Final Report

The Working Group completed its mandate and submitted its Final Report on July 28, 2023.

Read the Final Report of the Working Group on NewMAD

Fall 2022 Update

Key Take-Aways Thus Far:

  • New Models of Academic Program Delivery is about recommending ways we can better design and deliver academic programs, to serve shared local and central needs (e.g., support innovation, excel in our teaching and learning, efficiency in resources), without disrupting good practices and with attention to workload concerns.
    • This requires a balance between ‘bottom-up’ and ‘top-down’ interests
  • Instructors/Units: ideas, innovations, and creativity around academic programs and their delivery is welcomed, and necessary:
    • Local decision-making about programs, and instructor autonomy in course design and deliver is paramount
  • Central:The University is to support local initiatives, ensure adherence to our mission and principles and provide clarity, frameworks, and guidelines where needed:
    • E.g., definitions for blended learning, frameworks for new program development, and models for the considering options for summer offerings

From the Summer:

Based off the detailed and and helpful feedback the McGill community provided, the workgroup undertook summer projects to assess the scope & sharpen the focus:

  • Consolidation of feedback received during the Spring 2022 engagement sessions
  • Blended learning:definitions and approvals
  • New program development: definitions, principles, and framework
  • Summer offerings: opportunities and considerations
  • Communications and consultations

Next Steps:

The workgroup will be listening and engaging with the community throughout the Fall 2022 term, with a narrowed focus on key themes:

  • Formalizing proposals for definitions and approval pathways for blended learning
    • What ‘threshold’ for blended learning may require approval?
    • What do ‘contact hours’ mean in the context of online and in-person teaching activities?
    • What specific support is required for instructors?
  • Further development of definitions and frameworks for new program development
    • How do we ensure innovative ideas can be supported through efficient processes and appropriate support?
  • Ongoing modeling on frameworks for summer offerings (done by Enrolment Services and Analysis, Planning and Budget)
    • What kinds of offerings might work for which Faculties, ensuing there are resources, support and capacity?

If you are a part of the McGill community, whether that be as a student, staff member, or instructor, and would like to share your thoughts with the NewMAD group, please reach out to us at newmad [at] mcgill.ca (subject: Engagement%20from%20Website) (newmad[at]mcgill[dot]ca).

Feedback from Spring 2022

  • Requests for clarity about the purpose of the New Models of Academic Program Delivery
  • Concern that the workgroup will disrupt good practices and/or increase workload
  • Faculty/faculty autonomy is of critical importance
  • There is a high variation on the topic of online teaching and learning
    • Many support opportunities for online teaching, others remain clear in the importance of prioritizing in-person experiences
    • Hybrid teaching remains generally unpopular in its current form
    • Online teaching activities require support for instructors
    • Clarity and consistency is required on terminology and approaches, especially around approval pathways and definitions
  • Increasing summer offerings will require careful consideration, noting challenges around resources and capacity
  • New programs must prioritize flexibility

Blended Learning

  • NewMAD sees an opportunity in recommending definitions about blended learning, and for proposing approval pathways

“Blended learning refers to teaching and learning activities made up of a combination of online and in-person course components, both of which are necessary for students to achieve the learning outcomes of the course.”

  • Blended learning occurs along a continuum:
    • Fully in-person →Limited Blended →Blended →Enriched Blended →Fully Online
  • Proposed implementation/Approval process:Faculty approval is necessary, with notification to the University via SCTP (analogous to what is done if the modality of delivery for a course is changed)
    • Instructor decision-making is important,
    • Changes to modality considered in light of a program's learning outcomes and its curriculum
    • Local approvals are appropriate (e.g., to reflect disciplinary norms, possible accreditation requirements)
  • Clarity at the University around ‘contact hours’ is necessary, to anchor decisions pertaining to online course activities

el tellus tristique at commodo purus ultrices.

New Program Development

  • Development of new academic programs represents important opportunities for the University
    • E.g., disciplinary changes, new areas of study, responding to market needs, new revenues
  • Clear McGill definitions of for-credit program types are necessary (e.g., short programs, modular degrees, stackable degrees)
  • Non-credit offerings (e.g., micro-credentials, continuing professional development workshops) are of potential value and interest in some Faculties, and require clear definitions
  • A framework for new program development requires careful pre-planning including consideration of:
    • Market demand/student interest, strategic importance, modality of delivery, budget analysis, faculty engagement, possible experiential components
    • Bringing forward new programs may require retirement or revisions to existing programs (using Academic Review processes to support such considerations)
  • Central and local support for new program development is essential
  • Tools, resources, clear guidelines,streamlined processes, timely feedback

Summer Offerings

  • There are close to 500 course activities offered during summer at McGill, and various other non-credit activities (e.g., intensive language programs, the McGill Summer academy), but there is opportunity to do more, including:
    • Expand offerings of undergraduate credit-bearing activities
    • Restructure Masters Non-Thesis programs to include required summer term (i.e., 12-month program)
    • Develop new offerings (e.g., bridge programs, short programs)
    • Offer specific courses online in the summer (e.g., Freshman Science)
  • Additional modeling and analyses of opportunities is necessary, and any offerings would be done based on interest from Faculties
  • However, careful consideration of summer offerings is required such as:
    • Staff and instructor capacity and interest (e.g., conflicts with research activities, vacation, workload concerns)
    • Consideration if summer offerings attract new students or spread-out registrations of existing students

Communications and Consultations

  • Fall 2022 will include (re)engagement with stakeholders (e.g., Faculty liaisons, academic leadership, MAUT, student associations, academic advisors, external stakeholders)
  • Goals include:
    • Reminders of NewMADmandate and purpose
    • Updates from Spring and Summer 2022
    • Momentum on some of the key outcomes that are emerging
    • Address any concerns being raised
  • Multiple communication channels used to ensure the community understands the work and its progress