2001-2002 Diploma Program Calendar
The University of Guelph combines a tradition dating back 125 years with a
progressive outlook that has made it one of Canada's leading research institutions. Our roots go back to the Ontario Agricultural College, Ontario Veterinary
College and Macdonald Institute. These three colleges were the basis of the new
university, established in 1964, and remain essential components of a much expanded and diversified institution that now includes programs in the physical and
biological sciences, the arts, the social sciences, and family and social relations.
In 1997 Ontario's three agricultural colleges at Alfred, Kemptville and Ridgetown became part of the University under an enhanced partnership between the
University and the Ontario Ministry of Agriculture, Food and Rural Affairs
(OMAFRA) and began to offer diploma courses for the University of Guelph
Associate Diploma Program. The University of Guelph is co-educational, non-denominational and provincially supported.
With an estimated $79 million in research funding, the University of Guelph is
one of the country's top research institutions. Among its researchers, Guelph
numbers 15 Fellows of the Royal Society of Canada. A 30-acre research park
adjacent to the campus is home to a growing number of research-intensive industries.
In the University's aims document, Toward 2000: Challenges and Responses, a
commitment is made to teaching, research and service in the community. The
university must exercise a moral concern for all its members, the document says
"...and for the effects of the institution's actions on society and the environment."
It must also "...maintain a collegial atmosphere in which free and open debate on
major issues can contribute to their resolution."
- College of Arts
- School of Fine Art and Music
- School of Languages and Literatures
- School of Literatures and Performance Studies in English
- College of Biological Science
- College of Physical and Engineering Science
- College of Social and Applied Human Sciences
- School of Hotel and Food Administration
- Ontario Agricultural College
- College Faculty of Environmental Design and Rural Development
- School of Landscape Architecture
- School of Rural Extension Studies
- School of Rural Planning and Development
- Collège d'Alfred
- Kemptville College
- Ridgetown College
- Ontario Veterinary College
- Faculty of Environmental Sciences
- Faculty of Graduate Studies
- Faculty of Management
- Biophysics Interdepartmental Group
- Centre for Families, Work and Well-Being
- Centre for Food Security
- Centre for Genetic Improvement of Livestock
- Centre for International Programs
- Health and Performance Centre
- Centre for Land and Water Stewardship
- Centre for Toxicology
- Colonel Campbell Centre for the Study of Animal Welfare
- George Morris Centre
- Guelph Food Technology Centre
- Guelph Turfgrass Institute
- Horticultural Research Institute of Ontario
- Independent Study/OAC Access
- Institute for Environmental Policy and Stewardship
- Institute of Ichthyology
- Landscape Research Group
- Office of First Year Studies
- Office of Open Learning
- Office of Research
- Teaching Support Services
- Four inter-university research programs:
- Guelph Waterloo Centre for Research in Biotechnology
- Guelph Waterloo Centre for Graduate Work in Physics
- Guelph Waterloo Centre for Research in Chemistry
- Guelph McMaster Graduate Program in Philosophy
Enrolment Statistics (November 1, 2000)
|
Enrolment at the University of Guelph
Associate Diploma Programs (O.A.C.)
|
382
|
Undergraduate Degree Programs
|
13,256
|
Graduate Degree Programs
|
1,685
|
Total Enrolment (full- and part-time)
|
15,323
|
Enrolment in Associate Diploma and Certificate Programs
Collège d'Alfred
|
127
|
Ontario Agricultural College
|
382
|
Kemptville College
|
306
|
Ridgetown College
|
323
|
Total Enrolment (full- and part-time)
|
1,138
|
The University of Guelph is a highly residential community, with approximately
4,600 students living in campus residences (with an additional 660 in the
2001-2002 academic year).
Arising from the Aims and Objectives Report, the following Objectives were
approved by the Senate of the University in 1987. They are a set of objectives
described in terms of the desired characteristics of educated graduates, and are
used in part to guide educators in their development of courses and programs.
Literacy is the base on which all else is predicated. The ability to read and
write and in general to communicate properly is a fundamental intellectual
tool. With it, students can learn to think clearly and to some purpose. Without it, they cannot analyze properly nor develop an independence of
thought. Literacy affords a means of access to the raw material upon which
the critical or creative intelligence is to be exercised. It affords a means of
communication, of shaping ideas and concepts, of selecting between different or competing formulations. It is a means of instructing others.
The most basic experience in literacy given to the student should be the
writing of a short expository paper, or the oral presentation of an informational report, on a prescribed topic or on a topic chosen from a restricted
list.
At the next level the student should be required to write a paper (or give a
seminar) critical and analytical in its intent, on a topic of the student's devising. The ability to devise a topic, to frame its bounds, is at the same time
an aspect of understanding of first order importance.
At the highest level there should be produced a paper, in an appropriate
style, that analyses or synthesizes, argues from a hypothesis and itself generates hypotheses; that produces knowledge, insight, or understanding in
the reader and manifests it on the part of the writer; that shows a breadth of
understanding in drawing out implications and making connections between
remote features of the domain; that, in short, demonstrates a love of learning and an intelligent creativity. This requirement may readily be met in
existing senior honours paper courses and the like.
Over the course of an undergraduate education the level of difficulty of the
material which the student can read, comprehend, and utilize should increase. One way of securing this might be to encourage, in each discipline
program where they do not now exist, reading courses requiring independent work at the 400 level.
In general, the ability to read and comprehend materials of the highest difficulty is enhanced in semester long research paper courses and in reading
courses. Such courses contribute also to independence of thought and to
depth and breadth of understanding.
In its broadest sense, the objective of literacy implies that it is desirable that
the student have skill in another language, so as to be able to comprehend
material of the appropriate level of sophistication in that language.
For the purposes of this discussion numeracy may be defined as the ability
to use mathematics at a level and in a manner appropriate to good citizenship and to vocational fitness. Mathematics deals with quantity and form,
with measurement, structures, and relations, and encompasses a richer intellectual domain than just the utilitarian skills of numerical computation. It is
as a mode of thinking, no less than as a collection of useful techniques, that
it justifies its place in any well rounded curriculum.
Numeracy, in the sense adopted here, is an essential attribute of the informed and responsible citizen. A correct understanding of the proper use
of numbers is necessary in a culture in which information routinely comes
in numeric form and significant decisions of social policy often have quantification at their base. Without the ability to comprehend the use of quantitative data, and to detect instances of misuse, we may have to forego opportunities for independent judgment.
Numeracy, more generally, enforces an accuracy and precision of procedure
and thought that is valuable to all educated persons. As a mode of conceptualization, of thought, it should be part of the mental apparatus of all graduating students. While a grasp of the nature and principles of mathematical
forms of inquiry is essential to an understanding of scientific thought, it can
be of benefit in other areas of intellectual activity. Opportunities for fostering numeracy exist in more disciplines than those traditionally requiring a
substantial knowledge of mathematics. A recognition that numeracy in
association with literacy forms the foundation of most if not all of the other
learning objectives, should result in greater exploitation of those opportunities than in their avoidance.
3. Sense of Historical Development
All disciplines have a history, an understanding of which contributes to an
understanding of the place each has in contemporary society. No discipline
is self sufficient, and no discipline is autonomous. "Historical development"
should not be narrowly construed to mean only the history of the discipline
within its own limits, but efforts should be made to connect developments
in the discipline to wider coeval social conditions. Students may thereby be
endowed with a sense of the fundamental relativity of knowledge and understanding at any given time.
This objective comports also a sense of the continuity of change (and, indeed, of discontinuities), over time.
This objective may facilitate the acceptance, on the part of students, of
intellectual ambiguity or uncertainty; such acceptance is a mark of depth of
understanding.
Global understanding may be associated with "Sense of Historical Development". It can be described as comprehension of the variety of political,
religious, cultural, geographical, biological, environmental, and historical
forces in the shaping of nature and the human condition. It conveys to the
student an understanding of the ways in which specific cultural or geographical or other circumstances condition the differences between nations
or peoples, and an understanding of the place of his or her discipline in the
international setting. Global understanding may be enhanced by a sense of
historical perspective, by breadth of understanding, and by independence of
thought. In its turn it may itself contribute to these.
Moral Maturity is marked by depth and consistency of moral judgement; by
recognition that any moral judgement may be fallible; that moral judgement
is complex, in that moral principles, if they are to be applied to a specific
case, may need to be interpreted. Moral maturity is a requirement in the
person who is to apply a body of knowledge or a skill to the solution of a
problem, or to the understanding of a situation, if the knowledge is not to
remain abstract and the skill potential unrealized.
Attainment of this objective is probably best realized by appropriate consideration of moral issues in context, as they arise in the course of study. In
this way, a moral perspective may be shown to be inherently important to
study of a body of material, and not merely something supplementary to it
(guidelines for conducting ethical discussion in the classroom have been
written by the Ethics Research Group in the Department of Philosophy).
Scope for demonstration of moral maturity can be provided in seminars and
other assignments, if problems in the moral issues associated with a subject
are set for consideration alongside problems in content and process.
Aesthetic Maturity may be described as a quality of the critical response to
some object, natural or artificial, external to the self. Or it may be a process
of creation and development of the self. In the former case, aesthetic maturity may be attained by a sufficient exposure, not necessarily in courses
alone, to works of art (inclusive of music, literature, and drama) and to the
critical traditions concerning them. Such maturity may also be directed at
aesthetic valuing of features of the natural environment.
In the latter case, attainment of the quality will require an active involvement in the work of creation itself. A different order of aesthetic maturity
may be attained by practice of that form of manipulation and recreation of
the original object known as criticism (as distinct from appreciation).
Viewed this way, aesthetic maturity has a certain resemblance to both independence of thought and depth of understanding, in requiring an active
creativity.
Aesthetic maturity need not be divorced from the specific character of individual disciplines. By possession and exercise of aesthetic maturity, students may be brought to appreciate the order, elegance, and harmony not
only of the subject matter, but also of the procedures, of the discipline.
7. Understanding of Forms of Inquiry
Inquiry, the search for truth, information, knowledge and understanding,
follows a methodology based upon systematic study, reflection, intuition
and innate creativity. Inquiry involves resolving an identified problem,
collecting relevant information, evaluating the information and observing
relationships in order to reach a conclusion. The student is the active inquirer and must be able to undertake the process independently. Scientific method represents a form of inquiry concerned with hypotheses development,
data collection, analyses and interpretation. Just as an understanding of
scientific inquiry is necessary for the educated citizen functioning in the
midst of the technologies of the contemporary world, so too an appreciation
of other modes of inquiry is an essential characteristic of an educated citizen. Graduates should be familiar with the modes of inquiry utilized, for
example, by historians, by philosophers and by scholars concerned with the
various fields of creative expression.
As outcomes of this objective, students will understand the strengths and
limitations of the various forms of inquiry, and the cultural, intellectual and
historic impact of these forms. The student will be able to describe similarities and differences between the inquiry methods of the physical scientist,
the biological scientist, the social scientist and the scholar of the humanities.
8. Depth and Breadth of Understanding
Breadth of understanding is an expression of the ability to operate across
disciplinary boundaries in a coherent and productive way, with principles
drawn from different disciplines. Depth of understanding depends upon
mastery of a body of knowledge, but it is not to be confused with knowledge, and is not necessarily commensurate with the number of courses
taken in a subject.
Depth and breadth of understanding depend upon, and themselves contribute to, independence of thought; they contribute also to a love of learning.
Possession of a historical perspective may be essential to a broad and deep
understanding of a subject.
At the lowest level of experience, in courses introductory to a subject, students might be shown how sets of facts may be related to others both laterally and vertically (or hierarchically). The outcome of this might be simply
consciousness, on the part of the student, of the possibilities of understanding, as distinct from simply knowing.
The next higher level moves from demonstration, to the student, of interrelationships to the development of the student's own ability to create interrelations. The experience provided will develop a creative imaginativeness
skilfully exercised on a body of material mastered in some detail. But the
experience, like that provided for independence of thought, goes beyond
display of erudition, and requires alert curiosity and a refusal to be content
with mere assemblage of data. At this level the student should be expected
to integrate knowledge and modes of interpretation and comprehension
from different disciplines, so as to generate a new understanding. The highest level takes the student to the ability to deal in abstractions, to generate
abstractions.
In general, depth and breadth of understanding are characterized by the
ability to recognize the implications of the information at hand and to put it
into a broader context; and by the ability to draw upon different disciplines
to provide a clearer and deeper understanding of the discipline with which
the student is immediately concerned.
These outcomes might be assessed in a piece of written work such as an
independent research paper, in the design of an experiment, in the identification and solution of a problem, or in a work of aesthetic creation.
9. Independence of Thought
At the lowest level students are shown the possibilities of independent
thinking, by an instructor who, in the classroom and elsewhere, challenges
orthodoxies and criticizes received opinions. The experience provided is
that of imitation or emulation of a role model. At this level, the outcome
might be no more than a receptivity, on the part of the student, to critical
thinking and an openness to reasoned scepticism about the authority of the
expert.
At a higher level students become actively engaged in learning and thinking. At this level, they should be given the opportunity, in seminars, tutorials, or structured small group discussions, to offer their own challenges.
The bases for such challenges may be unformed, and so the challenges
themselves will be open to challenge. As students become more independent in thought, they are better able to combine ideas and to generate new
ideas.
At the highest level, independence of thought is a manifestation of love of
learning, and it may contribute to a sense of self worth and of well being. At
this level, opportunities are provided for self directed learning. One accomplishment may be the ability to ask the right kinds of questions, rather than
the ability always to have answers.
Love of Learning is perhaps the quality that activates all other qualities that
are the focus of learning objectives. Its expression is not easily separable
from demonstration of other virtues. Thus, the true lover of learning will
demonstrate both independence of thought and depth of understanding. As
a consequence, setting an objective for love of learning comports also setting an objective for other qualities as well. But love of learning is not exhausted by (e.g.) independence of thought.
Love of learning may be reflected in, or expressed in terms of, intellectual
curiosity; the ability (as in independence of thought) to ask useful kinds of
questions (rather than the ability always to have answers); the ability to see
far reaching implications; the ability to make connections between disparate
topics; energy and passion in the pursuit of knowledge and understanding;
dissatisfaction with simply accumulating facts or data; critical ability.
Testing, and instruction, must minimize rote learning, and so far as possible
give scope for the exercise of individual patterns of learning and individual
interests.
Love of learning may be impeded by the demands of frequent evaluation of
students' performance. The time frames imposed at an institutional level to
provide an organizational framework for the university experience, may
also impair love of learning.
Love of learning may best be enhanced by the provision of opportunities for
the student's personal involvement in learning. Such opportunities are perhaps best furnished in independent research projects initiated by the student. In such autonomous, but supervised, study the student can not only
engage with the conflicting views of published authorities but also see in
action, close at hand, the supervisor's own love of learning.
In courses of formal instruction, the use of team teaching might help to
encourage a student's own love of learning, especially if members of the
teaching team take an appropriate role as "students", and if true dialogue is
developed between the teachers.
The University of Guelph is a research-intensive, learner-centered university. Its
core value is the pursuit of truth. Its aim is to serve society and to enhance the
quality of life through scholarship. Both in its research and in its teaching programs, the University is committed to a global perspective.
The University offers a wide range of excellent programs, both in theoretical and
applied, disciplinary and interdisciplinary, undergraduate and graduate, in the
arts, humanities, social sciences, natural sciences, as well as professional fields.
Among these, it recognizes agriculture and veterinary medicine as areas of special responsibility.
The University attracts students, faculty, and staff of the highest quality. It is
animated by a spirit of free and open enquiry, collaboration, and mutual respect.
It asserts the fundamental equality of all human beings and is committed to creating for all members of its community, an environment that is hospitable, safe,
supportive, equitable, pleasurable, and above all, intellectually challenging.
The University of Guelph is determined to put the learner at the centre of all it
does, recognizing that research and teaching are intimately linked and that learning is a life-long commitment. The University eagerly promotes collaboration
among undergraduates, graduate students, faculty, staff, and alumni, as well as
with our local and international community, other educational institutions, government and business.
The University of Guelph is committed to the highest standards of pedagogy, to
the education and well-being of the whole person, to meeting the needs of all
learners in a purposefully diverse community, to the pursuit of its articulated
learning objectives, to rigorous self-assessment, critical inquiry, and active learning. The University of Guelph educates students for life and work in a rapidly
changing world.
The University of Guelph invites public scrutiny of the fulfillment of its mission,
especially by the people of Ontario, to whom it is accountable.
Admission inquiries: Admission Services ~ ~ ~ General calendar inquiries: U.P.S.
Last revised: October 11, 2001.
© 2001 Office of Registrarial Services, University of Guelph