Associate Dean (Academic) Jenn Stephenson has addressed the widely debated impact of the proposed Modular Degree Framework.
A year-and-a-half-long initiative to revise Faculty of Arts and Science (FAS) degree requirements has ignited a campus-wide debate on the meaning of a Queen’s degree. The FAS Board is set to vote on a initiative to amend degree regulations on Nov. 22, paving the way for significant curriculum changes in the FAS. The proposed updates intend to reshape the academic structure of FAS to be more “equitable” and on par with the standards of neighbouring universities, according to Stephenson.
“I want to say that we’ve been really leaning into opportunities and thinking about this [Modular Degree Framework] as a really positive thing,” Stephenson said in an interview with The Journal.
Beginning in the summer of 2023, FAS began a review of its curriculum, assessing current practices and identifying areas for potential change, Stephenson explained. As part of this process, FAS conducted an environmental scan, a process of gathering and analyzing factors from both inside and outside the organization that may impact the long-term viability of an institution. By considering what the other U6 comparator research-intensive universities in Ontario are doing. The review found discrepancies, particularly equity issues, in how degree regulations are structured at Queen’s compared to its peer institutions.
“What we realized is it’s an equity issue. It’s really important that our students get credit for the really hard work that they’re doing. You need to be on par with students at other universities when you graduate and when you show your diplomas and your resumes—they need to match,” Stephenson said.
Under the current framework, Bachelor of Arts (Honours) or BAH majors require 60.0 units and Bachelor of Science (Honours) or BScH majors require 72.0 units. Minors need 30.0 units, and specialization requires up to 105.0 units. The proposed changes, also known as the Modular Degree Framework, would reduce the requirements to a minimum of 48.0 units for BAH and 60.0 units for Bachelor of Computing (Honours), BCmp and BSc majors, with an additional 12.00 ing units. Minors will require at least 24.0 units.
While some students remained skeptical of the consultation process, which involved over 500 hours of discussions with students, staff, and faculty across FAS, Stephenson noted she attended numerous meetings with the Arts and Science Undergraduate Society (ASUS), the student governing body of FAS, where she has met with ASUS leadership, including the president, vice-presidents, and academics commissioner, as well as participated in town halls to keep students informed.
“Things [ of students] have had an impact on developing the framework. So, student leaders have absolutely been involved from the beginning. So then within each department’ students are involved in their curriculum committees in department meetings and at department retreats,” Stephenson said.
Stephenson believes the proposed changes are a positive shift for Queen’s students, by enabling more flexible degree combinations such as allowing double majors across disciplines—like science and science or science and arts— options which were previously “not possible” under the current structure.
“An art plus science double major is one of the things that I’m super excited about because I think it’s absolutely who we are in FAS […] to be able to do an arts and science double major is going to be pretty awesome,” Stephenson said.
She believes the new framework showcases the University’s distinctiveness, noting Queen’s is one of only five large Faculties of Arts and Science in Canada and one of two in Ontario, alongside the University of Toronto. With the Modular Degree Framework, she added, there will be a greater emphasis on the distinctiveness of FAS.
When asked about concerns over the impact of the Modular Framework on class sizes, Stephenson emphasized the new framework would not directly affect them.
“Class size is determined by each department,” she explained. “Departments can still offer small classes as they wish, so it’s really unfortunate that idea is out there because it’s just not true.”
While there is more work ahead for many of the departments and anticipated changes for students, Stephenson understands the hardships that come with changes and the amount of work that it requires, but she notes the istration, and the faculty are ready to do the work.
Stephenson acknowledged the challenges of change, emphasizing it requires significant effort, creative thinking, and operational coordination.
“We’re doing that work,” she said, noting the University’s readiness to navigate the transition.
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