of the coursc, students wiII m t papers on specialized aeas of tbe ti- Again, all students will be expected to c o n t n i t e to the discussion and analysis of this material.

4. METHOD OF EVALUATION

50% - weekly diaries of evaluation of the material and issues arising. 30% - s e m i n a r ~ n ~ m * ~ ~ o f ~ ( ~ -, . 20% - weekly class

5. REASON FOR THE COURSE OFFERING AND INTENDED USER GROUP

$ . - ) PSYC*6380 ki-,MA -&in A ~ t s p s i t ~ o p = t a l Pmm - $* . the field'of child and psyciio&-~. Ttlproirides cbe student with an j~

in i t id frmeuork for understanding the therapeutic encounter and prepares the student to implement therapeutic consultations of a less serious nature.

This new course has been designed to advance PhD students' knowledge of the field. Two practicums and PSYC*658 will have given the students enough academic and hands-on experience to be able to begin to formulate therapeutic strategies. Many of the students who will take this new course will also be seeing clients in the Centre for Psychological Services at the Cniversity. The course will afford them the opportunity to expand their range of knowledge and slulls and become more sensitive to many of the ingredients of successful therapy with children and adolescents:

Finally, this course has been designed to meet several of the expectations of the College of Psychologists of Ontario for those students who will seek to be registered in the province as psychologists.

6. OTHER DEPARTMENTS

There are faculty in FRAY who teach courses in therapy. However, their focus is primarily family and couple therapy. This course is directed more towards chlldren and adolescents, although consideration will also be given to systemic understandings. It is possible that a faculty member in FRAN might be interested in teaching this course at some timR in the future.

- . - - - F.1CCLTY OF GRADUATE STUDIES - - - - -. - , 2: . -:-

INFOR\IATIOS RESOC'RCES FOR NEW PROGR\>IS A5-D SEW' REYISED COURSES

DEP.\RTlIENT Psychology

COURSE NAME Advanced Child and Adolescent Psychotherapy

Journals. books and the serial were selected on the basis of their direct relevance to issues in child and adolescent psjchotherapy. reflect det.elopments in the field over the past decade and consider both research and clinical practice. All sources are available through our library system.

Journals:

American Journal of Onhopsychiauy Clinical psycho lo^ Review Cognitive Therapy and Research Family Process Journal of Abnormal Psychology Journal of the American Academy of Child and Adolescent Psychiatry Journal of Child Psychology and Psychiatry Journal of Clinical Child Psychology Journal of Cognitive psychotherapy: an international quarterly Joumal of Consulting and Clinical Psychology Journal of Marital and Family Therapy Journal of Rational-Emotive and Cognitive-Behavior Therapy Psychological Bulletin Psychotherapy

Books:

Chethik, M. .(2000). Techniques of child therap : osychodvuamic stratefzics. New Yotlu Guil ford.

Deblinger, E., & Heflin, A. J. (1996). Treating sexually abused children and their nonoffending parents : a cognitive behavioral approach. Thousand Oaks, CA: Sage.

Eisen, kR & Kearney, C.A. (19W). Practitioner's @de to treating fear and anx~etv a . . children and adojesccnts : a cognitive-behavioral ~ D M O ~ C ~ . . New York: Jason Aronson. .

Eron, JB., & Lund, T.W. (1996). Narrative so1utions in brief tbera~y. New York: Guilford Press.

. " - - ' Frceman,*J., Epston, D.. & Lobovits: D.(l'%V'). plavful approaches to reri& pmblldL; C

f 1

Smativs theravv with children and their families. Sew York: W. W. Sonon

Friedman, S (Ed.). (1993). The new Ianguaoe of change: - Constructive collaboration in psvchothera~y. New York: Guilford.

Johnson, J.. Rasbury, W.. & Siegel, L. (1997). A~vroaches to child treatment. New York: Pergamon Press.

Jongsma. A. E., Peterson, L.M.. & Mcbnis. W. P. ( 2 0 0 0 ) . Child vsvchotheravv treatment planner. Sew York: Wiley.

Kendall, P. (Ed.). (2000). Child and adolescent thera~v : comitive-behavioral ~rocedures. New York: Guilford Press.

Leve, R. M. (1995). Child and adolescent psvchothera~v : Drocess and inteeration. Boston: Allyn and Bacon.

Mash, E. J., & Barkley, R. A. (Eds.).(1998). Treatment of childhood disorders. New York: Guilford

Reineke, M.A.,. Dattilio, F.M., Freeman, A. (Eds.). (1996). Comitive thera~v with c r . New York: Guilford.

Ribner, N. G. (2000). First session with teenapers : a stepbv-stet, guide.. San Francisco, CA: Jossey Bass.

Russ, S. W., & Ollendick, T. H. (Eds.).(1999). Handbook of ~svchothera~ies with children and families. New York: Kluwer Academic.

Shirk, S.R. & Russell, R. L. (1996). Change Drocesses in child ~svchotheram ~vitalizine treatment and research. New York: Guilford.

S,@kjd D(1999). pima fa cbild pyhbec80&&. . Northvak, NJ.: Jascm Aromm.

Smith, C., & Nyland, D (Eds.). (1997). Narrative thera~ies with children and adolescents. New York: Guilford.

Waker, E., & Roberts, M. (Eds). (1992). York: Wiley.

-. -.-- - . F . ( I ~ . T MS. tin N ~ W r~New-&o;td

Watzlawick, P., Weakland, J., & Fisch, R (1 974). Chan~e: Princi~les of ~r~blen) formation and ~roblem resolutioq. New York: Norton.

Watzlauick. P. (1978). The lannuare of change: Elements of (herawutr cornmunicatinn. New York: Basic Books. i

Serials:

Advances in Clinical Child Psychology. S e w York: Plenum

Xames of faculty responsible for the course:

Michael Grand, Mary Konstantareas, Brenda Kenyon

Date: March 2 1,2002.

TO: Dr. I. Heathcote. Dean Faculty of Graduate Studies

FRO31: Tim Sauer. Head Collections Senices

Ext. 3 150

DATE: May 1 , 2002

SUBJECT: Advanced Child and Adolescent Psychotherapy (PSYC*66 10)

The current library resources are not fully satisfactory to suppon Advanced Child and Adolescent Psychotherapy. as per the attached memo from Linda Graburn. Liaison Librarian. This shonfall has been referred to the Library's Information Resources Management Committee to see if they can make adjustments to the resource base to accommodate it. This need may also be used to seek additional funding from the Provost and Vice-President Academic in the future. Nonetheless. the course should proceed through the normal process.

cc: Harvey Marmurek, Chair, Psycholofl Andrew Winston, Library Representative, Psychology ! Linda Graburn, Library i

- - -

L 3 D'ERSIn OF GCELPH LIBRLRY

Librar?; Report on CoUection Support For Sew Programs and Sew or Re\-ised Courses

Departmen tTchool: Psychlo-ry C e p m x n t

Same of Progrsn~ Coursets): .Ad\ anced Child and .\dolescent Ps? chotherapv (PSYCf6610)

Overview of PrograrrcCoursds): C3lcnJar description of course not prorided with depment's documenntioa

Collection Evaluation Results (Summary):

The Library of ien the following electronic resources a\ailable from a student's desktop: Chld Abuse. Chlld Welfare & Adoption Database ERIC Farmly & Society Studies Worldulde Medlme Psyclnfo Psychological journals (over 300 e~ectroruc journals related to soctal sciences) Science Citation Index (indexes core journals in substance abuse, psychology, psychiatry, public health) Social ScisDce Citation Index (includes core journals in education, farmly studies, psychology, psychiatry, social wo& sociology) Social Senxes Abstracts Sociological Abstracts - Web of Science (1995-)

These provide access to tbe rcsearcb litemtun and this sexvia is integrated with mast &xume~t &livery for d c k s at ailable to all faculty aud gaduate students through CISTISource and Ingenla Umver. Stredining of this d c e bas cut the maround tuw sipficandy. It is now a viable option for graduate students to rely on this resource for course work and research

Information mources cited by tbe Department inchde fourtetn j d titks. The Libmy cumnt holds tcn of thase titles. Unfortunately, the ranaining four titles are also not aMihbk tbougb TUG. The APA titk Journal o/ConsuIting m r d U ~ ~ w p s ~ m ~ . T b b n e w f ~ ~ c l i a i c P l p a c t i c e s u g ~ s r r t b p t t h i r t i t k b e ~ This journal publisk mearch dealing witb the diagwsis, trrePmed aad pevmtiaa drbwrma kbrvbr. &nd subscription cost for thEs U.S. p u b W ti* d be $862.04, M u d b g creha8ge rate and taxes.

l o u d of Cogidhe Pgcho~herqy: An International Joumal is a second titk nco~llmDded by w h m g Wty. This titk is a d a b k for 522162, witb trcbaage rate rsd tua fodudtd. humd of Ratk~&EmojSvr ond G@W- Behmor l7teropy is srnMba U.S. imprint Wifb taxes a d cxcbange considered, this titk m d d axt SS65.65. Information on the fwrtb titk listed of interest to M t y n#ds fiutbcr oonfimration Total cost of these tBrm Wkr woakl kS1.94951. . .

n h

Chsotba~P~joumal titksboufdbeconsidacdforplrch;ase. p u c b + n ' r m b for child, youth F- Savices. Online access is availabk tbr $443.91 Ciardba reflected in that total

I '3

Dixussic~ns cn the need for funding fer h s department's h k budge! did result in a small *firease fcr tlus pact fix31 ye=. Cdorruru!zly. it did little to caber the increse m abenge cost of rnonogmphs in the SCY:~ sciences. Funher. n ~ s t titles purchased Jre U.S. imprints and the exchange nte hs also played a part in rhe difficult tide by t~tle choices that need to be made in ruFpn of h s Jepment ' s course ofinings and research interests. The Libnrl; Reprexnutlre for hs department has worked iery hard to malie the best choices p i b l e . with the funds available.

Tc3ihIp faiul? insiuded a list of reccmmsnded 20 monc.>mphs and one serial tj11e. Elexen of tk are held at Guclph xd m 3ddit:cml eight xe available for purchase. Total cost for faculty recommended book titles is 5681.31 including exchange rate and applicable taxes. The xrirs title .4hunces in c1ini~-of child pqcho!os-. m~d by faculty is also cl\aibble for an additicna) swn of S185.18 Canadian (tares included).

Checkmg for recent irrrprints born several major book publishers resulted in tbe recommendation of an additional S2J39.12 (Can.) is allocated in support of hs course offering. Details of specific titles will be sent to tbe Department's Library Representative for consideration Video titles related to specific krapeutic approaches might dso be of importance to ,upport h s course. Some selections will be fomarded to rele%anf faculty for consideration

Reference Materials:

Tbe just r e l m d four-volume set of the Comprehensive Handbook of Pqchorherap would be of relevance to students takmg &us course. This set is abailable for 5736.00 (Can. includiog taxes) untd J u w 2002. Indibtdual volumes are also abailable.

Collection Requirements (Summary):

To purchase all mafcrials wornmended by Wty and tbe recently released reference tool wouM require an investment of l3352.10. The additional journal title and monographs would innease that figure to a wal of 36,235.13.

Total Costs For Required Library >lateriaWlnformation Soarces:

Current need =53 $52.10 (Minimum) ~urYContinsiag = S 1,5.00

Commenb: InstNcticwofthtuse ofTRELUSmdattjorwnlirdaesbavaifabkhxntbelikay. S p e c i r t ~ f o r ~ ~t ionanalsowtk .oare . ~ a l w r y a , i t i s ~ ~ i f b k a r y ~ i i ' ~ ~ o f t h P e o f ~ ~ t t r P t requin library resoma. As Bbwy bison to tbe Dcperhwnt of Psychology I would be fmppy to off' my libmy support required by tbe instructor, ttathing assistants or other staff associated with this course.

Linda Grabum, Liaison h i April 21.2002

1. Dr. I. Heathcote, hm, Gwduate Rogram scwkxs 2. Dr. H. M a r m ~ k Chair, Psychology 3. Dr. A. Winston, Library Rep. Psycbobgy 4. T:Sauer, Head, W d Rsqrca? .. 'I , .. &.

5. Lhdaeablm,Lia&mLibrariarr ' ' r t4, ;",--.u& &fi>%$l.@ ,; >-; .*:< $ .- ,. , , .

To: John Livelnols, Economia F ron: Susan Loll~s, Famly Relatons and Applied Nutrition Date: 3 April 2002

RE: Request for comment on the development of new ccune. PSYC'6610

item 6 Other Departmenk: It is wittet, in the course propcsal the? 'FRAN faculty teach courses in therapy. However, their foccs is primrib !amily acd couple therapy.'

Altho-rgk is may be true for most cf the courses that are taught by the faculty that are associated wi* the Couple and Family Therapy Centre, there are several appl~ed cocrses directed to children and adoiescents that are taught by faculty associated ~ 4 t h the Child and Adoiestxnt area in the Department of Family Relations and Applied Nutrition. The course FRANT6410 Oevelopmentaf Assessment and Intervention in Childhood and Adolescence is described in the 2000j2002 Graduate Calendar foliowing manner.

An examination of psychological difficulties encountered in childhood and adolesceme. Spedal attention will be given to theomtical models used to explain childhood dificulties, categorization systems, assessment techniques, metfmds of intervention. as w e l l as ethical issues specific to working with children and addescerros.

In the last offwing of FRAN'6410, half of the students were Couple and Family Therapy clinical graduate students (most of whom have already spent approximately 300 clinical hours with clients) and half were graduate students who wen focussing on applied work wth Children and Adolescena COUM content overlap beheen FRANWIO and the proposed course is clearly possible. although without a debW outline of course content this IS really ciifficuft to waluate Using what is given, a list of journals and bo& that wouid be useful to the teaching of the proposed coum, there IS no doubt that overlap WMIM be present, particularly in the areas of Psychodynarrric cunceptualuations of interventions with children and adolescab, Cognitivc?..Behavioral and Narrative meam dtherapy, as well as particular approaches to working with children %60 have issue, of uuosty. But, ag&, how much oPrerlap is prea8nt b diflialt t~ mtuats ~ l i t f ~ o ~ t in-^ fim aadty ~ d 8 e k r u t ~ COUW. ~ ; ~ t t y , FIUN'6410 is taught by a kufly m r wtro ia tmined aadedcally or a Psychologist and is also registered in the College of Psychdogists .... as are the taarftv who am proposing thk couw.

Proposed Changes to Regulations on Transfer to Part-Time Status Changes proposed by the Admissions and Progress Committee.

Part-time Student: Part-time students are enrolled in part-time graduate programs. This status must be declared at the time of admission. If a program does not indicate "full-time only", applicants may assume that a part-time option is available. Students interested in part-time study should consult graduate programs of interest to confirm the availability of this option.

Part-time students will normally register for no more than one course in a semester. Three part-time semesters are regarded as the equivalent of one full-time semester in terms of minimum program duration. In rare some instances full-time students may be allowed to transfer to part-time if demanding circumstances relating to personal health matters, or family responsibilities, or employment exist. Documentation of the these circumstances must be submitted to Graduate Program Services on an annual basis. Transfer to part-time status is not related to employment.

Pending transfer application and approval from both their program and Graduate Program Services, part-time students may transfer to full-time status at any time in their programs. Full-time graduate students originally admitted to part-time programs may transfer back to part-time status on request.

italics = suggested changes

bold = suggested deletions

UNIVERSITY. b((3167 - 9cGUELPH

Surname

GRADUATE PROGRAM SERVICES I DepartmentISchool Program

APPLICATION FOR TRANSFER TO PART-TIME STUDY .........................................................................................................

Given Names

A full-time graduate student originally admitted to a part-time program may transfer back to part-time status on request. A full-time graduate student originally admitted to a full-time program may be allowed to transfer to part-time status if demanding circumstances relating to personal health matters, family responsibilities, or employment exist. Documentation of these circumstances must be submitted with this application. ......................................................................................................

I.D. Number

a I hereby apply to revert to part-time status; I was originally admitted to my program as a part-time student.

a I hereby apply to transfer to part-time status. Personal, medical, or other family circumstances dictate that I am able to pursue my studies on a part-time basis only, as explained below. Required supporting documentation is attached.

0 I hereby apply to transfer to part-time status due to employment. Employer's statement confirming employment is attached.

Name of Employer:

Location of Employer:

One part-time semester is the equivalent of '/3 of a full-time semester. I understand that registering as a part-time student may have negative implications with regard to:

- eligibility for student loans - interest free status for outstanding student loans, - income tax benefits (education credit), - scholarship eligibility.

Thii transfer request applies Cl only to the semester -or- O for all remaining semesters.

Student's signature: Date: .......................................................................................................... DEPARTMENT USE ONLY: We hereby support this request as stated above and guarantee that the program will be available to the student on a part-time basis.

Advisor: Date : signature

Graduate Coordinator: Date: signature

/ GPS ofice use only: Transfer to part-time approved OYes O No

for Graduare Dean

Distribution: CI Student Cl Department pamime. f o m v/02

dare

ACTION REPORT OF STANDING COMMITTEE ON ADMISSIONS & PROGRESS

August 2001 to June 2002

STATISTICAL SUMMARY

TOTAL CASES CONSIDERED: 230

t and including: June 3/02

TYPE

Direct Admit to PhD + Alternate Admit Criteria

Admit: Dean's Decision .f.

Transfer MO to Do

Transfer GDip to DVSc

Transfer Do to MO

Transfer Do to NonDegree

Transfer Do to Do

Readmit after RWD

Leave of Absence

Extension of INC Course

Remove Course Record

Failed Courses

Special Cases

Required to Withdraw

Admissions

TOTAL:

(+ from June

Approved

11

1

2

1

11

11

13

8

7

4

4

73

Referred to BGS

TYPE

Appeal of A&P Decisions

Approved by GPS Staff

1

49

9

19

2

50

6

9

145

. Approved

Tabled

1

2

1

1

5

1/01 to May 31/02)

Approved with change

Referred to BGS Approved with change

1

Denied

3

1

2

1

7

Denied Tabled

DRAFT June 17,2002

REPORT FROM THE GRADUATE STUDENT PREPAREDNESS TASK FORCE

The Graduate Student Preparedness Task Force (GSPTF) is an ad hoc committee comprised of faculty, students and support services staff (see below for membership). The GSPTF was charged by the Provost and the Office of Graduate Studies with identifying opportunities for graduate students to develop knowledge and skills in preparation for academic and non-academic career paths. As part of this mandate, GSPTF surveyed both academic and support units across campus.

The survey consisted of six subsections targeted to gather information about opportunities to develop slulls in 1) teaching, 2) communication, 3) research, 4) leadership and management, 5) profession specific skills, and 6) job search and application, each of which help prepare graduate students for the workplace, both academic and non-academic (see Appendix A). The questions were designed in the hope that concrete recommendations could be made based on results obtained. All academic departments and support units completed the survey.

This report will present first the overall conclusions from the results, next recommendations for action, followed by more detailed remarks about the results.

Contents: Results of the survey and conclusions Page 2 Recommendations for actions Page 3 Specific results for Academic Units Page 4 Specific Results for ServiceISupport Units Page 9

Appendix A. Blank copy of survey as given to the different units Page 10 Appendix B. Summary of academic units survey. Page 17 Appendix C. List of preparedness-related courses open to all graduate students. Page 30

GSPTF Membership: Annette Nassuth (Chair, on behalf of BGS), Todd Duffield and Andrew Brooks (OVC), Larry Schaeffer and Jane Coventry (OAC), Alison Duncan and Matt Routley (CBS), Brenda Murphy and Rodderick Barron (CSAHS), Don Sullivan (CPES), Janette Dayman (TSS), and Beverly Gilbert (Career development).

RESULTS OF THE SURVEY

Responses were obtained from 33 academic units: 7 in the College of Social and Applied Human Sciences, 4 in the College of Arts, 5 in the College of Biological Sciences, 5 in the College of Physical and Engineering Sciences, 4 in the Ontario Veterinary College, and 8 in the Ontario Agricultural College (see page 4, Appendix B on pages 17-29, and Appendix C on pages 30-32).

Responses were also obtained from the following 16 support/service units: CUPE 3913; CSA; Centre for Families, Work & Well-Being; Child Care & Learning Centre; Centre for Students with Disabilities; Citizenship Education; GSA; Graduate Studies Office, Health & Performance Centre; Hospitality Services; Learning Commons; MacDonald Stewart Art Centre; Multi-Faith Resource Team; Student Housing Services; Student Life & Career Services; Teaching Support Services (see page 9 and appendix C on pages 30-32).

OVERALL CONCLUSIONS:

All Academic Units (Departments) offer opportunities to graduate students to develop teaching skills, communication skills (to peers) and research skills. Some Departments prepare their students for a professional degree, while others consider the offered research and communication opportunities important for professional skill development.

Most Departments do NOT offer any (formal) opportunities to develop leadership and management skills, job search skills, or how to apply for jobs. The services offered by support units on campus appear toJill this need.

Many development opportunities in teaching, communication, research, leadership and management, job search and application, are open to students from all units (see Appendix C).

The University as a whole (academic and support units) appears to offer adequate opportunities for the preparation of our graduate students for the workforce, HOWEVER, it is not clear from this survey

How appropriate and effective the offered opportunities are.

Whether students are aware of these opportunities and what the participation rate is.

If there are alternatives that could enhance the offerings by the University.

RECOMMENDATIONS FOR ACTIONS:

Re-evaluate on a Departmental basis whether each Department offers appropriate and adequate opportunities - Departments should compare opportunities offered by them with those offered by other units on campus AND inform the Office of Graduate Studies from any changes in opportunities offered.

Ensure that all graduate students are aware of the available opportunities - Distribute the list of development opportunities on campus (Appendix C) to all students (and faculty).

Determine effectiveness of the offered opportunities - Conduct follow-up survey of recent graduates and their employers.

Zdentifi additional appropriate activities - Identify opportunities offered at other Universities; ask recent graduates and their employers for suggestions (via survey, see above).

Ensure (continuation oJ3 involvement of service units on campus in, at least, opportunities for the development of teaching skills, leadership and management skills, job search skills, or how to apply forjobs.

I

SPECIFIC RESULTS FOR ACADEMIC UNITS, WITH REMARKS ON COLLEGES THAT DIFFER FROM THE AVERAGE ACADEMIC UNIT ON CAMPUS

1) TEACHING SKILLS

Many academic units offer opportunities to study and discuss teaching, most commonly via mentoring by experienced TA or instructor, a teaching orientation session, instruction by course coordinator, and one-on-one consultations. Many Departments (in ARTS, CBS, CPES, OAC, and CSAHS) also indicated that they direct their students to the teaching course offered by TSS and the Graduate Student Orientation session organized by Graduate Studies & TSS in the Fall.

Several departments offer the opportunity to study teaching via presentations by guest speakers and onlinelhardcopy resources.

The majority of departments rarely or never organize conferences (partly) on teaching.

Most academic units offer opportunities to teach or lecture to undergraduate students but usually not to graduate students. Opportunities were most commonly offered in undergraduate courses during tutorials or discussion groups and laboratories, and by way of marking. Tutorials/discussion groups were most commonly used at the graduate level.

Opportunities were rarely or never offered in the form of oral examinations of graduate or undergraduate students, formal lectures for undergraduate or graduate students, or field trips, marking, or in laboratories for graduate students. In contrast, ARTS and CSAHS do offer opportunities for graduate students to conduct formal lectures at the graduate level.

The opportunity to teach in field trips for undergraduate students differed between the different Departments. Not surprisingly, this was related to whether any field courses are offered by the units.

2) COMMUNICATION SKILLS J

Many academic units offer opportunities to learn about effective written and oral communication, most commonly in courses and via one-on-one consultations.

Opportunities were rarely or never offered in the form of conference on communication, traininglskill development sessions or onlinehard copy resources.

Many academic units offer opportunities to practise communication to peers but communication opportunities to lay public varied between departments. Opportunities to present and discuss with a group of peers were most commonly offered as part of the thesis defence, as part of a course, in departmental seminars, in the form of a research proposal or a conference presentation. Common activities in graduate courses were essays and the preparation of manuscripts for journals. It was mentioned that many groups also have "lab meetings".

Communication opportunities were rarely or never offered in the form of journal clubs. Students are encouraged in several Departments (in CBS, ) to help with the open house of the University, and to participate in "let's talk science", a program which pairs students with teachers at high school or primary school to prepare one or more presentations.

Many academic units offer opportunities to write research grants, usually in the form of research proposals as part of a course. The opportunity to write (portions of) grants "for real", with advice from the Advisor is offered in several departments but varies substantially with Advisor.

The opportunity to write complete research grants as part of a course is offered by some but not other departments.

3) RESEARCH SKILLS

Most academic units offer research learning opportunities, most commonly via independent learning from literature, advice from peers, advice from Advisor, and learning while in a work environment.

Several Departments also offer the opportunity to learn in a research design course or in another research environment, either a laboratory, library, or gallery depending on the discipline. Techniques courses were offered by some departments but not by many others.

Most academic units offer research working opportunities in a variety of ways: independently, in a group with fellow students, and with a senior researcher.

Many departments also offer, usually occasionally, the opportunity to students to collaborate with researchers at other institutions, or to mentor other graduate or undergraduate students.

4) LEADERSHIP AND MANAGEMENT SKILLS

Most academic units offer the opportunity to their graduate students to take a leadership role, usually with a position on an administrative committee. Many departments also offer the opportunity to mentor undergraduate students one-on-one, or as a group.

Occasional opportunities were offered by many departments to organize seminar speakers, seminar series and (co-organize) conferences.

Many departments rarely or never offered the opportunity to organize a short course or workshop.

Most academic units do not offer the opportunity to learn time management, either via a courselseminar, onlinelhard copy resources or one-on-one consultations. However, some exposure is offered through the TSS course Teaching theory and practise

Many academic units offer the opportunity to learn effective team skills, on a daily basis in the research environment but not via a course or seminar.

Most academic units do not offer the opportunity to learn how to deal with conflicts, either via a course or seminar or a training session.

5 ) PROFESSIONAL SKILLS

Several academic units offer the opportunity to develop professional skills, if they do then it is mostly as part of the graduate project or via course work designed to stimulate work situations. Some departments also have a professional training period.

Most departments rarely or never offer the option of co-op placement, mentoring/shadowing, or contract work, and do not prepare students for a professional certificate.

6) JOB SEARCH AND APPLICATION SKILLS

Most departments offer graduate students the opportunity to become aware of job opportunities, mostly via job postings on a display board or web site of unit. Several departments occasionally also organize speakers to talk about their work experiences.

Most departments rarely or never refer students to other (service) units or organize job fairs.

Most departments never or rarely offer opportunities to learn how to prepare for job interviews, not via a session on how to write a resume, a seminar on learning job searching techniques, opportunities to practise interviews, or via a course/seminar on strengthslskills. Occasionally a guest lecture/seminar is devoted to this topic.

COMMUNICATION ABOUT DEVELOPMENT OPPORTUNITIES

The personnel responsible for communicating graduate student development opportunities to graduate students are in order of responsibility for most departments: 1) graduate coordinator, 2) graduate secretary, and 3) the chair of the department or the faculty advisor. A designated student is never or rarely used in this function by most departments.

SPECIFIC RESULTS FOR OTHER SERVICEISUPPORT UNITS (http://www.uoguelph.ca~services.shtml)

Students have the opportunity to learn a variety of skills with (volunteer) work in many of the Servicelsupport units. Service units such as Teaching Support Services (TSS), The Learning Commons and Career Services have online/hardcopy resources, offer one-on-one consultations and make presentations in courses or conferencelworkshops (usually on invitation). Many are more active with undergraduate students than graduate students (i.e. Student Housing Services, CSA, Citizenship Education). TSS has regular scheduled course and conference activities for graduate students (and others).

The following units can be contacted for development opportunities in the following shlls:

1) TEACHING SKILLS

TSS and The Learning Commons

2) COMMUNICATION SKILLS

Career Services, TSS

3) RESEARCH SKILLS

4) LEADERSHIP AND MANAGEMENT SKILLS

Career Services, TSS

5) PROFESSIONAL SKILLS

6) JOB SEARCH AND APPLICATION SKILLS

Career Services