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4.1 PROGRAM CONTENT
- Explain how the curriculum will ensure that students stay current on emerging data in the proposed discipline or area of study.
- Explain how a comparative review of the state of the discipline informs the curriculum.
- Explain the ways in which the program addresses current institutional, faculty, or departmental priorities and the ways in which the program addresses the current Strategic Mandate Agreement.
- Particular reference should be made to how the curriculum will reflect a diverse student population and present a variety of local and global perspectives.
- Comment on how the program advances and supports faculty and student researchers in the pursuit of diverse scholarship, including non-traditional/alternative/international ways of knowing and research (e.g. decentering Eurocentrism, anti-racist or decolonial perspectives, alternative methodologies, diverse worldviews, and new areas of study) and ensures that appropriate supports and resources are available through mentorship, funding, knowledge mobilization/translation and recognition.
- For graduate programs, verification that the courses included meet university requirements in terms of the minimum number of courses required, the level of courses required, and the appropriate inclusion of other required elements appropriate for the degree. At least two thirds of the course requirements must be at the 700-level.
4.2 PROGRAM INNOVATION
This section provides the department with the opportunity to highlight their innovative or unique approaches to teaching and learning.
Departments may comment but are not limited to some of the following initiatives:
blended learning; technology-enhanced courses; use of learning portfolios; professional development opportunities; co-operative education or community service learning components; EDIA; anti-racist and decolonial pedagogies.
Discuss whether or not these components of the program are unique to students in the proposed program or at McMaster.
Please discuss how the program will ensure the accommodation of students with disabilities (please consider multiple types of disabilities).
4.3 MODE(S) OF DELIVERY
This section asks for a description of what the mode(s) of delivery for the proposed program will be (e.g. classroom, tutorial, lab, online, blended, community service learning, etc) and how these proposed mode(s) support students in meeting the intended Program Learning Outcomes and Degree Level Expectations.
- Explain why these are the most appropriate methods of delivery to help students achieve the proposed learning outcomes as well as improve the student learning experience.
- Describe the availability of necessary physical resources, including infrastructure and technologies for accessible education.
- Describe how this program will design and deliver contents in accessible formats with consideration of Universal Design for Learning and AODA. Some examples of accessible formats include (but are not limited to): selecting resources (i.e. textbooks) that are already available in alternative formats; using closed captioning for audio-visual components; including an accessibility and accommodation statement in course syllabi, etc.
- Those who wish to consider online or blended learning for courses or other elements of the program, visit the following websites:
4.4 EXPERIENTIAL LEARNING
The department is asked to provide a description of any experiential learning opportunities available in the proposed program, including:
a) Requirements, credits, length;
b) Integration/relation of this experience within the program of study;
c) How the experiential learning component will be arranged; and
d) Supply of opportunities for students.
Discuss how the program will ensure the accommodation of students with disabilities (please consider multiple types of disabilities).
Departments are also asked to discuss the provision of supervision for experiential learning opportunities and append letters of support from potential collaborators.
NOTE: For graduate program proposals that include internships, co-ops or placements may have implications for OSAP eligibility.
4.5 EQUITY, DIVERSITY, INCLUSION AND ACCESSIBILITY (EDIA)
Describe how teaching in the program prioritizes areas of EDIA and removes barriers to student learning. Consider some of the following:
- Reflect upon the cultural climate of your department/faculty and how this influences various facets of the program such as vision, mission, admissions, hiring, retention, career development, curriculum design, pedagogical practices and innovation.
- Comment upon how faculty and staff will be encouraged and engaged in personal and professional development in relation to their understanding of EDIA within the program (e.g. through EDIA committees).
- Comment upon how EDIA will be considered during student application and admission processes. Is there an intention to provide specific supports for application/admission processes or scholarships, bursaries, awards, fellowships and for equity seeking groups?
- Comment upon how students from various backgrounds or equity-seeking groups (e.g. gender diverse, racialized, Black, Indigenous, international and students with disabilities) will be included and supported within the program. This could be in the form of academic/writing supports, SAS/academic accommodations, mentorship, affinity groups, fostering a sense of belonging, curriculum content and other pedagogical practices that sustain an inclusive and harassment-free classroom.
- Reflect upon how the program hopes to integrate diversity, anti-racism, anti-oppression, critical disability, human rights, sustainability and mental wellbeing into curricula, course content and pedagogical practices.
Those who wish to learn more about EDIA within teaching and learning can visit the following resources:
McMaster’s Inclusive Teaching and Learning Resource page.
Additional information on accessibility can be found on McMaster’s Accessibility Hub, McMaster’s Library Instructor supports page, and McMaster’s Inclusive Teaching and Learning page
4.6 RESEARCH REQUIREMENTS (IF APPLICABLE)
a) For research-focused graduate programs, provide clear indication of the nature and suitability of the major research requirements for degree completion.
b) Undergraduate programs that also incorporate research into their curriculum (e.g. thesis work), provide a clear indication of the nature and suitability of the major research requirements for degree completion.
