ࡱ> + Mbjbj|| ;DhDh;C22222$V V V P#)t V d5<R==== KO$XٷE2R==RRٷ22==___R2=2=_R__ѡ =ૂjT<40d-Vx: 2'xQ0Q"_Q RQQQٷٷ\4QQQdRRRRQQQQQQQQQX : ҹվ graduate program cyclical review Degree(s) in Program Name Volume 1 Self Study Template Date (month/year Submitted to the Senate Subcommittee on Program Review Graduate ҹվ this document is confidential to the review process VOLUME 1 Program Name Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc115268814" INTRODUCTION  PAGEREF _Toc115268814 \h 1  HYPERLINK \l "_Toc115268815" Brief Overview of Program  PAGEREF _Toc115268815 \h 1  HYPERLINK \l "_Toc115268816" Unique and Innovative Features  PAGEREF _Toc115268816 \h 1  HYPERLINK \l "_Toc115268817" Professional Development Strategy  PAGEREF _Toc115268817 \h 1  HYPERLINK \l "_Toc115268818" Fields of Research in the Program  PAGEREF _Toc115268818 \h 2  HYPERLINK \l "_Toc115268819" Review Concerns Expressed in Previous Appraisal and Actions Taken  PAGEREF _Toc115268819 \h 2  HYPERLINK \l "_Toc115268820" Ongoing Program Evaluation and Redesign Process  PAGEREF _Toc115268820 \h 2  HYPERLINK \l "_Toc115268821" Graduate Program Learning Outcomes  PAGEREF _Toc115268821 \h 3  HYPERLINK \l "_Toc115268822" RECRUITMENT AND ADMISSION  PAGEREF _Toc115268822 \h 9  HYPERLINK \l "_Toc115268823" Recruitment Strategy  PAGEREF _Toc115268823 \h 9  HYPERLINK \l "_Toc115268824" Program Admission Requirements  PAGEREF _Toc115268824 \h 9  HYPERLINK \l "_Toc115268825" TIMELINE AND PROGRESSION  PAGEREF _Toc115268825 \h 9  HYPERLINK \l "_Toc115268826" Degree Timeline  PAGEREF _Toc115268826 \h 9  HYPERLINK \l "_Toc115268827" Progression requirements  PAGEREF _Toc115268827 \h 10  HYPERLINK \l "_Toc115268828" Explain your program progression requirements  PAGEREF _Toc115268828 \h 10  HYPERLINK \l "_Toc115268829" FACULTY MEMBERS IN THE PROGRAM, RESEARCH FUNDING IN THE PROGRAM, AND GRADUATE SUPERVISION AND TEACHING  PAGEREF _Toc115268829 \h 10  HYPERLINK \l "_Toc115268830" Faculty Members in the Program  PAGEREF _Toc115268830 \h 10  HYPERLINK \l "_Toc115268831" Research Funding  PAGEREF _Toc115268831 \h 13  HYPERLINK \l "_Toc115268832" Graduate Supervision  PAGEREF _Toc115268832 \h 15  HYPERLINK \l "_Toc115268833" Current and Recent Teaching Assignments  PAGEREF _Toc115268833 \h 17  HYPERLINK \l "_Toc115268834" Commitment of Faculty Members from Other Programs and/or Other Institutions  PAGEREF _Toc115268834 \h 19  HYPERLINK \l "_Toc115268835" PHYSICAL, PROFESSIONAL DEVELOPMENT AND FINANCIAL RESOURCES  PAGEREF _Toc115268835 \h 19  HYPERLINK \l "_Toc115268836" Library Resources  PAGEREF _Toc115268836 \h 19  HYPERLINK \l "_Toc115268837" Research and Scholarly Development Facilities  PAGEREF _Toc115268837 \h 19  HYPERLINK \l "_Toc115268838" Space  PAGEREF _Toc115268838 \h 19  HYPERLINK \l "_Toc115268839" Financial Support of Graduate Students  PAGEREF _Toc115268839 \h 20  HYPERLINK \l "_Toc115268840" All Graduate Courses Offered in the Program  PAGEREF _Toc115268840 \h 25  HYPERLINK \l "_Toc115268841" Additional Courses Taken Outside of the Program  PAGEREF _Toc115268841 \h 27  HYPERLINK \l "_Toc115268842" OUTCOMES ENROLMENT AND COMPLETION SUMMARIES  PAGEREF _Toc115268842 \h 29  HYPERLINK \l "_Toc115268843" Progress of Admission Cohorts (Cohort Summaries)  PAGEREF _Toc115268843 \h 29  HYPERLINK \l "_Toc115268844" Enrolment Demographics and Progress (Yearly Summaries)  PAGEREF _Toc115268844 \h 32  HYPERLINK \l "_Toc115268845" Outcomes and Time to Completion (Cohort Summaries)  PAGEREF _Toc115268845 \h 35  HYPERLINK \l "_Toc115268846" Dissertations and Theses Completed  PAGEREF _Toc115268846 \h 38  HYPERLINK \l "_Toc115268847" Post-Graduate Career Outcomes  PAGEREF _Toc115268847 \h 38  HYPERLINK \l "_Toc115268848" Publications  PAGEREF _Toc115268848 \h 38  HYPERLINK \l "_Toc115268849" Projected Graduate Intake and Enrolments  PAGEREF _Toc115268849 \h 38  HYPERLINK \l "_Toc115268850" Curricula Vitae of the Program Members  PAGEREF _Toc115268850 \h 41  HYPERLINK \l "_Toc115268851" External Reviewers Volume III  PAGEREF _Toc115268851 \h 44  The Program Self-Study The purpose of the self-study is to undertake a broad, reflective, critical, and forward-looking analysis of the program based on pertinent qualitative and quantitative data. The process aims to foster increased dialogue and collaboration within and among academic and service units regarding student learning and program improvement. The self-study is equally an opportunity to develop or improve a process and mechanisms for continuous enhancement between review cycles. To be done efficiently and effectively, the program self-study process requires a participatory and transparent approach, involving program faculty, staff, and students, documentation of how diverse voices and perspectives were obtained, and how they were taken into account in the development of the resulting report. It is expected that academic units will plan in advance to gather stakeholder data from multiple sources such as: Survey data Focus group data Interview data Involvement of elected student representatives Departmental and institutional data, or data from other externally validated instruments Review of the self-study by a broad representation of the program community Support with the collection of data, the development of the self-study process, and the resulting report can be procured through the School of Graduate and Postdoctoral Studies (SGPS), Office of Academic Quality and Enhancement (OAQE) and/or the Centre for Teaching and Learning (CTL). INTRODUCTION Brief Overview of Program Program History (how long has it been in existence) Current program identity (e.g. how would you describe your program to potential students) Vision statement going forward Degree(s) Awarded note any thesis, non-thesis options note any participation in Collaborative Specializations note delivery or program off-campus Include links to your programs websites and social networking pages Include link to ҹվs Strategic Plan  HYPERLINK "http://president.uwo.ca/strategic_planning/index.html" http://president.uwo.ca/strategic_planning/index.html Unique and Innovative Features Describe how the program embeds principles of Indigenization and decolonization, equity, diversity, inclusion, accessibility, and antiracism into its design, learning outcomes, and goals Note if the program is accredited by a professional body; Note any unique opportunities through partnerships with other departments or units; Note any partnerships or agreements with other Universities; for example, dual degrees, additional credentialing opportunities Note any special training opportunities or internships available to students Professional Development Strategy Describe your programs view of the importance of professional development to your students today (describe the job markets your program strives to prepare students for) Describe your programs commitment to supporting the professional development of your students Explain the professional development opportunities embedded in your program curriculum (milestones), opportunities offered within your department (speaker series, conference funding), and how your program supports student engagement in broader professional development opportunities offered at ҹվ and beyond (Own Your Future, CTL, MyGradSkills.ca etc) Fields of Research in the Program (Please note that a field of research is a term used for the public declaration of an area of approved strength (or an area of concentration or an area of specialization) within a program and represents a specific area that the program wishes to advertise. Fields must be formally approved through the review process.) List and describe your current fields of research for each of your degrees. Include a brief summary of each field. (provided by SGPS) Fields can be displayed on the transcript, parchment, or both. Currently, your fields are (are not) Indicate whether you are proposing a change to this, and if so, what that change is. SGPS to provide what is currently approved (table) Review Concerns Expressed in Previous Appraisal and Actions Taken Address concerns expressed in the previous reviews Final Assessment Report and the Ongoing Improvement Progress Report. Identify each concern and the action taken to address it. If no concerns were expressed, note this in this section. Ongoing Program Evaluation and Redesign Process Graduate Program Structure Describe the administrative structure that supports the graduate program; include a description of the composition and responsibilities of the graduate program committee. Processes for Ongoing Evaluation Explain the self-study processes your program uses to assess and review program design on an ongoing basis. For example, outline/describe any annual retreats, surveys, meetings, focus groups that the program undertakes to review and assess the program. Summary of Current Self-Study Describe the method and results of your current self-study. Describe how faculty, staff, and students were included in the self-study. Describe Program Innovation(s) and Modification(s) since the last Review Provide a summary of major modifications approved since the last review. (include in appendix) SGPS will provide all the major modifications that have been approved. Describe Program Innovation(s) and Future Directions Reflecting on the strengths, challenges and opportunities identified as part of the self-study, describe: The programs short-, mid-, and long-term plans to enhance the program (e.g., changes in the curriculum, introduction of experiential opportunities, enhanced student support); Areas identified through the self-study as requiring improvement; and Areas that offer opportunities for innovation. Please note that any major or minor modifications to the program arising from this review will be addressed separately through the relevant approval processes. Please refer to ҹվ's IQAP website for information about major modifications. Graduate Program Learning Outcomes Articulate the program learning outcomes aligned with HYPERLINK "/pvp/vpacademic/iqap/doc/reports/grad_2019_2020_cyclical_reviews/ҹվs%20PhD%20Learning%20Outcomes.pdf"ҹվs Doctoral Learning Outcomes (WDLO) and the Graduate Degree Level Expectations ( HYPERLINK "http://oucqa.ca/framework/appendix-1/" GDLE) at the Masters and Doctoral level (and for each field if relevant). Depth and Breadth of Knowledge Research and Scholarship Level of Application of Knowledge Professional Capacity / Autonomy Level of Communication Skills Awareness of Limits of Knowledge WDLO / GDLES, Program Level Learning Outcomes, and Methods for Supporting and Evaluating WDLOs / GDLEs Work with Centre for Research on Teaching to develop appropriate program level learning outcomes List the Program Level Learning Outcomes and Describe the Methods for Supporting and Evaluating Each learning outcome Use a separate table for masters and doctoral level expectations and for different fields under each if relevant. Masters Level Ontario Graduate Degree Level ExpectationsProgram-level Learning OutcomesHow does the program support achievement of each GDLE? How does the program evaluate the achievement of each GDLE? Depth & Breadth of Knowledgea) Evaluate and demonstrate the effectiveness of user-centered information systems, services and resources for individual users and diverse communities in a networked global society within which information organizations and information professionals operate. (LIS ҹվ) b) produce and defend an original significant contribution to knowledge (Oregon State University http://gradschool.oregonstate.edu/faculty/program-assessment) c) construct original historical arguments based on primary source material research (http://www.uwyo.edu/history/learning-outcomes/) d) evaluate and integrate information and points of view from contrasting sources (modified from music ҹվ)Research & Scholarshipa) Critically apply theories, methodologies and knowledge to address fundamental questions in their primary area of study (Washington State University (https://gradschool.wsu.edu/student-learning-outcomes-ph-d/) b) engage with a range of research in their field, contributing to larger scholarly conversations (Music ҹվ)Level of Application of Knowledgea) accurately describe works of art, balancing consideration of artists intention with viewers response, and contextualizing the work in question (http://www.sva.edu/about/academic-affairs/program-level-learning-outcomes-graduate) b) conduct research that applies existing knowledge to the critical analysis of new research questions or issues, or to familiar research questions in a new settingProfessional Capacity / Autonomyconvey a broad understanding of historical material suitable for teaching( HYPERLINK "http://www.uwyo.edu/history/learning-outcomes/" http://www.uwyo.edu/history/learning-outcomes/) Conduct research that meets the ethical standards in biology and their sub-discipline, including proper attribution, data integrity, and respectful treatment of colleagues and ethical treatment of animals and the environment. (ҹվ biology learning outcomes)Level of Communication Skillsa) Interact productively with people from diverse backgrounds as both leaders/mentors and team members with integrity and professionalism. (Washington State University (https://gradschool.wsu.edu/student-learning-outcomes-ph-d/) b) Write in a distinctive, clear, forceful, and jargon-free prose style that reflects fluency in fundamental principles and practices of critical writing (modified from http://www.sva.edu/about/academic-affairs/program-level-learning-outcomes-graduate)Awareness of Limits of Knowledgea) Explain, analyse and interpret professional and scholarly literature, research data and information resources to articulate their implications for LIS and related fields of knowledge and practice. b) Explain and discuss their specific biological research with a member of a related sub-discipline, and respond productively to constructive criticism. c) Appreciate multiple intellectual viewpoints and ways of knowing, and understand how these produce an awareness of the limits of knowledge offered by any specific discourse. (modified from Music ҹվ) Doctoral  HYPERLINK "/pvp/vpacademic/iqap/doc/reports/grad_2019_2020_cyclical_reviews/ҹվs%20PhD%20Learning%20Outcomes.pdf" ҹվs Doctoral Learning Outcomes (WDLO) Doctoral Learning OutcomesHow does the program support achievement of each WDLO? How does the program evaluate the achievement of each WDLO? Depth & Breadth of Knowledge Upon successful completion of program students will: Articulate and demonstrate deep knowledge of a substantial body of information and ways of knowing that are at the forefront of the field within the academic discipline Articulate and demonstrate broad knowledge of relevant information outside the discipline in related areas Describe and critique various research methodologies used in the field What is the body of information - specific LOs to discipline? Evaluate and demonstrate the effectiveness of user-centered information systems, services and resources for individual users and diverse communities in a networked global society within which information organizations and information professionals operate. (LIS ҹվ) What is the broad knowledge - Specific LOs to discipline)? Evaluate and integrate information and points of view from contrasting sources (modified from music ҹվ) What are the appropriate and seminal methods/ologies? Research & ScholarshipLevel of Application of KnowledgeProfessional Capacity / AutonomyLevel of Communication SkillsAwareness of Limits of Knowledge Program Design Components - Courses (Required, Required Electives and Electives) and Milestones (Thesis, MRP, Comprehensive Exams etc) (SGPS Provides the program design table) Degree | Program | Field | Curriculum Option Expected Duration: XXXX Courses (X.X Total Credits) REQUIRED COURSES (X.X Credits)Each course must be completed by all studentsSubjectCourse #Length (in terms)Course TitleCourse Weight REQUIRED ELECTIVE COURSES (X.X Credits)Students must select X number of courses from a defined listSubjectCourse #Length (in terms)Course TitleCourse Weight ELECTIVE COURSES (X.X Credits)Students can select any courses offered and/or approved by the programSubjectCourse #Length (in terms)Course TitleCourse Weight Milestones (X) MILESTONESEach milestone must be completed by all students Program Design Components aligned with Program-Level Learning Outcomes and GDLES List each program design components learning outcomes and indicate which program learning outcome(s) and GDLE(s) that is fulfilled. Use a separate table for masters and doctoral level programs and for different fields or curriculum options if relevant. Degree | Program | Field | Curriculum Option Courses: REQUIRED COURSES Each course must be completed by all students Course Course TitleCourse Learning Outcomes (Los)Programs LOs AddressedAlignment with GDLEs (list GDLEs Addressed)Assessments XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX REQUIRED ELECTIVE COURSES Students must select X number of courses from a defined listCourse Course TitleCourse Learning Outcomes (Los)Programs LOs AddressedAlignment with GDLEs (list GDLEs Addressed)Assessments XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ELECTIVE COURSES Students can select any courses offered and/or approved by the programCourseCourse TitleCourse Learning Outcomes (Los)Programs LOs AddressedAlignment with GDLEs (list GDLEs Addressed)Assessments XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Milestones: MILESTONESEach milestone must be completed by all studentsMilestoneMilestone Learning Outcomes (Los)Programs LOs AddressedAlignment with GDLEs (list GDLEs Addressed)Assessments XXXXXXXXXXXX RECRUITMENT AND ADMISSION Recruitment Strategy Describe your recruitment strategy and communication plan as relevant (see SGPS recruitment portal and instructions for creating communication plans) Identify and comment on recruitment challenges Program Admission Requirements Minimum SGPS requirements can be found here (add link). Provide your program specific admission requirements for each degree, and by field as relevant Include your criteria for English language proficiency Provide an explanation of alternative requirements, if applicable, and how the program recognizes prior work or learning experience. TIMELINE AND PROGRESSION Degree Timeline Describe a typical timeline by term (e.g. masters complete course work in terms one and two and complete a major research paper in term 3) Describe how the timeline is altered for part-time students Progression requirements Explain your program progression requirements Describe your process for evaluating student progress in each degree Include how student progress is monitored and evaluated (e.g., annual progress evaluations and reports; quarterly meeting of the student with his/her advisory committee) FACULTY MEMBERS IN THE PROGRAM, RESEARCH FUNDING IN THE PROGRAM, AND GRADUATE SUPERVISION AND TEACHING Faculty Members in the Program Table 1 lists the faculty members involved in the graduate program, identifies their home unit and SGPS membership, and indicates gender. The intent of this table is to establish the strength and the degree of involvement of the faculty complement participating in each field of the graduate program and whose CVs are provided in Volume II of the Brief. This is an important element in the assessment of program quality. Describe the composition of the faculty, its appropriateness for offering the program, and the commitment to ensuring the ongoing participation of faculty members. For example: There are [X] full-time Primary professors. These members will have primary responsibility for delivering the required courses in the program. There are [X] members in the program who are not Primary or Supporting faculty, but contribute to the program through teaching of graduate courses and professional training; they provide valuable expertise in .... [If applicable] There are [X] cross-appointed professors from other academic units. [X] adjunct professors, [X] clinical professors, and [X] emeritus professors. Comment on the professional credentials of faculty members as relevant to the program. Note the number or proportion of faculty who have professional credentials or expertise relevant to the program. Comment on the distribution of responsibilities across the ranks of professors as primary or supporting members of the program. Comment on involvement of non-tenure track members of the program. Using the format of Table 1, list the faculty members in the program according to the descriptions below (e.g., Primary, Supporting, Emeritus, Other). If the program currently has fields, or is proposing fields, faculty members must be listed by field. Primary members: tenured or tenure-track faculty members whose graduate involvement will be primarily in the graduate program non-tenure-track faculty members, clinical faculty, and institute scientists whose graduate involvement will be primarily in the graduate program Supporting members: tenured or tenure-track faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a member of the graduate program non-tenure track faculty members, clinical faculty, and institute scientists who are involved in teaching and/or supervision in other graduate program(s) in addition to being a member of the graduate program Emeritus emeritus professors with SGPS Membership who will be contributing to the program Other includes persons from outside of the university, such as those from government laboratories, industry, or professional practice appointed as adjunct professors; also includes non-core faculty who will participate in the teaching of graduate courses. TABLE 1 - SGPS will supply the table template and membership listing; the Program will indicate field membership. Faculty Members by FieldCategory1Faculty NameRankGenderHome Unit2SGPS membership level3Fields of Research12341 Categories are defined as:Primary - core faculty members whose graduate involvement is primarily in the graduate program under review, Supporting - core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review, Emeritus - emeritus professors with supervisory privileges, Other - includes persons appointed from governmental laboratories or industry as adjunct professors; also includes non-core faculty who participate in the teaching of graduate courses.2 The budget unit paying the salary: department, school, research centre, institute or other.3 The level of SGPS Membership held by the faculty member for the graduate program under review. Research Funding This section is intended to show the amount of funding available to support faculty research and potentially available to support students work, either through the provision of stipends or materials for the conduct of the research. Comment on whether there has been an [increase/decrease] in research funding e.g., total, source, field (give percentages if useful)]. This can be attributed to [ ...] [e.g., granting council budget changes, increase/decrease in number of professors, recent appointments, changes in affiliation and contacts with industry, alternative sources of research funding (e.g., foundations, etc.) Refer to Table 2 data where appropriate. If appropriate, provide information and comments on infrastructure funding or any special funding that has an impact on the program. Provide data to support comments. Table 2 presents research funding received by the faculty members in the program by source and year for the past five years. Figures represent the sum total of research revenue for all faculty members in the program as submitted through ҹվs ROLA system. The heading Granting Councils includes Tri-Council grant revenue from SSHRC, CIHR and NSERC. The heading Other Peer Adjudicated includes grant revenue from foundation grants and externally peer adjudicated grants. The heading Contracts includes research revenue from corporations and external contracts. The heading Other includes equipment grants, conference grants, and similar grants. The heading Internal Grants includes institutional grants and research funding. When present, a separate column is included for CFI grants. Grants for travel and publication awarded to faculty should not be included in this table (they may be included in the appropriate place in individual CVs or in a separate table). Table 2 - Completed by SGPS Research Funding of Members in the Program for the Past Five YearsYear1Granting Councils2Other Peer Adjudicated3Contracts4Other5Internal Grants6CFI Grants7Total (by Year)2005-06 $ - 2006-07 $ - 2007-08 $ - 2008-09 $ - 2009-10 $ - 1 The Tri-Council fiscal year (April 1 to March 31)2 Tri-Council grants from SSHRC, CIHR and NSERC3 Foundation grants and externally peer adjudicated grants (e.g. Heart & Stroke Foundation)4 Contracts include funding received from corporations5 Other includes equipment grants, conference grants and similar grants.6 Internal grants are defined as grant funding allocated by the University of ҹվ Ontario7 CFI Grants, if applicable Graduate Supervision Comment on the supervisory capacity of the members in the program. Comment on the distribution of graduate supervision across the members of the program. Comment on any extreme values (i.e., any supervisors who carry an exceptionally large supervisory load). Table 3 lists the number of current and completed master's thesis supervisions, doctoral thesis supervisions, and post-doctoral trainees, by faculty member in the program. If the program offers different types of masters degrees (e.g., MSc and MA) the table should include separate columns for the different degree types. For professional and non-thesis based programs the table can be revised to include headings for the supervision of major research papers at the masters level. Alternatively, an additional table may be included to report the supervision of major research papers. Do not combine the numbers for thesis supervision and major paper supervision. Faculty members should be listed under the categories specified in Table 1. Table 3 is intended to provide an indication of the supervisory workload and experience, past and present, of each member of the program. It is expected that Primary members of the program would supervise more students in this program than would Supporting members. Also, it is expected that Primary members would do most of their supervision in this program, as opposed to other programs (i.e., for Primary members, it is expected that the total number in other programs would not be considerably larger than the number of students supervised in the program under review). TABLE 3 Completed by the Program Completed and Current Numbers of Thesis Supervisions by Faculty Member1Category2Faculty NameCompleted During Career at ҹվCurrent Students in Progress at ҹվMaster'sPhDPost Doctoral ScholarsMaster'sPhDPost Doctoral ScholarsIn Program3Other Programs4In Program3Other Programs4In Program3Other Programs4In Program3Other Programs4In Program3Other Programs4In Program3Other Programs41 For reporting purposes, supervision of one student is assigned a value of 1. Co or joint supervision of one student is assigned a value of 0.5. Students who have withdrawn are not included.2 Categories are defined as:Primary - core faculty members whose graduate involvement is primarily in the graduate program under review, Supporting - core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review, Emeritus - emeritus professors with supervisory privileges, Other - includes persons appointed from governmental laboratories or industry as adjunct professors; also includes non-core faculty who participate in the teaching of graduate courses.3 In Program is defined as the total number of students/scholars supervised in the graduate program under review4 All Programs is defined as total number of students/scholars supervised in all other programs the Supervisor holds membership at ҹվ  Current and Recent Teaching Assignments Provide an overview of the current and recent teaching workloads and experience of faculty members in the program. It is expected that Primary members would be involved in graduate teaching and would have most of their graduate teaching responsibilities in this program. It is expected that Supporting members would have most of their graduate teaching responsibilities in another graduate program. Table 4 lists the graduate courses taught by each member of the graduate program over the past three years. All graduate courses taught by the members are reported, including those taught in other graduate programs. Comment on any patterns of graduate teaching responsibility that are not consistent with expectations. Note in the table (under the heading of Comments), any circumstances having an impact on a members teaching (e.g., sabbatical leaves). A footnote to the table is provided to explaining the course labeling so courses outside of the program currently being reviewed can be easily identified. TABLE 4 - Completed by SGPS Graduate Course Teaching Assignments in the Past Three Years1Category2Faculty Member20XX-20XX20XX-20XX20XX-20XXComments1 Year is defined as academic year, September 1 to August 312 Categories are defined as:Primary - core faculty members whose graduate involvement is primarily in the graduate program under review, Supporting - core faculty members who are involved in teaching and/or supervision in other graduate program(s) in addition to being a core member of the graduate program under review, Emeritus - emeritus professors with supervisory privileges, Other - includes persons appointed from governmental laboratories or industry as adjunct professors; also includes non-core faculty who participate in the teaching of graduate courses. Commitment of Faculty Members from Other Programs and/or Other Institutions Explain the commitment to the program under review of faculty members from other graduate programs. Indicate the number of faculty members from other programs who contribute to the program under review and describe their roles (e.g., thesis supervisory, advisory committee member, course instructor). If the program relies significantly on the contributions of faculty members from other programs (e.g., if required courses are taught by faculty members from other programs), an indication of ongoing commitment of such contributions is required. Evidence of significant commitment could include letters of support from the Department Chairs and/or Deans of the faculty members from other programs. PHYSICAL, PROFESSIONAL DEVELOPMENT AND FINANCIAL RESOURCES Library Resources The information in this section should consist of a summary statement by the Chief Librarian on the university holdings pertinent to the fields, the collection policy, and library expenditures for last seven years. A qualitative analysis of the collections against existing standards for the discipline, where these standards exist, is most useful. The report should also include information on what unique resources are available on site and what access, if any, faculty and students have to other resources. SGPS works with the libraries and will provide. Research and Scholarly Development Facilities Include a description of the facilities available to support the research of students. Include an overview of major equipment and other resources available to students for research and describe any commitments or plans (if any) for major research facilities and/or equipment during the next eight years. Space Describe the space that is dedicated to the graduate program and students. Indicate the primary location of the program (i.e., the building where the program office is located) and the location of space that is dedicated to the program. Describe the general workspace and any office space available to the students in the program. Include any particular space resources not already included in the sections above. Describe the common space for students, staff and faculty that supports community development within the program. Financial Support of Graduate Students Provide an overview of student funding, including all sources of funding. Provide a separate overview for masters and PhD students. Describe any changes over time and any trends apparent in the funding data. Include a description of any guaranteed funding levels offered by the program. Describe program-specific eligibility requirements regarding funding. Describe the financial support offered by the program to students beyond their funding eligibility period. Indicate the amount of program resources devoted to supporting these students. Comment on the proportion of funding received by ineligible students in the program. Where possible, provide a comparison of the current student funding levels in the program with major competitors. Note any concerns regarding funding levels and any relationship between funding levels and other aspects of the program. Describe any planned changes to the funding levels. Table 5 includes all funding received by students who are within their funding eligibility period (e.g., within 6 terms for a thesis-based masters program, 12 terms for a PhD program, and 15 terms for direct-entry PhD or masters-to-PhD transfer). Beside the amount of each funding source (by year), the percent of fundable students from the program funded via this source is noted. For example, beside the amount of external scholarship funding for 2008/09, is the percent of fundable students in the program who received external scholarship funding. External Scholarships refer to externally funded, adjudicated Tri-Council (NSERC, SSHRC and CIHR), Ontario Graduate Scholarship and Queen Elizabeth II Graduate Scholarships in Science and Technology awards as paid through SGPS. Internal Scholarships refer to awards funded by the program/department, Faculty, and/or University. Internal scholarships may include Deans Entrance Scholarships and any other awards provided on a competitive basis and funded through University funds. Other funds include any other funding received by students. For example, funding arising from part-time employment on campus is included under this heading. Total Funding refers to the total funding from all sources noted (e.g., External Scholarship Funding + Internal Scholarships + Teaching Assistantships + Research Assistantships + Other). Total number of students funded refers to the total number of students receiving funding from any source listed in the table, in Student Term Equivalents (STEs). The percent of all students eligible for funding (i.e., within their funding eligibility period) who actually received funding is noted in the % column. Average funding per eligible student in the program (in STEs) is listed in the column on the far right. Accompanying the funding table for each academic level is a pie chart that illustrates a three year average of the proportion of financial support from each funding source. The pie chart provides a visual representation of how each funding source contributes to the overall financial support offered to masters/doctoral students. TABLE 5A - Completed by SGPS Financial Support for Master's Students1 Academic Year2 Amount of Support by Funding Type Funding MetricsExternal Scholarships3%Internals Scholarships4%Teaching Assistantship5%Research Assistantship6%Other Funding7%Total Funding8Nbr of Students Funded9%10Average Fundng per Student112002-032003-042004-052005-062006-072007-082008-092009-101 Full-time, fundable students only 2 Academic Year is defined as Sept 1 to Aug 31 3 External Scholarships are defined as externally funded, adjudicated awards (NSERC, SSHRC, CIHR, OGS, QEIIGSST), as % of total funding 4 Internal Scholarships are defined as awards funded by the graduate program, department, faculty and/or the University, as % of total funding 5 Teaching Assistantships are defined as Teaching Assistants as paid through the University's HR department, as % of total funding 6 Research Assistantships are defined as Graduate Research Assistants as paid through the University's HR department, as % of total funding 7 Other funding includes all other sources of institutional income, as % of total funding 8 Total Funding is the sum of all sources for the academic year 9 The number of students funded in STEs (Student Term Equivalents). Student Term Equivalents are defined at 0.333 per full-time, fundable student per term. 10 The percentage of full-time, fundable students who received funding within the academic year, in STEs 11 Total funding for the academic year divided by the number of students funded, in STEs  TABLE 5B - Completed by SGPS Financial Support for Doctoral Students1 Academic Year2 Amount of Support by Funding Type Funding MetricsExternal Scholarships3%Internals Scholarships4%Teaching Assistantship5%Research Assistantship6%Other Funding7%Total Funding8Nbr of Students Funded9%10Average Funding per Student112002-032003-042004-052005-062006-072007-082008-092009-101 Full-time, fundable students only2 Academic Year is defined as Sept 1 to Aug 313 External Scholarships are defined as externally funded, adjudicated awards (NSERC, SSHRC, CIHR, OGS, QEIIGSST), as % of total funding4 Internal Scholarships are defined as awards funded by the graduate program, department, faculty and/or the University, as % of total funding5 Teaching Assistantships are defined as Teaching Assistants as paid through the University's HR department, as % of total funding6 Research Assistantships are defined as Graduate Research Assistants as paid through the University's HR department, as % of total funding7 Other funding includes all other sources of institutional income, as % of total funding8 Total Funding is the sum of all sources for the academic year9 The number of students funded in STEs (Student Term Equivalents). Student Term Equivalents are defined at 0.333 per full-time, fundable student per term.10 The percentage of full-time, fundable students who received funding within the academic year, in STEs11 Total funding for the academic year divided by the number of students funded, in STEs Chart 5C: Completed by SGPS  Chart 5D: Completed by SGPS  All Graduate Courses Offered in the Program It is expected that the program provides a regular offering of courses, enabling students to meet their requirements within the expected timeframe of their program of study.Comment on how the course offerings listed in table 6 meet this expectation. Table 6A list all courses offered by the program over the past three years.For each course listed, the instructor and course enrollment is noted.Course enrolment is reported to easily identify graduate students in the program, graduate students outside the program and also any undergraduate students enrolled in the course. Courses offered by the program that are cross-listed as graduate/undergraduate courses are noted.If offered in the program, describe the additional learning objectives required for graduate students enrolled. TABLE 6A - Completed by SGPS Courses Offered by the Program in the Past Three YearsCourse CodeCourse Instructor (Faculty Member)2007-0812008-0912009-101Course Enrollment by Student TypeCourse Enrollment by Student TypeCourse Enrollment by Student TypeGrads in Program2Grads other Programs3Undergrads4Grads in Program2Grads other Programs3Undergrads4Grads in Program2Grads other Programs3Undergrads41 Year is defined as academic year, September 1 to August 312 Grads in Program is defined as the number of students enrolled in the course who are registered in the program under review3 Grads other Programs is defined as the number of students enrolled in the course who are registered in any other graduate program4 Undergrads is defined as the number of undergraduate students enrolled in the course Additional Courses Taken Outside of the Program Provide a description of any courses offered outside of the program that graduate students completed to meet their program requirements and that dont exist on preceding table. Address the frequency of enrolment in these courses as it pertains to program design and student self-directed research. Table 6B list all courses offered by other programs and taken by students in the program currently under review over the past three years. The enrolment in the course, academic level of the course and how many students from the program currently under review were enrolled in the course, as well as the proportion of other students enrolled by academic level, is noted. If students were enrolled in any undergraduate courses as part of their graduate program, these undergraduate courses are included in this table. TABLE 6B - Completed jointly by SGPS and the Program Courses Taken by Graduate Students Outside of the Program in the Past Three YearsCourse CodeProgram Offering CourseCourse Academic Level22007-0812008-0912009-101Course Enrolment by Student TypeCourse Enrolment by Student TypeCourse Enrolment by Student TypeGrad in Program3Grad other Programs4Undergrad5Grad in Program3Grad other Programs4Undergrad5Grad in Program3Grad other Programs4Undergrad5 1 Year is defined as academic year, September 1 to August 312 Course Academic Level indicates the level of instruction; graduate, undergraduate or professional3 Grads in Program is defined as the number of students enrolled in the course who are registered in the program under review4 Grads other Programs is defined as the number of students enrolled in the course who are registered in any other graduate program5 Undergrads is defined as the number of undergraduate students enrolled in the course OUTCOMES ENROLMENT AND COMPLETION SUMMARIES This section of the brief is to provide an indication of the progress of students through the program, identifying any concerns related to withdrawal rates and prolonged times to completion. The following tables should be studied carefully and reported on in detail. In particular, any patterns regarding withdrawals and/or times to completion should be described. For such patterns, an effort should be made to analyze the characteristics of the program that may contribute to the patterns; and attempts should be made to identify potential solutions to problematic patterns. Progress of Admission Cohorts (Cohort Summaries) Cohort summaries are based on the data for students who were admitted at the same point in time, under the same set of admission and program requirements. Cohort summaries provide a description of the progress of specific sets of students who were admitted to the program at the same time. When interpreting cohort data describe any particular cohorts that may have been affected by changes to aspects of the program. If the data for a particular cohort appears anomalous, describe any contributing factors that may have affected that particular group of students. Describe the pattern of students progress in the program relative to the normal duration of the program. For example, if the program is normally a two-year (i.e., 6-term) program, the majority of students within an admission cohort would be expected to have completed the program within 6 terms. Note any apparent delays that are related to accommodations for students with disabilities, or related to medical leaves, parental leaves, etc. Table 7 identifies the new admissions to the program by year and term. The table reports the admission cohorts progress through the program with snap shots of enrollment outcomes at 1, 2 and 3 years for the Master's program and 4, 6 and 7 years for the Doctoral program. TABLE 7A - Completed by SGPS New Enrolments, Transfers, Withdrawals and Completion in the Master's Program by Year of AdmissionYear1New Admits2 within 3 terms (1 year)7within 6 terms (2 years)7within 9 terms (3 years)7Trans3Withd4Compl5IP6Trans3Withd4Compl5IP6Trans3Withd4Compl5IP62005-06FallWinterSummer2006-07FallWinterSummer2007-08FallWinterSummer2008-09FallWinterSummer2009-10FallWinterSummer1 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Intake for each term/entry point of a given academic year.3 All students from that cohort who had transferred to the PhD4 All students from that cohort who had withdrawn5 All students from that cohort who had completed the program6 All students from that cohort who were still in the program or on leave7 If 3, 6 or 9 terms have not elapsed for that cohort, results to date are shown in bold and italics. TABLE 7B - Completed by SGPS New Enrolments, Withdrawals and Completion in the Doctoral Program by Year of AdmissionYear1New Admits2 within 12 terms (4 yrs)6within 18 terms (6 yrs)6within 21 terms (7 yrs)6Withd3Compl4IP5Withd3Compl4IP5Withd3Compl4IP42000-01FallWinterSummer2001-02FallWinterSummer2002-03FallWinterSummer2003-04FallWinterSummer2004-05FallWinterSummer2005-06FallWinterSummer2006-07FallWinterSummer2007-08FallWinterSummer2008-09FallWinterSummer2009-10FallWinterSummer1 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Intake for each term/entry point of a given academic year.3All students from that cohort who had withdrawn4 All students from that cohort who had completed the program5 All students from that cohort who were still in the program or on leave6 If 12, 18 or 21 terms have not elapsed for that cohort, results to date are shown in bold and italics. Enrolment Demographics and Progress (Yearly Summaries) Yearly summaries are based on the set of students enrolled in each particular year. The summaries provide a year-by-year point in time picture of the progress of students in the program. When interpreting yearly summaries describe any years that may have been affected by changes to aspects of the program. If the data for a particular year appears anomalous, describe any contributing factors that may have affected that particular group of students. Table 8 identifies the total program enrollment by year. Any given yearly summary may include students admitted at various points in time (i.e., the masters program yearly summary for 2009 10 likely includes students admitted in 2009 and students 2008; it may also include some students admitted in 2007). Demographics are included to highlight the proportion of female and international students in the program. Student outcomes are reported by year with the percentage of overall enrollment by outcome identified. The number and percentage of students who transfer from the masters to the doctoral program, the number and percentage to withdraw, and the number and percentage to complete each year are reported. The final two columns of the table indicate the number and percentage of students continuing in the program (including any student on leave) each year. TABLE 8A - Completed by SGPS Master's Total Enrolments, Transfers, Withdrawals and Completions by YearYear1Total Cont2New Admits3Total Enrol4# Female5% Female5# Int'l6% Int'l6Total Trans7% Trans7Total Withd8% Withd8Total Comp9% Comp9Total Cont10% Cont102005-062006-072007-082008-092009-101 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Students who were in the program or on approved leave in the preceding year.3 Students admitted to the program at all entry points: (Sept, Jan and May).4 All students registered in the program in that academic year continuing and new.5 Number of female students and (%).6 Number of international students and (%).7 All students who transferred to the PhD within that year with (%).8 All students who withdrew within that year with (%).9 All students who completed the program within that year with (%).10 All students who were still in the program or on approved leave in that year with (%). TABLE 8B - Completed by SGPS Doctoral Total Enrolments, Transfers, Withdrawals and Completions by YearYear1Total Cont2New Admits3Total Enrol4# Female5% Female5# Int'l6% Int'l6Total Withd7% Withd7Total Comp8% Comp8Total Cont9% Cont92000-012001-022002-032003-042004-052005-062006-072007-082008-092009-101 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Students who were in the program or on approved leave in the preceding year.3 Students admitted to the program at all entry points: (Sept, Jan and May).4 All students registered in the program in that academic year continuing and new.5 Number of female students and (%).6 Number of international students and (%).7 All students who withdrew within that year with (%).8 All students who completed the program within that year with (%).9 All students who were still in the program or on approved leave in that year with (%). Outcomes and Time to Completion (Cohort Summaries) Cohort outcome summaries are based on data for students who were admitted at the same point in time, under the same set of admission and program requirements. The summaries provide statistical data on the timing and pattern of each cohorts academic outcomes. When describing these data, note any unusual or outlying values. For example, if one admission cohort had a particularly large number of withdrawals identify this and describe any factors that can be identified as having contributed. Describe any changes to the program that may have contributed to changes in the mean time to completion across admission cohorts. For example, if the program requirements were changed to improve time to completion, note the admission cohorts affected by the change and comment on the apparent effectiveness of the change. Comment on times to completion as they compare to other ҹվ graduate programs and standards for the discipline. Comment on withdrawals from the program and students still in progress. Comment on the policies and procedures for transfer from the masters to doctoral degree. Elaborate on the practice of students requesting part-time status in the program. Table 9 identifies the outcomes for each admission cohort at the time of reporting. The table includes the number of students admitted each year and the current status of the students within each admission cohort (i.e., the number who have completed, withdrawn, transferred and in progress). In addition, the table includes mean, median and minimum/maximum times for completion, withdrawal and transfer for each admission cohort. TABLE 9A - Completed by SGPS Outcomes and Time to Completion for the Master's Program by Year of Admission at May 2011 (in years)Year1New Admits2Completed3Time to Completion4Withdrawn5Time to Withdrawal6Transferred7Time to Transfer8In Progress9#%MedianAverageMin/ Max#%MedianAverageMin/ Max#%MedianAverageMin/ Max#%2005-062006-072007-082008-092009-101 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Students admitted to the program at all entry points (cohort): (Sept, Jan and May).3 Number of students who completed the program within that admission year cohort with (%).4 Median, Average, Min and Max time to completion for that admission year cohort in years.5 Number of students who withdrew within that admission year cohort with (%).6 Median, Average, Min and Max time to withdrawal for that admission year cohort in years.7 Number of students who transferred to the PhD within that admission year cohort with (%).8 Median, Average, Min and Max time to transfer for that admission year cohort in years.9 Number of students who are still in the program or on approved leave as of May 2011 within that admission year cohort with (%). TABLE 9B - Completed by SGPS Outcomes and Time to Completion for the Doctoral Program by Year of Admission at May 2011Year1New Admits2Completed3Time to Completion4Withdrawn5Time to Withdrawal6In Progress7#%MedianAverageMin/Max#%MedianAverageMin/Max#%2000-012001-022002-032003-042004-052005-062006-072007-082008-092009-10 1 Academic year begins Sept 1 with three terms/entry points: (Sept - Fall, Jan - Winter and May - Summer).2 Students admitted to the program at all entry points (cohort): (Sept, Jan and May).3 Number of students who completed the program within that admission year cohort with (%).4 Median, Average, Min and Max time to completion for that admission year cohort in years.5 Number of students who withdrew within that admission year cohort with (%).6 Median, Average, Min and Max time to withdrawal for that admission year cohort in years.7 Number of students who are still in the program or on approved leave as of May 2011 within that admission year cohort with (%). Dissertations and Theses Completed (Appendix One to be provided by SGPS) Include a list of recently completed theses and dissertations with links to Scholarship at ҹվ Post-Graduate Career Outcomes Describe your methods of tracking post-graduate career outcomes Present a summary of employment achieved by recent graduates of the degree since the last IQAP review. For privacy, do not include student names For example: 2008-2009 3 doctoral graduates 1 Assistant Professor at University of X 1 Postdoctoral Fellow at University Y 1 Program Evaluator with the Ministry of Z 2 masters graduates 2 enrolled in doctoral studies in our program Publications List or summarize the scholarly achievements of the students in the program, using metrics that are significant to your discipline journal publications, conference presentations, books, patents, public performances etc as appropriate. Publications may be listed in an appendix. Analysis should be provided here, detailing the number of journal publications per student (and/or other measures as appropriate to your discipline). Describe the nature and quality of the journals in which students are publishing. Publications listed should include those published post-graduation if they are based on scholarship performed within the program. Discuss any anomalies or trends in these data (i.e. PhD graduates with no publications, changing patterns of dissemination of research etc.) Projected Graduate Intake and Enrolments Describe patterns or changes in past enrolment, such as expansion of the program, Describe any intentions to change the size of the program over the next four years. If there have been enrolment changes in the past, explain what contributed to the changes. Table 10 Completed by Program Projected Intake and Enrolments - Masters and Doctoral ProgramsYearLevelFull-timePart-timeTotal EnrolmentIntakeEnrolmentIntakeEnrolment2018-19Master'sDoctoral2019-20Master'sDoctoral2020-21Master'sDoctoral2021-22Master'sDoctoral ҹվ graduate program cyclical review Degree(s) in Program Name Volume II Curricula Vitae Date (month/year) Curricula Vitae of the Program Members- Volume II Include the CV of each member of the program (i.e., a CV must be included for each member listed in Table 1 of Volume 1). CVs must be ordered alphabetically. Volume 2 should be submitted as a separate document/file. Notes This is not intended as a CV template. Please do not cut and paste CV data into the boxes below. This is a checklist of the elements that need to be included in faculty CVs for cyclical program reviews and new program submissions. Various CV formats are accepted, as long as they contain the information below and are in a consistent format throughout the unit. CVs can be 5-6 pages in length. Items in the first table must be included in each CV. Items in the second table are optional. The unit head will decide whether the CVs submitted will include these items or not. If the unit head decides an element (e.g. consulting activities) will be included, then all faculty CVs submitted for review should include that element. Inclusion Mandatory 1.Name2.Rank3.Appointment Status4.Academic Background (university degrees, postdoctoral or fellowship training)5.Work Experience (current position and other academic & non-academic position(s)6.Distinctions, Awards and Credentials(7.Professional Memberships8.Teaching and Curriculum Development (Undergraduate and Graduate)9.Supervisory Experience (Undergraduate, Graduate and Postdoctoral)10.Membership on Graduate Examining, Supervisory & Advisory Committees11.Publications (last 10 years)12.Research Funds - External/Internal; Current/Held in Last Eight years13.Service and Administration External/Internal((e.g. Significant recognitions received for teaching, research, scholarly or creative work or service) Inclusion Optional (on unit-wide level) Decision to be taken by unit head on whether all CVs submitted will include each of the elements listed below. 14.Applied Creative, Literary and Artistic Work 15.Consulting Activities16.Patents and Intellectual Property Rights17.Other Professional Work Please the instruction page prior to submission. ҹվ graduate program cyclical review Degree(s) in Program Name Volume III external reviewers Date (month/year) Volume III must be reviewed and approved by the Faculty Dean (or designate) prior to submission to SGPS External Reviewers Volume III Explanation of Volume III The External Review team conducting the site visit typically includes the following: two External Reviewers, including member from a university outside of Ontario, a member from another Ontario university; an Internal Reviewer who is a ҹվ faculty member usually a member of the Senate Subcommittee on Program Review Graduate (SUPR-G), and a Graduate Student who is usually a senior PhD student. Both the Internal Reviewer and the Graduate Student are from Faculties other than the Faculty in which the program resides. Please provide a list of five potential External Reviewers from universities outside Ontario, and a list of five potential External Reviewers from Ontario universities. The Internal Reviewer and the Graduate will be selected by the Co-Chairs of SUPR-G. Proposed External Reviewers should have a strong track record as academic scholars (e.g., actively publishing, teaching, supervising, holding research grants etc.), and ideally should also have had academic administrative experience in such roles as Graduate Program Coordinator, Department Chair, Associate Dean, Dean, or other administrative leadership positions. This combination of experience allows a reviewer to provide the most valuable feedback on program proposals and reviews. In some cases, it may be important to group nominees into categories reflecting particular areas of expertise and you may request that one from each group be chosen. External Reviewers must be at  HYPERLINK "https://uwaterloo.ca/academic-program-reviews/cyclical-reviews/choosing-arms-length-reviewers" arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. The Chair/Director must verify that each nominated reviewer is arms length, personally and professionally, from the program and its personnel. Finally, Volume III must be approved by the Dean of the Faculty, prior to sending it to SGPS. NOTE: Please do not contact potential reviewers - all correspondence will be through the SGPS. Please delete this page prior to submission. TABLE OF CONTENTS Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc100237250" Ontario  PAGEREF _Toc100237250 \h 4  HYPERLINK \l "_Toc100237251" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237251 \h 4  HYPERLINK \l "_Toc100237252" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237252 \h 5  HYPERLINK \l "_Toc100237253" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237253 \h 6  HYPERLINK \l "_Toc100237254" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237254 \h 7  HYPERLINK \l "_Toc100237255" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237255 \h 8  HYPERLINK \l "_Toc100237256" Outside Ontario  PAGEREF _Toc100237256 \h 9  HYPERLINK \l "_Toc100237257" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237257 \h 9  HYPERLINK \l "_Toc100237258" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237258 \h 10  HYPERLINK \l "_Toc100237259" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237259 \h 11  HYPERLINK \l "_Toc100237260" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237260 \h 12  HYPERLINK \l "_Toc100237261" NAME OF PROPOSED REVIEWER:  PAGEREF _Toc100237261 \h 13  NOTES: VERIFICATION OF ARM S LENGTH STATUS: By placing an  X in the box below, I verify that all proposed reviewers listed are at arm s length, personally and professionally, from this program and any of its personnel. & Chair/Director Dean of the Faculty - Approval By placing an  X in the box below, I verify that I have reviewed and approve all proposed reviewers listed by this program. & Dean / Associate Dean Graduate Ontario NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. Outside Ontario NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship. NAME OF PROPOSED REVIEWER: ACADEMIC RANK: INSTITUTION: EMAIL: Link for personal webpage (if available): DEGREES: (include university, discipline and date conferred) Area(s) of Specialization relate this to those offered by the program being appraised Experience/Expertise relevant to service as an External Reviewer (e.g. membership on editorial boards, administrative experience, academic recognition). A short statement regarding the appropriateness of the nominee as an External Reviewer for this program would help the chairs of SUPR-G Recent scholarly activity if possible, cite 3 to 5 recent publications or scholarly works Previous affiliation with the University if any (e.g. visiting professor give dates, internal consultant, former employee, any former professor/student relationships with faculty members). An External Reviewer should be at arms length from the program, which means they are not a close friend, not a regular and current collaborator, not having been supervised recently by, not having been a visitor/teacher for some time at, and not a former colleague. Full disclosure of all past affiliations is required to assist in the selection of External Reviewers and to ensure an arms-length relationship.     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apxytnR kdRV$$Ifl;  Lv PJ$`'(*L,F-'*')')'''r'F''h''' t-6000044 lapxytnR $$If!vh#v7:V l4; tm+,5/ / / p ytw~$$If!vh#v7:V l4J tm+,5/ / / ytwX$$If!vh#v#vb#v#vq#vk:V l4 tm++,555/559/ /  / /  / / / / / / p2ytwv$$If!vh#v#vb#v#v#v#v#v#v#v #v #v #v #v #v :V l4 tm++,555]5`5e5 5\5U5 ^5 5 \5 S5 a5 9/ /  / / /  / / /  / /  / /  / / / p֌ytwkd\$$Ifl48: jdcC"%(,z0h4?7$]$`$e$ $\$U$^$$\$S$a$ tm888844 lap֌ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdBb$$Ifl4YN: jdcC"%(,z0h4?7$%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdi$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdp$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdJx$$Ifl4YN: jdcC"%(,z0h4?7$%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdR$$Ifl4YN: jdcC"%(,z0h4?7$%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdZ$$Ifl4YN: jdcC"%(,z0h4?7$%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd $$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkdb$$Ifl4YN: jdcC"%(,z0h4?7$%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytwe$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l4Y  t֖m+,,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/  / /  /  / / / /  / / /  / / / / /  / p֖ytwkd$$Ifl4YN: jdcC"%(,z0h4?7%%%]%`%e% %\%U%^%%\%S%a%  t֖m<<<<44 lap֖ytw$$If!vh#v#v#v#v#v#v#v#v#v #v #v #v #v #v #v:V l tm,5555]5`5e5 5\5 U5 ^5 5 \5 S5 a59/ p֖ytw2kdj$$IflN: jdcC"%(,z0h4?7%%%%]%`%e% %\%U%^%%\%S%a% tm<<<<44 lap֖ytw$$If!vh#v@)#v#v#v#v:V l tm,5w5\5S5a59/ p2ytw-$$If!v h#v#v#v#v#v#v#v#v#v :V l tm, 5g 5\5U5^55\5S5a5 9 / pZytwkd,$$Ifl cC"%(,z0h4?7%g %\%U%^%%\%S%a% tm$$$$44 lapZytw-$$If!v h#v#v#v#v#v#v#v#v#v :V l tm, 5g 5\5U5^55\5S5a5 9 / pZytwkdo$$Ifl cC"%(,z0h4?7%g %\%U%^%%\%S%a% tm$$$$44 lapZytwE$$If!v h#v#v#v#v#v#v#v#v#v #v :V l tm, 5Z5 5\5U5^55\5S5 a5 9 / pdytwBkd$$Ifl dcC"%(,z0h4?7%Z% %\%U%^%%\%S%a% tm((((44 lapdytw-$$If!v h#v#v#v#v#v#v#v#v#v :V l tm, 5g 5\5U5^55\5S5a5 9 / pZytwkd=$$Ifl cC"%(,z0h4?7%g %\%U%^%%\%S%a% tm$$$$44 lapZytw$$If!vh#v#v#v#v#v#v#v#v:V l tm,5 5U5^55\5S5a59/ pPytw$$If!vh#va&#v#v#v#v#v:V l tm,5v 55\5S5a59/ p<ytw$$If!vh#vB*:V l4; t.+,5/ / / p ytc!~$$If!vh#vB*:V l4 t.+,5/ / / yt :$$If!vh#vL#vT#v #v #v :V l4 t.++,5559/ /  / / / / / / / p2ytc!.$$If!v h#vL#vT#v#v#v#v #v#v#v #v #v :V l4 t.++, 55555J555J5 5 5 b9 / / / /  / / /  / / /  / /  / /  /  pnytc!ukd$$Ifl4 4 )N"&)$$$J$$$J$$$b t.,,,,44 lapnytc!$$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdn$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd@ $$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdj$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd#$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd*$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd<0$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdf6$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd<$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdB$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdH$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdO$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd8U$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdb[$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kda$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdg$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdm$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd t$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd4z$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd^$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kdܒ$$Ifl4=  4 )N"&)$%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt $$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l4=  tx.+,, 555555J555 J5 5 5 b9 / /  /  / / / /  / / /  / /  /  / / /  pxyt ;kd0$$Ifl4=  4 )N"&)%%%%%J%%%J%%%b  tx.000044 lapxyt u$$If!v h#vL#v5#v#v#v#v#v #v#v #v #v #v :V l t., 555555J555 J5 5 5 b9 / pxytc!kdZ$$Ifl  4 )N"&)%%%%%%J%%%J%%%b t.000044 lapxytc!$$If!vh#vF'#v:V l t.,5&5b9/ pytc!$$If!vh#v,#v #v#v#v#v#v:V l t.,5 555J555b9/ pFytc!$$If!vh#v,#v #v#v#v#v#v:V l t.,5 555J555b9/ pFytc!$$If!vh#v6#v#v#v#v#v:V l t.,5 55J555b9/ p<ytc!$$If!vh#v#v#v#v#v:V l t.,5^ 5J555b9/ p2ytc!$$If!vh#vi##v#v:V l t.,5]55b9/ pytc!}$$If]!vh#v7:V l4Y t6+,59/ a]p ytwj$$If]!vh#v7:V l4Y t6+,5/ a]ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V l4w t6++++++++++ + + + + ++,5/ / / / /  / /  / / / /  / /  / / /  / /  /  / a]p֠ytwhkd:$$Ifl4wdn l\^j7 L#&d*-1y47 t6@@@@44 la]p֠ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V l4; t6++++++++++ + + + + ++,5/ / / / /  / /  / / / /  / /  / / /  / /  /  / a]ytwkd\$$Ifl4;dn l\^j7 L#&d*-1y47 t6@@@@44 la]ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V l4J t6++++++++++ + + + + ++,5/ / / / /  / /  / / / /  / /  / / /  / /  /  / a]ytwkd8$$Ifl4Jdn l\^j7 L#&d*-1y47 t6@@@@44 la]ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V lY  t֠6,59/  / / /  / /  / / / / /  / a]p֠ytw+kd$$IflYdn l\^j7 L#&d*-1y47################  t֠6@@@@44 la]p֠ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V lY  t֠6,59/  / / /  / /  / / / / /  / a]p֠ytw+kd$$IflYdn l\^j7 L#&d*-1y47################  t֠6@@@@44 la]p֠ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V lY  t֠6,59/  / / /  / /  / / / / /  / a]p֠ytw+kd$$IflYdn l\^j7 L#&d*-1y47################  t֠6@@@@44 la]p֠ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V lY  t֠6,59/  / / /  / /  / / / / /  / a]p֠ytw+kd$$IflYdn l\^j7 L#&d*-1y47################  t֠6@@@@44 la]p֠ytw$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V lY  t֠6,59/  / / /  / /  / / / / /  / a]p֠ytw+kd$$IflYdn l\^j7 L#&d*-1y47################  t֠6@@@@44 la]p֠ytw_$$If]!vh#v#v#vM#v#v#v#v#v #v #v #v u#v #v 3#va#v:V l; t6,59/ a]p֠ytwekd$$Ifl;dn l\^j7 L#&d*-1y47################ t6@@@@44 la]p֠ytw$$If]!vh#vF #v#v#vu#v#v3#va#v:V l t6,59/ a]pPytw$$If]!v h#v#v#v#v#v#vu#v#v3#v a#v :V l t6, 5 9 / a]pdytwEkdi$$Ifl j7 L#&d*-1y47########## t6((((44 la]pdytw$$If]!v h#v#v#v#v#v#vu#v#v3#v a#v :V l t6, 5 9 / a]pdytwEkd$$Ifl j7 L#&d*-1y47########## t6((((44 la]pdytw$$If]!v h#v#v#v#v#v#vu#v#v3#v a#v :V l t6, 5 9 / a]pdytwEkd$$Ifl j7 L#&d*-1y47########## t6((((44 la]pdytw/$$If]!v h#v{#v#v#v#v#v#v#v u#v #v 3#v a#v :V l t6, 5 9 / a]pւytwkdS$$Ifl" l\^j7 L#&d*-1y47############# t6444444 la]pւytw/$$If]!v h#v{#v#v#v#v#v#v#v u#v #v 3#v a#v :V l t6, 5 9 / a]pւytwkd[$$Ifl" l\^j7 L#&d*-1y47############# t6444444 la]pւytw$$If]!v h#vm#v#v#v#v#vu#v#v 3#v a#v :V l t6, 5 9 / a]pnytwukdc$$Ifl ^j7 L#&d*-1y47########### t6,,,,44 la]pnytw$$If]!v h#vk#v#v#v#v#v#vu#v #v 3#v a#v :V l t6, 5 9 / a]pxytwkd$$Ifl  \^j7 L#&d*-1y47############ t6000044 la]pxytw$$If]!v h#vm#v#v#v#v#vu#v#v 3#v a#v :V l t6, 5 9 / a]pnytwukd$$Ifl ^j7 L#&d*-1y47########### t6,,,,44 la]pnytw$$If]!v h#vy#v#v#v#vu#v#v3#va#v :V l t6, 5 9 / a]pZytwkd;$$Ifl j7 L#&d*-1y47######### t6$$$$44 la]pZytwz$$If]!vh#vA7:V l4V tA7+,5A79/ a]p ytlg$$If]!vh#vA7:V l4V tA7+,5A7/ a]ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V l4w tA7++++++++++ + + + + ,55g555555 5 5 5 35 5 */ / / / /  / /  / / / /  / /  / / /  / / a]p֌ytlkd.$$Ifl4w8Tr zJ;$,(,0427g3* tA7888844 la]p֌ytl>$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V l4; tA7++++++++++ + + + + ,55g555555 5 5 5 35 5 */ / / / /  / /  / / / /  / /  / / /  / / a]ytlvkd$$Ifl4;8Tr zJ;$,(,0427g3* tA7888844 la]ytl>$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V l4J tA7++++++++++ + + + + ,55g555555 5 5 5 35 5 */ / / / /  / /  / / / /  / /  / / /  / / a]ytlvkd$$Ifl4J8Tr zJ;$,(,0427g3* tA7888844 la]ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/ / / /  / /  / / / / /  / / /  / a]p֌ytlkdt$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd6$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd$$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd+$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd|2$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd>9$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkd@$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkdF$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkdM$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V lY  t֌A7,55g555555 5 5 5 35 5 *9/  / / /  / /  / / / / /  / / /  /  a]p֌ytlkdFT$$IflY8Tr zJ;$,(,0427''g''''''''''3''*  t֌A7888844 la]p֌ytl$$If]!vh#v#vg#v#v#v#v#v#v #v #v #v 3#v #v *:V l; tA7,55g555555 5 5 5 35 5 *9/ a]p֌ytlkd[$$Ifl;8Tr zJ;$,(,0427''g''''''''''3''* tA7888844 la]p֌ytl$$If]!vh#vJ$#v#v#v3#v#v*:V l tA7,5J$555355*9/ a]p<ytl$$If]!vh#v#v#v#v#v#v3#v#v*:V l tA7,555555355*9/ a]pPytl$$If]!vh#v#v#v#v#v#v3#v#v*:V l tA7,555555355*9/ a]pPytl$$If]!vh#v#v#v#v#v#v3#v#v*:V l tA7,555555355*9/ a]pPytlT$$If]!v h#v#v#v#v#v#v#v#v 3#v #v *:V l tA7, 55555555 35 5 *9 / a]pnytlrkdc$$Ifl zJ;$,(,0427'''''''''3''* tA7,,,,44 la]pnytlT$$If]!v h#v#v#v#v#v#v#v#v 3#v #v *:V l tA7, 55555555 35 5 *9 / a]pnytlrkdg$$Ifl zJ;$,(,0427'''''''''3''* tA7,,,,44 la]pnytl<$$If]!v h#v#v#v#v#v#v#v3#v #v *:V l tA7, 555555535 5 *9 / a]pdytlBkd~k$$Ifl zJ;$,(,0427''''''''3''* tA7((((44 la]pdytl$$$If]!v h#v#v#v#v#v#v3#v#v *:V l tA7, 555555355 *9 / a]pZytlkdo$$Ifl zJ;$,(,0427'''''''3''* tA7$$$$44 la]pZytl$$If]!vh#vY#v#v#v#v3#v#v*:V l tA7,5Y5555355*9/ a]pFytly$$IfX!vh#v7:V l4Y tk8+,57/ ap yt$=l$$IfX!vh#v7:V l4Y tk8+,57/ ayt$=t$$IfX!v h#v#v#vi#v #v#v #v #vQ #v :V l4V tk8++, 555i5 55 5 5Q 5 99999 /  / / / / / /  / /  / /  / / / /  / / /  /  /  / apZyt$=kd't$$Ifl4V mq #(037&&i & & Q & tk8$$$$44 lapZyt$=T$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l4V tk8++,555=5,55s55L5 45 5 |5 75 x5 5555l5/  / / / / / / /  / /  / /  /  / /  / /  / / / / / ap־yt$=kdx$$Ifl4V֦mE q m# #N&(y,00357=,sL4|7xl tk8LLLL44 lap־yt$=$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V lJ & t־k8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ /  / / /  / / /  / / /  /  / /  / / / / /  / ap־yt$=kd$$IflJ֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' & t־k8LLLL44 lap־yt$=$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l; & t־k8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ /  / / /  / / /  / / /  /  / /  / / / / /  / ap־yt$=kd$$Ifl;֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' & t־k8LLLL44 lap־yt$=$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l; & t־k8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ /  / / /  / / /  / / /  /  / /  / / / / /  / ap־yt$=kd$$Ifl;֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' & t־k8LLLL44 lap־yt$=$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l; & t־k8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ /  / / /  / / /  / / /  /  / /  / / / / /  / ap־yt$=kd$$Ifl;֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' & t־k8LLLL44 lap־yt$=$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l; & t־k8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ /  / / /  / / /  / / /  /  / /  / / / / /  / ap־yt$=kd$$Ifl;֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' & t־k8LLLL44 lap־yt$='$$IfX!vh#v#v#v=#v,#v#vs#v#vL#v 4#v #v |#v 7#v x#v #v#v#v#vl#v:V l; tk8,555=5,55s55L5 45 5 |5 75 x5 5555l59/ ap־yt$=kd$$Ifl;֦mE q m# #N&(y,00357'''=',''s''L'4''|'7'x'''''l' tk8LLLL44 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Segoe UI SymbolK=   jMS Gothic-3 00005. .[`)TahomaC.,.{$ Calibri Light;Wingdings?= .Cx Courier NewA$BCambria Math"qh22dBzG/ <;/ <;!x20f:f: 2Q@P ?^h2! xxKL  Brief for the Periodic Appraisal Ron WaglerCandace Loosleyx                      Oh+'04.  4@ ` l x $Brief for the Periodic Appraisal Ron WaglerNormalCandace Loosley2Microsoft Office Word@ @`WR}@f@f</ G|,VT$m .S  !1."System-"Systemy܈pq -"System--@"Arial--- :2 0 Send the electronic version of  22 0 the completed template to:    2 A0    0'' D2 &0 Candace Loosley, Assistant to the Vice     2 h0 - S2 l00 Provost, School of Graduate and Postdoctoral Stu      2 0 dies  2 0    0''@"Arial------------  2  0 E   2 0 - 2 0 mail:  "2 70 cloosley@uwo.ca    2 0  --- 2  0 (updated  2  0 September   2 0   2  0 202 2 0 2)---  2 %0  @ Arial---- @ !i7-  0''@"Arial---@"Arial------------------------  2 0 W--- 2 !0 ESTERN ---  2 0 U--- 2  0 NIVERSITY---  2 ,0     2 '0   ------------------------ %2 L0 GRADUATE PROGRAM   --- 2 L0 CYCLICAL---  2 L10  --- 2 L:0 REVIEW---  2 L0   @"Arial---  2 j0     2 0   @"Arial------------------------  2 _0 D--- 2 p0 EGREE  ---  2 0 (---  2 0 S ---  2 0 )  2 0   --------- 2 0 IN ---  2 0   ---------------------  2 D0 P--- 2 T0 ROGRAM  ---  2 0 N--- 2 0 AME  ---  2 0   @"Arial- - -   2 0   @"Arial- - - @"Arial- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -   2 0 V- - -  2 0 OLUME  - - -   2 !0 1- - -   2 30  - - -   2 90 - - -   2 K0  - - -   2 R0 S- - -  2 g0 ELF - - -   2 0 S- - -  2 0 TUDY - - -   2 0 T- - -  2 0 EMPLATE- - -   2 0   ---  2 C0   ---------------@"Arial- - - ------------- - - ---  2 l40 D--- 2 lE0 ATE ---  2 lp0 (--- 2 lx0 MONTH ---  2 l0 /--- 2 l0 YEAR - - -   2 l0    2 l0     2 0     2 0   @"Arial- - - @"Arial---- - - ---- - -   2 O0 S --- "2 \0 UBMITTED TO THE    - - -   2 0   ---- - - ---- - - ---- - - ---- - - ---- - - ---------- - - ---- - - ---- - - - - - - - -   2 0 S --- 2 0 ENATE - - -   2 0 S --- "2 0 UBCOMMITTEE ON   - - -   2 0 P --- 2 0 ROGRAM - - -   2 0 R--- 2 0 EVIEW  - - -   2 0  ---  2 (0  - - -   2 +0 G--- 2 :0 RADUATE - - -   2 0   ---- - - ---- - - ---- - - ---- - -   2 @0 W--- 2 R0 ESTERN - - -   2 0 U--- 2  0 NIVERSITY   - - -   2 0     2 0     2 0   - - -   2 !0   ------------- - - ------- - - ---  2 70 T --- :2 70 HIS DOCUMENT IS CONFIDENTIAL TO        ---  2 70  ---  2 70 THE REVIEW PRO    --- 2 7G0 CESS - - -   2 7p0   2 70   "Arial--  00//..raisals~  ՜.+,D՜.+, hp  T Grad Studies - UWO;f: :!Brief for the Periodic Appraisal INTRODUCTION Brief Overview of Program# Unique and Innovative Features& Professional Development Strategy& Fields of Research in the ProgramF Review Concerns Expressed in Previous Appraisal and Actions Taken4 Ongoing Program Evaluation and Redesign Process' Graduate Program Learning OutcomesRECRUITMENT AND ADMISSION  Recruitment Strategy $ Program Admission Requirements TIMELINE AND PROGRESSION Degree Timeline Progression requirements3 Explain your program progression requirements QFACULTY MEMBERS IN THE PROGRAM, RESEARCH FUNDING IN THE PROGRAM, AND GRADUATE SU# Faculty Members in the Program Research Funding  Graduate Supervision, Current and Recent Teaching Assignments  P Commitment of Faculty Members from Other Programs and/or Other Institutions;PHYSICAL, PROFESSIONAL DEVELOPMENT AND FINANCIAL RESOURCES Library Resources 3 Research and Scholarly Development Facilities Space+ Financial Support of Graduate Students1 All Graduate Courses Offered in the Program  4 Additional Courses Taken Outside of the Program 0OUTCOMES ENROLMENT AND COMPLETION SUMMARIES 5 Progress of Admission Cohorts (Cohort Summaries) ; Enrolment Demographics and Progress (Yearly Summaries)7 Outcomes and Time to Completion (Cohort Summaries)( Dissertations and Theses Completed # Post-Graduate Career Outcomes  Publications- Projected Graduate Intake and Enrolments$ External Reviewers Volume IIIOntario$ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: Outside Ontario$ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: $ NAME OF PROPOSED REVIEWER: Title Headings94 8@ _PID_HLINKSAV0=_Toc10023726107_Toc10023726001_Toc1002372590+_Toc1002372580%_Toc1002372570_Toc1002372560_Toc1002372550_Toc1002372540 _Toc1002372530_Toc1002372520_Toc1002372510_Toc100237250R ^https://uwaterloo.ca/academic-program-reviews/cyclical-reviews/choosing-arms-length-reviewersvhttps://www.uwo.ca/pvp/vpacademic/iqap/doc/reports/grad_2019_2020_cyclical_reviews/Westerns PhD Learning Outcomes.pdf}%/http://www.uwyo.edu/history/learning-outcomes/&http://oucqa.ca/framework/appendix-1/vhttps://www.uwo.ca/pvp/vpacademic/iqap/doc/reports/grad_2019_2020_cyclical_reviews/Westerns PhD Learning Outcomes.pdf *6http://president.uwo.ca/strategic_planning/index.html:_Toc115268851:_Toc115268850:_Toc115268849:_Toc115268848:_Toc115268847:_Toc115268846:_Toc115268845:_Toc115268844:_Toc115268843:_Toc115268842:_Toc115268841:_Toc115268840:_Toc115268839:_Toc115268838:_Toc115268837:_Toc115268836:_Toc115268835:z_Toc115268834:t_Toc115268833:n_Toc115268832:h_Toc115268831:b_Toc115268830:\_Toc115268829:V_Toc115268828:P_Toc115268827:J_Toc115268826:D_Toc115268825:>_Toc115268824:8_Toc115268823:2_Toc115268822:,_Toc115268821:&_Toc115268820: _Toc115268819:_Toc115268818:_Toc115268817:_Toc115268816:_Toc115268815:_Toc115268814%mailto:cloosley@uwo.ca  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXZ[\]^_`abcdefghijklmnoprstuvwxyz{|}~Root Entry F!j@Data D1Table"WordDocument ;SummaryInformation(Yd.DocumentSummaryInformation8qMsoDataStore`sjૂjEEWVVQWPATPV==2pjૂjItem  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q