The responses to this recommendation have been discussed in earlier sections. New procedures for review of new programs and modifications of existing programs were discussed on p. 10. Previously, the documentation required of Departments for these curriculum changes was mostly descriptive; that is, it simply set out the details of the program being proposed. Reviewers above the departmental level usually felt that they lacked the disciplinary expertise to seriously question the academic judgements of the proposing Department.

Under the new procedures, Departments must also address issues such as the need and demand for the program, its aims and objectives, and its resource implications. A statement of the processes that were used to solicit input to the proposal is required, and Departments are asked to summarize the comments of those consulted. The policy suggests sources of input adapted from those outlined in framework for TLQPR (Annex A of the TLQPR Report).

These new procedures are only in the early stages of implementation, but have already increased the depth and quality of discussion at the meetings of the Committee on Undergraduate Studies in its reviews of program proposals. Attention to the process issues gives this committee a much clearer role in assessing how the Departments form their judgements. The new requirement for an initial proposal prior to submission of a formal proposal for action has strengthened this role, by giving the committee members an opportunity to identify issues that the Department must address in its final proposal.

The Committee on Teaching and Learning Quality, established by the Senate in February 1998 in response to the recommendation of one its TLQPR task forces, will be an important change agent in developing quality assurance for teaching and learning, and promoting a commitment to continuous improvement. This committee has yet to meet, so it is not possible to claim any successes for it as yet. However, it is worth noting that its term of reference call on it to advise the Senate on quality assurance processes. This is intended to ensure that the momentum of the discussions on the past year are not lost, by engaging this committee, and through it the Senate, in a continuing dialogue on the issue. The Senate itself, in approving the terms of reference, amended the terms to include a role for the committee to promote the quality of teaching and learning. It is specifically assigned the task of disseminating examples of good practice that it finds in its annual review of the state of teaching and learning.