Instead of distinguishing itself from other universities, the Faculty of Arts & Science (FAS) wants to fit in with them—even if it means sacrificing students’ quality of education.
In favour of aligning with the modular degree plans of other Canadian universities, the Queen’s FAS board is choosing to undergo a modularization initiative that will alter the degree requirements for the Bachelor of Arts (Honours), Bachelor of Science (Honours), Bachelor of Computing (Honours), and Bachelor of Music programs. Once again, students will see drastic changes to the structure of their education.
The new motion in question proposes modifying the minimum units required for the Major, Minor, and Specialization in the Honours Bachelor Degree, by reducing the number of units students need to take. Currently, BAH students are required to fulfill 60.0 units for their major, and BScH students must fulfill 72.0 units. Under the modular degree plan, only 48.0 units will be dedicated to core and option courses.
It’s frustrating enough for students to navigate the current academic year following major budgeting issues and operational deficits—it’ll be tougher to endure potential changes to their entire degree.
Although participation in the modular framework is optional, it remains unclear which departments and Majors will adopt this shift. This lack of transparency makes it difficult for students to fully assess how their academic experience may change. Smaller, specialized programs could feel the effects more acutely if they choose to participate, potentially altering the range of course offerings and the intimate, discussion-based environments that students value in upper-year classes.
The transformative power of smaller university classes and seminars often gets overlooked in grand decision-making, yet they serve a crucial role to students’ development at Queen’s. Small classrooms lend an intimate space for closer conversation between faculty and students. It’s in these environments where students become closer with in their program, including instructors, and put their skills to practice by debating, collaborating, and listening to one another.
Compared to first- and second-year lectures—where halls seat hundreds of students, learning feels impersonal, and facetime with professors is hard to come by—small classes give students the visibility they need to thrive. Thus, it’s counter-productive to cut down on the classes we should instead be working to protect.
While none of these decisions are final, nor required by students to opt-in to, it’s clear the Faculty is facing external pressure to “stay in sync” with the other U15 universities, many of which already have the modular degree program.
If Queen’s wants to stay competitive among its fellow research universities, aligning its academic programs with other schools isn’t the only way to go. The programs at Queen’s are only a portion of what attracts students: the university’s desirable image, campus life, and vast alumni network following graduation are equally crucial factors impacting students’ decision to come here. The FAS can’t lose sight of that.
With this vital decision on the horizon, FAS must carefully evaluate whether it’s more important to alter their degrees to follow their fellow universities, or to stay in their lane.
—Journal Editorial Board
Corrections
A previous version of this story stated the modular degree framework would impact all FAS students and referenced a five per cent reduction in courses. The story has since been updated. Incorrect information appeared in the Nov. 8 issue of The Queen’s Journal.
The Journal regrets the error
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