Operating Budget Deficit Updates

Hub 1

Hub 2

Hub 3

Hub 4

Hub 5

Hub 6

Hub 7

FAS Centralized Business Operations Administrative Supports

The Faculty Office has centralized business operations that will provide a number of administrative services in finance, human resources, communications and marketing, and advancement. In transitioning these operations to support the academic units there will be guidance and training on services that will be delivered from within Hubs.

Transitioning ASO

The Arts and Science Online mandate, operations, and service model will be modified effective July 1, and the unit will become a team focused on providing technical support to instructors using onQ in courses starting Sept 1. The support will be available to instructors of both online and in-person courses. More detailed information about the changes to the services and support for instructors will be provided by the Associate Dean Teaching and Learning in July.

For questions regarding the Hubs or the centralized business operations support services, please contact deanartsci@queensu.ca.

FAQs - New Administrative Structure

What FAS business operations services were centralized?

The Faculty Office has centralized business operations that will provide a number of administrative services in finance, human resources, communications and marketing, and advancement.

Why were business operations services centralized?

Business operations services, particularly those in the areas of human resources, finance, advancement, and marketing and communications, can be managed more efficiently and effectively by centralized service provision at the Faculty Office level.

What are the Hubs?

The Hubs are teams of administrative staff from academic units that will share specific staffing functions, resources, and expertise, such as undergraduate, graduate and other administrative roles, to provide support to groups of academic units.

How many Hubs are there and which academic units are in each Hub?

There are 7 Hubs with staff from the following academic units:

Hub 1: Political Studies; Policy Studies; Sociology; Global Development Studies; and Geography and Planning
Hub 2: Economics; and Employment Relations
Hub 3: English; Classics and Archaeology; History; and Philosophy
Hub 4: Languages, Literatures, and Cultures; French Studies; Gender Studies; and Religion
Hub 5: Art History and Art Conservation; Fine Art; Film and Media; Cultural Studies; DAN School of Drama and Music
Hub 6: Biology; Environmental Studies; Kinesiology and Health Studies; and Psychology
Hub 7: Chemistry; Computing; Geological Sciences and Geological Engineering; Mathematics and Statistics; and Physics, Engineering Physics, and Astronomy

How were the Hubs formed, and why were they formed a certain way?

The decision to move to a Hub structure utilized data-driven distribution strategies, sharing of administrative resources and expertise, and structures to mitigate redundancy and to increase efficiency.

Staffing allocations across the Hubs were developed based on the principles of equity, resiliency, and efficiency, while working within the parameters of Queen's collective agreements and supporting the university's academic and research mission, and student experience.

Hub administrative structures are not identical. The heads and managers within the Hubs had agency and autonomy to decide on intra-hub structures that determine how allocated staffing resources are deployed within their Hubs, based on the specific needs and demands of their units and programs.

Why were the Hubs developed?

FAS budget planning and financial decisions reflect an assessment of the resources and administrative structure needed to achieve the FAS priorities of delivering on Queen’s academic and research mission and supporting the student experience.

The Hub model provides efficiencies of scale and scope, increases resilience by building in backstopping between staff, maintains expertise at a unit level, and opens new opportunities for staff.

How will FAS support faculty and staff as we transition to the Hub model?

Department heads along with unit managers will be working to implement the new structure and there will be a series of professional development sessions available to FAS staff and faculty members over the coming months.

The first training seminar, the TELUS Health Resiliency at Work for Employees, will take place in person on July 11, 2024, and a second Resiliency at Work for Employees seminar will be offered virtually on August 8, 2024. Registration information has been sent to all FAS staff and faculty members.

There will also be training specifically designed for department heads and managers as well as Faculty Office managers in a workshop session Resiliency at Work - Organizational Change on July 25, 2024. Registration information has been sent to all FAS academic unit heads and managers.

How will we know that the Hub model is working?

In anticipation of the transition the Faculty Office will be working closely with academic units within the Hubs and the business operations support services to ensure there are regular check-ins and meetings, along with mechanisms for input and feedback.

How do I contact the Managers and Staff in the Hubs?

Key contact information for Hub managers and administrators will be updated in the coming weeks. Until then you can email departments directly or contact the Faculty office for further information at deanartsci@queensu.ca.

Are there other FAS units that will change?

Where do I go if I have further questions?

You can email deanartsci@queensu.ca any time you have questions.

FAQs - Operating Budget Updates

Who has been consulted in the FAS budget planning process?

For the past year, beginning in March of 2023, the Faculty has created a variety of opportunities and mechanisms to listen to the people in the departments, schools, and units, and to share information related to suggestions to deliver cost savings and revenue generation, that will assist in decision-making to deliver a structurally balanced budget for 2026-27.

Information sharing and consultations have included committee meetings, townhalls, one-on-one meetings, group meetings with academic units’ leadership and managers, with cognate groups, and student leadership, and leadership retreats, and written communications.

Committee meetings have been a significant focus through Committee of Departments (COD) and the Budget Advisory Committee (BAC) which is made up several FAS department heads from different units, along with members of the Faculty leadership and management team. COD meetings included budget discussions in monthly meetings since May 2023 when Queen’s announced its budget deficit.

The BAC has held more than 40 meetings as a group and met with cognate groups several times to relay information and gather feedback and these meetings are ongoing.

What work has the Budget Advisory Committee (BAC) undertaken?

In terms of budget planning and consultations, the Faculty is indebted to the Budget Advisory Committee (BAC) made up of several FAS department heads from different units, along with members of the Faculty leadership and management team.

Together the BAC has met more than 40 times and brought updates to the departments and cognate units, while also seeking input and ideas. The BAC has also held group meetings with all FAS leaders in the academic units, along with two retreats which also included academic unit managers, to present ideas, listen, and collect suggestions. The BAC identified pathways for budget consideration and cost savings to provide recommendations to Dean Crow. The BAC continues to work with the academic units to support their budget development.

How has leadership and management in the FAS academic units been engaged in the budget planning process?

Committee of Departments (COD)

Leadership and management in the Faculty Office and in the departments, units, and schools have been collaborating through meetings of the Committee of Departments (COD), where budget discussions, presentations, and feedback have been a regular agenda item at all meetings over the past year. Additionally, budget planning updates and working meetings have been held with the Committee of Departments leadership over the past months to present specific ideas, gather suggestions, and develop recommendations moving forward to deliver a structurally balanced FAS budget.

Strategy for Excellence, Equity & Enrichment in Service (SEEES)

Additionally, consultations from the Strategy for Excellence, Equity & Enrichment in Service (SEEES) project informed the budget planning process.

From June 2021 to Aug 2023, FAS staff and faculty were consulted via more than80 interactive meetings/platforms as part of the broader SEEES project which was focused on optimal design of organizational structures, processes and relationships.

Drawing from aspects of these consultations related to organizational structures, the SEEES project provided an early opportunity to explore organizational models that could provide shared efficiencies and equitable staffing supports. Additionally, a SEEES Advisory Group (composed of Department Heads and Managers/Administrators from a diverse cross-section of FAS disciplines and department sizes) met regularly over an 18-month period, and presented the FAS Budget Advisory Group with recommendations re: staffing challenges, staff training, and community building, including recommendations to establish formulae for equitable staffing support across the faculty which was an initial step towards the Hub model in August 2023.

How has information been shared with faculty, staff, and students?

Town hall meetings

Town hall meetings led by Faculty leadership and management have provided a forum for students, staff, and faculty, to come together, ask questions, express concerns, and make suggestions. Townhalls were held in December with the Provost for staff and faculty, in January for undergraduate students in coordination with the Arts and Science Undergraduate Society and in February for graduate students. Separate Town Halls for staff and faculty members were held again in mid-March.

Information Sessions

Three Information Sessions for staff on a new program Voluntary Exit Incentive (VEI) are being held in April.

Group Meetings

Group meetings have taken place with several different groups representing students, staff, and faculty. These include ASUS student leadership on an ongoing basis throughout the year.

In addition to ongoing work with the SGPS, a FAS Graduate Student caucus was formed in Fall 2023, which is composed of the graduate student representatives from each of the FAS academic units.

The Arts and Science Graduate Student Caucus met with FAS Associate Dean Graduate Studies in November, February, and March and he will continue to meet with the Caucus monthly.

There are also three task groups chaired by FAS Associate Dean Graduate Studies that have met approximately twice a month since January 2024 and are comprised of volunteers from Graduate Council, as well as Graduate Assistants, SGSPA, SGPS, and Student Caucus representatives: 1) for graduate student supports 2) curriculum 3) graduate progress.

More than 60 meetings with academic units and with cognate units, have been held with Associate Deans Teaching and Learning, and Academic, related to curriculum revisioning.

Budget planning has also been discussed at several Faculty Board meetings. Over the past 10 months the BAC has also convened meetings with individual departments, units, and schools, and with cognate units to discuss budget development and planning.

The FAS Human Resources and Finance team meets regularly with managers from all departments, units, and schools, on budget planning and progress and they have provided budget updates and presentations at the managers meetings over the past year.

These group meetings, in all their forms, will continue as new budget information, plans and questions arise.

How have graduate students been informed and consulted in the budget development process?

A graduate summit was held in May 2023 for Heads, Graduate Chairs, the School of Graduate Studies, and Postdoctoral Affairs (SGSPA), and graduate student representatives from the Society of Graduate and Professional Students (SGPS) and FAS departments, which included discussions on graduate student funding as well as ideas for cost savings and revenue generation.

FAS Graduate Council meets monthly meetings over the fall and winter terms, which has presented numerous opportunities for discussions related to budget.

A detailed budget presentation was given to FAS Graduate Council Feb 2023 by FAS finance staff. Additionally, detailed discussions have been ongoing in a Task Group looking at graduate student supports.

In addition to the representative from the SGPS, two FAS graduate students joined the Graduate Council in February 2024 enabling them to provide more student input into the discussion.

How has faculty been involved in curriculum revisioning and renewal, and why is it important to Faculty operations and budget planning?

More than 60 meetings with academic units and with cognate units, have been held with Associate Deans Teaching and Learning, and Academic, related to curriculum revisioning.

Curriculum revisioning and renewal is a normal, ongoing process that is essential to maintaining program quality. The curriculum work being done will allow students greater flexibility in putting together major and minor (and second minor) combinations across academic disciplines and increases access to high-impact learning opportunities such as experiential learning.

The quality of our programs and program learning outcomes will not change and there will be no impact on student progression through degree plans as a result of this curriculum revisioning and renewal process.

These changes lean into our strengths as a Faculty of Arts and Science, and better enables students to chart their unique academic journey. Curriculum changes on their own do not save money, but this revisioning is designed to be more sustainable with a smaller complement of faculty and staff supporting the teaching mission.

What is the Voluntary Retirement Plan for Eligible Faculty Members?

Please see: queensu.ca/provost/voluntary-retirement-plan-faculty and queensu.ca/provost/voluntary-retirement-plan/voluntary-retirement-plan-faqs.

What is the Voluntary Exit Incentive (VEI) FAS Pilot Program?

Please see: queensu.ca/artsci/about-us/vei-pilot-program and queensu.ca/artsci/about-us/vei-pilot-program/vei-faqs.

Will funding packages for graduate students change?

No. Graduate student funding packages are set and cannot be changed. You will be provided with funding as per your offer of admission. Please consult with the graduate chair in your department if you have questions about your funding package.

Will teaching assistant (TA) and graduate teaching fellow (GTF) opportunities be reduced for graduate students next year?

Teaching assistantships and teaching fellowships for graduate students are a cornerstone of the Faculty's commitment to both the education of our undergraduates and the professional development of our graduate students. These opportunities not only provide critical financial support but also play a pivotal role in shaping future academics and professionals and provide role models and mentors for our undergraduates.

Given Queen's strong and stable undergraduate enrolments, there will always be a consistent demand for teaching support, ensuring ongoing opportunities for graduate students to engage in teaching experiences.

The number of courses taught by TAs and GTFs varies from term to term, and year to year, and teaching assignments will reflect needs connected to curriculum changes in the future. Decisions on instructors haven't been made yet for 2024-25. Academic units have the agency to make these decisions and have submitted their budgets to our Finance Office, which include budgeted TA and GTF salaries.

Graduate students will continue to receive funding as indicated in their offer of admission (including from TAs, GTFs, and other sources). Information about TA rates of pay and other working conditions are set by the Collective Agreement between Queen's and PSAC.

Are FAS undergraduate courses being cancelled?

No. Undergraduate classes with less than 10 students will continue to be offered in 2024-25.

Over the next year we will continue to work on the curriculum revisioning and renewal process with any changes to be implemented in the 2025-2026 academic year. This will include reducing the number of credits required for majors, minors, and specializations. For many low-enrolment courses, this will involve shifting to a course structure that allows for enrolment of ten students or above.

What is Curriculum Revisioning and Renewal?

The budget pathways recommended by the Budget Advisory Committee included curriculum revisioning and renewal, which is a normal, ongoing process that is essential to maintaining program quality. Reducing the number of undergraduate courses being offered to classes of less than 10 students is a part of this process, which will save on costs and therefore assist FAS in meeting our budget targets for 2024-25 and 2025-26 and delivering a balanced budget. Some undergraduate classes with less than 10 students will continue to be offered in 2024-25.

Curriculum revisioning and renewal also benchmarks us against our peers and will bring FAS in line with the practice of other faculties at Queen's and other members of the U6 Group of Research Universities (the Ontario universities in the U15 Group of Research Universities) who do not offer undergraduate classes to less than 10 students. This will lead to curriculum that better aligns with what students are looking for in post-secondary education, while being sustainable.

Is FAS continuing to work on curriculum revisioning and renewal?

Yes, FAS is continuing to work on curriculum revisioning and renewal, which is a normal, ongoing process that is essential to maintaining program quality and will allow units within our Faculty to reduce the number of courses being offered to classes of less than 10 students. This process will save on costs associated with low enrolment courses and therefore assist FAS in meeting our budget targets for 2025-26 and delivering a balanced budget.

An important goal in this work is to develop curriculum that better aligns with what students are looking for in post-secondary education and builds on the strengths of the Faculty of Arts and Science, while being sustainable.

Courses for under 10 students are not essential for progression through most undergraduate degree plans. There is no pedagogical requirement for courses to be under 10 students for any of the disciplines in our Faculty, with the exception of independent studies and thesis courses and courses that have low enrolment due to safety concerns or constraints from external partners (such as courses in our Walls to Bridges program with Corrections Canada).

This process will bring our core requirements and class sizes into better alignment with other U6 Group of Research Universities (the Ontario universities in the U15 Group of Research Universities), as well as other faculties at Queen's, which will ensure that students are getting the best possible academic experience.

There is a specific course I want to take next year – will it still be available?

Core courses and the vast majority of elective courses will still be available; however, we will not be able to answer questions about specific elective courses until the timetable is finalized.

Can I still take online courses?

Yes, all students can still take online courses.

What on-campus programs are being cancelled?

We are not planning to cancel any of our on-campus programs.

Will I be able to complete my degree?

Yes. There will be no impact on student progression through degree plans as a result of the curriculum revisioning and renewal process.

Were online degree programs cancelled?

We decided to no longer admit new distance students to our fully online degree and certificate programs, as of January 2024.

Those currently enrolled in the program will be able to complete their Arts and Science Online (ASO) degree or certificate.

Distance students may be able to use online courses as a basis of admission to apply for an on-campus degree at Queen's or to transfer their course credits towards a degree at another university.

Why will FAS no longer admit new distance students to online degree programs?

This decision was taken to ensure that resources, constrained under the university's current budget deficit challenges, are used as efficiently as possible for faculty and students.

The overall impact on students is limited as distance students in degree and certificate plans comprise less than 3% of the total undergraduate student population. Approximately, 75% of students taking online courses are on-campus students. Both distance and on-campus students will continue to be able to take online courses.

This decision will also allow ASO to focus its resources on teaching and learning support for FAS instructors and academic units which will enrich the academic experience for students taking courses on campus and online.

Was Faculty Board consulted and procedures followed in the decision on online degree programs?

Faculty Board was informed about the decision. A change in the number of admission pathways to our programs does not require consultation with Faculty Board.

Prior to January 2024, the online degrees and certificates offered through Arts and Science Online had multiple pathways for admissions. Some were pathways for fully distance students and there was a pathway for on-campus students. There is still a pathway for on-campus students, but there is no longer a pathway for new distance students - there is now a single admission pathway.

Current distance students will be able to complete their online degrees and certificates.

All appropriate Queen's university policies and procedures were followed.

Was I-EDIAA a consideration in the decision on online degree programs?

Equity, Diversity, Inclusion, Anti-Racism, and Accessibility (I-EDIAA) is a guiding principle in the Faculty of Arts and Science Strategic Plan and it is at the core of its academic mission.

We are committed to university-wide discussions about online programming and what accessibility looks like at Queen's and, in partnership with the other faculties, we are exploring sustainable models for meeting those goals.

Distance students will continue be able to access online courses and they may be able to use online courses as a basis of admission to apply for an on-campus degree at Queen's or to transfer their course credits towards a degree at another university.

This decision will allow ASO to focus on teaching and learning support for FAS instructors and departments that will benefit the online academic experience for both on-campus and distance students.

What is the plan for ASO? Will it be closed?

Arts and Science Online has been a critical and award-winning part of the Faculty of Arts and Science. The decision to close the distance student admission pathway for the online degree plan had nothing to do with the expertise and quality of the unit.

ASO and departments will continue to offer core and elective courses and continue to employ instructors, including graduate student teaching assistants and fellows, so that all students currently enrolled in a distance degree plan will be able to complete their program. We are providing 1-on-1 advising support to each student, which also requires significant staff resources.

The decision will allow a reconfiguration of services to better support both on-campus and distance students. As future plans for online courses will differ among academic units, department heads and undergraduate chairs are best positioned to discuss their plans.

Hub Structure for Academic Units