Bachelor of Behavioural Science - Postsecondary Education Quality ...

SECTION A: INTRODUCTION 

A1 

College and Program Information 

Full Legal Name of Organization: Humber College Institute of Technology and 

Advanced Learning 

URL for Organization Homepage (if applicable): www.humber.ca 

Proposed Degree Nomenclature: Bachelor of Behavioural Science 

Location (specific address) where program to be delivered: 

Humber Lakeshore Campus 

3199 Lake Shore Boulevard West, Toronto, ON M8V 1K8 

Date of Submission: January 2013 

Contact Information: 

Persons Responsible for This Submission: 

Name/Title: 

Ann Dean 

Associate Dean, Program Development 

Full Mailing Address: Humber Institute of Technology and Advanced Learning 

205 Humber College Boulevard 

Toronto, Ontario M9W 5L7 

Telephone: 416-675-6622, ext. 5142 

Fax: 416-675-6681 

E-Mail: 

ann.dean@humber.ca 

Name/Title: 

Rick Embree 

Associate VP, Planning & Development 




Telephone: 416-675-6622, ext. 4553 

Fax: 416-675-6681 

E-Mail: 

rick.embree@humber.ca 

Site Visit Coordinator (if different from above): 

Name/Title: 

Gail Thornton 

Program Development Consultant 




Telephone: 416-675-6622, ext. 4527 

Fax: 416-675-6681 

E-mail: 

gail.thornton@humber.ca 

Bachelor of Behavioural Science Section A, Page 1

A2 

Table of Contents 

SECTION A: INTRODUCTION 

A1 College and Program Information ----------------------------------------------------------------- 1 

A2 Table of Contents ------------------------------------------------------------------------------------- 2 

A3 Executive Summary ---------------------------------------------------------------------------------- 6 

A4 Program Abstract ------------------------------------------------------------------------------------- 15 

SECTION B: DEGREE LEVEL ----------------------------------------------------------------------------- 1 

SECTION C: ADMISSION, PROMOTION AND GRADUATION ---------------------------------- 1 

C1 Admission Requirements for Direct Entry ------------------------------------------------------- 7 

C2 Admission Requirements for Mature Students ------------------------------------------------ 8 

C3 Promotion and Graduation Requirements ------------------------------------------------------ 9 

C4 Advanced Standing Policies and Requirements ---------------------------------------------- 10 

C4.1 Degree Completion Arrangements ------------------------------------------------------ 10 

SECTION D: PROGRAM CONTENT --------------------------------------------------------------------- 1 

D1 Program Advisory Committee ---------------------------------------------------------------------- 15 

D1.1 Program Advisory Committee Membership ------------------------------------------- 15 

D1.2 Program Advisory Committee Minutes ------------------------------------------------- 23 

D2 Professional Accreditation -------------------------------------------------------------------------- 31 

D.2.1 Professional/Accreditation Requirements and Standards ------------------------ 31 

D2.2 Letters from Professional/Accreditation Associations ------------------------------ 33 

D3 Learning Outcomes ----------------------------------------------------------------------------------- 34 

D3.1 Degree Level Learning Outcomes ------------------------------------------------------ 20 

D3.2 Core Program Level Learning Outcomes --------------------------------------------- 47 

D3.2.1 Design of Program Learning Outcomes ---------------------------------------------- 37 

D3.2.2 Core Program Level Learning Outcomes -------------------------------------------- 39 

D3.3 Non-Core Program Level Learning Outcomes --------------------------------------- 47 

D4 Course Descriptions ---------------------------------------------------------------------------------- 49 

D4.1 Program Map --------------------------------------------------------------------------------- 49 

D4.2 Core Course Descriptions ----------------------------------------------------------------- 50 

D4.3 Non-Core Course Descriptions ---------------------------------------------------------- 62 

D5 Course Schedules ------------------------------------------------------------------------------------ 99 

D5.1 Undergraduate Course Schedule 1 ----------------------------------------------------- 99 

D5.2 Undergraduate Course Schedule 2 ----------------------------------------------------- 116 

D6 Work Experience ------------------------------------------------------------------------------------- 128 

D6.1 Program Structure --------------------------------------------------------------------------- 128 

D6.2 Nature of Work Placement ---------------------------------------------------------------- 128 

D6.3 Support for Work Experience ------------------------------------------------------------- 128 

D6.4 Work Experience Outcomes -------------------------------------------------------------- 134 

D7 Program of Study ------------------------------------------------------------------------------------- 138 

D7.1 Program Map --------------------------------------------------------------------------------- 138 

D7.2 Non-Core Courses – Breadth Electives ----------------------------------------------- 139 

D7.2.1 Classroom and Equipment Requirements -------------------------------------------- 143 

D7.2.2 Degree Level Standards and Learning Outcomes ---------------------------------- 144 

D7.2.3 Identification of Previously Assessed Core Course Outlines --------------------- 145 


D7.3 Core Course Outlines ---------------------------------------------------------------------- 147 

Applied Behaviour Analysis 1 -------------------------------------------------- 148 

Introduction to Psychology ------------------------------------------------------ 153 

Communications for Behavioural Science ---------------------------------- 162 

Counselling and Facilitation Skills --------------------------------------------- 167 

Cognitive Behavioural Approaches 1 ----------------------------------------- 172 

Developmental Disabilities and Dual Diagnosis --------------------------- 181 

Developmental Psychology ----------------------------------------------------- 187 

Quantitative Research Methods ----------------------------------------------- 195 

Behavioural Assessment -------------------------------------------------------- 203 

Applied Behaviour Analysis 2 -------------------------------------------------- 213 

Autism Spectrum Disorders ----------------------------------------------------- 220 

Ethics and Professionalism ----------------------------------------------------- 227 

Cognitive Behavioural Approaches 2 ----------------------------------------- 236 

Mental Health Across the Lifespan -------------------------------------------- 246 

Qualitative Research Methods ------------------------------------------------- 254 

Behavioural Pharmacology ----------------------------------------------------- 262 

Aging and Dementia -------------------------------------------------------------- 270 

Family Dynamics ------------------------------------------------------------------ 281 

Research in Behavioural Science --------------------------------------------- 284 

Group Behavioural Counselling ------------------------------------------------ 290 

Addictions --------------------------------------------------------------------------- 294 

Interprofessional Collaboration ------------------------------------------------- 305 

Senior Level Thesis Project 1 -------------------------------------------------- 312 

Individual Behavioural Counselling ------------------------------------------- 317 

Psychometrics ---------------------------------------------------------------------- 322 

Organizational Behaviour -------------------------------------------------------- 326 

Senior Level Thesis Project 2 -------------------------------------------------- 334 

Special Topics in Behaviour Analysis ---------------------------------------- 339 

Issues in Behavioural Psychology --------------------------------------------- 334 

Consultation Skills ----------------------------------------------------------------- 351 

D7.4 Online and Hybrid Core Course Offerings -------------------------------------------- 358 

D7.5 Identification of Previously Assessed Non-Core Courses ------------------------ 359 

D8 Bridging Courses ------------------------------------------------------------------------------------- 360 

D8.1 Bridging Course Descriptions ------------------------------------------------------------ 360 

D8.2 Bridging Course Outlines ------------------------------------------------------------------ 360 

D9 Gap Analysis ------------------------------------------------------------------------------------- 361 

D9.1 Summary of Gaps --------------------------------------------------------------------------- 361 

D9.2 Tables: Gap Analyses ---------------------------------------------------------------------- 365 

D9.2.1 Developmental Services Worker Diploma ------------------------------ 365 

D9.2.2 Social Service Worker Diploma -------------------------------------------- 378 

D9.2.3 Community and Justice Services Diploma ------------------------------ 392 

SECTION E: PROGRAM DELIVERY -------------------------------------------------------------------- 1 


SECTION F: CAPACITY TO DELIVER ------------------------------------------------------------------ 1 

F1 Learning and Physical Resources ---------------------------------------------------------------- 5 

F1.1 Library Resources --------------------------------------------------------------------------- 5 

F1.2 Computer Resources ----------------------------------------------------------------------- 12 

F1.3 Classroom Space --------------------------------------------------------------------------- 14 

F1.4 Specialized Labs ---------------------------------------------------------------------------- 16 

F2 Resource Renewal and Upgrading --------------------------------------------------------------- 17 

F3 Support Services ------------------------------------------------------------------------------------- 19 

F4 Faculty ------------------------------------------------------------------------------------- 24 

F4.1 Projected Staffing Requirements -------------------------------------------------------- 24 

F4.2 Faculty Plan ----------------------------------------------------------------------------------- 25 

F4.3 Curriculum Vitae Exception Statements ----------------------------------------------- 32 

F5 Curriculum Vitae of Faculty Assigned to the Degree Program ---------------------------- 33 

F5.1 Curriculum Vitae Release ----------------------------------------------------------------- 33 

F5.2 Identification of Previously Assessed CVs -------------------------------------------- 34 

F5.3 CVs of Faculty Assigned to Deliver Core Courses---------------------------------- 35 

• Leslie Barreira ---------------------------------------------------------------------- 35 

• Margaret Bissell -------------------------------------------------------------------- 39 

• Jo Anne Nugent -------------------------------------------------------------------- 42 

• Andrea Rutherford ----------------------------------------------------------------- 49 

• Patricia Spindel -------------------------------------------------------------------- 51 

• Brenda Webb ----------------------------------------------------------------------- 58 

F5.4 CVs of Faculty Assigned to Deliver Non-Core Courses --------------------------- 61 

F5.4.1 Non-Core Faculty ------------------------------------------------------------------ 61 

F5.5 CVs of Course Developers ------------------------------------------------------------------------- 62 

• Laura Ball ---------------------------------------------------------------------------- 63 

• Leslie Barreira ---------------------------------------------------------------------- 72 

• Margaret Bissell -------------------------------------------------------------------- 76 

• Laurel Johnson --------------------------------------------------------------------- 79 

• John Kosmopoulos ---------------------------------------------------------------- 90 

• Jo Anne Nugent -------------------------------------------------------------------- 94 

• Andrea Rutherford ----------------------------------------------------------------- 101 

• Christina Semler ------------------------------------------------------------------- 103 

• Patricia Spindel -------------------------------------------------------------------- 107 

• Gail Thornton ----------------------------------------------------------------------- 114 

SECTION G: CREDENTIAL RECOGNITION 

G1 Program Design and Credential Recognition -------------------------------------------------- 1 

G2 Consultation ------------------------------------------------------------------------------------- 2 

G3 Letters of Credential Recognition - Universities ----------------------------------------------- 4 

G4 Letters of Credential Recognition from Organizations and Employers ------------------ 8 

G5 Evidence of Employer Support -------------------------------------------------------------------- 14 

SECTION H: REGULATION AND ACCREDITATION ---------------------------------------------- 1 

SECTION I: PROGRAM EVALUATION --------------------------------------------------------------- 1 


SECTION J: NOMECLATURE ---------------------------------------------------------------------------- 1 

SECTION K: ACADEMIC FREEDOM AND INTEGRITY ------------------------------------------- 1 

SECTION L: STUDENT PROTECTION ---------------------------------------------------------------- 1 

SECTION M: ECONOMIC NEED ------------------------------------------------------------------------- 1 

SECTION N: DUPLICATION ------------------------------------------------------------------------------- 1 

N1 Similar/Related College Programs ---------------------------------------------------------------- 1 

N2 Similar/Related University Programs ------------------------------------------------------------- 5 

SECTION O: OPTIONAL MATERIAL 

O1 Humber Overview ------------------------------------------------------------------------------------- 1 

O2 School Overview ------------------------------------------------------------------------------------- 8 

O3 Credentials Framework ------------------------------------------------------------------------------ 10 

SECTION P: POLICIES ------------------------------------------------------------------------------------ 1 

SECTION Q: CURRICULUM REVIEW 

Q1 Reviewer’s Qualifications --------------------------------------------------------------------------- 2 

Q2 Reviewer’s Report ------------------------------------------------------------------------------------ 21 

Q3 Humber’s Response to the Report ---------------------------------------------------------------- 34 


A3 

Executive Summary 

About Humber 

Humber College was established in 1967. A leader in polytechnic education, Humber offers 

innovative career-focused learning opportunities. It offers over 140 full-time programs including: 

baccalaureate degrees, diplomas, certificates, graduate certificates and apprenticeship 

programs. Humber receives more than 56,000 applications annually; more than any other 

Ontario college. In Fall 2010, Humber enrolled 20,500 full-time students and had 56,000 parttime 

registrations, as well as employees in customized corporate training. Its strong 

partnerships with employers, as well as transfer agreements with many universities and 

colleges, help students to build a foundation for lifelong success. Over 90 per cent of Humber 

students find employment within six months of graduating. In February 2003, Humber received 

a new designation as an Institute of Technology and Advanced Learning, which builds on the 

strategic direction of the institution. The designation allows Humber to further expand its 

programming to meet changing skill requirements and to provide up to 15% of its programming 

in degree programs. 

Humber has been offering degree-level education since 2001. Humber’s experience with 

degree delivery began with the launch of the collaborative nursing program in conjunction with 

the University of New Brunswick in September 2001. This four-year B.N. program is delivered 

by Humber faculty using UNB’s curriculum. The following year saw the launch of the University 

of Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4- 

year honours degree/diploma programs in Business, Early Childhood, Family & Community 

Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. Development 

and delivery of the programs is shared between the two institutions. 

Humber received its first consent to offer degrees in 2002 and launched its first three degrees in 

September 2003. It currently offers 21 degrees. (A more detailed overview of the institution is 

available in Section O1.) 

School Overview 

The School of Social and Community Services is one of eight academic schools at Humber 

College. Offering programs on all three Humber campuses, the school offers six full-time postsecondary 

diploma programs and two degrees to approximately 2600 students. The diploma 

programs include Police Foundations Program, Child and Youth Worker Program (regular and 

accelerated), Social Service Worker, Developmental Service Worker (regular and accelerated), 

Community and Justice Service Worker, and Protection, Security and Investigation. The School 

also offers the Pre-Service Firefighter full-time certificate, as endorsed by the Ontario Fire 

Marshalls Office. The degree programs include the Bachelor of Child and Youth Care Degree, 

and the Bachelor of Applied Arts in Criminal Justice Degree. 

In addition to traditional program delivery modes, many of our programs are offered on a parttime 

basis or in an online format. 

The School of Social and Community Services is also involved in providing programming at the 

University of Guelph-Humber. The Police Foundations and the Community and Justice Services 

diplomas are offered within the Honours Bachelor of Applied Science (Justice Studies) and the 

Social Service Worker diploma is offered within the Honours Bachelor of Applied Science 

(Family and Community Social Services). 


Part-time programming in the School of Social and Community Services is extensive and 

includes Behaviour Science: An Application of Technology, Advanced Client-Directed Case 

Management, Advanced Crisis Intervention and Counselling, and Psychosocial Rehabilitation in 

Mental Health to name a few programs. 

In addition, the School provides customized training and education to agencies and institutions 

in the sectors that it serves. Examples of these agencies include: Go Transit, Toronto District 

School Board, Christian Horizons, Dufferin County Association for Community Living, 

Bombardier, Jamestown Coalition, Ontario Association of College and University Administrators 

to name a few. 

The School has initiated a number of learning partnerships with various organizations including 

the Ontario Provincial Police, the Toronto Police Service, the Law Foundation of Ontario and the 

Association of Black Law Enforcement Officers. There are hundreds of partnerships with 

community agencies which offer field placement opportunities to students which emphasize the 

commitment to field placement providing students with an applied learning experience, 

supported by faculty. 

Each of the full-time and part-time programs in the School has an Advisory Committee to advise 

the program faculty on curriculum, placement opportunities and trends in the field. The Advisory 

Committees for each program meet between and one and three times per year. 

The School of Social and Community Services is committed to empowering students to become 

positive agents for social change, providing them with the skills and tools they require through 

academics and experiential training. It is the School’s belief that the students continually live up 

to the school slogan by “making a difference”. 

Program Design 

The Bachelor of Behavioural Science program was designed over a period of one year, 

developing out of a need in the field and the strength of Humber’s diploma program. It was 

envisioned as one that would provide graduates with a solid grounding in research and 

application of behaviour analysis and cognitive behavioural approaches incorporating 

interprofessional collaboration, knowledge translation, and adult education enabling graduates 

to have a meaningful impact on the quality of life for individuals with multiple issues. 

The program was shaped through important dialogue with members of the advisory committee, 

course developers, the outside desk reviewer, Dr. Maurice Feldman of Brock University, Faculty 

of Social Sciences, and Humber faculty and administrators. The Ontario Qualifications 

Framework (OQF), a current literature review and research into the evolving field of behavioural 

science helped to inform the design. The OQF was extremely relevant and impacted greatly on 

all levels of the development of this degree program which is evident in Section D where degree 

level learning outcomes are mapped against the program level learning outcomes and 

additionally, in the course outlines (Section D) where the OQF is mapped against the course 

learning outcomes. 

The intent of this program is to provide an indepth education which prepares graduates for the 

authentic and diverse working life of practicing behavioural science professionals who will make 

significant impact on the lives of individuals throughout the lifespan grappling with multiple 

issues including social, intellectual, developmental ones. The design of such a program required 

hearing from multiple professional voices and involved including progressive areas of study 


such as the inclusion of a more well-rounded approach to behavioural science including diverse 

therapeutic approaches and interprofessional collaboration. 

Through consultation and study of the Ontario Qualifications Framework, the concept of the 

program was developed based on identified core competencies agreed to be desirable, and 

ensuring that courses addressed these competencies. The central concept revolved around six 

themes agreed to be important for the practicing graduate: 

1. Behavioural Approaches & Research: including methods, literature, evidence of applied 

behaviour analysis and cognitive behavioural approaches 

2. Application: ethical practice, populations, design, compose, implement, evaluate 

3. Communication: verbal, written, knowledge translation, educate, counsel, train 

4. Professionalism: certification, scope of practice, ethics, collaboration 

5. Interprofessional Collaboration: engage and collaborate with other professions 

6. Breadth: electives, broad base of education 

A degree program that explores these indepth foundational and advanced themes provides 

graduates with the strong theoretical background and experiential knowing to practice as 

efficacious and resilient behavioural science professionals who can adapt to various behavioural 

and ethical issues present within the field. These themes were instrumental in the development 

of the degree and are reflected in the program. 

Program Overview 

The term behavioural science encompasses a diverse and far-ranging field which includes 

multiple disciplines which explore the systematic study of the behaviour of organisms. This 

broad study includes the academic disciplines of psychology, neuropsychology, human 

resources, marketing, communications, criminology, and cognitive science. 

The Bachelor of Behavioural Science is a four year degree which focusses on the specific area 

of behavioural science which is firmly grounded in the research and application of applied 

behaviour analysis and cognitive behavioural approaches as applied to a wide range of 

individuals throughout the lifespan including people with autism, developmental disabilities and 

dual diagnosis, addictions and those with dementia and aging issues. The program focuses on 

empirical data as it investigates behaviour and cognitive events and the influence of 

environmental factors on behaviour. 

The program offers indepth theoretical, conceptual and applied behavioural science skills. 

Introductory courses provide a comprehensive understanding of foundational courses in applied 

behaviour analysis, cognitive behavioural approaches, special populations, psychology courses 

and research and ethics courses. This is followed in the 3 rd and 4 th years by the application of 

theories, methods and techniques in various aspects of behavioural science including 

counseling, interprofessional collaboration, and issues in behavioural psychology. The 

curriculum is also enhanced by the inclusion of a strong breadth component. 

The degree program combines eight semesters of classroom study with one mandatory work 

term. The program emphasizes a student-focused learning experience where theoretical 

concepts are integrated with experiential learning and practical applications thus helping 

students to possess a holistic understanding of professional knowledge. Case studies are used 

extensively throughout the program, as are practical indepth learning experiences in the 


counselling labs. The applied aspects of the program are reinforced by the work term and the 

final semester senior level thesis project where students work on a project from the field of 

behavioural science under the direction of faculty. 

Graduates of the Bachelor of Behavioural Science program achieve an indepth understanding 

of the knowledge, skills and abilities required for work in the field of behavioural science as 

behaviour analysts, behavioural therapists, mental health workers, youth workers, addictions 

workers, autism instructor therapists, and/or serve as workers in a variety of social service 

settings with vulnerable populations. Analytical, creative and problem solving skills are 

developed in both the core courses and in the breadth component of the program, enhancing 

graduates’ capacities to meet the challenges of careers in a wide range of non-profit, community 

or government organizations. 

Behavioural Science professionals work within a variety of interprofessional settings, with a 

variety of client groups, across the lifespan. These professionals adhere to strict ethical 

practices in the integration of behavioral theory and practice in the design, implementation and 

evaluation of all aspects of multi-dimensional assessment and intervention. With additional 

specialized placement graduates will be eligible to apply for certification with the Behaviour 

Analyst Certification Board (BACB) as a Board Certified Assistant Behaviour Analyst (BCaBA). 

Methods of Delivery 

The courses will be presented using lectures, tutorials, seminar groups, labs, case studies, 

visiting professionals, demonstrations and independent research. Each course involves 

discussion of key issues, practice in applying concepts both orally and in writing, analysis and 

interpretation of material, and individual feedback on work produced. Students are encouraged 

to undertake independent reading to supplement and consolidate what is being taught and to 

broaden their knowledge and understanding of the subject area. 

Nature of the Paid Work Term Experience 

Students will participate in one mandatory 14-week work term. The placement may be in a 

social service, community, educational or health agency or organization where they will have an 

opportunity to work in the behavioural science field. During their work placement, students may 

have a variety of responsibilities including clinical assessments, research based work, working 

directly with vulnerable populations, as well as, supporting health care workers, educators, 

and/or social science professionals. Students will have an opportunity to identify a specific area 

of interest for their work placement. 

Students will be supported by the School of Social and Community Services Placement Advisor 

who provides tools and resources for assisting students in securing placements. Each year, the 

school establishes new employer contacts, permitting students to be better informed about the 

field’s functions, needs and career opportunities. Students are responsible for identifying the 

nature of their work experience, setting up an interview with the industry partner and discussing 

and agreeing to the job functions and proposed learning outcomes from the job experience, and 

gaining faculty approval. This process prepares students for real life job search skills. 


Nomenclature 

The Bachelor of Behavioural Science degree nomenclature reflects both the field of study and 

the nature of the discipline. Humber’s social and community services degrees, including the 

behavioural science degree, consist of 120 credits, including 10 core courses which address the 

fundamental and advanced approaches to behavioural science including courses on applied 

behaviour analysis and cognitive behavioural approaches, 5 courses in specific special 

populations, 6 psychology courses, 3 research methods courses, 6 courses in ethics and 

professionalism, and 10 breadth electives. They have been designed to be similar to Bachelor 

degrees with regard to professional outcomes and to meet the Board’s Baccalaureate/Bachelor 

Honours Degree Standard, as outlined in the Ontario Credentials Framework. They are 

academically rigorous and designed to develop students’ capacities to analyze, formulate, judge 

and solve challenging behavioural science problems. It incorporates a substantial use of case 

studies and research is an important element of the program. Students are expected to address 

increasingly challenging behavioural science issues and exhibit more sophisticated and 

complex levels of analysis as they move into upper level courses. 

Humber takes a number of steps to ensure the program meets degree-level standards, in both 

subject matter and outcomes, including: 

Benchmarking the program against similar programs and courses in Canada and other 

jurisdictions 

Having courses developed by faculty members who are familiar with degree-level study 

in the field 

Having the program reviewed by university professors from other institutions 

Strategic Fit 

The Bachelor of Behavioural Science builds on the strong foundation established by Humber’s 

existing diploma, graduate certificate and degree programs. It contributes to the School’s goal of 

offering a full-range of programming and providing opportunities for diploma graduates who wish 

to further their education. 

The degree supports Humber’s goal of being a leader in polytechnic education and responds 

specifically to three of the priorities and their supporting initiatives identified within Humber’s 

strategic plan. 

Priority 1: Manage Enrolment Growth. 

The proposed degree offering is the logical next step in Humber’s growth as a vibrant and 

responsive post-secondary institution. It also contributes to Humber’s plans as an Institute of 

Technology and Advanced Learning to include a broad range of programming, from skills 

training to specialized degrees that are responsive to market needs, and to provide educational 

pathways for graduates wishing to move from diplomas to degrees. 

Priority 2: Commitment to Teaching and Learning 

In order to realize Humber’s vision of “excellence in polytechnic education” and its commitment 

to a learner-centred culture, quality is the cornerstone of all the institution’s activities. This 

degree program embraces this notion and contributes to the goals of enhancing the quality of 

the teaching and learning environment, augmenting resources, enhancing teaching skills, and 

providing a broad range of opportunities, such as Study Abroad options, for students. 

Priority 3: Commitment to Human Resource Planning and Professional Development 


The program supports this priority through the recruitment of qualified candidates with advanced 

credentials and the enhancement of existing faculty credentials. 

Capacity to Deliver 

Humber has 10 years of experience in offering degree-level education, both through its own 

degrees, the first 3 of which were launched in 2003, and through collaborative programs with 

the University of New Brunswick and University of Guelph. Humber’s graduates have been 

successful both in finding employment and in continuing their education at the Master’s level or 

in professional degrees such as law. 

Since 2001, Humber has taken many steps to enhance its capacity to offer degree-level 

programming. Humber has increased the number of faculty with terminal credentials. Since 

2003, 78 new faculty members with Ph.D.’s have been hired. Current faculty members have 

been encouraged to pursue further education. A detailed faculty plan is prepared for each new 

degree. 

For the Bachelor of Behavioural Science program, Humber currently employs several key 

faculty members who will form the core of the instructional team in the first two years of 

operation, holding either Ph.D./Ed.D. or Master’s level credentials. When hiring is required, 

Humber will seek out qualified faculty holding terminal credentials as appropriate for the area of 

study, typically a Ph.D. qualification in Behavioural Science, Psychology or related discipline. 

After undergoing an independent review of the breadth curriculum offered by the School of 

Liberal Arts and Sciences, PEQAB concluded that Humber’s capacity to offer this curriculum 

within its degree programs to be satisfactory. New breadth courses were submitted with 

Humber’s recent application for consent renewal for its degree in Industrial Design. 

Humber is committed to ensuring faculty engage in a level of scholarship and research or 

creative activity to ensure their currency in the field. Opportunities are provided for faculty 

members to attend conferences, present papers and produce scholarly work, and faculty are 

encouraged to identify and pursue such activities. In 2009, Humber hired a Dean of Research to 

advance the research agenda at the college. Humber Research supports and enriches research 

opportunities for faculty and students. 

Library collections have been enhanced, with Humber investing $5,897,653 to expand library 

collections over the past 10 years. 

Facilities have been improved through the acquisition, renovation and building of new space. 

The Humber Lakeshore campus which houses most of Humber’s degrees has undergone 

significant expansion and classroom facilities have been enhanced. In the period between 2007 

and fall 2011, there has been over $80 million spent in construction projects at the Lakeshore 

Campus. 

The location for the Bachelor of Behavioural Science program is the Humber Lakeshore campus 

giving students access to those facilities. 

Credential Recognition 

The design of this program is expected to facilitate credit transfer to and credential recognition 

by other postsecondary institutions. This is based on the content and academic rigour of the 


program, the expertise of the faculty, and the fact that many courses offered by Humber are 

already recognized by universities in Canada, the United States, and Australia. 

Issues of transferability and equivalence of credit have been a focus of Humber’s attention in 

order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that 

courses are commensurate with undergraduate instruction (both at the lower and upper levels) 

at other postsecondary institutions. For example, the curriculum designers have compared the 

proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a 

comparable level. A university professor from a related program at University of Toronto (Dr. 

Lana Stermac, Professor, Counselling Psychology Program, Department of Applied Psychology 

& Human Development) served as an advisory committee member and provided advice and 

feedback as the program was developed. 

In terms of the curriculum quality and currency, an outside qualified academic in the field, Dr. 

Maurice Feldman, Professor of Centre for Applied Disability Studies, Brock University, has 

thoroughly assessed the program (excepting non-core courses and previously reviewed corecourses) 

and the resulting outcome has been that the program meets expectations related to 

bachelor degree work in this field. He found that the program content is current and 

comprehensive for students interested in a behavioural science career and thought that one of 

the program’s greatest strengths is the applied aspect. His feedback has been considered by 

the development team, program administration, coordinators and faculty and at times, the 

curriculum has been amended where appropriate. 

In addition, the breadth elective courses should, in most cases, be transferable. Many of 

Humber’s existing courses (for example, courses offered through the Liberal Arts and Science 

Division) have already been recognized as equivalent by universities such as the University of 

Guelph, the University of New Brunswick, York University and Thompson Rivers University, as 

well as various universities in the United States and Australia. 

Rigorous assessments have been built into each course of the Bachelor of Behavioural Science 

including examinations and a variety of assignments such as case studies, essays and research 

projects. These assessment strategies parallel degree course requirements in other jurisdictions 

and will provide graduates with samples of degree-level work to include in their applications to 

other postsecondary institutions. 

Need for Program 

The need to develop a Bachelor of Behavioural Science was based on analysis of the 

behavioural science field as a contributor to the well-being of Canadians, employment prospects 

for graduates, employer support, and student interest. Data was gathered through a number of 

mechanisms including a literature review, a search of related websites and surveys of 

employers and students. 

The program is responsive to the needs of the field. There is both an economic need and a 

social need for highly educated Behavioural Science professionals in the current Ontario 

landscape. It is evident through the secondary research that follows that both the provincial and 

federal governments recognize the critical and imminent economic and social needs and are 

prepared to contribute economically to those varied needs. 

The Ontario Behavioural Support Systems Project has been recently launched and is the first of 

its kind in Canada. The project aims at enabling individuals to live in their homes longer and 


emain out of long-term care facilities for as long as possible. Additionally, it is aimed at 

reducing the use of medication and restraints for patients who are already institutionalized. The 

number of seniors in Ontario is projected to increase by 43% over the next decade and 

hundreds of new health care professionals will be recruited to long-term care homes and 

community settings across Ontario. 

As part of the Behavioural Supports Ontario program, there are various projects including the 

Aging at Home Strategy where the province of Ontario invested $702 million. This funding will 

filter through Ontario’s 14 Local Health Integration Networks (LHINs) and will positively impact 

the work of Behavioural Science professionals. 

In 2011, Ontario’s Health Ministry committed to hiring 700 health-care workers specially trained 

in how to recognize and deal with behavioural issues in dementia patients as part of a new 

program to provide better care for aggressive and difficult patients with Alzheimer’s disease and 

other neurological disorders. Professionals quoted in a 2011 Globe and Mail article detailing this 

issue questioned whether the province would be able to find enough qualified professionals as 

the training is rarely offered. This degree will help to fill that gap. 

The Alzheimer Knowledge Exchange Resource Centre states that over 65% of long-term care 

residents have dementia of mental health issues. Mental health issues greatly affect not only 

this group of individuals but also the general population where mental health conditions, 

particularly anxiety and depression, are the fastest rising causes of workplace disability. It is 

estimated that mental health disorders cost the Canadian economy approximately $53 billion 

annually. There is a strong link between mental health and addiction issues where 

approximately 20% of people with a mental disorder have a co-occurring substance use 

problem, and one in ten Canadians 15 years of age and over report symptoms consistent with 

alcohol or illicit drug dependence. As such, since 2003 the Ontario government as increased 

funding to community mental health services by 80% and there has been a 49% increase in 

funding towards addiction programs. 

Ontario is not only aiming to improve mental health supports for adults but also children and 

families. In 2011, the government released a comprehensive mental health and addictions 

strategy aimed at providing high-quality services for 50,000 children and youth including early 

identification and support, and helping vulnerable kids with unique needs. The government of 

Ontario will invest $257 million over the next three years. 

This degree is a progressive step toward meeting these demands. It draws its strength from: 

 

 

recognition of the inter-relatedness of social, cultural and economic factors in 

determining the value of the Bachelor of Behavioural Science program as an addition to 

the available educational offerings in behavioural science and an opportunity to build on 

an area of Humber’s strength; 

an analysis of other programs offered by Ontario postsecondary degree granting 

institutions and the conclusion that there is an opportunity to offer a broader and more 

contemporary program in behavioural science. The proposed program offers a strong 

theoretical basis which fosters resiliency, flexibility and critical thinking in a fast-changing 

social and community services landscape. It prepares students with sought-after 

behavioural approaches, research, and interprofessional skills, recognizing that the 

highest paid jobs to continue to be filled by those with degrees; 


the acknowledgement that the current diploma in Developmental Services Worker 

offered by Humber attracts students who may already have requirements for degree 

level admission; and 

employer and Advisory Committee support for the program. 

Humber’s proposed Bachelor of Behavioural Science degree will provide graduates with a solid 

foundation for many positions in many the social, health, education and community services 

fields. This solid foundation will also serve well those who choose to further their education and 

complete graduate study and certifications in order to move ahead into a specialized area. 

Conclusion 

After a review of the need for a Bachelor of Behavioural Science program, Humber determined 

it was valuable to add it to its postsecondary offerings because: 

 

 

 

 

Humber has the proven capacity to provide quality programming in related fields, on 

which to draw and build. 

The current employment prospects for graduates of the proposed program are strong, as 

evidenced by primary and secondary research. 

The proposed program is attractive to potential students, providing pathways from 

secondary school and from existing diploma programs towards degree-level education, 

with high levels of retention and graduation. 

Graduates of the proposed program will be prepared to make meaningful contributions in 

a range of organizations towards the prosperity, sustainability and resiliency of Ontario’s 

socio-economic future. 

Anticipated Enrolment 

Humber is planning for an initial cohort of 65 students. 

Anticipated Start Date 

The anticipated start date for the program is September 2014. 


A4 

Program Abstract 

This four year Bachelor of Behavioural Science program provides students with the knowledge, 

skills and abilities required for indepth work in the field of Behavioural Science with individuals 

throughout the lifespan. The program is firmly grounded in the theory, principles and practices of 

Behavioural Science (applied behaviour analysis and cognitive behavioural approaches) and 

psychology. The program focuses on empirical data as it investigates behaviour and cognitive 

events and the influence of environmental factors on behaviour. A broad perspective within the 

field of psychology includes the study of motivation, emotion, perception, personality, mental 

disorders, and genetic factors on human behaviour within the social system. 

Courses in the first two years of the Bachelor of Behavioural Science program provide a strong 

foundation in behaviour analytic approaches, psychology, research, and ethics, while 

highlighting specific special populations. This is followed in the final two years with further 

indepth study of ethics and professionalism, individual and group counselling, issues in 

behavioural psychology, further special populations, and two courses of senior thesis work. 

Overall, the program emphasizes critical thinking, analytical skills, interprofessional practice, 

and leadership. General education is included in the degree to enrich the profession. Curriculum 

is designed to prepare students to pursue certification as Board Certified Assistant Behaviour 

Analysts (BCaBA). 

Graduates of this program will have the knowledge and skills to pursue further graduate study in 

Behavioural Science or related fields. Graduates will be prepared to successfully gain 

employment as behaviour therapists, mental health workers, youth workers, addictions workers, 

autism instructor therapists, and/or serve as workers in a variety of social service settings with 

vulnerable populations. With additional education and experience, graduates may be 

considered for roles as counselors and therapists, behaviour analysts, gerontologists, or 

coordinators of programs in the social service sector. 


SECTION B: DEGREE 

LEVEL STANDAR 

RD 

In order to ensure that a baccalaureate standard has been attained in each course and across 

the program, the program framework and courses were: : 

benchmarked against similar 

programs and courses in Canada and other jurisdictions, 

developed by faculty members who are familiar with degree-level study in the field of 

practice, 

reviewed and approved by the program Advisory Committee which include one member 

who is currently a professor (Dr. Lana Stermac/University of Toronto) and other members 

who have taught at Ontario universities, 

developed in consultation with Humber’s 

Planning and Development office which manages 

the development 

and approval processess of all of Humber’s degree level programs, and 

assessed by an external reviewer, Dr. Maurice Feldman/Brock University. Excluded from 

his 

review 

were the breadth electives which have been reviewed as 

part of previous Humber 

degree submissions. 

Ontario Qualifications 

Framework 

– 

Qualifications Standard for 

Baccalaureate/Bachelor’s 

Degree: Honours 

Depth and Breadth of 

Knowledge 

a. A developed knowledge and 

critical understanding of the 

key concepts, methodologies, 

current 

advances, theoretical 

approaches and assumptions 

in a discipline overall, as well 

as in a specialized area of a 

discipline; 

b. A developed understanding of 

many of the major fields in a 

discipline, including, where 

appropriate, from an 

interdisciplinary perspective, 

and how the fields may 

intersect with fields 

in related 

disciplines; 

c. A developed ability 

to: i) 

gather, review, evaluate and 

interpret information; and ii) 

compare the merits 

of 

alternate hypotheses or 

creativee options, relevant to 

one or more of the major 

fields in 

a discipline; 

d. A developed, detailed 

knowledge of and experience 

How This 

Degree Meets the Degree Level Standard 

The degree program develops foundational and advanced 

knowledge in the assessment, design, applications, and 

implications of behavioural science practices. Core courses 

develop critical concepts, methodologies, and 

theoretical 

frameworks in the overall field of behavioural science. 

Students specialize inn areas of their interestss through 

projects, presentation 

ns, and senior level thesis projects 

where they deepen and broaden understanding in chosen 

areas. 

This degree focussess on the specific area of behavioural 

science which is strongly grounded in the research and 

application of applied behaviour analysis and 

cognitive 

behavioural approaches as applied to a wide range of 

individuals 

throughout the lifespan including people with 

autism, developmental disabilitiess and dual diagnosis, 

addictions 

and those with dementia and agingg issues. 

Graduates 

of the program will be prepared to 

employ the 

necessary 

skills, knowledge and resilience to 

work in the 

diverse field of behavioural science. The program includes 

fundamental competencies found 

in Applied Behaviour 

Analysis 1 & 2, Cognitive Behavioural Approaches 1& 2, and 

Behavioural Assessment. 

In the first 

two years, there is a significant depth of study that 

incorporates special populations, 

psychology, research 

methods and ethics of the profession. In senior years, this 

Bachelor of Behavioural Science 

Section B, Page 1


Framework 

– 




in research in an area of the 

discipline; 

e. Developed critical thinking 

and analytical skillss inside 

and outside the discipline; 

f. The ability to apply 

learning 

from one or more areas 

outside 

the discipline. 

How This 


depth is continued and extended into advanced levels of 

study where individual and group 

counselling 

skills are 

explored, as well as, research skills and interprofessional 

collaboration to ground them in advanced skills required to 

work successfully as professionals. Those behavioural 

science graduates aree professionals who counsel, assess, 

and facilitate individuals and groups throughout the entiree 

lifespan who experience various issues including mental 

health issues, autism, , developmental disabilities, dual 

diagnosis, addictions, , and aging and dementia. 

Each course incorporates discussion of key issues, practice 

in applying concepts both orally and in writing, analysis and 

interpretation of material, and individual feedback on work 

produced. Students are required to undertakee independent 

reading to 

supplement and consolidate learning and to 

broaden their understanding. As students move into the 

upper levels of the program, they 

are expected to apply major 

and competing theoretical paradigms and models to the 

evaluation 

and resolution of behavioural science issues and 

problems. 

Both lecture and lab-based courses require students to 

gather, review and interpret texts, and online readings as 

they develop analytical skills. Assignments challenge 

students to explore and critically discuss alternative 

viewpoints 

in the history and theory of behavioural science, to 

respond critically to issues and themes and to 

develop 

compelling ideas and concepts. 

Students read and critique works by major theorists and 

researchers. Critical thinking and analytic skills are 

intentionally addressed in both lecture and lab-based 

courses, as students make links between theory and practice 

and critique the work of behavioural science professionals 

working in 

the field. Special topics 

and issuess courses are 

designed to support students in applying learning and ideas 

from other discipliness and their own growing awareness of 

contemporary issues. . 

Students are expected to demonstrate critical understanding 

of the influences in the field of behavioural science and the 

ways in which they are perceived 

by various professionals 

and individuals from an interdisciplinary perspective. They 


Section B, Page 2


Framework 

– 




How This 


are encouraged to undertake independent reading to 

supplement and consolidate the material covered in the 

program and to broaden their knowledge and 

understanding 

of the subject area. 

Breadth courses are organized into the following three 

categories: Society, Culture and Commerce; Science and 

Technology; and Artss and Humanities. Students take a total 

of 10 non-coradvancedd level. Humber has recently expanded its breadth 

offerings due to the growth in degree programs. More than 

100 courses from 8 academic schools allow students to 

courses with two or more courses at an 

explore areas of interest and passion to enhance their 

academicc experiencee and broaden their base 

of knowledge. 

The breadth courses offer students an analytical framework 

through which to observe and learn about themselves, their 

vocational area of study, society, and culture. These courses 

offer a perspective that encourages self-reflection and 

critique, and provide new opportunities for a rigorous 

exploration of the relationships between the self and others, 

social and 

political institutions, ethics and action, art and 

culture, and science and the natural world. 

Knowledge of Methodologies 

An understanding of methods of 

enquiry or creative activity, or 

both, in their primary 

area of 

study that enables the student 

to: 

a. Evaluate the appropriateness 

of different approaches to 

solving 

problems using well 

established ideas and 

techniques; 

b. Devise and sustain 

arguments or solve 

problems 

using these methods; and 

c. Describe and comment upon 

All breadth courses are designed to provide graduates with 

the skills, knowledge and awareness neededd for future roles 

as professionals, citizens and members of the global 

community. Breadth courses provide more than an 

introductory knowledge in the humanities, sciences, social 

sciences and global cultures, and/or mathematics. 

Methodologies are presented, assessed and applied in all 

courses. In theory courses, the methodological traditions 


criticism and researchh are investigated and students are 

required to formulate, , sustain and 

defend critical arguments. 

In lecture/ /lab-based courses, a range of counselling 

techniques and methods are explored and applied. As 

students gain proficiency, they are invited to address 

behavioural science issues by assessing and 

using the most 

suitable therapeutic approaches. 

Each course has a list of 

required and supplemental readings which are discussedd in 

class. Students are expected to engage in scholarly inquiry 

and discourse regarding current research and 

practice. 

Students investigate primary and secondary research and 

qualitative 

and quantitative research methodologies. 


Section B, Page 3


Framework 

– 




particular aspects of current 

research or equivalent 

advanced scholarship. 

Application of Knowledge 

a. The ability to review, present 

and critically evaluate 

qualitative and quantitative 

information to: 

i. develop lines of argument; 

ii. make sound judgments in 

accordance with 

the major 

theories, concepts and 

methods of the subject(s) 

of study; 

iii. apply underlying 

concepts, 

principles, and techniques 

of analysis, both 

within and 

outside the discipline; 

iv. where appropriate use this 

knowledge in the 

creative 

process; and 

b. The ability to use a range of 

established techniques to: 

i. initiate and undertake 

critical evaluation of 

arguments, assumptions, 

abstract concepts and 

How This 


An essential outcomee of the program is the design, delivery 

and critical analysis and evaluation of behavioural 

interventions and behavioural science practices. This 

competency is introduced in courses throughout the program 

but specifically in foundational courses such as Applied 

Behaviour Analysis 1 & 2 and Cognitive Behavioural 

Approaches 1 & 2, and developedd through courses such as 

Special Topics in Behaviour Analysis and Issues in 

Behavioural Psychology. 

The program requiress students to 

undertake sustained 

periods of 

independent study in the form of a research project 

completed 

in the final two semesters. This requires students 

to complete a major research project and includes completion 

and evaluation of a comprehensive literature review, an 

academicc research paper, presentations and detailed 

journaling 

of the process. The paper will give them the 

opportunity to demonstrate the ability to offer 

a detailed 

analysis of problems/topics relevant to the professional field 

of study/practice. 

Critical analysis is a key component of all behavioural 

science courses. Students are expected to apply theories, 

concepts and understanding to the assessment, 

development, and application of the field of behavioural 

science. Specialized techniques are introduced in year 1 and 

extended in years 2,33 & 4 of the program, in such courses as 

Applied Behaviour Analysis 1 & 2, Cognitive Behavioural 

Approaches 1 & 2, and Counselling courses. In special 

populations courses students assess and apply multiple 

therapeutic approaches to address various issues present 

while critically evaluating their work for its effectiveness. 

During lectures, students critically 

evaluate historical, social 

and cultural contexts of behavioural science and apply this 

understanding to frame questions, propose responses, and to 

develop and justify particular points of view. Students are 

expected to discuss the global perspectives of the role and 

function of the variouss theories and applications of 

behavioural science inn contemporary society. 

The program stimulates inquiry, independent 

judgment, 

critical self-awareness, analysis and creative approaches 

to 

behavioural science. The use of active learning through case 

analysis and project-based inquiry encourages the 


Section B, Page 4


Framework 

– 




information; 

ii. propose solutions; 

iii. frame appropriate 

questions for the 

purpose 

of solving a problem; 

iv. solve a problem or create a 

new 

work; and 

c. The ability to make 

critical 

use of scholarly reviews and 

primary 

sources. 

How This 


development of both students’ capacities for independent 

learning and their ability to work with others. It develops 

students’ abilities to solve problems in creative ways, to 

identify and redefine problems, to 

raise and address 

appropriate issues and to make decisions. In their 

discussions, researchh papers and 

case analyses, students 

are required to present and evaluate relevant 

recent research 

findings, and to sustain persuasive and logical arguments 

that challenge underlying assumptions from a number of 

informed perspectives. 

Graduates 

of the program develop an ability to apply 

behavioural science skills to effectively analyze and express 

themes and issues from a range of professional contexts 

and 

perspectives. This competency is 

introduced in cognitive and 

applied behaviour analysis courses and is advanced in 

courses such as Group Behavioural Counselling and 

Individual Behavioural Counselling. 

Students are also expected to interpret and apply theoretical 

and ethical frameworks to identify 

and solve behavioural 

science problems in a variety of contexts. This competency is 

introducedd in coursess such as Ethics and Professionalsm 

and 

developedd throughoutt the program 

in coursess in the 

psychology, research and special populations 

streams of 

study. 

Many of the individual courses require case analyses, 

presentations, and research papers which provide 

increasingly sophisticated practice-based exercises preparing 

students for senior level applications required 

in the senior 

level thesis projects. 

Communication Skills 

The ability to communicate 

information, arguments, and 

analysess accurately and 

reliably, orally and in writing to 

Students participate inn one mandatory work term of 14 weeks 

of professional experience, wheree they apply 

knowledge and 

skills to real life applications. Students research and develop 

a plan for their internship placement selecting 

from a wide 

variety of opportunities in community organizations, 

government organizations, not-for-profit organizations. 

The ability 

to communicate effectively with the level of 

sophistication required for sustained employment and life- 

long learning is a coree outcome for all undergraduate 

programs. In this program, the focus is additionally on 

effectively 

communicating with a variety of professionals 

and 


Section B, Page 5


Framework 

– 




a range of audiences. 

Awareness of Limits of 

Knowledge 

An understanding of the limits 

to their own knowledge and 

ability, and an appreciation of 

the uncertainty, ambiguity and 

limits to knowledge and how 

this might influence analyses 

and interpretations. 

How This 


specialistss within the field of behavioural science to enable 

the best outcomes forr clients and 

the professional 

development of the graduate. Students are expected to 

prepare for classes byy reading and responding to textbooks, 

journal articles and websites and to write daily in journals, 

papers, critiques and annotations. Students are required to 

effectively 

communicate complex 

narratives and analysiss of 

issues, appropriately 

recognizing the intended audience. 

Students are requiredd to demonstrate research and 

therapeutic skills in their analysis of behavioural science. 

A core competency too be demonstrated by graduates is to 

present ideas and information accurately and 

creatively using 

written, oral, audio-visual and web-based formats. The 

program is designed with recognition of the developmental 

nature of communication abilities. Courses are sequenced to 

support students’ learning and to gradually raise expectations 

for higher 

levels of sophistication 

and creativity over the four 

years of the program. . 

As students gain proficiency and become more fully 

immersed 

in theoretical language 

and practical skills, they 

become ncreasingly aware of the 

limits to their knowledge. 

This awareness is fostered intentionally through an emphasis 

on reflective practice, critique, analysis of new 

and emerging 

trends and 

practices and a relentless pursuit of excellence. In 

theoretical courses, students approach questions of 

behavioural science from psychological, sociological, 

historical, and cultural viewpoints. The courses Issues in 

Behavioural Psychology and Senior Level Thesis Project 

1 & 

2 are designed to challenge students’ perceptions and 

assumptions in termss of their own 

practical work. 

Throughout the program, current standards of practice as 

well as legal, ethical and regulatory issues will be 

emphasized. Students are made aware as new issues arise, 

beyond current knowledge. For example, students are kept 

current in their understanding of the impacts of continued 

globalization, advances in technology, developing standards, 

and legislation. Throughout the program, students are 

encouraged to visit key organizations, associations and 

government websitess and to review periodicals and academic 

journals from the fieldd in order to recognize new 

developments that require study. 


Section B, Page 6


Framework 

– 




Professional 

Capacity/Autonomyy 

a. Qualities and transferable 

skills necessary for 

further 

study, employment 

t, 

community involvement and 

other activities requiring: 

i. the exercise of initiative, 

personal responsibility and 

accountability in 

both 

personal and group 

contexts; 

ii. working effectively with 

others; 

iii. decision-making 

in 

complex contexts; 

b. The ability to manage their 

own learning in changing 

circumstances, both within 

and outside the discipline and 

to select an appropriate 

program 

of further study; and 

c. Behaviour consistent with 

academic integrity and social 

responsibility. 

How This 


Throughout the program, students study various schools of 

thought about behavioural science and its related disciplines, 

their foundations, explanatory power, limitations, external 

influences 

and areas requiring further study. As studentss 

investigate and use current research in the field to support 

any analysis they undertake, they 

are challenged to consider 

both the limitations in the practical application 

of the 

information to actual problems, as 

well as areas that need to 

be investigated further. 

Each course helps to foster professional accountability 

through expectations 

for self-directed scholarly and 

therapeutic projects. Group critiques develop 

skills in 

providing, 

receiving and utilizing constructive feedback 

responsibly. Professional coursess provide students with 

practical skills in organizational practices specific to the field 

of behavioural science and to general business applications. 

In preparation for the work term placement, students are 

expected to develop a working knowledge of the field to 

which they are assigned. 

Throughout the program, students are expected to consider 

the social and cultural consequences of their professional 

activities and to makee responsiblee decisions. Creative 

problem-solving, conflict resolution, effective independent 

and group 

work are expectations 

for the program as 

indicators 

of readiness for professional roles. 

The program prepares students to take increasing 

responsibility for the content and direction of their work. It has 

been designed to support individual development, as well as 

the progressive acquisition of independent learning skillss by 

promoting 

the value of additional reading and 

research into 

areas of discussion, and through the use of ncreasingly 

complex and independent study projects in the final years of 

the program. The need for continual updating 

of knowledge 

from the field is emphasized in all core courses. Throughout 

the program, studentss are made aware of opportunities to 

further their knowledge in the field, both through programs 

offered by 

professional associations as well as through 

graduate study. Continuing professional development and the 

need for currency andd on-going learning are stressed. 


Section B, Page 7

SECTION C: ADMISSIO 

ON, PROMOTION 

AND GRADUATION 

The following table indicates how 

the Humber program meets the Board’s requirements. 

Board Requirements for 

Admission 

Humber 

Program Specific 

Direct Entry 

Admission requirements are 

appropriate to the learning 

outcome goals of the program 

and the degree-level 

standard. Admission to a 

bachelor degree normally 

requires at a minimum an 

Ontario Secondary School 

Diploma or equivalent, six 

university or university/college 

courses at the Grade 12 level, 

a minimum average of 65 per 

cent and additional 

requirements as program 

requires. 

Ontarioo secondary 

school students must 

have completed a 

minimum of a 

secondary school 

diplomaa (OSSD) with 

six 12U, M (U/C) or 

OAC level courses, 

including Grade 12U 

Englishh or OAC 

Englishh 1, or 

equivalent and a 

minimum average of 

65%. In addition to 

the minimum average 

of 65% %, the applicant 

must achieve a final 

grade of not less than 

65% in Grade 12U 

Englishh and 60% in 

each off the other 

published subject 

requirements for 

his/her program of 

interest. 

None 

Relatedd Policies 

See thee Academic 

Regulations for 

Degreee in the 

electronic policies file. 

Mature 

Students 

 

 

Mature students have 

demonstrated 

d academic 

abilities equivalent to 

those of Ontario high 

school graduates, verified 

by successful completion 

of courses at 

the 

postseconda 

ary level or an 

entrance examination. 

Credits awards and their 

transcript entries are 

monitored to avoid givingg 

Applicants entering 

as 

maturee students must 

possess the 

published subject 

requirements or 

equivalent in order r to 

be accepted for 

admission. This 

category of admission 

is for students who 

have not completed 

secondary school, are 


Section C, Page 1


Admission 

credit twice for the same 

learning. 

Policies and procedures 

applied to assessment, 

ncluding provision of for 

appeal are fully disclosedd 

and prominently available. 

All personnel involved in 

the assessment of 

learning should receive 

adequate training for the 

functions they perform and 

there is provision for their 

continued professional 

development 

t. 

Advanced standing 

decisions are 

regularly 

monitored, reviewed and 

evaluated to ensure their 

ongoing validity for the 

degree program. 

Humber 

at leastt 21, and who 

have been away from 

school for 2 years. 

The Humber 

Admissions and Study 

Committee (HASC) 

reviewss applications 

from mature students. 

Applications from 

Maturee Students will 

be assessed in 

competition with other 

new applicants and 

admissions will 

dependd on 

qualifications and the 

availability of seatss in 

the program. Students 

are given no 

advanced standing 

in 

the degree and start 

at Yearr 1. Admission 

policiess for mature 

students are clearly 

outlinedd in the 

academic regulations 

which are published 

on the college 

website. 

Maturee students who 

have completed 

secondary school 

apply under the direct 

entry requirements. 

Maturee students who 

have completed some 

previous 

postsecondary 

education apply as 

transfer students and 

are subject to the 


policiess below. 





Section C, Page 2


Admission 

Humber 




electronic policies file 

for the complete 

requirements. 

Advanced 

Standing 

 

 

 

 

 

 

 

Credits accepted for 

admission to a degree 

program are in proportion 

to 

the affinity 

with and/or 

applicability to the 

specialist content of the 

program 

Are fair, reasonable and 

consistent 

Identify the bases on 

which the decision are 

made 

Limit the number of credits 

that will be awarded for 

prior diploma 

level study 

such that advanced 

standing to be awarded 

does not exceed: 

o 

67% credit for a 3 

year degree program 

from a 3 year diploma 

program 

o 

53% degree level 

credit for 

a 3-year 

degree program from 

a 2 year diploma 

program 

o 


credit for 

a 4-year 

degree from a 

completed 3 year 

diploma 

o 


credit for 

a 4 year 

degree program from 

a completed 2 year 

diploma program 

Require a gap analysis 

Ensure the degree level 

standard and 

program 

learning outcomes are met 

Identify any requirements 

Block transfer credits 

are based on program 

affinity and are 

determined throughh a 

gap analysis 

comparing provincial 

diplomaa outcomes to 

required degree 

outcomes. Block 

transfer credits do not 

exceedd the guidelines 

established in the 

PEQAB 

benchmarks. 

Students are required 

to meett all degree 

level outcomes in 

order too graduate. 

Students are also 

required to fulfill the 

20% breadth 

requirement. 

Residency 

requirement: Transfer 

of credit for courses, 

including those 

obtained through a 

Letter of Permission, 

may normally replace 

no more than 75% of 

the course credits in 

apply program. Credit 

for courses obtained 

throughh Prior 

Learning Assessment 

and Recognition may 

normally replace no 

more than 50% of the 

course credits in any 

appliedd degree 

program. For degree 

programs, the limit on 

For this program, 

qualified transfer 

students from the 

two 

year Developmental 

Services Worker 

Ontario College 

Diploma program will 

receive a block 

transfer of 30 credits 

(25% of degree level 

study) 

towards the 

degree, which is 

within 

the guidelines 

set in the PEQAB 

benchmark. 

No bridging program 

is required. Students 

may be required to 

take some 

‘reachback‘ courses if 

they exhibit a greater 

gap than indicatedd in 

the analysis 

Qualified transfer 

students from two 

year Social Service 

Worker and the 

Community and 

Justice Services 


Diploma programs will 

receive a block 

transfer of 15 credits 

(12.5% 

of degree level 

study) 

towards the 

degree, which is 

within 

the guidelines 

set in the PEQAB 

benchmark. 

No bridging program 

is required, although 


Section C, Page 3


Admission 

for bridging studies 

Humber 

the number of credits 

that will be awarded 

for prior diploma level 

study, with and 

withoutt affinity, toward 

the degree program 

(excluding any work 

experience/internship 

requirements) such 

that thee advanced 

standing to be 

awarded will not 

exceed: 

a. 65% 

of the course 

credits for a four 

yearr degree 

program from a 

completed threee 

yearr diploma 

program 

b. 40% 

of the course 

credits for a four 

yearr degree 

program from a 

completed two 

yearr diploma 

program. 

Advanced standing 

decisions are 

periodically reviewed. 

The performance of 

students who receive 


is 

assessed as part of 

the program review 

process. 


students may be 

required to take some 

“reach 

back” courses 

to fill in identified 

gaps. 

Related Sections of 

Submission 

See Sections D9 and 

D10 for complete 

details 

on the block 

transfer arrangements 

and gap analysis for 

this program. 

Promotion & 

Graduation 

Promotion and graduation 

requirements are 

consistent 

Relatedd policies 






requirements. 

Candidates for 

graduation will be 


Section C, Page 4


Admission 

with the learning outcome 

goals 

of the program and the 

degree level standard and 

include: 

Appropriate policies 

governing academic 

remediation, 

sanctions, 

and suspension 

A grading system that is 

easily understandable and 

meaningful 

Acceptable performance 

corresponds 

to student 

work that demonstrates 

the degree level has been 

achieved 

Minimum overall averagee 

acceptable achievement 

(across all degree 

equirements, breadth and 

discipline-rela 

ated) for 

progression in the 

program is not lower than 

the level typically 

designated by C- or 60- 

62% 

Minimum overall averagee 

acceptable achievement 

in 

discipline related 

equirements 

for 

progression in the 

program not lower than 

the level typically 

designated by a C- or 60- 

62% 

A higher level of overall 

achievement 

expected in 

the main field 

or discipline 

of study than 

the overall 

average 

Humber 

required to meet all of 

the following: 

a) Students must 

complete the program 

within 175% of the 

normal program 

duration. For example 

a four (4) year 

program 

has a 

maximum completion 

timeframe of seven 

(7) years. Failure to 

complete the program 

within the 175% 

timeframe will require 

a student to apply for 

re-admission at which 

time thee student’s 

previous course work 

will be evaluated for 

currency and the 

studentt will be subject 

to the curriculum in 

place at the time off 

re-admission. 

b) A 65% weighted 

overall cumulative 

program 

grade point 

average (CGPA) 

c) Students admitted 

to a Humber degree 

program 

beginningg in 

September 2012 must 

complete the following 

to be eligible to 

graduate: 

- Two lower-level 

breadthh courses from 

no lesss than two 

different breadth 

categories. 

Categories are 

Society, Culture & 

Commerce; Science 

& Technology or Arts 

& Humanities. 

Completion of at least 



Section C, Page 5


Admission 

Humber 

30% off breadth 

coursess contained in 

the degree at the 

upper-level. 

d) A minimum 20% 


the courses taken 

must bee breadth 

coursess 

e) Students must 

have taken at leastt 

twenty-five percentt 

(25%) of their credits 

for the program at 

Humber in order to 

satisfy residency 

requirements 

f) No more than 50% 

of the program can 

be 

satisfied through the 

Prior Learning 

Assessment and 

Recognition (PLAR.) 

g) Satisfactory 

completion of the 

work term. 







requirements. 



Section C, Page 6

C1 

Admission Requiremen 

nts for Direct Entry 

Academic 

Program Admission Requirements 

Ontario secondary school students must have completed a minimum 

of a secondary school diploma (OSSD) with six 12U, 

or M (U/C) 

courses and a minimum average of 65% including Grade 12U 

English or equivalent. In addition to the minimum average of 65% %, 

the applicant must achieve a final grade of not less than 60% in each 

of the 

published subject requirements forr his/her program of interest. 

Related work/volunte 

eer 

experience 

Other (e.g. portfolio, 

specialized testing, 

interview, G.R.R., etc.) 

N/A 

N/A 


Section C, Page 7

C2 

Admission Requiremen 

nts for Mature Studentss 

See electronic policies file. 


Section C, Page 8

C3 

Promotion and Graduation Requirements 

See electronic policies file 

Bachelor of Behavioural Science Section C, Page 9

C4 

Advanced Standing Policies and Requiremen 

nts 

See electronic policies file. 

C4.1 Degree Completion Arrangements 

Humber will allow diploma-to-degree 

transfer for qualified applicants of related diploma 

programs according to the policies articulated in Section C4 of this proposal and with 

the 

maximum amount of transfer credits falling withinn the PEQAB 

benchmark. 

Specifically, block transfer will be granted for: 

• Qualified graduates of two year Development 

tal Services Worker Ontario Collegee 

Diploma programs, who will require six additional semesters of degree-level study to 

complete the requirements for the 

degree. Graduates would receive a block credit 

transfer of up to 25% of degree-level credits. Graduates must have an overall GPA of 

70 per cent or better in their diploma program 

to be considered for admission to the 

degree. Graduates must also possess ENG4U or Humber’s ENG4U or Humber’s 

College Reading and Writing Skills (WRIT100) and Workplace Writing Skills 

(WRIT200) with an average grade 

of 70 per cent. 

• Qualified graduates of the two year Social Service Worker and the Community and 

Justice Services Ontario College Diploma programs, who 

will requiree seven 

additional 

semesters of degree-level study too complete the requirements for the 

degree. Graduates would receivee a block credit transfer of up to 12.5% of degree- 

level credits. Graduates must have an overall GPA of 70 per cent or better in their 

diploma program to be considered for admission to the degree. Graduates must also 

possess ENG4U or Humber’s College Reading and Writing Skills (WRIT100) and 

Workplace Writing Skills (WRIT200) with an average grade of 70 per 

cent. 

Notes: 

1 Qualified graduates of the above diploma programs who exhibit a greater gap in either 

non-core (breadth) or professional core courses may be required to take 

additional 

coursework to 

complete requirement 

s for graduation from the 

degree. 

2 G 

Graduates of all other programs will be considered on an individual basis. 


Section C, Page 10

SECTION D: PROGRAM CONTENT STANDARD 

Humber has taken steps to confirm that the content of this proposed program, in both 

subject matter and final outcomes, meets the degree-level standard as stated in the 

Handbook for Ontario Colleges in the following ways: 

 

 

 

 

 

 

The non-core course component of the program meets PEQAB‘s standards where 

at least 20% of the curriculum credit hours are outside the field of study in order to 

further the student‘s breadth of knowledge. The non-core component in the 

Bachelor of Behavioural Science constitutes 25% of the program curriculum. 

The development team has conducted in-depth research to compare this program 

with other related diploma and degree programs in Ontario. This research confirms 

that the program addresses similar curriculum content as offered in diploma level 

study but with greater emphasis on integration of theory with practice, intellectual 

rigour, scholarship, business acumen, and social/political/cultural awareness. In 

addition, this proposed program differs significantly from non-degree study in 

fostering a conceptual and applied understanding of the greater behavioural 

science field. 

Similar to diploma programs, there is an intentional focus on employability skills, 

but the degree program more acutely recognizes the need for graduates with 

greater capacity for conceptual and analytical thought. 

The proposed program has been designed in alignment with the undergraduate 

degree level expectations of the Ontario Qualifications Framework and compared 

with other baccalaureate programs in behavioural science in Ontario and 

elsewhere. It compares favourably in terms of breadth and rigour, as witnessed by 

letters of recognition from Brock University and the University of Toronto included 

in Section G. 

In terms of the curriculum quality and currency, an outside qualified academic in 

the field, Dr. Maurice Feldman of the Faculty of Social Sciences Centre for Applied 

Disability Studies at Brock University thoroughly assessed the program during its 

development phases, and commended the program for its well-conceived and 

comprehensive curriculum of studies. He felt that the program highlighted well 

foundational principles, research and the most current developments in applied 

behaviour analysis, cognitive behaviour therapy and applied psychology. 

Additionally, Dr. Feldman commented that the applied nature of the program was a 

great strength as it impressively balanced basic science with application. 

He suggested modifications which were considered by the development team, 

program administration, coordinators and faculty and the curriculum was amended 

where appropriate. Dr. Feldman‘s CV, a summary of his report and Humber‘s 

detailed response have been included in this submission (see Section Q). 

In addition, one outside qualified academic in the field, Dr. Lana Stermac 

(University of Toronto) assessed the curriculum (except for non-core courses) as a 

member of the program advisory committee and provided specific feedback which 

has been incorporated into the final drafts of some curriculum outlines. 

Bachelor of Behavioural Science Section D, Page 1

The program has been endorsed by our Program Advisory Committee, as 

thorough, current and useful, addressing the profound needs of the behavioural 

science field in the Greater Toronto Area and beyond. 

Program Overview 

Graduates of the Bachelor of Behavioural Science (BBS) program achieve an indepth 

understanding of the knowledge, skills and abilities required for work in the field of 

behavioural science with individuals throughout the lifespan. The program is firmly 

grounded in the theory, principles and practices of Behavioural Science (applied 

behaviour analysis and cognitive behavioural approaches) and psychology. The program 

focuses on empirical data as it investigates behaviour and cognitive events and the 

influence of environmental factors on behaviour. A broad perspective within the field of 

psychology includes the study of motivation, emotion, perception, personality, mental 

disorders, and genetic factors on human behaviour within the social system. 

The program offers indepth theoretical, conceptual and applied behavioural science skills. 

Introductory courses provide a comprehensive understanding of foundational courses in 

applied behaviour analysis, cognitive behavioural approaches, special populations, 

psychology courses and research and ethics courses. This is followed in the 3 rd and 4 th 

years by the application of theories, methods and techniques in various aspects of 

behavioural science including counseling, interprofessional collaboration, and issues in 

behavioural psychology. The curriculum is also enhanced by the inclusion of a strong 

breadth component. The program emphasizes a student-focused learning experience 

where theoretical concepts are integrated with practical applications. Case studies are 

used extensively throughout the program. The applied aspects of the program are 

reinforced by the work term and the final semester senior level thesis project where 

students work on a project from the field of behavioural science under the direction of 

faculty. 

The degree meets all of the ethical and professional standards and certification criteria of 

the Behavior Analyst Certification Board (BACB), the certification standard for Behavioral 

Analysts in North America. One of the important functions of the BACB is the approval of 

degree level training programs. Although graduates of the program would not be eligible 

for BACB Board Certified Assistant Behavior Analyst (BCaBA) certification without 

additional BACB supervised fieldwork and practicum experience after graduation, the 

program will meet the approved course work component of the requirements for the 

BCaBA certification. 

The Behavior Analyst Certification Board Fourth Edition Task List for BCaBA certification 

assesses the skills required for practice as a behaviour analyst including Basic Behavior- 

Analytic Skills, Client-Centred Responsibilities, and Foundational Knowledge. Each 

section explores mastered concepts, tasks, skills and procedures required for professional 

practice as well as, professional disciplinary and ethical standards, and guidelines for 

responsible conduct for professional behaviour analysts. 

All of these required skills are introduced and developed within the Bachelor of 

Behavioural Science program, producing graduates prepared to practice as behaviour 

analysts, behavioural therapists, mental health workers, youth workers, addictions 

workers, autism instructor therapists, and/or serve as workers in a variety of social service 

settings with vulnerable populations. 


Analytical, creative and problem solving skills are developed in both the core courses and 

in the breadth component of the program, enhancing graduates‘ capacities to meet the 

challenges of careers in a wide range of non-profit, community or governmental 

organizations. 

Depth and Breadth of Knowledge in the Field 

The larger discipline of behavioural science encompasses a diverse and far-ranging field 

which includes multiple disciplines that explore the work of organisms in the natural world 

and may include fields of study including psychology, neuropsychology, and cognitive 

science. 

This degree focusses on the specific area of behavioural science which is strongly 

grounded in the research and application of applied behaviour analysis and cognitive 

behavioural approaches as applied to a wide range of individuals throughout the lifespan 

including people with autism, developmental disabilities and dual diagnosis, addictions 

and those with dementia and aging issues. Behaviour Analysis has achieved mainstream 

attention through the application of principles of behaviour to children with autism. In 

Ontario, some postsecondary educational programs have developed and adapted 

curriculum to educate and train students in this field. Behavioural Science has wider 

application and the potential to contribute and develop in many ways in addition to autism. 

A degree level program with opportunities for students to pursue this field in diverse ways 

is needed. Humber‘s Ad-Hoc Advisory Committee have recommended a broader 

application that includes cognitive behavioural therapy, interprofessional collaborations 

(IPC), knowledge translation, and adult education which is greatly reflected in this degree. 

Behavioural Science professionals have the knowledge and skills to creatively utilize, 

apply and communicate, an empirically-based, behavioural framework. They work within a 

variety of interprofessional settings, with a variety of client groups, across the lifespan. 

These professionals adhere to strict ethical practices in the integration of behavioral 

theory and practice in the design, implementation and evaluation of all aspects of multidimensional 

assessment and intervention. Behavioural Science professionals have the 

knowledge and skills in applied behaviour analysis and cognitive behaviour approaches 

and are eligible for certification with the Behaviour Analyst Certification Board (BACB) as 

a Board Certified Assistant Behaviour Analyst (BCaBA). 

In addition to their clinical and educative work, Behavioural Science professionals also 

facilitate the future utilization and dissemination of Behavioural Science through 

mediation, counselling, and consultation work, as well as, academic research and writing, 

in various settings for social, health and mental health benefits. 

Professionals in this field are informed collaborators within interprofessional (IPC) 

contexts and contribute to the dissemination of the principles and practice of behavioural 

science within their scope of practice. They use a scientist–practitioner model of practice 

and effectively communicate, orally and in writing, to individuals, teams and in groups. 

The Behavioural Science professional practices in clinical and educational settings and 

has skills in group facilitation and mediator training applying knowledge and skills across 

all age groups, in settings such as schools, residential facilities, family homes, health and 

mental health care facilities, and the community. Professionals possess knowledge and 


selective experience in working with individuals with autism, developmental disabilities, 

mental health issues, addictions, dementia, and aging issues. 

Graduates of the program are prepared to employ the necessary skills, knowledge and 

resilience to work in the diverse field of behavioural science. The program includes 

fundamental competencies in found in Applied Behaviour Analysis 1 & 2, Cognitive 

Behavioural Approaches 1& 2, and Behavioural Assessment. 

In the first two years, there is a significant depth of study that incorporates special 

populations, psychology, research methods and ethics of the profession. In senior years, 

this depth is continued and extended into advanced levels of study where 

individual and group counseling skills are explored, research skills and interprofessional 

collaboration to ground them in advanced skills required to work successfully as 

professionals who counsel, assess, and facilitate individuals and groups throughout the 

entire lifespan who experience various issues including mental health issues, autism, 

developmental disabilities, dual diagnosis, addictions, and aging and dementia. 

An essential outcome of the program is the the design, delivery and critical analysis and 

evaluation of behavioural interventions and behavioural science practices. This 

competency is introduced in courses throughout the program but specifically in 

foundational courses such as Applied Behaviour Analysis 1 & 2 and Cognitive Behavioural 

Approaches 1 & 2, and developed through courses such as Special Topics in Behaviour 

Analysis and Issues in Behavioural Psychology. 

Each course incorporates discussion of key issues, practice in applying concepts both 

orally and in writing, analysis and interpretation of material, and individual feedback on 

work produced. Students are required to undertake independent reading to supplement 

and consolidate learning and to broaden their understanding. As students move into the 

upper levels of the program, they are expected to apply major and competing theoretical 

paradigms and models to the evaluation and resolution of behavioural science issues and 

problems. 

Depth and Breadth of Knowledge Outside the Field 

The program provides students with a range of theoretical frameworks drawn from 

business, the social sciences, arts, humanities and science as a basis for critical analysis 

and innovative decision-making. The blending of liberal arts with professional programspecific 

curricula offers opportunities for the enhancement of the workplace skills and the 

knowledge and understanding graduates need to take leadership roles in their professions 

and within the broader community. Breadth courses are organized into the following three 

categories: Society, Culture and Commerce; Science and Technology; and Arts and 

Humanities. Students take a total of 10 non-core courses with two or more courses at an 

advanced level. Humber has recently expanded its breadth offerings due to the growth in 

degree programs. More than 100 courses from 8 academic schools allow students to 

explore areas of interest and passion to enhance their academic experience and broaden 

their base of knowledge. Updates to Humber‘s breadth offerings recently have been 

submitted to PEQAB as part of the Bachelor of Applied Technology (Industrial Design) 

Consent Renewal Application. The intent of breadth component underscores the adage 

coined by Michael P. Hart, an internationally recognized marketing and presentation skills 

speaker and trainer: 


―The ability to speak eloquently is not to be confused with having something to say.― 

The breadth courses offer students an analytical framework through which to observe and 

learn about themselves, their vocational area of study, society, and culture. These 

courses offer a perspective that encourages self-reflection and critique, and provide new 

opportunities for a rigorous exploration of the relationships between the self and others, 

social and political institutions, ethics and action, art and culture, and science and the 

natural world. They are centred in, but not necessarily limited to, the liberal arts and 

sciences. These courses may be grounded in the modes of analysis of a particular 

discipline or they may assemble and integrate the insights of several subject areas in an 

interdisciplinary manner. 

History of Degree Level Breadth at Humber 

In its initial 2001 degree submissions, Humber included a package of eighteen degree 

level elective courses to be offered to students registered in the first two degree programs. 

These elective courses were developed by faculty members in Humber‘s School of Liberal 

Arts and Science. At the time of the submissions to PEQAB, these faculty members were 

also developing elective courses for the joint degree/diploma programs offered to students 

enrolled in University of Guelph-Humber programs. All of the courses were favourably 

reviewed by the breadth assessor designated by PEQAB. 

Following the initial PEQAB submissions, the School of Liberal Arts and Science 

continued to add breadth courses to the pool as more degrees were developed, reviewed 

and implemented. By the time Humber was given Ministerial Consent in 2005 to offer the 

Bachelor of Applied Music (Contemporary Music) degree, the School of Liberal Arts and 

Science had developed thirty-one courses addressing both the upper and lower level in 

the following breadth categories: Arts and Literature; Social Sciences and Humanities; 

and Natural Sciences and Technology. In addition, the School developed and offered 

statistics and research methods courses for the various degree programs. The 

designation of the statistics and research methods courses as ―core‖ or ―non-core‖ shifts 

in relation to the degree area of study. 

In the development of the breadth courses, the School of Liberal Arts and Science sought 

the advice of discipline specialists outside of Humber as well as vocational faculty and 

students. Over the years, the breadth outlines which appeared in Humber‘s degree 

proposals included those which were not only to be reviewed by PEQAB assessors but 

many of which had also been reviewed by the University of Guelph‘s Senate and the 

Faculty of Nursing and Senate at the University of New Brunswick. 

The original design of Humber‘s breadth courses was guided by the PEQAB breadth 

benchmarks as well as the following five goals: 

 

 

 

Lifelong Learning: To afford students an opportunity to develop a foundation of 

knowledge and skills necessary to a life of learning and adaptation. 

Self-knowledge: To help students develop the ability to critically analyze the forces 

that shape their values, ideas, and personal circumstances so that they can cultivate a 

thoughtful, realistic, and positive sense of themselves. 

Global Perspectives: To help students understand the global forces that are shaping 

their local community, through an examination of diverse theories, narratives and 


histories about the environment, work, family, marketplace, politics, arts, sciences, 

and technology. 

Citizenship: To provide the community with educated graduates who are ethical, 

professional, and productive in the public workplace and who are informed and 

engaged citizens. 

Relevance: To evolve in a manner that is responsive and relevant to students and the 

changing circumstances in which they live. 

The New PEQAB Breadth Standards – 2009 

When PEQAB released its new breadth standards in 2009, Humber was the first college 

to prepare and submit a comprehensive program breadth application. The PEQAB 

reviewer of that submission (Dr. Peter Emberley, Professor of Political Science, Carleton 

University) concluded that Humber‘s capacity to offer breadth education meets or exceeds 

the Board‘s requirements. Dr. Emberley‘s submitted a very positive and detailed report of 

Humber‘s breadth package and provided Humber with some interesting suggestions for 

course areas of development for the future. In his report conclusion, he wrote: 

Over all, if my own students participated in Humber College’s breadth courses, I am 

certain that they would be animated, would experience the thrill of true intellectual 

discovery and debate, and in the process constitute themselves as a community of truly 

intellectual seekers. 

Following Dr. Emberley‘s review of Humber‘s breadth/liberal arts curriculum against the 

Board‘s new requirement and the Board assessment of that review, Humber received 

notification from the Ministry that ―the Board found Humber‘s overall capacity to offer a 

liberal arts curriculum within its degree programs in applied areas of study to be 

satisfactory.‖ 

The Humber Breadth Task Force 

The breadth component of its programs is an important consideration in the design of 

each and every degree program at Humber. Over the past ten years, as the number of 

degrees offered increased and the fields of study expanded, there emerged a need to 

review the purpose and complexity of the degree breadth courses. Included in this 

assessment was the desire to consider the weighting of core and non-core courses (which 

affects not only the content of the core area of study but also affects student transferability 

and credit recognition), the overall goals and status of the non-core breadth courses, 

student satisfaction with the range of non-core course offerings, the approval process for 

breadth courses and the areas of future growth of breadth education at Humber. 

In 2010 the Vice President Academic struck a Humber Breadth Task Force to review the 

comprehensiveness of the degree breadth package. Members from Humber‘s Degree 

Council were asked to sit on this committee in addition to other faculty representatives. 

This faculty-driven task force was asked to review the current state of breadth and 

prepare a list of recommendations to the Vice President Academic. The task force was 

supported by key academic administrators from two academic schools, the planning and 

development office and the office of the registrar. 

The Breadth Task Force solicited opinions from academic school heads, faculty members 

and students. Town hall sessions were held at both campuses and suggestions and 


feedback were received verbally and in writing by a number of key stakeholders. The 

nature and purpose of breadth education was also discussed with a number of degree 

program advisory committee members. In addition, the Task Force reviewed the 

definitions and practices in a wide variety of postsecondary institutions in Canada and the 

U.S. as well as institutions in Europe, Britain, Australia and parts of Asia. 

Working from the PEQAB breadth requirements and its own findings, the Breadth Task 

Force formulated a plan for the future of breadth at Humber and submitted its 

recommendations to the office of the Vice President. The recommendations were also 

posted on the Humber breadth web site and presented to a range of committees including 

Degree Council, the Academic Operations Committee, Academic Council and the Deans‘ 

Council. The breadth recommendations included: 

 

 

 

 

 

 

 

Definitions of core and non-core courses 

The introduction of new breadth categories for all breadth courses and one 

foundations course per category. 

The characteristics and requirements expected of lower and upper level breadth 

courses 

The need to release designated breadth courses in current programs of study in 

order to give students more choice and more options 

The opportunity for any academic school to offer breadth courses provided faculty 

members associated with the development and delivery of the courses possess 

the appropriate graduate credentials. 

The need for a breadth course approval and implementation committee to manage 

the process for breadth course submission and approval. Included in this 

recommendation was the need to ensure that the breadth courses would meet 

PEQAB requirements for degree level study and breadth. 

Clarification with regard to the role of the Registrar‘s Office in the management of 

breadth course offerings to ensure the appropriate rotation of courses to meet 

breadth category requirements as well as to ensure that all students gain access 

to an appropriate range of upper and lower level courses in each category. In the 

scheduling and timetabling process, the committee also recommended that 

Registration Office maintain the responsibility to ensure that the capacity of the 

school to offer the course is verified, appropriate facilities are in place to support 

delivery and that there is a mechanism to track student progress. 

The committee also included a recommendation regarding future degree design and had 

the following two recommendations as a result of its discussions: 

 

 

With regard to existing degrees, it is recommended that Schools be encouraged to 

consider releasing designated breadth courses from their schedules of study. This 

will serve to increase the amount of choice for our existing degree students. 

With regard to new degree development, it is recommended that, the maximum 

80% core: minimum 20% breadth ratio be examined, so that our degree programs 

provide additional breadth opportunities for students. 

Breadth Implementation Committee – Current Status & New Courses 

After reviewing the Task Force Recommendations, the Vice President Academic agreed 

that a breadth implementation committee should be struck. The mandate of this 

committee (combination of faculty, administrators and representatives from the Office of 


the Registrar) was to ―review, evaluate and categorize breadth courses to enable the 

implementation and maintenance of the degree program breadth requirements‖. It was 

recognized that not all of the recommendations from the task force could be addressed 

(e.g., one foundations course per category) until the new student registration system is in 

place (Fall 2013). Other changes such as the changes to degree design would be 

implemented gradually as new programs are developed and existing programs go through 

the consent renewal process. At the time of writing, the new model for degrees at Humber 

requires the inclusion of 10 free choice breadth electives. Conversions from designated 

electives to free choice electives have been a part of the recent consent renewal 

applications for the following degrees: 

 

 

 

Bachelor of Music 

Bachelor of Interior Design 

Bachelor of Creative Advertising 

The specific tasks and responsibilities of the Breadth Implementation committee were set 

in January 2012 as follows: 

 

 

 

 

 

 

 

 

Establish a template or framework for breadth course proposal submissions. 

Review and evaluate breadth course proposals submitted by the Schools. 

Define and clarify the types of courses which belong to each of the three breadth 

categories. 

Designate breadth course proposals into upper or lower level offerings. 

Identify gaps remaining in course offerings. 

Examine breadth course restrictions and equates, this includes all core courses, 

from a particular degree program, which could be taken as breadth courses by a 

non-major student. 

Report to the Vice President Academic on any issues that may impede the 

implementation and maintenance of the breadth requirements. 

Generate interest for all School‘s to offer breadth courses. 

Breadth Definitions: 

Working from the recommendations of the Breadth Task Force, the Committee adopted 

the following definitions for breadth education and breadth categories. 

1. Core Courses 

Core courses are those that contribute to the development of knowledge in the main 

field(s) of study. Core Courses can be in the main field(s) of study, or in related fields. 1 

Within this category of courses, there are: 

 

 

Mandated Courses: Courses designated by the Schedule of Studies. 

Core/Discipline-Related Electives: Courses within, or related to, the program‘s 

field of study of which the student is allowed a selection. Core electives may or 

may not exist within a given program. 

1 Postsecondary Education Quality Assessment Board, Degree Breadth Criteria, June 2010. 


2. Non-Core Courses (Breadth Courses): 

Non-core Courses are those that contribute to knowledge in fields unrelated to the main 

field(s) of study. 

All breadth courses are designed to provide graduates with the skills, knowledge, and 

awareness that they will need for their future roles as professionals, citizens, and 

members of a global community. These courses will provide students with a more than 

introductory knowledge in the humanities, sciences, social sciences, global cultures, 

and/or mathematics. 

Within this category of courses, there are: 

 

 

Foundation Courses: Humber‘s breadth courses are offered in three categories 

(Society, Culture and Commerce; Science and Technology; Arts and 

Humanities). All lower level courses are foundation courses. Degree level 

students are required to complete a lower course in at least one of the breadth 

categories. 

Breadth Electives: Courses which provide students with an opportunity to 

explore areas of interest. These courses could be used to explore a discipline 

the student hasn‘t been exposed to, or to augment knowledge in an area of 

study. 

Definitions of Breadth Categories 

Breadth courses are to be classified into the following three categories: 

1. Society, Culture and Commerce (SCC) 

This category includes the social sciences, and commerce. Courses in this category 

examine: i) human society and social relationships, including anthropology, political 

science, psychology, sociology, education, communication, and law; and ii) the exchange 

of goods and services between nations or people, including business studies, and 

economics. 

2. Science and Technology (ST) 

This category includes the natural sciences, the formal sciences, and technology. Courses 

in this category examine: i) the objects, phenomena, or laws of nature and the physical 

world, including biology, chemistry, and physics; ii) formal systems, including logic, 

mathematics, and statistics; and iii) the application of science to industry or commerce, 

including computer science and engineering. 

3. Arts and Humanities (AH) 

This category includes the humanities and the fine arts. Courses in this category examine: 

i) the human experience or condition, including languages, literature, history, philosophy, 

and religion; and ii) the fine arts, including music, art, dance, and drama. 


In the submission of courses to the breadth committee, developers are asked to provide a 

rationale as to why the course meets the criteria of the category identified. 

Lower and Upper Level Course Designation 

Breadth courses will be designated as lower or upper level offerings, based on the range 

of complexity represented in the course learning outcomes, the course content, and/or the 

abilities required of the student, as reflected in the methods of evaluation. 

More specifically, lower level courses will be those that have learning outcomes consistent 

with the lower end of Bloom‘s Taxonomy, and upper level courses will be those with 

learning outcomes reflecting the greater content mastery required when working from the 

upper end of Bloom‘s Taxonomy. 

All lower level courses include a significant emphasis on the development of 

competencies in one or more of the following areas: 

 

 

 

Writing 

Reading 

Numeracy 

Both lower and upper level courses will also contribute to the development of other 

competencies such as: 

 

 

 

 

Critical Thinking 

Research Skills 

Verbal/Presentation skills 

Other skills ________ 

(Note: In the submission of new outlines developers are asked to indicate which 

competencies are emphasized in the course. Additionally, as identified as a PEQAB 

requirement, upper level breadth courses will contribute to more than an introductory 

knowledge in the humanities, sciences, social sciences, global cultures, and/or 

mathematics; and more than introductory knowledge of the distinctive assumptions and 

modes of analysis of a discipline outside the core field(s) of study.) 

In addition: 

Some courses may have a suggested pre-requisite. (At the current time, this is not the 

norm but as more degrees are offered and more breadth courses become available, 

guidelines around prerequisites will likely evolve.) 

Students are required to complete one lower level breadth course in at least two of the 

three breadth categories. 

Students are required to complete one upper level breadth course in at least two of 

the three breadth categories. 

Students complete the remaining breadth degree requirements as free choice from the 

courses offered in the breadth categories. However, no more than 70% of their 

breadth courses may be at the lower level. 

The distinction between a lower-level and upper-level breadth course is assessed by the 

breadth implementation committee based on: 


Amount of writing required 

Required reading 

Nature of the assignments and evaluations 

Current Breadth Status 

Since January 2012, the Committee has: 

 

 

 

 

 

Identified all lower level courses as foundation courses. 

Reviewed the existing and approved lower and upper level breadth courses and 

placed them in the appropriate category. 

Developed a course submission process, template and assessment form 

Received and reviewed 39 new breadth courses for future delivery. These 

courses were included in this submission for the Bachelor of Applied Technology 

(Industrial Design) Consent Renewal. 

Established a process for the management of the student records and schedules 

to ensure that there is a rotation of choice of lower and upper level courses and 

that at a minimum of 50% of the courses are taught by a faculty member with a 

terminal credential in the field of study or in a related field of study (normally a 

doctorate). 

The approval process is an iterative process and the committee ensures that it is satisfied 

that all of the breadth elements are adequately addressed before a course can be put on 

the approval list. All breadth course outlines must come back for review every four years 

noting that the appropriateness of the courses will also be reviewed as part of every 

degree self-study. 

Conceptual and Methodological Awareness 

All courses are designed to develop and employ critical thinking skills alongside the 

acquisition of knowledge and skills associated with behavioural science. The program 

immerses students in the field of behavioural science as an area for critical analysis while 

encouraging the continual indepth development of professional skills. Students become 

critical practitioners as they experience various behavioural approaches enabling personal 

and professional growth through readings, reflective practices, experiential learning, 

presentations, and research. 

Each course balances experiential learning and theoretical work where students are 

exposed to current research, disciplinary issues, and modes of analysis used in the area 

of study. In their experiential learning in these courses, students apply skills and learnings 

in cognitive and behavioural analysis, counselling techniques, and interprofessional 

collaboration to design, implement and analytically evaluate specific behavioural science 

practices for individuals with diverse issues throughout the lifespan. In the senior years of 

the program, students further develop and apply their methodological awareness to the 

field of behavioural science, as they study advanced research skills, counselling, and 

consultation skills. The use of counselling labs, case analyses, and visiting experts in 

many courses in the program provide opportunities to explore the implications of current 

issues and recent research findings. Students are also able to pursue graduate studies in 

the field of behavioural science and related fields. The successful completion of the 

research courses and senior level thesis projects 1 & 2 enables this option. 


Graduates of the program are able to gather, review, evaluate, interpret and express 

information using a range of well-developed analytic and scientific methodologies. This 

competency is introduced in first and second year behavioural approaches courses, and 

further developed in courses such as Behavioural Pharmacology, Psychometrics, and 

Special Topics in Behaviour Analysis. 

Students are expected to practice as behavioural science professionals using cognitive 

and behavioural analysis recognizing the needs of individuals, the community, and the 

means of managing organizations, non-profits, government organizations, and community 

enterprises. This competency is introduced in courses such as Interprofessional 

Collaboration and is advanced throughout the program in such courses as Issues in 

Behavioural Psychology and Consultation Skills. 

All courses develop students‘ methodological and conceptual awareness through 

readings, assignments, lectures, demonstrations, counselling labs, scenarios, projects 

and other learning activities which are designed to support proficiency in behavioural 

science while also fostering flexibility, and resilience to adapt to emerging trends, 

practices and challenges in this ever-changing landscape. 

Application of Knowledge 

A significant focus of the program is the integration of the conceptual and the applied 

aspects of the program. Coursework and the work placement experience provide 

opportunities for the application of practical skills. Students use current practices in 

behavioural science throughout the program to develop and apply their skills and develop 

knowledge and strategies based on real-world situations. 

The program stimulates inquiry, independent judgment, critical self-awareness, analysis 

and creative approaches to behavioural science. The use of active learning through case 

analysis and project-based inquiry encourages the development of both students‘ 

capacities for independent learning and their ability to work with others. It develops 

students‘ abilities to solve problems in creative ways, to identify and redefine problems, to 

raise and address appropriate issues and to make decisions. In their discussions, 

research papers and case analyses, students are required to present and evaluate 

relevant recent research findings, and to sustain persuasive and logical arguments that 

challenge underlying assumptions from a number of informed perspectives. 

Graduates of the program develop an ability to apply behavioural science skills to 

effectively analyze and express themes and issues from a range of professional contexts 

and perspectives. This competency is introduced in cognitive and applied behaviour 

analysis courses and is advanced in courses such as Group Behavioural Counselling and 

Individual Behavioural Counselling. 

Students are also expected to interpret and apply theoretical and ethical frameworks to 

identify and solve behavioural science problems in a variety of contexts. This competency 

is introduced in courses such as Ethics and Professionalsm and developed throughout the 

program in courses in the psychology, research and special populations streams of study. 

Many of the individual courses require case analyses, presentations, and research papers 

which provide increasingly sophisticated practice-based exercises preparing students for 

senior level applications required in the senior level thesis projects. 


Students participate in one mandatory work term of 14 weeks of professional experience, 

where they apply knowledge and skills to real life applications. Students research and 

develop a plan for their internship placement selecting from a wide variety of opportunities 

in community organizations, government organizations, not-for-profit organizations. 

Communication Skills 

The ability to communicate effectively with the level of sophistication required for 

sustained employment and life-long learning is a core outcome for all undergraduate 

programs. In this program, the focus is additionally on effectively communicating with a 

variety of professionals and specialists within the field of behavioural science to enable 

the best outcomes for clients and the professional development of the graduate. The 

advisory committee for this program and employer survey results overwhelmingly 

emphasized the core skills of precise writing and oral communication as highest priorities 

for new graduates as professionals often write assessment and intervention plans in 

addition to counseling, facilitating and consulting. The program has been designed to 

support the development of these skills through direct and indirect means in every course 

in each year of the program. Students are expected to prepare for classes by reading and 

responding to textbooks, journal articles and websites and to write daily in journals, 

papers, critiques and annotations. In research courses, counseling and consultation 

courses, students are expected to communicate effectively in written and oral form. 

A core competency to be demonstrated by graduates is to present ideas and information 

accurately and creatively using written, oral, audio-visual and web-based formats. The 

program is designed with recognition of the developmental nature of communication 

abilities. Courses are sequenced to support students‘ learning and to gradually raise 

expectations for higher levels of sophistication and creativity over the four years of the 

program. 

Awareness of the Limits of Knowledge 

As students gain proficiency and become more fully immersed in theoretical language and 

practical skills, they become increasingly aware of the limits to their knowledge. This 

awareness is fostered intentionally through an emphasis on reflective practice, critique, 

analysis of new and emerging trends and practices and a relentless pursuit of excellence. 

In theoretical courses, students approach questions of behavioural science from 

psychological, sociological, historical, and cultural viewpoints. The courses Issues in 

Behavioural Psychology and Senior Level Thesis Project 1 & 2 are designed to challenge 

students‘ perceptions and assumptions in terms of their own practical work. 

Throughout the program, current standards of practice as well as legal, ethical and 

regulatory issues will be emphasized. Students are made aware as new issues arise, 

beyond current knowledge. For example, students are kept current in their understanding 

of the impacts of continued globalization, advances in technology, developing standards, 

and legislation. Throughout the program, students are encouraged to visit key 

organizations, associations and government websites and to review periodicals and 

academic journals from the field in order to recognize new developments that require 

study. 

Throughout the program, students study various schools of thought about behavioural 

science and its related disciplines, their foundations, explanatory power, limitations, 


external influences and areas requiring further study. As students investigate and use 

current research in the field to support any analysis they undertake, they are challenged to 

consider both the limitations in the practical application of the information to actual 

problems, as well as areas that need to be investigated further. 

Professional Capacity/Autonomy 

The program has been designed to address specific professional skills which provide the 

foundation for a student‘s academic, employment, professional, and personal success. 

These skills include initiative, personal responsibility, accountability, teamwork, decisionmaking, 

management of learning, and behaviour consistent with academic integrity and 

social responsibility. Graduates of this program emerge with the following skills: 

 

 

 

 

 

 

interpersonal skills derived from group assignments, interactions with faculty and 

representatives from the field, and relevant work experience, 

independent research and delivery skills developed from the research projects 

built into various courses throughout the program, 

problem solving and decision-making strategies developed through using 

simulations and case analyses, 

teamwork and negotiation skills developed through team assignments, 

time and project management skills gained through planning and completing a 

variety of projects and assignments, 

self-awareness, openness and sensitivity to diversity in terms of people, cultures, 

and through rigorous reflection, critique and analysis. 

In addition, the program emphasizes and promotes the need for independent and 

continuous learning. The program is delivered with this principle in mind, as well as with 

the need to strategically define areas of interest and expertise. This program produces 

highly competent behavioural science professionals while affording students the 

opportunity to develop their special areas of interest and expertise through selected 

assignments, presentations, project choices, and work experience. 

The program prepares students to take increasing responsibility for the content and 

direction of their work. It has been designed to support individual development, as well as 

the progressive acquisition of independent learning skills by promoting the value of 

additional reading and research into areas of discussion, and through the use of 

increasingly complex and independent study projects in the final years of the program. 

The need for continual updating of knowledge from the field is emphasized in all core 

courses. Throughout the program, students are made aware of opportunities to further 

their knowledge in the field, both through programs offered by professional associations 

as well as through graduate study. Continuing professional development and the need for 

currency and on-going learning are stressed. 

Through the review of the field, academic journals, discussions with leaders from the field 

and ongoing review of publications, students are able to identify their role in the dynamic 

and increasingly complex field of behavioural science. 


D2 

Professional Accreditation 

D2.1 Professional / Accreditation Associations Requirements & Standards 

 

 

 

The Ontario Association for Behaviour Analysis (ONTABA) is an Affiliate 

Chapter of the Association for Behaviour Analysis International and supports 

the Behavior Analyst Certification Board (BACB). ONTABA currently has 

members from professions such as education, nursing, health care and 

psychology. 

ONTABA‘s vision is to foster a culture of excellence, integrity, and expertise for 

the advancement and promotion of the science of behaviour analysis. 

ONTABA‘s mission is to demonstrate leadership, knowledge, and innovation in 

education, training, and research for the ethical and effective application of 

behaviour analysis. 

In requesting the support of the program, the ONTABA Board drafted and voted on 

a criteria based on the BACB course sequence and ABAI accreditation criteria for 

undergraduate programs on which to base their support. The ONTABA Board 

compared Humber‘s program with course hours and ONTABA‘s criteria for 

support. This comparison is attached below. In light of this positive comparison 

and considering the role of ONTABA in the community, the ONTABA Board 

decided that they could support Humber‘s program in Behavioural Science and 

their letter of support follows. 

At this time, Humber is in the process of applying to the Behavior Analyst 

Certification Board (BACB) for formal approval of degree level training for the 

Board Certified Assistant Behavior Analyst (BCaBA). The application requires 

Humber‘s program to meet stringent behaviour analyst issues including theory, 

methodology, and ethics. The submission requires detailed mapping of course 

topics, learning outcomes, course outlines and faculty CV‘s for submission. The 

application will be submitted in full in January 2013. An update on the status of the 

submission will be provided at the time of review. 



D2.2 Letters from Professional/Accreditation Associations 


D3 

Learning Outcomes 

D3.1 Degree Level Learning Outcomes 

Degree Level Learning Outcomes 

Upon graduation of a baccalaureate degree 

program, the graduate will demonstrate sufficient 

rigour, breadth and depth required to satisfy 

Ontario Qualifications framework. Specifically, a 

graduate will: 

1. Demonstrate more than an introductory 

knowledge of the overall discipline/major 

field(s) as well as a specialized area within 

that discipline. 

2. Demonstrate more than an introductory 

knowledge of a discipline outside the core 

field(s) of study. 

3. Conduct modes of inquiry/analysis which 

reflect multiple perspectives found within and 

outside the field of study. 

4. Conduct inquiries and critically evaluate 

arguments, assumptions, abstract concepts 

and data (qualitative and quantitative) to make 

judgments and to frame appropriate questions, 

arguments and solutions using methodologies 

inherent in the discipline/field of study. 

Courses or course segments that 

contribute to achievement of outcome 

Note: All of the courses in the degree 

contribute to the attainment of the degree 

level outcomes but the following courses or 

course segments emphasize specific 

aspects of the outcomes. 

Research in Behavioural Science 

Group Behavioural Counselling 

Individual Behavioural Counselling 

Interprofessional Collaboration 

Senior Level Thesis Project 1 & 2 

Psychometrics 

Special Topics in Behaviour Analysis 

Issues in Behavioural Psychology 

Consultation Skills 

Breadth Courses Years 3 & 4 






All Breadth Courses 

Applied Behaviour Analysis 1 & 2 

Cognitive Behavioural Approaches 1 & 

2 

Developmental Disabilities & Dual 

Diagnosis 

Behavioural Assessment 

Autism Spectrum Disorders 

Quantitative Research Methods 

Qualitative Research Methods 

Ethics and Professionalism 

Behavioural Pharmacology 

Aging and Dementia 


Addictions 







5. Communicate information, ideas, problems 

and solutions to both specialist and nonspecialist 

audiences. 

6. Analyze the historical and contemporary 

developments of the field. 

7. Plan, conduct and evaluate applied research 

and/or produce a body of original, creative 

work. 

8. Demonstrate leadership skills as well as, 

collaboration, cooperation and consultation 

skills as a team member. 

9. Demonstrate the skills, knowledge and abilities 

required for both further education and 

successful employment in the field of study. 

10. Adhere to academic, professional, ethical and 

legal codes of conduct. 



 

 

 

 

Psychometrics 





Diagnosis 






Addictions 





Psychometrics 

Organizational Behaviour 




 

 

 

 



Special Topics in Behavioural Analysis 





Work Placement 



Work Placement 





All courses, specifically: 






All courses, specifically: 






 



D3.2 Core Program Level Learning Outcomes 

D3.2.1 Design of Program Learning Outcomes: 

The development team aligned the design of program learning outcomes with the 

University Degree Level Expectations (UDLE) as set out by the Ontario Qualifications 

Framework. The six categories of expectations provided structure to a set of overall 

program outcomes. 

UDLE Category 

1. Depth and 

Breadth of 

Knowledge 

2. Knowledge of 

Methodologies 

3. Application of 

Knowledge 

Bachelor of Behavioural Science Program Learning Outcomes 

1. Critically review and utilize research and evidence in behavioural 

assessment, intervention and education. 

2. Analyze and review current theories, treatment options, and 

professional practices in Behavioural Science and general 

psychology. 

3. Examine and explain the application of Behavioral Science with 

specific special populations. 

4. Design, implement and present single subject research. 

5. Research, analyze and interpret qualitative and quantitative 

information in Behavioural Science within the wider context of 

clinical psychology and pharmacology. 

6. Apply theories and best practices for individual and group 

counselling in a behavioral context. 

7. Integrate and deliver behavioural services within a wide range of 

community settings including social, health and educational. 

8. Design, conduct and analyze behavioural and cognitive 

behavioural assessments. 

9. Propose, design, write and evaluate, utilizing behavioural 

measures, behavioural and cognitive behavioural interventions for 

a variety of client groups. 

4.Communication 

Skills 

10. Plan, co-facilitate and evaluate cognitive behavioural groups. 

11. Design and deliver educational material using a variety of modes, 

utilizing principles of adult education and knowledge translation. 

12. Write professional-style reports, behaviour assessment and 

intervention plans, and educational materials. 

13. Teach mediators to implement assessment and intervention 

plans. 

14. Explain and teach behavioural concepts using accessible 

language and/or terminology depending on the needs of the 

learner, colleague, client or other stakeholder. 


UDLE Category 

5. Awareness of 

the Limits of 

Knowledge 

6. Professional 

Capacity / 

Autonomy 

Bachelor of Behavioural Science Program Learning Outcomes 

15. Deliver professional services according to ethical guidelines within 

the scope of practice. 

16. Acknowledge the limits of knowledge in the field of behavioural 

science through professional practices and academic writing. 

17. Work collaboratively within an inter-professional team to deliver 

behavioural services to a variety of clients. 

18. Practice leadership and adult education principles to contribute to 

the development of the field of behavioural science and 

organizational development. 

19. Manage and direct own continuous learning, pursuing 

opportunities for constant renewal of skills, knowledge and 

attitudes. 


D3.2.2 Core Program Level Learning Outcomes 

Program Level Learning Outcomes 

1. Critically review and utilize research and 

evidence in behavioural assessment, 

intervention and education. 

2. Analyze and review current theories, 

treatment options, and professional 

practices in Behavioural Science and 

general psychology. 


contribute to achievement of 

outcome 


Cognitive Behavioural Approaches 1 

& 2 

Communications for Behavioural 

Science 

Counselling and Facilitation Skills 

Developmental Disabilities and Dual 

Diagnosis 




Mental Health Across the Lifespan 


Aging & Dementia 




Addictions 


Psychometrics 







Introduction to Psychology 


& 2 





Diagnosis 












3. Examine and explain the application of 

Behavioural Science with specific 

populations. 

4. Design, implement and present single 

subject research. 



outcome 

Addictions 


Psychometrics 








& 2 





Diagnosis 

Developmental Psychology 










Addictions 


Psychometrics 








& 2 



Diagnosis 







5. Research, analyze and interpret qualitative 

and quantitative information in Behavioural 

Science within the wider context of clinical 

psychology and pharmacology. 

6. Apply theories and best practices for 

individual and group counselling in a 

behavioural context. 



outcome 






Family Dynamics 




Addictions 


Psychometrics 







Diagnosis 














Addictions 


Psychometrics 












7. Integrate and deliver behavioural services 

within a wide range of community settings 

including social, health and educational. 

8. Design, conduct and analyze behavioural 

and cognitive behavioural assessments. 

9. Propose, design, write and evaluate, 

utilizing behavioural measures, behavioural 

and cognitive behavioural interventions for 

a variety of client groups. 



outcome 



Diagnosis 








Addictions 


Psychometrics 







& 2 



Diagnosis 









Addictions 


Psychometrics 







& 2 

 

 



Diagnosis 



10. Plan, co-facilitate and evaluate cognitive 

behavioural groups. 

11. Design and deliver educational material 

using a variety of modes, utilizing principles 

of adult education and knowledge 

translation. 



outcome 










Addictions 


Psychometrics 






& 2 



Diagnosis 










Addictions 


Psychometrics 



 

 

 

 

 

 

 

 



Diagnosis 









12. Write professional-style reports, behavior 

assessment and intervention plans, and 

educational materials. 

13. Teach mediators to implement assessment 

and intervention plans, and educational 

materials. 

14. Explain and teach behavioural concepts 

using accessible language and/or 

terminology depending on the needs of the 

learner, colleague, client or other 



outcome 


Addictions 


Psychometrics 







& 2 





Diagnosis 











Addictions 


Psychometrics 












 

 

 









outcome 

stakeholder. Ethics and Professionalism 







Addictions 







15. Deliver professional services according to 

ethical guidelines within the scope of 

practice. 

16. Acknowledge the limits of knowledge in the 

field of behavioural science through 

professional practices and academic 

writing. 

17. Work collaboratively within an interprofessional 

team to deliver behavioural 

services to a variety of clients. 





Diagnosis 









Addictions 










 

 

 

 

 

 



Diagnosis 







18. Practice leadership and adult education 

principles to contribute to the development 

of the field of behavioural science and 

organizational development. 

19. Manage and direct own continuous 

learning, pursuing opportunities for 

constant renewal of skills, knowledge and 

attitudes. 



outcome 




Addictions 






















D.3.3 Non-Core Program Level Learning Outcomes 

Definition of non-core courses: 

In accordance with the PEQAB requirements, breadth courses at Humber are those that 

contribute to knowledge in fields unrelated to the main field(s) of study. All breadth 

courses are designed to provide graduates with the skills, knowledge and awareness that 

they will need for their future roles as professionals, citizens, and members of a global 

community. These courses provide students with more than an introductory knowledge in 

non-core areas of study. Within the non-core category of courses, there are: 

Foundation Breadth Elective Courses: Degree level students are required to complete a 

foundation course in one of the breadth categories. The purpose of the foundation course 

is to expose students to non-core areas of study while simultaneously giving them 

opportunities to build core competencies in the areas of reading, writing and/or numeracy 

as well as critical thinking skills, research skills, verbal/presentation skills and other skills 

for further study. 

Breadth Electives: These are courses that provide students with opportunities to explore 

areas of interest, to build competencies in literacy, numeracy and critical thinking skills 

and to acquire knowledge outside the program area of study. 

Humber‘s degree elective courses are offered in three different categories: Society, 

Culture and Commerce; Science and Technology; and Arts and Humanities which are 

defined as follows: 

Society, Culture and Commerce 

This category includes the social sciences, and commerce. Courses in this category 

examine i) human society and social relationships, including anthropology, history, 

political science, psychology, sociology, education, communication, and law; and ii) the 

exchange of goods between nations or people, including business studies, and 

economics. 

Science and Technology 

This category includes the natural sciences, the formal sciences, and technology. 

Courses in this category examine i) the objects, phenomena, or laws of nature and the 

physical world, including biology, chemistry, and physics; ii) formal systems, including 

logic, mathematics, and statistics; and iii) the application of science to industry or 

commerce, including computer science and engineering. 

Arts and Humanities 

This category includes the humanities and the fine arts. Courses in this category examine 

i) the human experience or condition, including languages, literature, history, philosophy, 

and religion; and ii) the fine arts, including music, art, dance, and drama. 


Non-Core Program Level Learning Outcomes 

In addition to the demonstration of an 

introductory knowledge in a non-core area of 

study, students who complete foundation 

courses will be able to demonstrate 

competencies at the degree-level in one (or 

more) of the following areas: 

 

 

Writing, reading, and/or numeracy as well 

as 

Critical thinking, research skills, 

verbal/presentation skills and skills for 

further study. 

Demonstrate creative and critical thinking, 

qualitative and quantitative reasoning, problem 

solving, research, written and oral 

communication skills 

Demonstrate more than an introductory 

knowledge in the humanities, sciences, social 

sciences, global cultures and/or mathematics 

Demonstrate the values and skills associated 

with being responsible, reflective individuals in a 

range of economic, social, political, cultural and 

personal environments. 

Critically analyze and evaluate the distinctive 

assumptions and modes of analysis of a 

discipline outside the core field of study. 

Engage in productive and informed dialogues 

that reflect current knowledge in a discipline 

outside the core field of study. 



All foundation (lower level) non-core 

courses 

All non-core courses 

Upper level non-core courses 





D4 


D4.1 Program Map 

Courses and Other Graduation Requirements 

Sem 

Behavioural 

Approaches 

Special 

Populations 

Psychology Research Methods Ethics and 

Professionalism 

Breadth 

Electives 

F (1) 

Applied Behaviour 

Analysis 1 

Introduction to 

Psychology 

Communications for 

Behavioural Science 

Elective 1 

Counselling and 

Facilitation Skills 

W (2) 

F (3) 

W (4) 

Cognitive Behavioural 

Approaches 1 


Assessment 


Analysis 2 


Approaches 2 

Developmental 

Disabilities and Dual 

Diagnosis 

Autism Spectrum 

Disorders 

Developmental 

Psychology 

Mental Health 

Across the Lifespan 

Quantitative 

Research Methods 

Qualitative 


Ethics and 


Elective 2 

Elective 3 

Elective 4 

Elective 5 

F (5) 


Pharmacology 

Aging and Dementia Family Dynamics Research in 


Elective 6 

W (6) 

S 

F (7) 

W (8) 

Group Behavioural 

Counselling 

Senior Level Thesis 

Project 1 

Individual Behavioural 

Counselling 


Project 2 

Addictions 

Interprofessional 

Collaboration 

WORK PLACEMENT – Mandatory 14 week internship (no academic credit) 

Psychometrics 

Organizational 

Behaviour 

Special Topics in 

Behaviour Analysis 

Issues in 


Psychology 

Elective 7 

Elective 8 

Elective 9 

Consultation Skills Elective 10 


D4.2 Core Course Descriptions 

Year and 

Semester Course Title Calendar Course Description 

YEAR 1 

Semester 1 

Semester 1 

Semester 1 

Semester 1 


Analysis 1 


Psychology 





This course provides a foundation of the 

principles and ethical practices of Applied 

Behaviour Analysis. Students explore the 

historical basis of Behaviour Analysis and the 

current application of theory and principles in 

a variety of environments. Students have the 

opportunity to apply their learning to identify, 

define and measure behaviour; evaluate, 

maintain and generalize behaviour change, 

and determine ways to conduct assessments 

and interventions. Students explore the 

application of behavioural science within 

interprofessional teams and other community 

settings. 

This course is designed to introduce students 

to the field of psychology. Students will be 

exposed to a discipline that is rich in 

theoretical diversity, research findings, and 

practical applications. They will be 

encouraged to think critically and challenge 

their preconceptions. 

This course provides an overview of 

professional communication skills essential in 

the field of Behavioural Science. Students 

study the structure, process and content of 

various professional reports and essays. 

Interpersonal communication skills, including 

verbal and non-verbal communication, are 

explored and students practice developing 

both their written and verbal skills. Essay 

writing, resume writing, designing and 

delivering presentations and basic library 

research skills are covered. Students practice 

writing clear instructions and objective 

reporting. An introduction to teamwork and 

adult learning is included. 

This course prepares students to use 

counseling, interviewing and facilitation skills 

in their work with individuals in clinical 

settings. Skills and strategies of intentional 

interviewing, counseling and facilitation are 

examined and practiced in class. Students 

explore their personal style and determine 


Year and 


ways to incorporate micro skills including, 

active listening, observing, questioning, 

summarizing and reflecting. Students have the 

opportunity to apply and integrate their skills in 

Behavioural Science to scenarios involving 

various challenges including conflict and 

resistance and structuring and focusing 

sessions. Students develop and build on, their 

natural style, reflect on their strengths and 

identify personal goals. 

Semester 1 Breadth Elective Students select from a wide variety of courses 

outside their discipline drawn from the fields of 

arts and humanities, social sciences, and 

natural sciences. See descriptions for breadth 

electives. 

Semester 2 

Semester 2 


Approaches 1 

Developmental 


Diagnosis 

The purpose of this course is to provide 

students with a clear understanding of the 

theoretical underpinnings of Cognitive 

Behaviour Therapy, as well as practical 

training and demonstration of cognitive 

behavioural techniques. This will be a handson 

class with students expected to participate 

in role plays, mock therapy sessions, and to 

practice CBT techniques on themselves. Case 

conceptualization and treatment planning from 

a cognitive behavioural perspective will be 

presented, as well as systematic application of 

the CBT model to specific disorders and 

mental health problems. 

This course provides an overview of 

developmental disabilities and their potential 

impact on the behaviour of individuals who are 

identified as having a developmental disability. 

Topics will include the definition of 

developmental disability, causes of 

developmental disabilities and the 

characteristics of specific disabilities. The 

history of developmental disabilities, current 

services, service trends and issues will be 

reviewed. Particular emphasis will be placed 

on factors that affect behaviour such as health 

problems, limited understanding, skill deficits, 

communication limitations and lack of control. 

A module on dual diagnosis covers symptom 

presentation of mental illnesses in people with 

developmental disabilities and the 


Year and 


Semester 2 

Semester 2 

Developmental 

Psychology 

Quantitative Research 

Methods 

biopsychosocial model of mental illness. 

Participants will be encouraged to consider 

the wide range of characteristics associated 

with developmental disabilities that should be 

incorporated into a functional behavioural 

assessment. 

This course is designed to introduce students 

to theory, methodology and research findings 

in the field of life-span developmental 

psychology. Students will explore human 

development from conception to death, 

focusing on biological, cognitive and emotional 

processes. 

This course prepares students for research 

projects by introducing and exploring various 

quantitative techniques. Students will learn to 

interpret, analyze and present statistical and 

other quantitative data from a variety of 

sources. Topics include the role and 

characteristics of data in statistical studies; the 

principles of data collection, including 

sampling techniques and estimation; the 

statistical analysis of one and two-variable 

data; probability distributions; and the 

presentation of data using graphical tools. 





electives. 

YEAR 2 

Semester 3 


Assessment 

This course will provide students with the 

practical knowledge of how to conduct 

comprehensive and evidence-based 

biopsychosocial and functional behavioural 

assessments (indirect assessments, 

descriptive assessments, visual analyses, 

functional analyses) commonly performed by 

behaviour analysts in mental health, 

education, and community settings. 

The texts, readings and exercises in this 

course will provide the student with a bestpractice 

framework for understanding the 

function(s) of complex behaviour (why 


Year and 


individuals use inappropriate behaviour to get 

something or get out of something) while 

utilizing a function-based behavioural 

assessment and classification system. 

Students will begin to integrate and link 

assessment results to prescriptive behavioural 

interventions emphasizing function-based 

replacement behaviours. Students will also 

learn how to improve the quality of 

assessments while considering the social 

validity, treatment integrity, and contextual fit 

of behavioural procedures as part of the 

assessment process. 

Semester 3 

Semester 3 

Semester 3 


Analysis 2 


Disorders 

Ethics and 


Principles of Behaviour Analysis are explored 

and ethical application in various 

environments is examined. Students study the 

principles of behaviour in depth and design 

functional behavioural assessments, functionbased 

interventions, and skills training for 

case studies representing various client 

groups. Current issues in Applied Behaviour 

Analysis are discussed and considered when 

designing assessment and interventions. 

Strategies to promote maintenance and 

generalization are examined and designed. 

This course is designed to provide the student 

with an understanding of the aetiology, 

symptomology, diagnostic issues, and 

treatment in Autism Spectrum Disorders 

(ASDs). The curriculum is based on selected 

readings from the most current research in the 

field. Particular focus will also be given to a 

critical analysis of popular controversies, 

evidence-based practices, the contributions of 

ABA in the treatment of ASDs, and 

competency in working within an 

interdisciplinary team and with diverse cultural 

and familial systems. 

This course involves students in the 

exploration and consideration of issues of 

ethical and professional practice in the field of 

Behavioural Science. Students study ethical 

principles and in particular ethics for 

Behaviour Analysts and responsible practice. 

Values and life experience are considered and 

current codes of ethics and relevant legislation 


Year and 


is covered. Issues of diversity, 

interprofessional practice, multiculturalism and 

professional competence are explored. 





electives. 

Semester 4 

Semester 4 


Approaches 2 

Mental Health Across 

the Lifespan 

Cognitive behavioral therapy combines 

behavioral and cognitive interventions: 

behavioral interventions aim to decrease 

maladaptive behaviors and increase adaptive 

ones, and cognitive interventions aim to 

modify maladaptive thoughts, self-statements, 

or beliefs. Although a number of variations on 

the original theory have developed over the 

decades, all types of cognitive behavioral 

therapy are unified by their empirical 

foundation, reliance on the theory and science 

of behavior and cognition, and the centrality of 

problem-focused goals. The objective of this 

advanced course is to provide an in-depth 

understanding of the cognitive-behavioural 

theory and model, as well as the application of 

cognitive-behavioural principles in complex 

clinical situations. Case formulation from a 

cognitive-behavioural perspective will be 

emphasized in order to develop efficacious 

intervention plans. Several cognitive 

behaviour therapy treatment techniques will 

be presented, such as motivational 

interviewing, exposure-based therapies, 

behavioural activation, mindfulness-based 

CBT, dialectical behaviour therapy, 

acceptance and commitment therapy, as well 

as a new transdiagnostic approach to 

cognitive behaviour therapy. Hands-on, 

practical application of specific skills will be 

emphasized. 

This course is an introduction to mental health 

diagnoses outlined in the DSM IV-TR, their 

importance at different developmental stages, 

and how they are viewed by different cultural 

and ethnic groups. It covers the history of how 

work with individuals with psychiatric 

disabilities has changed, including the shift 


Year and 


Semester 4 

Qualitative Research 

Methods 

from a strictly biomedical to a 

Recovery/Empowerment approach. It includes 

new information from the fields of 

neuropsychology and positive psychology that 

explains why some interventions such as 

cognitive behavioural and interpersonal 

therapy, mindfulness, the building of 

community support systems, and a focus on 

spirituality and creative endeavours in art, 

music, and writing are helpful. Course 

participants are encouraged to think critically 

about mental health diagnoses and 

treatments, and consider what alternatives to 

conventional treatment exist that are 

evidence-based. 

The purpose of this course is to equip 

students with a knowledge and understanding 

of key concepts and methodologies 

associated with both qualitative and 

quantitative data analysis and research design 

in the social sciences. Students will learn how 

research studies are designed, why a 

particular research methodology is chosen 

and how that methodology is then carried out. 

Several research designs within quantitative 

and qualitative research methodologies will be 

presented. From a quantitative perspective, 

the course will look at surveys, a method 

which allows researchers to assess and 

quantify, for example, problems or needs 

within a community or client populations, 

patterns of service delivery, consumer 

satisfaction and public opinion. In regards to 

qualitative research, students will be 

introduced to methods such as ethnography, 

participant observation, interviewing and focus 

groups. In addition to covering ethical protocol 

in research, the course will investigate the 

interpretation of results, the writing up of 

findings and effective communication of data. 

In providing students with some background in 

how research is conducted and presented, the 

course will offer students the skills to think 

critically about research results that are 

presented to them in their coursework and in 

the media. 



Year and 





electives. 





electives. 

YEAR 3 

Semester 5 


Pharmacology 

This course will provide the student with the 

opportunity to develop knowledge about the 

psychopharamacological approaches to 

behavioural management. This course will 

give the student the opportunity to explore his 

or her individual perspective with regards to 

the use, management and ongoing 

assessment of medication to support 

behaviour across the lifespan and with special 

populations. 

Semester 5 Aging and Dementia In this course participants will critically 

examine current attitudes towards aging and 

how these manifest in the care and treatment 

of older adults within families and in care 

facilities. Participants will look at how older 

adults are portrayed in various media, and by 

policy makers, and explore the impact of this 

portrayal. 

The definitions and causes of dementia, 

current brain research, assessment strategies, 

and a range of conventional and creative 

models and approaches to dementia care will 

be discussed, including non-standardized 

cognitive behavioural interventions, Namaste; 

and the use of dramatization, laughter, 

narrative and reminiscing, creative 

communication, art, music, photography, and 

ways to strengthen and preserve the human 

spirit through various spiritual traditions, 

especially at the end of life. 

Semester 5 Family Dynamics This course will deal with family dynamics 

from a systemic and a developmental 

viewpoint. Students will become familiar with 

systems and ecological theory, family 


Year and 


Semester 5 

Research in 


structure and development, families in 

transition, history and cultural diversity. 

Students will become personally and 

professionally aware of the impact of family 

history on future relationships. 

This course will provide an introduction to a 

variety of ways in which research is conducted 

in Behavioural Science, focusing specifically 

on single-subject designs. Other topics will 

include the analysis of single-subject designs, 

knowledge translation and implementation. 

The aim of this course is to prepare students 

to design, conduct and evaluate research that 

is commonly performed by Behaviour Analysts 

in both experimental and applied settings. A 

written component is required. 





electives. 

Semester 6 


Counselling 

This course is designed to provide a 

comprehensive overview of Group Therapy 

and Group Dynamics with a Behaviour 

Therapy approach. A review of Behavioural 

Therapy strategies will be provided and 

emphasis will be placed on selecting 

strategies for group development of target 

populations. In addition, a major focus will be 

placed on evaluating the group process and 

identifying progress and impediments to group 

therapy, as well as on how to problem-solve 

when difficult issues arise. 

Semester 6 Addictions This course introduces participants to theories 

of, and types of addiction, its underlying 

causes, assessment and screening methods, 

cutting edge interventions with evidence of 

high rates of success, and relapse prevention. 

Brain research and its implications in choosing 

treatment options will also be discussed, as 

will controversies related to philosophical 

frameworks of how to treat addiction, 

specifically abstinence versus harm reduction 

approaches. 

How addiction affects specific groups, as well 


Year and 


Semester 6 


Collaboration 

as strategies for promoting individuals‘ 

empowerment and recovery using Positive 

Psychology, Strengths-Based, Motivational, 

and Spirituality approaches will be covered. 

This course prepares students to work in 

various environments with teams of 

professionals from a variety of backgrounds. 

Students acquire knowledge, skills and 

attitudes to work and communicate 

collaboratively with others in order to provide 

and enhance clinical and educational services 

to client groups. Students practice facilitating 

interprofessional teams and develop ways to 

enhance interprofessional practice within 

Behavioural Science and other professional 

areas. Students investigate and become 

familiar with professional roles and issues of 

interprofessional practice and high performing 

teams. Students identify and contribute to, 

professional community groups and 

organizations that seek to advance and 

advocate for interprofessional practice. 





electives. 





electives. 

YEAR 4 

Semester 7 


Project 1 

Senior Level Thesis Project 1 is the first of two 

courses providing students with an opportunity 

to integrate and apply their skills and 

knowledge in Behavioural Science developed 

through study and experiential learning. Over 

the course of the two senior level courses, 

students research a topic relevant to clinical 

work and/or research in the field and develop 

a comprehensive thesis. The thesis may 

involve primary and/or secondary research 

and may be related to their practicum 

experience or may be in another area of 


Year and 


Semester 7 


Counselling 

Behavioural Science. Students meet in small 

groups guided by faculty, to design, research, 

critique and share their work. A proposal will 

be submitted to and approved by, the 

supervising college faculty. The first draft of 

the project will be completed in Part 1. The 

project is completed in Senior Level Thesis 

Project 2 in the final semester of the BBS 

program. 

This course provides a detailed analysis of the 

theory and application of behavioural therapy 

techniques in contrast with cognitive 

techniques for use in individual counselling 

settings. Behavioural and cognitive strategies 

and their appropriate use in individual 

psychotherapy will be examined, followed by a 

thorough review of techniques to consider 

when conducting assessments and collecting 

behavioural observations. A strong emphasis 

will also be placed on preparing professional 

reports and charting therapy outcomes for use 

in multidisciplinary settings. 

Semester 7 Psychometrics The objective of this course is to provide a 

thorough examination of the concepts and 

principles of statistical analysis and design 

that underpin evaluation and development in 

psychological testing. 

Semester 7 


Behaviour 

This course in Organizational Behaviour 

provides an opportunity for students to 

examine individual and group behaviour in 

public, private and nonprofit organizations as 

well as, the implications for effective 

management and leadership roles. Beginning 

with the individual process to the broader 

organizational role, participants will explore 

their own motivations, decision making 

processes and leadership abilities. This work 

will in turn, create a solid foundation for 

understanding and transforming individual and 

group work behaviours based on values and 

attitudes, social behaviours, ABA & CBT 

strategies, and organizational processes. 

Students will be challenged to enrich their own 

individual careers through the application of 

organizational behaviour theories and 

behavioural skills. 


Year and 






electives. 

Semester 8 

Semester 8 

Semester 8 


Project 2 


Behavioural Analysis 

Issues in Behavioural 

Psychology 

Senior Level Thesis Project 2 involves the 

implementation of the approved research 

project proposed in Senior Level Thesis 

Project 1. Students have conceptualized an 

original, empirical research project and will 

now conduct primary or secondary research, 

analyze the research results, write a scholarly 

paper pertaining to the research and defend 

the project to a faculty committee. Students 

determine a schedule of activities and 

timelines with their faculty advisor and meet in 

seminars with other students to discuss 

progress and share experiences. 

The primary purpose of this course is to 

identify and analyze current issues in the field 

of Applied Behaviour Analysis. Students will 

learn about the process of critical thinking. 

They will apply critical thinking to these issues 

and produce arguments regarding these 

issues. As well, students will learn the skills of 

critiquing arguments from others. Each 

student will be required to present one issue in 

full. There will be discussion regarding how 

these issues will impact the field of ABA in the 

future. 

In this course, students explore and share the 

research and application of Behavioural 

Psychology in a wide range of areas. Current 

issues and historical perspectives are 

examined and analyzed. Each student selects 

an area of interest different and distinct from 

their thesis topic, and conducts thorough 

literature reviews and analyses of the issues 

in research and application. Students propose 

and share processes of knowledge translation 

and the application of theory and research to 

practice in various settings. Students host a 

poster presentation for fellow students, 

displaying their final assignment. 

Semester 8 Consultation Skills This advanced course provides students 

opportunities to explore and develop their 


Year and 


skills in clinical, educational and performancebased 

consultation in order to provide service 

and to expand and develop the knowledge 

and skills of various stakeholders. Students 

investigate and practice consultation skills in 

various scenarios, while integrating their 

accumulated knowledge and skills in 

Behavioural Science. Creativity, development 

and collaboration are emphasized and 

students identify personal strenghts and 

interests. 





electives. 


D4.3 Non-Core Elective Course Descriptions 

Upper Course Title 

or 

Lower 

Breadth Electives 

Upper 20 th Century 

Fashion 

Lower 

Upper 

Lower 

Abnormal 

Psychology 

Adolf Hitler and the 

Rise and Fall of 

Nazi Germany 

Approaches to 

Literature 

ENGL 104 

Calendar Course Description 

This course examines 20th Century fashion from an economics, 

sociological, psychological, political, and environmental 

viewpoint. Perspectives of designers, theories of fashion, and 

the politics of fashion are analyzed. From the launch of the first 

―maison de couture‖ in 1858, through the colourful ―youthquake‖ 

of the 1960s and the rise and decline of the ―supermodel‖, 

fashion has always been a reflection of society and its values. 

Fashion‘s ―who‘s who‖ is studied to analyze their influence on 

today‘s industry. 

Have you ever felt anxious or depressed without really knowing 

why Worried excessively Been afraid of something you 

―knew‖ couldn‘t hurt you Used alcohol or drugs to escape a 

problem Almost all of us can answer ―yes‖ to at least one of 

these questions, which means that almost everyone has 

experienced the symptoms of a psychological disorder. This 

course will introduce students to psychological functioning that 

is considered unhealthy or abnormal, and to the tools and skills 

that help understand it. Students will learn about the history of 

abnormal psychology, the changing definitions of abnormal 

behavior across time and culture, and the continuum from 

normal behaviour to abnormal behaviour. Our focus will be on 

identifying the behavioural signs and symptoms of many mental 

and emotional disorders, the psychological, biological, and 

environmental factors that contribute to these disorders, and the 

ways they can best be treated. Students will also be encouraged 

to think critically about stigmas and labels associated with the 

mentally ill. Through readings, lectures, discussions, videos, and 

exercises, students will develop a more accurate and empathic 

view of these prevalent conditions and the individuals who 

experience them. 

Adolf Hitler is widely considered history‘s ultimate mass 

murderer. And yet the country that came to regard him as its 

savior after its defeat in World War One, and followed him to 

ruin at the conclusion of World War Two, was famously known 

for its great music, art, literature, philosophy and science. How 

could such a civilized country as Germany become complicit in 

the genocide of six million Jews, and the deaths of millions of 

other men, women and children considered by Hitler and the 

Nazis to be ―racially inferior‖ In ―Adolf Hitler and the Rise and 

Fall of Nazi Germany‖ we will try to answer this and related 

questions that have left a dark stain on the history of the 20th 

century. 

This course is an elective for students in Humber degree 

programs. It is designed to develop students‘ reading, writing, 

and critical skills through understanding, discussing, and writing 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Course Title 

Astronomy: 

Discovering Our 

Place in the 

Universe 

SCIE 200 

Behaviour Change 

for Healthy Living 

and Personal 

Growth 

Betrayal in 

Contemporary 

Fiction 

ENGL 202 


about a variety of literary genres. Its main objectives are to 

develop students‘ critical skills and academic writing abilities by 

1) encouraging analytical depth in textual analysis and 2) 

developing students‘ breadth of understanding through a focus 

on the interrelatedness of the texts studied. These skills will be 

developed through lecture, class discussion, and a series of 

written essay assignments that will increase in complexity and 

evaluative weight as the term progresses. The principles of 

clear writing and reasoned argumentation will be emphasized in 

lectures and expected in all assignments. In the final essay and 

final exam, students will be expected to present a cumulative 

and synthetic understanding of all texts studied during the term. 

Using both historical and contemporary data, students examine 

the planets, the life cycle of stars, the nature of galaxies, and the 

origin and future of the cosmos. An understanding of the 

scientific process, from raw data to the formulation of physical 

laws, provides an underlying thread to the course. Students 

describe and explain the evolution of astronomical knowledge, 

and apply their understanding through direct observation. 

This course examines the process of making a healthy 

behaviour change. Specifically, students are introduced to the 

theoretical principles of behaviour change as well as techniques 

used to help people make a successful behaviour change. 

Throughout the course students apply theoretical principles to 

their own lives to make a healthy behaviour change. Students 

also apply theories and research to assist another person with 

their attempt to undergo a specific, self-identified behaviour 

change. 

―A story is never true…but to try and stop telling stories is to 

entangle yourself in an even deeper level of untruth.‖ (from a 

review of Monica Ali‘s Alentejo Blue) 

What does it mean to betray To be betrayed ―Betrayal in 

Contemporary Fiction‖ examines some answers to these 

questions as reflected in fiction. From the German invasion of 

France to a lover‘s picnic in the English countryside, from 

Noah‘s Ark to the backlots of 1920s Hollywood, the novels we‘ll 

be reading will take us to places where we can find out more 

about the moral, social, psychological, and emotional 

dimensions of betrayal. But we‘ll also consider the extent to 

which fiction itself might be said to constitute a kind of betrayal 

of truth. To this end, we‘ll examine a variety of narrative 

strategies and think about some of the ways in which novelists 

―betray‖ us in the interests of their fiction. Literary theory will 

help us to frame our findings, think critically, and begin to 

answer the question: Does fictional ‗betrayal‖ take us further 

away from the truth or help us understand reality in entirely new 

ways 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Course Title 

The Underground 

Economy 

Brainstorm: Ideas 

and Arguments 

(Advanced Level) 

PHIL 409 

Business and 

Politics 


ECON 402 


Have you ever purchased a counterfeit product Are you aware 

that the underground economy represents an estimated ten 

percent of GDP in Canada and the U.S. and over fifty percent in 

many less developed countries How can illegal trade and 

exchange be so hidden yet employ an estimated 1.8 billion 

people globally Transnational criminal activities such as the 

illegal trade of arms, gold, drugs, money, products, information, 

and people are among the least understood aspects of 

globalization, and they contribute to growing tensions and 

conflict in domestic and world politics. This course will introduce 

students to the underground economy and illegal finance with a 

view to understanding their impact on and cost to the legitimate, 

law-governed economy. Students will also have the opportunity 

to understand both successful and unsuccessful strategies for 

restricting this activity as well as examining why political actors 

(like states and police forces) are more motivated to tackle 

some parts of the underground economy than others. 

We think and argue every day about matters both minor and 

important. But do we really know what it means to think Do 

we know how to argue Where do our thoughts and ideas 

come from How do we judge which ones to accept and which 

to doubt or discard In this course, we will critically examine 

what it means to think rationally and argue intelligently about a 

number of historically significant topics. The course will use 

original sources rather than secondary literature, thus 

strengthening student‘s ability to read and analyze university 

level academic material. We will consider applications of 

specifically philosophical thought to questions about the 

existence of God, the nature and limits of human knowledge, 

our moral judgments of people and actions and, our aesthetic 

judgments of art. 

The last two decades have witnessed a momentous shift in the 

relationship between business and the state. Amid talk of ―the 

end of big government,‖ the post-World War II consensus in 

favour of a strong public sector regulating and supervising 

economic activity has come under attack from economists, 

public policy analysts, journalists, politicians, corporate elites, 

and even segments of the public. This course investigates this 

evolution, adopting an interdisciplinary approach that 

synthesizes insights from history, political science, economics, 

and political theory. After setting out the theoretical framework 

underlying contemporary policy debates concerning government 

and business, the course will address specific issues such as 

macroeconomic stabilization policy, international trade, anti-trust 

law, environmental regulation, labour unions, pensions, 

corporate liability, consumer protection, health care and 

education, as well as fairness/equality policies. This course 

encourages students to reflect on the implications of the 


Upper 

or 

Lower 

Upper 

Course Title 

Business and 

Professional Ethics: 

Your Money and… 


changing relationship between business and politics. 

What has been your reaction to the plethora of business 

scandals that have peppered the news Are you judgmental or 

indifferent, assuming that corruption is part of daily life, and 

possibly, even an indispensable ingredient of business life 

What is the place of ethical discourse in the business world -- 

ought it to be essential, or tangential, a point of discussion 

raised for "damage control" when such scandals are brought to 

public light What is the place of ethics in your life, and how are 

you to steer that life if your "personal" ethical code is at odds 

with the ethical code of the workplace What is the place, 

value, and good of labour in your life, and how can you live a life 

of integrity Can you answer these questions, and defend your 

responses 

Lower 

Lower 

Business and 

Society 

ENGL 102 

Business 

Information 

Systems 

This course will help to do so by enabling you to understand, 

identify, critically evaluate and assess, both in theory and 

practice, ethical concepts and arguments as they pertain to 

business practice, professional conduct, and personal life. 

Upon successful completion of the course, you should have the 

tools to help you navigate through, and calm the myriad moral 

storms that you will face in your professional life 




about a variety of non-fiction essays drawn from different 

academic disciplines and focused on the theme of business and 

society. Its main objectives are to develop students‘ critical skills 

and academic writing abilities by 1) encouraging analytical depth 

in textual analysis and 2) developing students‘ breadth of 

understanding through a focus on the interrelatedness of the 

texts studied. These skills will be developed through lecture, 

class discussion, and a series of written essay assignments that 

will increase in complexity and evaluative weight as the term 

progresses. The principles of clear writing and reasoned 

argumentation will be emphasized in lectures and expected in 

all assignments. In the final essay and final exam, students will 

be expected to present a cumulative and synthetic 

understanding of all texts studied during the term. 

This course provides students with an overview of information 

technology and its use in the achievement of organizational 

goals and strategic objectives. Students examine the role of 

information technology in managing operations, achieving a 

competitive advantage, and on organizational structure and 

employees. They also study the dynamics of information 

technology systems specific to various industry sectors. 

Lower Business Law Students are introduced to the complex legal system in which 

businesses and consumers operate. The Canadian Constitution, 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Lower 

Course Title 

Business 

Presentations 

Canada and the 

World: Trade, 

Diplomacy and War 

POLS 202 

Canadian Families: 

Past, Present and 

Future 

SOCI 202 

Canadian Studies: 

The Challenge 


as well as statutory and common law relevant to business and 

consumer transactions are covered. Students are introduced to 

the laws of contracts and torts that form the basis of business 

relationships. Topics include sale of goods and consumer 

protection legislation, debtor-creditor relations, competition law, 

employment law, manufacturer‘s product liability and intellectual 

property rights. 

Effectively presenting oneself is essential in contemporary 

business where people must negotiate in increasingly complex 

and diverse workplaces. Students explore and practice 

methods of creating clear written, oral and interpersonal 

communication for proposals and presentations in business. 

They study communication theories, types of communication, 

and methods and vehicles that have an impact on their 

performance. Students enhance their ability to organize 

information based on purpose and audience; express ideas 

clearly, precisely and effectively; and use up-to-date technology 

for presentations. 

As Canadian soldiers continue to fight and die in the war in 

Afghanistan, Canadian citizens have been struggling to come to 

grips with their new international reputation. For people who 

thought of their soldiers more as peacekeepers rather than 

warriors, this transition has been unsettling. However, Canada‘s 

role in the world has undergone several transitions throughout 

its history. How we come to understand these transitions 

requires an in-depth examination of the different roles Canada 

has assumed in the world over the past 150 years. Since 1867, 

Canada‘s politicians, diplomats, professionals, businesspeople, 

soldiers, and citizens have cultivated relations with their 

counterparts in the world‘s most powerful and poorest nations 

and engaged in some of the most significant events in all of 

human history. This course examines Canada‘s past and 

present, and assesses the many different domestic and external 

influences that shaped Canada‘s foreign policy in the face of a 

changing world. 

No matter how it is organized, the family is the most basic social 

institution in all societies. Indeed, the family or more specifically 

―a married couple, or other group of adult kinfolk who co-operate 

economically, share in child rearing, and who usually share a 

common dwelling‖ can be traced back two million years 

(Conway 1990). The way the family is structured, how it 

functions, and who is considered a member may be factors that 

differ from one society to another, but all societies expect some 

form of family to be responsible for regulating long term 

relationships, reproduction, child development, and the care of 

aged relatives. 

What does the twenty-first century hold in store for Canadians 

In order to understand the challenges confronting us now, and in 


Upper 

or 

Lower 

Upper 

Lower 

Upper 

Course Title 

Ahead 

HIST 200 

City Life (Advanced 

Level) 

SOCI 450 

Cross Cultural 

Communications 

Cultural 

Psychology 


the future, it is necessary to understand how we got to be where 

we are. By concentrating on the development of Canadian 

political, economic, social, and cultural institutions, this course 

will assist us in understanding the serious challenges 

confronting Canada today and tomorrow--challenges that are 

serious enough to put the future existence of Canada in 

question. 

As a result of their magnetic attraction, cities concentrate 

people, money and power so that now three out of four North 

Americans live within their confines. What began as the natural 

growth of settlements around agriculture evolved into regional 

market towns and has now transformed into a space where 

millions live and struggle and work and play. The city has been 

thought to offer a completely different form of life from that 

offered in alternate spaces like the country. This course will 

investigate the character of urban form and experience by 

inquiring into the city‘s particularity and its divergent shapes. 

The city has been celebrated for making possible the figure of 

the cosmopolitan, who took pleasure in the encounter with 

strangers. In its more recent forms, the city has been remade 

as both a pleasure garden and a fortress, necessitating both the 

free mobility of capital and the increasing surveillance of its 

citizens. The work of this course will be to raise the question of 

the form of the city, to consider its strengths and its limits and its 

influence on human social relations and experience. This 

course will examine how it feels to live in cities and how different 

cities encourage different experiences among its citizens. 

Students are expected to utilize different theoretical texts to 

reflect on their own experience of the city. 

This course examines culture as encompassing national and 

cultural identity, race, ethnicity, gender, ability and indigenous 

knowledge. Students examine their own culture, values, beliefs, 

biases and identities and assess personal skills and 

interpersonal communications techniques needed to effectively 

work internationally and adapt cross-culturally. Conflict 

management techniques are covered. Students also explore 

strategies for living and working overseas, culture shock, reentry 

and working with international business counterparts. 

If you were born somewhere else, would you be the same 

person you are today Would you have a few different 

traditions, maybe celebrate a few different holidays, but still 

have, basically, the same set of beliefs, attitudes and values 

Alternatively, can the culture we are born into affect more than 

the languages we speak and religious rituals we practice Can it 

fundamentally alter us, shaping the way we develop, think, 

reason and see the world In the past 30 years, psychologists 

have begun to acknowledge the limitations in their previous 

assumptions that research conducted in North America would 


Upper 

or 

Lower 

Lower 

Upper 

Lower 

Course Title 

Democracy and 

Dictatorship 

POLS 204 

Desire and 

Discontent 


HUMA 406 

Developmental 

Psychology 


PSYC 402 


apply globally by examining the similarities and differences in 

human behaviour across societies. In this course we aim to 

develop a more comprehensive understanding of ourselves by 

highlighting those behaviours 

that do appear across cultures, and by purposefully seeking and 

including those behaviours that vary widely across our diverse 

societies. 

From Ancient Greece to the Arab Spring, ideas of democracy 

have occupied a catalytic position at the heart of global politics. 

But what does it mean to say that one country is democratic and 

another is not On what grounds are these distinctions drawn 

Is democracy the ideal form of government for all countries 

How do differences in economic and cultural development 

shape processes of democratization Students are invited to 

explore these and related questions within the framework of this 

introductory course in comparative politics. 

The course begins by reflecting on the historical evolution of 

comparative politics as a discipline, in the process, introducing 

students to the primary theoretical models and empirical 

methods used by researchers in the field. Students proceed by 

considering the history of democracy, before more 

systematically evaluating the diverse economic, cultural, 

systemic and institutional factors at play in processes of 

democratization. This thematic investigation is rooted in a 

variety of empirical case studies that reflect both the regional 

and experiential diversity of global politics. At the end of this 

course, students will have gained insight into the complexities of 

both democratization and comparative research methodologies. 

Focusing on our experiences of passion, acquisitiveness, 

success, and their attendant emotions of happiness, despair, 

guilt, hope, shame, regret and anger, this course examines the 

role which desire and discontent play in motivating human 

behaviour and shaping personality. In so doing, students 

undertake a critical reading of texts in philosophy, 

psychoanalysis, and psychology, including in their analysis 

thinkers such as Plato, Epicurus, Hegel, and Freud. 

This interdisciplinary course examines the insights of 

philosophy, psychoanalysis, and psychology in the attempt to 

understand the human cycle of desire and discontent. 

This course is designed to introduce Bachelor of Nursing 

students to theory, methodology and research findings in the 

field of life-span developmental psychology. Organized 

topically, it will examine developmental changes from 

conception to death by focusing on biological, cognitive and 

socio-emotional processes. Students will learn about the 

development of intelligence, language, self, identity, personality, 


Upper 

or 

Lower 

Lower 

Upper 

Course Title 

Ecology, Nature 

and Society 

ENGL 106 

Economic Boom & 

Bust: Capitalism In 

Question 


gender, sexuality, and morality across the human life span. 

Moreover, they will examine the social contexts of development 

including family relations, peer groups, and friendship. The 

course will end with an examination of death and grieving. 





academic disciplines and focused on the theme of ecology, 

nature, and society. Its main objectives are to develop students‘ 

critical skills and academic writing abilities by 1) encouraging 

analytical depth in textual analysis and 2) developing students‘ 

breadth of understanding through a focus on the 

interrelatedness of the texts studied. These skills will be 








The 2008 Subprime Mortgage Crisis shook the global economy 

with a force unseen in the developed world since the 1929 stock 

market crash. Our future prospects, in terms of employment and 

social stability, seem much less secure than a mere decade 

ago. Indeed, if we look back from our current vantage point, we 

see that the history of the world economy over the past hundred 

years has been characterized by cycles of crises, by speculative 

excess and financial fallout. The champions of capitalism tell us 

that in the long run things will get better. But taking a cue from a 

well-known social theorist who argued that ―only the 

exaggerations are true,‖ this course will critically investigate 

what economic crises can tell us about the very nature and 

underlying principles of our purportedly stable economic system. 

Specifically, from the vantage point of the most recent global 

economic crisis, this course will explore the contexts and 

consequences of the Great Depression (1929-1939), the Bretton 

Woods Conference and post-World War II global financial 

architecture, the 1973 oil crisis, and the polarization of North 

and South through economic relations of debt and dependence. 

Further, the international economic policies of the 1980s-2000s 

that preceded financial and food crises throughout the 

developing world will be examined. Lastly, the current economic 

crisis and the politics of austerity that are now shaping the very 

structure of the global economy urge us to consider what is 

more likely to come in the future, if not endless prosperity. We 

need to debate such questions since in a globalized economy 

what happens ―over there‖ can have a direct impact on the 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Course Title 

Electronic 

Fundamentals 

Ethics & Moral 

Theory 

PHIL 203 

Evolution: 

Unravelling Life‘s 

Mysteries 


quality of life and the opportunities that we have ―here.‖ 

This course introduces students to electronics components, 

circuits, and principles, with emphasis on common terms, 

devices, laws and principles used in the field of electronics. 

Students will be exposed to both AC and DC circuits, series and 

parallel circuits, and the concepts of inductive and capacitive 

reactances. To reinforce the concepts, common everyday 

applications such as power outlets in your home, the battery in 

your car, why the lights fixtures in your home are connected in 

parallel, etc., will be introduced. 

Whatever our cultural and socio-economic backgrounds, all of 

us seek to achieve a good life. Though most people 

immediately identify that with happiness, there can be little 

doubt that the good life must also include being a moral person. 

For no matter how much pleasure, money and power we 

happen to have at our disposal, most people will ultimately find it 

unsatisfying unless they feel that they deserve their situation in 

life by virtue of the acts they‘ve performed and the causes 

they‘ve supported. The purpose of this course is to examine 

and clarify the moral component of the good life. Our focus will 

be on contemporary issues of the sort that people are likely to 

come across in their everyday lives. Hence, the course 

considers moral dilemmas that arise in our relations with family, 

friends, lovers, work, business, law, health care, animals, and 

the environment. Moral theories are discussed to ensure 

students can thoughtfully engage the issues, but the emphasis 

will be on resolving practical dilemmas critically and thoughtfully. 

How on earth did the giraffe get such a long neck Why do 

vaccines and pesticides become obsolete so quickly Who are 

the ancestors of modern humans The theory of evolution 

through natural selection is one of the most misunderstood, and 

controversial theories of science. Yet this biological theory is the 

central unifying thread for many fields of research and study. It 

explains the diversity of life, the similarities and differences 

among existing and extinct species, and the development of 

new species. It provides the framework for understanding 

emerging diseases, antibiotic resistant bacteria, the control of 

agricultural pests and the responses of endangered species to 

climate change. The theory of evolution is a key component of 

scientific literacy, needed for innovation and competitiveness in 

the 21st century workplace. 

In this course we will look at the history, experimental evidence 

and controversies surrounding this famous theory. Students will 

explore scientific literature on evolution and answer questions 

through dry lab experiments. Topics covered include natural 

selection, fitness and adaptation, genetic change, speciation, 

extinction and human evolution. 


Upper Course Title Calendar Course Description 

or 

Lower 

Upper Existentialism If you are looking for clarity and certainty, there are many 

philosophies and religions that will tell you what is right and 

wrong, and describe for you the best way to live your life. 

Existentialism, in contrast, will argue that we can never know 

what is true, never know what is right, and that we can‘t even 

understand our own nature; any pretense that we have the 

answers to these questions is nothing more than a failure to 

honestly face up to the uncertainties of the human condition. 

Real life, the existentialists often say, is profoundly absurd, 

since we must make important choices every day of our lives, 

and yet we cannot really justify any of these choices; they spring 

from our passions, not our reason. And yet, while we cannot 

escape from the absurdity of life, this does not make our lives 

meaningless. On the contrary, the existentialists will argue that 

by throwing ourselves fully into a cause, a belief, or an 

understanding of what is best in life, we can take ownership of 

our own lives, wresting back control from our slavery to the 

Lower 

Lower 

Lower 

Film: Styles, 

Narratives and 

Techniques of 

Moving 

Fundamentals of 

Digital Electronics 

Gender, Culture 

and Power 

opinions of others. 

Cinema is the foremost art of the last 100 years and as viewers 

we have developed habits of watching that sometime obscure 

our awareness of how the art of cinema achieves its effects and 

tells its stories. In this class we carefully examine the techniques 

of the moving image -- mise en scène, cinematography, editing, 

sound -- and the early formation of the now easily recognizable 

styles of most cinema. In assembling a technical and analytic 

vocabulary to understand and assess style in film art, students 

begin to evaluate the formal and narrative properties of fictional 

film. Form relates to how we experience feeling and meaning as 

film audiences; it also relates to the formal properties of film 

(such as repetition and variation of distinct themes or elements, 

development, and the overall effects of unity and disunity). 

Narrative relates to the structure of plots and the flow of story 

information in cinema. Once students understand the stylistic, 

formal and narrative properties of film they can then fulfill a main 

objective of this course: the critical analysis and evaluation of 

recent examples of the cinematic art. 

This is an introductory course in Digital Electronics that will 

cover number systems, switches, logic gates, the analysis and 

design of combinational logic, encoders and decoders, 

multiplexexers and demultiplexers, analog-to-digital converters 

(ADC), digital-to-analog converters (DAC), and Boolean 

Algebra. To reinforce the concepts, common everyday 

applications such as digital clocks, digital TV signals, satellite 

signals, computers signals, etc., will be introduced. 

―Boys will be boys‖, ―you throw like a girl‖, ―Man-up‖, ―she‘s a 

‗girly-girl‘‖, ―he‘s a ‗man‘s man‘‖. These phrases are 

commonplace in our society, but what value judgments, beliefs 

and ideologies do they contain Being accepted as ―a man‖ in 


Upper 

or 

Lower 

Lower 

Upper 

Course Title 

Global International 

Politics 

POLS 3200 

Good and Evil 


HUMA 408 


this culture seems to require rejecting everything associated 

with ―femininity‖. Consequently, female traits, and thereby girls 

and women, are often devalued and denigrated. Human traits 

tend to be sorted into rigid boxes of ―feminine‖ and ―masculine‖ 

and straying out of one‘s socially-designated box regularly 

invites gender policing and enforcement by society in the form of 

jokes, homophobia, bullying, and violence. In this course, we will 

examine the ways in which both masculinity and femininity are 

constructed throughout the lifespan, and then analyze their 

various cultural meanings and social implications. We will focus 

on evaluating prominent biological and psychoanalytic 

explanations of gender, and then move onto developing a 

thorough understanding of a range of current sociological and 

feminist perspectives on gender relations that are attentive to 

discourse, power, privilege, cultural difference, ‗race‘ and sexual 

diversity. Gender dynamics and gendered interactions will be 

analyzed in various realms of our cultural environment including 

the internet, media, film, art, education, health, work and 

intimate relationships. 

International relations is one of the most dynamic and important 

areas of political science today. Traditionally, international 

relations focused on relations between national governments, 

taking them as the dominant actors on the world stage. Over the 

past several decades, however, the world has shifted away from 

the traditional state-dominated model of international politics to 

a more complex one in which transnational corporations, 

financial markets, international institutions, non-governmental 

organizations, and terrorist groups have joined governments to 

give shape to a rapidly changing and, at times, highly 

unpredictable global political environment. In addition, 

challenges like the global economic crisis of 2008 and climate 

change have highlighted the growing need for cooperation 

between national governments and other important social and 

economic actors. 

These changes and challenges raise the question of what role 

conventional international politics will play in a world that is 

increasingly characterized by the mutual dependency of 

different peoples and regions for things like food, water, energy, 

economic growth, and security. This course will introduce 

students to the study of international relations by placing it 

against the backdrop of the present day ―globalized‖ world. In 

this way, it will help students to not only better understand 

current global politics, but to comprehend and even anticipate 

future changes. 

Do good and evil really exist In the early years of this century, 

we have been exposed increasingly to the idea that there are 

still indisputable evils in the world – terrorism, war, ethnic 


Upper 

or 

Lower 

Upper 

Upper 

Course Title 

Great 

Performances in 

Jazz 

History of Canadian 

Music 


violence, and the destruction of the environment, just to name a 

few. But does it still make sense to talk about good and evil, or 

are these concepts too simplistic, especially when applied to 

complex social, political, and economic issues Even if we think 

the terms still have meaning, are we as human beings 

responsible for the good and evil carried out in the world Such 

questions have ancient roots. With this in mind, we will explore 

conceptions of good and evil selected from various philosophical 

and religions traditions. We will also apply the different 

perspectives we examine to modern ethical and political 

problems. The aim of this course will be to encourage students 

to think critically about what it means to be a responsible 

human being and a citizen of the world in the 21 st century. 

Many realize that jazz has produced a wonderful body of music. 

Like all art however, jazz also presents the scholar with a host of 

issues worth further exploration. In this course, we examine 

―great‖ performances in jazz history. These performances are 

―great‖ not only musically, but also for their ability to spark 

discussion. In this class, performances are approached as a 

semiotic text with which we can examine such issues as race 

relations in America, ideas of cultural hierarchy, concepts of 

authenticity, political and popular definitions/uses of jazz and 

notions of virtuosity (among other issues). Further, as the 

usefulness of strict chronological approaches to history has 

been contested–it is argued that historical narratives result in an 

evolutionist or teleological aesthetic–issues structure this 

course. ―Great Performances in Jazz‖ engages history, music 

appreciation, cultural studies, historiography and sociology in an 

exciting and unique way. 

Canadian Music: Issues, History and Reception is an exciting 

upper-level course that examines the contributions of important 

Canadian musicians and musical styles while enriching the 

student‘s relationship, understanding and listening experience 

with Canadian music through selected musical examples and 

topics. As music is an excellent portal through which to analyze 

a host of extra-musical issues, Canadian Music: Issues, History 

and Reception offers students the opportunity to explore a 

variety of issues and ideas while learning to identify, assess and 

differentiate between various historical periods, genres and 

geographical styles of Canadian music. Canadian musical 

genres to be examined in this course include, but are not limited 

to, rhythm and blues, rock ‗n‘ roll, hip-hop, rap, folk, classical 

and jazz. 

Lower History of Jazz History of Jazz is a survey course in jazz history that examines 

in lecture, text and recorded examples various styles of jazz 

from the last century. This course will enrich a student‘s 

relationship and listening experience with jazz by familiarizing 

the student with the basic rhythmic, harmonic, melodic and 


Upper 

or 

Lower 

Lower 

Lower 

Course Title 

History of Popular 

Music 

History of 

Technology 


formal conventions in jazz. Students will learn to differentiate 

various periods of jazz into geographical (New Orleans, 

Chicago, Kansas City, West Coast, New York) and historical 

periods (Early Jazz, Bebop, Swing, Cool, Avant-Garde, Hard 

Bop). Further, students will learn to identify key practitioners in 

each of the styles discussed, identify musical examples and 

gain a working familiarity with such musical terminology 

germane to jazz as trading fours, improvisation, swing feel, sax 

soli, riffs, blue notes etc. While students will not be required to 

memorize every musical name contained within this history 

(there are many), students will come to learn about the genre‘s 

key players, encounter what they sound(ed) like and learn to 

comprehend why they are important. Lastly, jazz, like all music, 

offers an excellent portal through which to study America, race 

relations, social concerns and a host of extra- musical issues. 

This course will address many of these central issues in this 

course in order to enrich the student experience with this 

fascinating body of music. 

This course examines a huge, rich and varied body of music. 

While we are loosely examining so- called ―popular music‖ from 

the end of World War II to the Present, we also look at some of 

the musical movements, ideas and history that predate WWII in 

order to contextualize our studies. Further, because the 

definition of popular or ―pop‖ music has changed over the years, 

we take an inclusive approach to ―pop music‖ here, examining 

jazz, blues, hip-hop, rap, trip-hop, ska, reggae, disco, funk, folk, 

heavy metal, hard rock, progressive rock, grunge, soul, R&B, 

house, acid jazz and mashup styles, to name but a few. 

Therefore, ―Popular Music‖ is less a musical style and more an 

ever-changing definition mediated by corporate radio and 

recording, cultural taste and fashion and a host of other social, 

political, musical, cultural and aesthetic considerations. 

Accordingly, in this class we look at, discuss and listen to music 

while touching upon many other issues. Hopefully this music will 

provide a portal through which we can examine history, 

sociology, race relations, corporate involvement in the arts and 

many other exciting topics. 

This course covers much of the foundation upon which the 

further study of Industrial Design will build. It investigates the 

evolution of applied technology during the past 500 years with 

particular attention to developments that are relevant to the 

industrial age and the development of contemporary commercial 

products and services. Studies demonstrate the impact of 

pivotal innovations on contemporary life and behavior. Factors 

influencing technological breakthroughs (including available 

resources, social influences, economic conditions, scientific 

developments and design vision) are discussed. Classes, 

discussions and assignments develop the relationship between 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Lower 

Course Title 

Hitler and Stalin: 

Architects of Evil 

HIST 201 

How is Society 

Possible Conflict, 

Cooperation and 

Social Theory 


PHIL 404 

Human Growth and 

Development 

Human Security 

and World Disorder 

POLS 201 


technological innovation and the evolution of design and society. 

No understanding of the 20 th century is complete without an 

awareness of the staggering crimes against humanity Adolf 

Hitler and Joseph Stalin committed in the name of communism 

and Nazism respectively. This course examines the social, 

political and economic conditions that produced these uniquely 

evil men and how, once they attained absolute power, their 

murderous policies resulted in the deaths of untold millions – in 

war, in the slave labour camps of the Soviet Gulag and in the 

Nazi death camps in German-occupied Poland whose primary 

aim was to liquidate European Jewry. ―Hitler and Stalin: 

Architects of Evil‖ raises fundamental questions about the 

nature of evil, the malevolent uses of propaganda and political 

terror, the ultimate crime of genocide, and the troubling question 

of assigning blame and bringing the guilty to justice. 

What constitutes the social glue that binds individuals together 

to form a society How is conflict accommodated and sufficient 

cooperation encouraged to ensure continuity How is society 

best organized Looking at issues such as the concept of 

human nature, the dynamics of group behaviour, the 

development of social institutions, the distribution of scarce 

resources, and the notion of power and punishment, students 

reflect on these questions in a critical manner. Through a study 

of the works of Marx, Durkheim, Weber, Mead, Parsons, and 

Mills, this course provides an introduction to social theory. 

This course introduces concepts and theories related to the 

growth and development of children with focus on prenatal, 

infancy and early childhood. Students will examine the 

biological, social, intellectual, emotional aspects of development 

from conception to early childhood. Issues explored in this 

course will be approached though psychoanalytic, behavioural, 

cognitive, social, and humanistic theoretical perspectives with 

emphasis on the ethological understanding of human 

development. 

A survey of 20 th -century history reveals two disparate trends in 

world politics. States, nations, and individuals increasingly 

seem willing to abandon public goods in order to ensure a sense 

of security. Yet, even as such fundamental values as equality, 

liberty, and justice are bargained away in the name of peace 

and stability, the world seems to slip further into a state of 

disorder—a state in which the conditions for the possibility of 

security are undermined. How can security be achieved What 

are citizens willing to surrender in order to meet this objective 

And what cost are they willing to incur in order to feel secure 

Lower Human Sexuality Sex is often considered to be a powerful motivator of human 

behaviour. It is everywhere around us, used to attract our 

attention and sell us products. Is sex so primal that people all 

over the world are driven to similar sexual behaviour during 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Course Title 

Individuals and 

Communities 

ENGL 105 


Advertising 


Canadian Justice 

System 


courtship, mating, and love making Or, is sex learned and 

shaped by our culture, context, and cohort Is the process of 

becoming sexual encoded completely in our DNA, being purely 

maturational, dependent on hormones and time Or, is it also 

learned, through the perspective of our experiences and 

gender In this class we explore the interactive role that 

evolutionary, biological, psychological and cultural influences 

play in the development and expression of sexuality in our 

society. We will detail the maturational forces that begin the 

process but we will also explore the spectrum of human 

sexuality, and the influences contributing to our diversity. The 

goal is to be able to assess the role of these influences in 

shaping perceptions, attitudes and beliefs about our own and 

other‘s sexual behaviours 





academic disciplines and focused on the theme of individuals 

and communities. Its main objectives are to develop students‘ 

critical skills and academic writing abilities by 1) encouraging 

analytical depth in textual analysis and 2) developing students‘ 

breadth of understanding through a focus on the 

interrelatedness of the texts studied. These skills will be 








The course will present an overview of advertising from several 

perspectives: the early history of advertising, including the 

forces contributing to the development of the modern advertising 

agency; the elements of advertising campaigns; who does what 

– the structure of an advertising company; advertising media; 

recent industry developments; and the role of advertising in 

society. 

Individual assignments and group projects will have two goals: 

to build a critical awareness of the rhetoric of advertising; and to 

put into practice the students‘ understanding of the industry as 

developed by the course material 

This introductory course provides the student with an overview 

of the Canadian Criminal Justice System with a particular 

emphasis on the history, function, role and organization of 

Canadian law enforcement services. The operation of the 

criminal justice system will be examined and analysed in light of 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Lower 

Course Title 


Criminology 

CRIM 151 


Environmental 

Studies 

SCIE 202 


Politics 

POLS 200 


Psychology 


contemporary issues affecting the system. Each of the major 

components from enforcement through the courts and 

correctional services will be explored. 

This course provides an examination of various theoretical 

explanations of criminal and deviant behaviour including the 

sociological, biological and psychological perspectives. 

Criminological theory is related to various types of criminal 

activity. The reality of crime in Canada, including victimology, is 

examined through crime statistics and correlates of criminal 

behaviour. The impact of theory on the development and 

effectiveness of the criminal justice system is discussed with an 

emphasis on future trends within the system. The course also 

offers an in-depth understanding of criminology as a scientific 

method of studying crime and criminals. 

Each of us is part of various environments and form 

relationships with nature every day of our lives such that our 

memories, identities and knowledge are wrapped up in how we 

understand nature and our links to environments. 

Environmental studies is fundamentally an attempt to integrate 

understandings of the natural world with knowledge about the 

social (or human) world. How we form connections among 

ourselves and with nature, what values underlie our 

understandings of nature, and how we can improve the 

environment are all questions worthy of exploration in this 

context. This introductory course to environmental studies will 

challenge students to investigate these questions through the 

themes of social justice, technology, sustainability, activism, and 

ethics. The overall purpose of this course is to develop greater 

knowledge and critical awareness about the complex 

relationships between natural environments and people. We will 

do this by actively engaging with the lecture materials, readings, 

tutorial discussions and case studies and by relating these ideas 

to our daily lives and our future hopes. 

Whether we like it or not, governments impinge on our lives, 

affecting our level of personal security, freedom, opportunities, 

and standard of living. This course is an introductory 

exploration of the forces determining the conduct of 

governments. After outlining the essence of government and 

the sources of its authority, the course examines the different 

forms of government, with a special focus on the institutions of 

Western liberal democracies and the struggles of emerging 

democracies. We then proceed to an analysis of the factors 

shaping public policy, such as interest groups, political parties, 

media, elections, and the courts. The course finishes with an 

analysis of the military, political, and economic facets of 

international relations. 

This course is designed to introduce students to the field of 

psychology. Students will be exposed to a discipline that is rich 


Upper 

or 

Lower 

Lower 

Lower 

Upper 

Lower 

Upper 

Course Title 

PSYC 200 

Introduction to the 

Human Body 

Introductory 

Accounting 

Josef Stalin: Red 

Tsar of the USSR 

Justice: A 

Philosophical and 

Literary Approach 


HUMA 413 

Knowing and 

Believing: 

Epistemology 


in theoretical diversity, research findings, and practical 

applications. They will be encouraged to think critically and 

challenge their preconceptions. 

This course introduces the student to the study of human 

the human body, particularly the anatomy and physiology. 

Structure and function of the human body provides a 

background that enables students to understand the basic 

concepts of health and the physiologic aspects of aging. This 

course will explore each of the systems of the body, highlighting 

key organs along the way. Online laboratories will offer a unique 

perspective into many of the anatomical features of the human 

body. 

Accounting systems are the universal language for business 

worldwide. This introductory course covers the complete 

accounting cycle, from the recording of transactions in journals 

to the preparation of common types of financial statements used 

by businesses in Canada. Students examine how to record and 

summarize transactions into financial statements used by 

external stakeholders, prospective investors and businesses to 

manage internal operations. 

Of all the major political leaders in the first half of the 20th 

century, Josef Stalin demonstrated an almost unique 

ruthlessness in his efforts to transform the Soviet Union into a 

global superpower, one that Communist Party propaganda 

claimed followed the liberating and humane principles of 

Marxism-Leninism. While most historians agree that by the time 

of Stalin‘s death the USSR had indeed made great progress, 

these same historians point out that such progress came at far 

too high a price. For under Stalin the Soviet Union was the 

world‘s most repressive totalitarian dictatorship, a regime 

responsible for the deaths of millions in prisons, slave-labour 

camps, mass executions and war. Josef Stalin: Red Tsar of the 

USSR seeks to explain just how and why this tragedy 

happened. 

The demand for justice seems timeless and universal. Yet just 

what is it that we seek What is the nature of justice How can it 

be administered Is it a realizable goal or an unachievable 

ideal This course addresses these three issues through a 

reading of key texts in the philosophy and literature of law. 

Considering the relationship between law and morality, the 

nature of crime, the concept of due process, and the purpose of 

punishment, students explore the ideas of such legal scholars 

as Hart, Fuller, Posner and Dworkin through a study of 

Sophocles‘ Antigone, Dostoyevsky‘s Crime and Punishment, 

Kafka‘s The Trial and Camus‘s The Outsider. 

Not only does the theoretical investigation of knowledge – 

epistemology – occupy one of the main branches of 

philosophical study, but as Louis Pojman has ventured, it is also 


Upper 

or 

Lower 

Lower 

Lower 

Lower 

Course Title 


PHIL 402 

Leaders Through 

Time 

Leadership 


POLS 410 

Love and Sex: 

Philosophical 

Perspectives 


arguably ―the central subject in philosophy…basic to virtually 

everything else‖. Epistemologists have wrestled with such ageold 

questions as: What is the difference between knowledge and 

opinion How do I know the external world What counts as 

adequate justification for my beliefs And what, if anything, can 

I know for certain 

But while the approach to such questions has grown 

increasingly refined in the Anglo-American world since the early 

part of the 20 th century, challenges from feminist and other postcolonial 

writers have been gaining momentum in recent times, 

threatening the ―epistemological project‖ as it has traditionally 

been conceived. These challengers have insisted on new 

questions such as: What is the relationship between knowledge 

and power What political interests underlie the quest for 

objectivity And is the sex of the knower epistemologically 

significant 

These and other such questions will be examined throughout 

the course, as we navigate a path through the history of 

epistemology – from a brief survey of its Ancient origins and 

Early Modern rebirth, to a more sustained investigation of its 

present-day concerns and outlook for the future. 

Leaders have had a significant impact throughout our history. In 

this course, students will study leadership styles and theories 

through readings, videos, case studies, research and classroom 

discussion. Various aspects of leadership and how leaders 

have helped shape the social movements that have defined our 

society will be explored. 

Leaders surround us – we find them in the political arena, the 

military, families, and the workplace. The quality of our lives 

depends on how well our leaders perform. This course explores 

what it means to be an effective leader. Using both classical and 

contemporary writings, the course examines the psychological, 

moral, and socially acquired characteristics of leaders. We will 

consider the tasks and challenges leaders face, such as 

initiating change, motivating people, formulating strategy, 

communications, decision-making, negotiations, and crisis 

management. The course ends with a case study of a famous 

leader. 

What is sexually ethical What is sexually normal Are men and 

women held to different standards of sexual conduct Should 

they be What is the nature of erotic love Do men and women 

love in the same way Do we love someone because he is 

beautiful or virtuous, or do we see him as beautiful or virtuous 

because we love him Can friendship and sex be successfully 

combined Are erotic love, friendship and love of family in 

conflict with a duty to love all human kind These are just some 


Upper 

or 

Lower 

Lower 

Course Title 

Love Stories 


ENGL 403 


of the questions to be explored in Philosophical Perspectives on 

Sex and Love. We will use philosophical techniques of rational 

analysis to articulate contemporary problems concerning sex 

and love and to develop arguments for and against a variety of 

viewpoints on these issues. This philosophical process aims to 

help us examine our own beliefs about sex and love so that we 

can better understand ourselves, our relationships, and the 

societies in which we live. 

A young man and woman sit next to each other in a garden, 

reading a love story. They look up from the page, their eyes 

meet, and … ―we read no more in the book that day,‖ the young 

woman later tells the poet Dante, who records their story in the 

Divine Comedy. Francesca and Paolo were condemned to hell 

for their adulterous affair, but they were not the first couple, nor 

the last, to be seduced by tales of sex, love and romance. In 

this course, we will enjoy stories of passion, obsession, 

perversity, sexual games and romantic transgression. From a 

proper English drawing room to a decidedly improper 

transsexual cabaret, from a sultan‘s bedchamber to a New 

Jersey funeral parlour, we‘ll meet some famous lovers and 

some infamous ones. We‘ll contemplate the diverse and 

sometimes ambiguous nature of passion, delve into the joys and 

pains of romance, and consider the connections between love, 

desire and storytelling. 

Lower Marketing This course provides an overview of all aspects of marketing as 

practiced by Canadian organizations today, both domestically 

and internationally. Students examine product, price, promotion 

and distribution frameworks as separate and integrated subsets 

of the marketing mix. These are explored as strategies to satisfy 

consumer wants and needs and to achieve organizational 

objectives. The course focuses on developing competencies in 

understanding the business environment and applying the tools 

and techniques of marketing research and analysis to develop 

effective marketing strategies. Legal, social, cultural and other 

elements of the marketing environment are considered in case 

studies requiring research of current materials and practical 

application of concepts. 


Upper Course Title Calendar Course Description 

or 

Lower 

Lower Material Culture Material culture refers to our social interaction with the multitude 

of everyday items, objects, and spaces that populate our shared 

milieu. Household objects, work environments, sacred items, 

roads, buildings and even written language itself are objects of 

material culture through which we make ourselves sensible to 

others and to ourselves. This course concerns itself with our 

ongoing ability to make meaning of our world by naming, 

designating, and assigning attributes to things, something we 

do in everyday life often without reflection. Both as theorists 

and as users of objects, we can address how we come to see 

as normal and natural the everyday physical objects and built 

forms that we as a culture have created through the collective 

imagination. 

Human made objects are durable and persist through 

generations, making their presence known to subsequent 

generations, who may use them as devices to interpret past 

lives and past ways of acting and thinking. A sociology of 

material culture, then, can be thought of as an archaeology of 

the present, investigating how we understand ourselves and 

each other through the physical things around us. 

Lower Microbiology This course introduces students to the biology of 

microorganisms such as bacteria, viruses, fungi, and protozoa. 

These organisms will be studied in terms of their classification, 

physiology and distribution with an emphasis on their medical 

significance. Epidemiology of infectious disease including 

disease transmission, control procedures and body defense 

mechanisms will also be studied. 

Lower Microeconomics Students are introduced to the concepts and analytical tools of 

microeconomics to examine how society and individuals use 

limited resources to meet their needs. Students develop an 

understanding of current events in the context of microeconomic 

theories including supply, demand, prices, incomes, markets, 

competition and market structures. Students examine the 

concepts of market failure and market power and the need for 

government intervention to achieve social and political goals. 

Lower 

Money, Markets 

and Democracy 

ECON 200 

Over the past two-and-a-half decades, capital markets have 

markedly grown in influence, increasingly taking over from 

governments and banks the tasks of financing economic activity 

and serving the public‘s saving and retirement needs. After 

introducing students to the operational and regulatory 

framework of the currency, bond, equity, mutual/hedge funds, 

and derivative markets, the course poses the question: Do 

these markets, on balance, negatively or positively influence the 

social structure, economy, and politics of nations In assessing 

this issue, the course surveys the debate surrounding theories 

of capital market efficiency and rationality, the history of 

recurring financial bubble and crash sequences, social justice 


Upper 

or 

Lower 

Lower 

Lower 

Upper 

Course Title 

Music in 

Contemporary 

Society 

Music, Meaning 

and Values 

Online Social 

Networks 


issues raised by investment in morally suspect industries and 

emerging economies, the constraints imposed by the markets 

on governments‘ ability to manage their economies, the tension 

between democratic governance and central banking, the 

spread of an equity culture, and proposals for a new 

international financial architecture. Essentially, this course 

stresses the institutional details of capital markets, while placing 

them within their socio-economic and political contexts. 

Music may be ubiquitous but its role in society is multifaceted 

and complex. It has the power to move us to the greatest 

emotional heights or depths, act as an agent of ideology, assist 

in worship, celebrate life‘s events and memories, facilitate a 

sense of community, contribute to our own unique identity, or 

simply make our shopping environment or elevator ride more 

hospitable. But music does not just happen on its own; it is what 

we make it, and what we make of it. This course explores 

important sociological themes through the study of musical 

expression in North America. Students critically analyze the 

influence of technology, ideology, aesthetics, class, ethnicity, 

race, age and gender, on various genres of music including 

jazz, heavy metal, hip hop, punk rock, country music, World 

Beat and rock ‗n‘ roll. Class discussions centre on critical 

reading of texts and ideas from Adorno, Small, Frith, Hebdige, 

among others, with the purpose of engaging with some of the 

significant cultural issues of our time. 

How is it that even music without words can ―speak‖ to us And 

if it ―speaks‖ to me, does music speak to others in similar ways 

Another way of thinking about such questions is to ask: Does 

music involve meanings and values that address whole 

communities This course examines music across a range of 

western musical genres in light of the notion of musical value. 

While different people find music valuable for a number of 

reasons, this course asks how different musics themselves 

articulate different values and considers the extent to which 

those values support or contradict the values that we hold both 

as individuals and as members of the world community. 

Focusing on issues raised in Julian Johnson‘s provocative book, 

Who needs classical music the course is concerned, not with 

distinctions between ―popular‖ and ―classical‖ music, but with 

addressing questions related to human and musical meaning. 

These questions cut across boundaries of genre and probe the 

heart of why and how we make the musical judgments we do. 

Such questions demand that we engage music self-critically, as 

it unfolds, and that we consider why, years after its initial 

creation, the music of the Beatles or of Mozart remains central 

to our humanity. 

Life on the Social Network has transformed the way we 

communicate in the digital age. This course examines how 


Upper 

or 

Lower 

Lower 

Lower 

Course Title 

People, Mind and 

Body: Selfish 

Thoughts 


PHIL 412 

Performance 

Enhancing Drugs 


digital technology, especially on the internet, enables people to 

connect with others in revolutionary new ways. Digital 

technology has transformed how we exchange information, 

communicate, and form intimate and professional relationships. 

This course focuses on social networking sites and how they 

facilitate and enhance communication online and are used by 

people to coordinate, change, and organize events in the real 

world. In fact, as students will learn, the distinction between the 

real world and the digital-virtual world is blurred by such activity. 

Students will assess a number of quantitative and qualitative 

studies from an international and multi-disciplinary perspective, 

investigating how social networking has transformed privacy, 

impression management, strategic writing, word-of-mouth 

communication, intimacy, political protest, therapy, health 

research, and collaborative efforts in the workplace. 

In our daily lives, we often claim that we care a great deal about 

―self-expression.‖ We might also worry about being ―true to 

ourselves,‖ and about acquiring greater ―self-knowledge.‖ Our 

bookstores are increasingly full of books described as offering 

―self help.‖ But what exactly is this ―self‖ that needs to know 

itself, express itself, be true to itself, and why does it need so 

much help in doing so 

In this course, we will explore some of the classic philosophical 

answers to the question of what makes a self. Some will say 

that it‘s all about having a soul. Others will say that it‘s our 

memories that make us who we are. We will even take a serious 

look at a theory which claims that there is no such thing as a 

self! But while we will have one eye trained on the grand 

philosophical visions of such figures as Rene Descartes, John 

Locke, David Hume, and Jean-Paul Sartre, we will have another 

eye directed towards the research of contemporary 

psychologists and neurologists such as Stanley Milgram, Philip 

Zimbardo, Antonio Damascio, and Oliver Sacks. These 

scientific perspectives sometimes support one or another of the 

philosophical theories about human nature, while at other times 

they give us excellent reason to think that the philosophers –and 

our common sense –has got things completely wrong. What 

they never do, however, is to put the philosophers out of work. 

The more that science has to tell us about human nature, the 

more deeply mysterious becomes that ―self‖ that I think I am. 

This course examines the science behind many of the 

commercially available ergogenic aids in today‘s society, 

including: caffeine, protein supplements, fat burning 

supplements, creatine, and sodium bicarbonate. Students will 

also explore the scientific aspects of illegal performance 

enhancing drugs (PED) used by both amateur and professional 

athletes, musicians, and surgeons, including: Amphetamines, 


Upper 

or 

Lower 

Upper 

Course Title 

Personality 

Psychology 


PSYC 404 


Steroids, Growth Hormone, IGF-1, Beta-blockers, and 

Erythropoeitin (EPO). Students in this course will investigate 

the mechanisms by which PED and Nutritional Supplements 

deliver their effects, and the detrimental side effects of improper 

or prolonged usage. 

We spend every moment of our waking hours dealing with 

personalities (even if it's just our own). This course will 

introduce students to the field of Personality Psychology by 

examining the theoretical approaches, assessment instruments, 

and research findings that help us understand the fascinating 

complexity of human personality. Students will become familiar 

with the main theoretical approaches to understanding 

personality, including Psychoanalytic, Trait, Humanistic, and 

Social-Learning, and the research generated by these 

approaches that have, in turn, informed their development. 

Lower Philosophy of Law This course will provide a context for our existing legal system 

by exploring the bodies of legal thought that theorize the 

sources and shaping of our laws. This course on legal 

philosophy seeks to reveal the historical, moral and cultural 

basis of our legal concepts, to examine the classical debate 

between positivist and naturalist schools of thought, and to 

critically compare the formalist and realist approaches to 

jurisprudence. The issue of morally motivated disobedience to 

particular unjust laws, and challenges to the legitimacy of entire 

legal orders are examined in exploring the limits of legal order. 

Students will also explore the tensions between law as a 

protector of individual liberty and as a tool of democratic selfrule 

by analyzing the writing of Catharine MacKinnon, John 

Stuart Mill, Patrick Devlin, and Ronald Dworkin. The study of 

such contemporary issues as civil liberties, defining equality 

rights in the context of social justice and feminist approaches to 

the rule of law enable students to understand law in its function 

as a social institution. 

Lower 

Popular Culture: 

An Interdisciplinary 

Perspective 


HUMA 407 

Exactly what is popular culture We all see it, hear it, watch it, 

read it, dance to it, and even play it. But where does it come 

from What role does it fulfill Is it worth studying more 

closely Many sociologists certainly think it is a worthwhile topic 

of study. This course will explore how popular culture intersects 

with other social aspects such as class, race, and gender, and 

how it shapes our social history and participates in creating what 

George Lipsitz calls our ―collective memory.‖ By analyzing such 

areas of popular culture as popular film, narrative, music, and 

television, we shall evaluate how it formulates an important and 

often complex role in the cultural experience of our lives. We 

shall also examine how we can usefully apply the theoretical 

ideas of post-structuralism, Marxism, and feminism to help us 

analyze popular culture. Finally, we shall investigate popular 

culture‘s relation to politics and consider the following question: 


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or 

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Lower 

Lower 

Upper 

Course Title 

Popular Diets and 

Metabolism 

Power 

POLS 250 

Power: The 

Question of 

Legitimation 


POLS 451 


Are we simply foolish and ignorant consumers manipulated by 

the mass culture industries, or can we actually draw on popular 

culture as a form of individual expression and engage in a 

productive dialogue with others in society 

This course examines basic aspects of human nutrition which 

include but may not be limited to understanding the three 

macronutrients (carbohydrates, protein, and fat) and how the 

human body digests, processes, and stores them. Students will 

also be introduced to basic concepts in human metabolism 

(Basal Metabolic Rate, Total Daily Energy Expenditure, and 

tissue/organ specific metabolic rates), including the impact fad 

diets have on whole body energy expenditure. In addition, the 

course will cover alternative weight loss strategies to dieting (i.e. 

Gastric banding, gastric bypass) and the impact they have on 

metabolism. 

Power. It is something that most of us strive for but few of us 

obtain. Why do we desire power Why is it, that for many, 

power is allusive In order to address these questions, it is first 

necessary to ask: What is power How is power acquired 

How is power maintained In this course, we will examine the 

answers to these questions provided by some of the central 

figures in the history of political theory. In so doing, we will 

investigate underlying issues concerning the relation between 

ethics and politics, the notion of good government, the qualities 

of leaders, the rationality of the use of violence, the importance 

of property, and the relation between power and truth. Students 

will be asked to employ the theories and concepts studied in the 

analysis of issues in contemporary society and political issues. 

When historians in the future stand back and reflect upon the 

20 th century, they will no doubt see it as a time period marked by 

violence. That this will be the legacy of this century is surprising, 

for as the philosopher Hannah Arendt noted, ―All great 

nineteenth-century thinkers were convinced that the next 

century would be the one of progress and reason. And yet, from 

Auschwitz to the Gulag, the barbarians ruled.‖ Why was this the 

case Why, when the world had become smaller and we had 

mastered a vast array of technology, did we so vehemently turn 

against each other And what will be the repercussions of this 

violence and its increasing acceptance as we enter the 21 st 

century 

This course attempts to address these issues focusing on the 

problem of legitimation. In a time in which violence infiltrates our 

public and private lives, it is important to question when and 

under what circumstances, if any, violence can legitimately be 

employed. However, before addressing these issues, it is first 

necessary to examine the meaning of the term violence, to look 

at the conditions which give rise to violent action and to examine 


Upper 

or 

Lower 

Lower 

Course Title 

Principles of 

Anthropology 

ANTH 200 


the variety of contexts in which violence flourished in the 20 th 

century. Students will be challenged to reflect on these issues, 

considering how they inform not only our past but also our 

future. 

Why do people in different cultures think and act differently than 

we do Why do different cultures have such divergent economic 

systems and ways of life Why do some cultures seem to 

embrace ‗modern development‘ while others resist Why do 

people engage in practices that seem, to Western eyes, unfair 

or violent How are consumerism and the global economy 

reshaping cultural forms and beliefs How do gender, social 

class, caste, race, age, and indigenous status shape people‘s 

lives and the decisions they make 

Lower 


Sociology 

SOCI 201 

This course will seek to answer these questions from an 

anthropological perspective. While providing grounding in the 

various fields of anthropology – biological/physical, 

archaeological, and linguistic, the course focuses on the 

social/cultural dimensions of anthropology. It uses these 

dimensions to examine people across nations and cultures, 

their socialization, the dynamics of their culture that shape the 

decisions they make, the impact of overarching forces, such as 

globalization, war, ethnic conflict, and nationalism and the 

various social categories of inequality, such as gender, class, 

ethnicity, and age, that shape these decisions. It exposes 

students to research methodologies that seek to explore and 

analyze human condition from as it is lived. Lastly, the course 

provides a focus on analyzing various forms of ―development‖ 

and how they intersect with the impact of an integrating, global 

economic, political and cultural order. 

In a dynamic society, it is important for everyone to understand 

the social forces, cultural values, and ideological beliefs that 

frame and shape their behaviour and the pace and direction of 

change. Sociology, as the scientific study of collective human 

life, attempts to understand why people think, function and 

behave the way they do. This course examines the classical 

sociological theories of Marx, Durkheim, and Weber, in addition 

to more contemporary social theorists. This theoretical 

examination is then applied to understanding the importance of 

economic and political power, cultural and religious values, 

ethnic and racial identity, as well as gender, age, and class, in 

shaping who we are both as individuals and as members of a 

social group. 

Lower Prohibition We are currently living in an era of Prohibition: possession and 

trafficking of substances such as marijuana, heroin, and cocaine 

are illegal, as are behaviours such as polygamy, and procuring 

prostitution. Smoking in a bar used to be commonplace; now it 

can land you with a hefty fine. What motivates governments to 


Upper 

or 

Lower 

Lower 

Course Title 

Project 

Management 


engage in such social control What members of society use 

their power to impose their values on others What are the 

consequences of these different forms of moral regulation This 

course examines three hundred years of the regulation of 

behaviours and substances believed to be ‗bad‘ in North 

America. It introduces students to some of the most recent 

scholarship on social and moral regulation, focusing on issues 

such as smoking, gambling, alcohol and drug consumption, 

prostitution, venereal diseases and sex education, 

homosexuality, abortion, and pornography. Regulation of these 

practices has been the work of reformers, social and 

commercial interest groups, religious and morally based 

organizations, as well as the state through law enforcement 

agencies, courts, and educational systems. At different points in 

history these various groups worked together to have their views 

imposed on Canadian and American societies. In this course 

we will trace the evolution of these regulation movements and 

determine how successful they were in shaping discourse, 

influencing state policies, and creating a morally ‗better‘ world. 

This course provides students with the skills and knowledge to 

deliver change to organizations through the successful use of 

projects. Students will learn and apply project management 

methodologies, tools, and techniques required to initiate, plan, 

execute, and close projects. The students' general 

understanding of project management is further developed by 

applying the skills and knowledge to business projects. Project 

management software is employed. 

Upper Race and Gender When the internet was first introduced into homes, it was 

interpreted as a free space where issues of race and gender, in 

particular, could be left behind. But the digital reality, from dating 

and social networking sites to video games and porn, has turned 

out to be quite different from those idealized predictions. This 

course attempts to re-introduce the notions of race and gender 

in the study of the digital world, since visible minorities and 

women were functionally absent from the internet at precisely 

the time when its imagery was being cemented in our 

consciousness. We will commence the course by examining the 

major debates around race and gender in society. Once an 

understanding of these concepts is developed, we will examine 

digital technology in the forms of the internet and mobile 

technology. In particular, we will examine how race and gender 

happen online and in the digital world, focusing on how race, 

gender, and digital technology intersect from a multi-disciplinary 

perspective. Topics include gender and the digital world, race 

and the digital world, representations on social networking sites 

such as Facebook and MySpace and in video games such as 

Grand Theft Auto and The Sims2, and minority women‘s use of 

mobile technologies, among others. We will ask: 1. How does 


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Course Title Calendar Course Description 

race and gender shape digital technologies; and 2. What gets 

revealed when we ask questions about race and gender in 

relation to digital technologies We will engage with a number of 

case studies to serve as the foundation for students‘ own 

research 

Upper Religion in Society Is religion a force used for good or for evil in society Is it used 

to promote peace or is it more often a catalyst for warfare and 

violence For the last several hundred years questions about 

religion and its roles, for good or bad, have been intensely 

scrutinized. The debate swirls around us and touches on 

countless issues including cults, abortion, terrorism, religious 

wars and persecution, religious freedoms and liberation, and, of 

course, creationism vs. evolution. In fact, recent and very 

popular ‗new atheists‘ have proclaimed religion as one of the 

world‘s great evils. Yet others have argued that religion 

historically (and even today) is one of the main forces for social 

cohesion and the promotion of non-violence. This course puts 

religion ‗on trial‘, examining evidence on both sides, drawing on 

evolution, history, sociology, psychology, and politics. And while 

students may reach no decisive conclusion on these issues, 

they will be better equipped to critically engage in this utterly 

Lower 

Religions of the 

World 

inescapable conversation. 

The majority of people in the world today consider themselves to 

be "religious" in some way or other. This is true despite the rise 

of secular society in the modern world. Religion continues to 

play a major role in culture, in world events, and in the ways 

individuals live their daily lives. To have knowledge of how 

people understand and express themselves religiously is 

important for any citizen in today‘s society, as it fosters moral 

insight, global awareness and cultural sensitivity. This course 

will introduce students to some of the world's most significant 

religious traditions, including Hinduism, Buddhism, Judaism, 

Christianity and Islam. Students may also be introduced to one 

of the following traditions: Jainism, Sikhism, Japanese traditions, 

Indigenous traditions, Chinese and Korean traditions, or New 

Religious Movements. Students will study the central beliefs, 

practices, teachings, people, institutions, histories, and writings 

of each tradition. Students will also consider more broadly the 

question of what it means to live ―religiously‖ in the 

contemporary world. Through this study, students will examine 

the impact religion has on perceptions of politics, society, ethics, 

law, war, the economy, the environment, and the status of 

women. 

Lower Remix Culture Wired magazine recently profiled ―Remix Culture‖ as one of the 

―7 essential skills you didn‘t learn in college.‖ This course 

attempts to remedy the situation. The re-use of other people‘s 

work has become central to the creative practice not just of 

many recognized artists but of everyone who can use a 


Upper 

or 

Lower 

Lower 

Lower 

Course Title 

Role of Media in 

Society 

Science and 

Pseudoscience 


computer. The explosion in remix and mashup is an exciting and 

rich new creative mode, but it also raises a number of politicallycharged 

questions: Who owns creative work Who benefits from 

our current legal system of intellectual property rights Should 

we accept works built on plagiarism, however artful they may 

seem, as serious artistic endeavors Is it necessary to know 

one‘s sources fully in their original historical contexts in order to 

appreciate, understand, or create truly meaningful remix art 

What do we owe to the creators of the past whose work we 

appropriate and remix This class will place contemporary 

artistic practices of remix and mashup within their historical 

context, looking at how variation and adaptation have been 

practiced (and often condemned) in the Western tradition. We 

will explore the use of remix-like forms of appropriation by 20th 

century avant-garde artists and writers, and we will focus on hip 

hop musical practice (and its antecedents and offshoots). 

Finally, students will 

create their own remix in one of the arts, and will critically 

engage in analysis of their own creative work as remixers. 

In this course, students will be introduced to the historical 

foundations and purposes of modern media beginning with the 

emergence of rudimentary newspapers as purveyors of shipping 

schedules and trade data and continuing through the rise of the 

free press as a bulwark of democratic societies. Emphasis will 

be given to examining the role of modern media as witness to 

events of historical moment and in exposing corrupt practices 

and violations of the public interest in both government and 

private-sector contexts. Media will also be positioned as 

commercial enterprises with an historical interest in scandal and 

subject to their own deviations from their stated mandates to 

report with impartiality and balance. Contemporary 

developments to be analyzed include the impact on traditional 

media roles from 24-hour cable news, online news services and 

the increasing convergence between news media and the other 

industries of popular culture. 

Science permeates our lives with indispensable technologies, 

cures and discoveries – both subtle and profound. Our 

understanding of the natural world has never been greater, yet, 

paradoxically, distrust of science has grown and the ideas of 

science have been intermingled with myths or distorted into bad 

science. Strangely, one of scientific technology‘s most 

conspicuous successes, the internet, has become the greatest 

source of misinformation. Pseudoscientific claims are all around 

us, and old myths still persist in our information age. 

In this course we will study many of the amazing claims made in 

the name of science and analyze them using the guiding 

principles of science and scientific methodology. From astrology 


Upper 

or 

Lower 

Lower 

Upper 

Course Title 

Science Matters: 


Sciences 

Scientific 

Achievements 


SCIE 403 


and Tarot cards to ESP and UFOs, we distinguish between 

science and pseudoscience and gain a better understanding of 

the scientific method that has been at the heart of many of 

science‘s truly great discoveries and innovations. This method 

allows us to test paradigms, challenge hoaxes and myths, and 

discover if there really is anything to all those claims about 

paranormal phenomena, telekinesis, numerology, aliens, and 

other topics on the fringes of science. Without a doubt, weird 

things are out there. This course helps us to find out which ones 

are real. 

Science and Pseudoscience is designed for students without 

any mathematics or science background. 

The effect of Science in our society is profound, subtle and 

sometimes shocking. Its rich history has given us insights into 

our place in the universe, revealed our relationship with other 

species on this planet, and has yielded technologies that 

permeate our lives. 

Science is a way of understanding natural phenomena, a way of 

seeking patterns in the smallest components of the atom to the 

grand expansion of the cosmos. We will cover topics such as 

Evolution, Astronomy, Modern Genetics, Ecosystems, Mass 

Extinctions, Extraterrestrial Life, the Atom, the Environment, 

Relativity, Plagues, and the bizarre world of the Quantum. Our 

studies will touch upon the lives of famous scientists such as 

Copernicus, Galileo, Newton, Darwin, Mendel, and Einstein, and 

we will find that at the heart of their great insights lay a simple, 

understandable idea. 

The twentieth century was a period of outstanding scientific 

achievements. Breakthroughs answered ancient questions: the 

source of heredity in the DNA molecule and the explanation of 

earthquakes, volcanoes, and other geological mysteries through 

plate tectonics. There was an expansion of our universe from 

thousands to billions of light years and at the same time an 

implosion into the weird quantum features of the subatomic 

world, the mastery of which would lead to nanotechnologies that 

make GigaByte storage devices and GigaHz processors 

everyday terms by the end of the century. A shift occurred in 

our fundamental understanding of nature from the familiar, 

deterministic world of Newtonian Mechanics and Maxwell‘s 

Electromagnetism to the counterintuitive domains of Einstein‘s 

Relativity and Heisenbergs Uncertainty Principle. The productive 

reductionism of previous centuries was supplemented by the 

integrative approaches of ecology, systems and complexity 

theory. These themes and the breakthroughs that resulted are 

explored in a manner accessible and interesting to all students, 

even those with minimal scientific backgrounds. Advanced 


Upper 

or 

Lower 

Lower 

Lower 

Upper 

Course Title 

Shakespeare and 

Film 

Social and Digital 

Media 

Social 

Entrepreneurship 


mathematics is NOT required. Emphasis is be placed on a 

descriptive and numerical understanding of the themes and their 

implications to thought, society and our daily lives, rather than 

developing specific science skills. 

“Look here upon this picture and on this . . .” Hamlet, 3:4. 

When you read Hamlet do you see the title character as a noble 

philosopher or as a clueless college student Are Romeo and 

Juliet elevated figures of romance or victims of their own 

hormones Is Richard III a fascist Is Twelfth Night a simple 

comedy about mistaken identity or a complex meditation on 

gender Every filmmaker who approaches a Shakespearean 

play interprets the text differently—and film provides a wide 

range of strategies and techniques to express that specific 

vision. This course looks at some of the ways that film versions 

of Shakespeare‘s work have approached the task of uncovering 

different levels of meaning within the plays. Beginning with a 

careful reading of Hamlet, Twelfth Night, Richard III and Romeo 

and Juliet, we‘ll go on to consider how adaptation to film can 

add nuance, depth, and significance to the original texts. 

Social media is emerging, overtaking broadcast media as the 

dominant media form. It is reshaping institutions in all sectors 

everywhere, with a special relevance for the profession of public 

relations. A power enabler focused on building communities of 

special interest, social media technology offers both risks and 

rewards. This course will contribute to the strategic basis that 

will permeate all aspects of the BPR by providing a strategic 

context and overview, defining best practices, critically analyzing 

major social media. Students will learn about a variety of social 

media applications, blog regularly, learn about metrics and SEO, 

and, as a capstone for the course, develop a social media client 

workshop. The course will foster a collaborative, peer to peer, 

open source, online, 24-7 culture that is essential to social 

media success. The course provides the foundation of 

knowledge and skills in planning, executing and measuring 

effective use of social media. 

Can entrepreneurs operate in a free market where success is 

measured not just in financial profit but also in the improvement 

of the quality of people‘s lives What are social entrepreneurs 

and what is social entrepreneurship Social entrepreneurship 

has rapidly become the most influential idea of our time. It 

represents an exciting and emerging set of models for systemic, 

positive, social and environmental change. Our best hopes for 

the future of humanity lie in the power and effectiveness of 

socially motivated, highly empowered individuals who will fight 

for changes in the way we live, think and behave. Social 

entrepreneurs are the practical dreamers who have the skill and 

the vision to solve problems and to change the world for the 


Upper 

or 

Lower 

Lower 

Upper 

Lower 

Course Title 

Social Psychology 


PSYC 403 

Sociology of 

Consumption 


SOCI 401 

Sociology of Health 

SOCI 200 


better. Social entrepreneurs develop micro-level political 

structures to challenge established institutional patterns that 

block social change. Most social entrepreneurship is not the 

product of single charismatic individuals but of ideas generated, 

propagated, and implemented by groups, networks, and formal 

or informal organizations. In this course we will examine the 

growth in the number of socially entrepreneurial organizations 

globally that address various social and environmental issues 

and also look at how these organizations are moving into the 

mainstream. This course will synthesize research and lessons 

from practice by leading social entrepreneurs and scholars in 

the field. It aims to help future social entrepreneurs succeed in 

building a better world where all people, regardless of 

geography, background, or economic status, enjoy and employ 

the full range of their talents and abilities. 

Social Psychology is an extremely diverse field that generally 

deals with people in social situations. Core topics include social 

behaviour such as aggression, obedience, conformity, intimate 

relationships, discrimination, and how groups function. They 

also include attitudes, social cognition, social perception, 

prejudice, and feelings of guilt, all of which are assumed to 

affect social behaviour. In addition, we will cover some applied 

areas, such as psychology and the law. We will also discuss 

basic methodological issues as they pertain to the above topics. 

Class discussion will be an integral part of the course. 

It‘s not who you know, but who you wear. Such is the advice 

from dedicated followers of fashion and others who might urge 

us to declare our identities and allegiances through the codes of 

consumption. The pursuit of the good life has been replaced by 

that of the ―goods life.‖ As the globalization process seeks to 

expand the market economy, this expansion requires the 

manufacture of desire for ever more ―stuff‖ and an industry 

devoted to the creation of the false hope that just one more 

purchase may buy happiness. This course tackles some of the 

most compelling interpretations of the function of consumption. 

Through exposure to a variety of contemporary and classical 

theories, students reflect on the social patterns of consumption 

and how these patterns reproduce, subvert, or reformulate 

inequalities of class, gender, and ethnicity. In order to promote 

self-reflexivity about our own role in the marketplace, methods 

of resistance are studied and arguments for ecological 

constraint are considered. 

This course presents new ways to think about the body, health 

and illness and to see them not only as biological phenomena 

but also as culturally and socially mediated experiences. 

Students are asked to explore questions that frame mainstream 

views on health and health care, as well as perspectives that 

challenge these views. Medical practice traditionally sees the 


Upper 

or 

Lower 

Lower 

Lower 

Course Title 

Sociology of the 

Everyday 

SOCI 204 

Sport & 

Performance 

Psychology 


patient as a physical body, yet the social reality of the lived body 

is always present. The individual, and his/her family and 

friends, as well as nurses and other medical practitioners, play a 

key role in negotiating the contested territory between these two 

realities. Also, there are many different bodies—the body of the 

child, the pregnant woman, the athlete, the surgical body, the 

body in pain—and all are culturally framed. 

Our everyday lives are taken up with a myriad of practical 

accomplishments, and we routinely carry out activities and 

conversations and patterns often without thinking about how the 

world is constituted and negotiated in such work. Sociology of 

the everyday topicalizes the ways in which we as social actors 

animate the world and establish its order and sensibility through 

our ongoing practices, while simultaneously acting as if the 

world is something outside and external to us. It makes a 

distinction between our orientation as everyday actors, who are 

caught up in successfully accomplishing and achieving what we 

need to do in the course of a day, and our orientation as social 

inquirers, who are interested in understanding the 

accomplishment of the world in and through what we routinely 

do and say. The readings and examples developed in this 

course will make vivid how we stand as both the everyday 

person who is immersed in the ‗natural attitude‘ of daily life and 

the social inquirer who seeks to raise the question of what in 

such practices and talk is taken-for-granted. In this difference 

and tension, the ‗seen but unnoticed‘ qualities and 

characteristics of everyday life can be brought into view, 

allowing us not only to orient to what actually occurs in our 

practices of living, but to what also could be. Sociology can 

then serve as an imaginative aid, inviting us to temporarily 

bracket our common sense orientations in the interest of 

reflective understanding. 

This course examines the history, purpose, discipline, and basic 

techniques of sport and performance psychology. Students will 

be introduced to the basic concepts of sport and performance 

psychology including the characteristics of peak performance 

and barriers to performance. In addition, students will be 

exposed to the psychological skills training (PST) techniques 

used to enhance performance in a variety of settings. Topics 

will include but are not limited to anxiety and stress 

management, self-confidence, motivation, goal-setting, 

leadership, communication, imagery, focus and concentration, 

and group dynamics. 

Upper Strange Science In the last century, the landscape of science has been covered 

with some of the strangest ideas and discoveries in history: The 

Big Bang, Time Travel, Baby Universes, Black Holes, 

Wormholes, Superstrings, Warped Space-Time, Faster-Than- 

Light-Travel, Parallel Universes, Quantum Strangeness, 


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or 

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Course Title 


Teleportation, Dark Matter, Dark Energy, and, no doubt, 

something even weirder just around the corner. These are all 

terms that most people have heard and read about, and even 

seen them used as convenient plot devices in movies, TV, and 

literature. But, as is usually the case in modern physics, truth is 

often stranger than fiction. 

Lower 

Upper 

Lower 

Survey of Emerging 

Media 

Technology and 

Social Change 


SOCI 402 

The Body During 

Normal and 

Extreme Conditions 

In this course we will explore some of the strange discoveries, 

concepts, theories and interpretations that have riddled modern 

physics. This course is open to students without a mathematics 

or science background, although a willingness to engage in 

some basic mathematics and use of scientific notation will 

enrich the learning experience. 

A survey of the history of new media and its contemporary 

applications including a study of the parallel values and history 

of film. Through readings, online screenings, guest speakers 

and 

group projects, students will develop a greater understanding of 

the inherent complexities of converging old and new media and 

the ethical considerations that occurs. 

The course introduces technology as a social concept rather 

than a term relating to the mechanics of artifacts. The main goal 

of this course is to explore the many ways in which technology 

enters into and structures our lives. Understanding technology 

as a social construct allows the students to uncover the 

economic, political and social characteristics of everyday 

technologies. A unique sociological understanding of 

technology will allow the students to view technology as a 

method of practice and as a social movement. This course will 

examine technology in a variety of environments including local 

communities, the workplace and the marketplace, while 

analyzing diverse issues such as surveillance, gender issues, 

the information society and overall communication. The end 

result will be a well-rounded understanding of how technology 

affects our social systems and how social systems influence 

technology, thereby providing an understanding of technology 

as practice. 

This course, aimed at students who have not taken a physiology 

course at the degree level, will explore how the human body 

functions to meet the normal demands of everyday life and how 

this changes during extreme conditions such as altitude, breathhold 

and sport diving, extreme heat or cold, microgravity space 

flight, heart attack and prolonged exercise. Topics covered 

include structures and functions of the cell, overview of energy 

metabolism, physiology of muscular contraction, and physiology 

of the nervous, the cardiovascular, and the respiratory systems 

under normal and extreme conditions. 

Lower The Corporation in Traditionally, corporations have been permitted to operate free 


Upper 

or 

Lower 

Lower 

Lower 

Course Title 

Society 

POLS 212 

The Good Life: A 

Philosophic 

Investigation 

PHIL 201 

The Imagination: 

Self and Society 

ENGL 103 


from the moral and social obligations imposed on other 

institutions. The maximization of profits for shareholders has 

long been seen as the only appropriate object for corporations. 

Recently, however, this view has been challenged. A growing 

movement insists that corporations ought to subordinate the 

pursuit of profit to the fulfilment of social responsibilities. This 

course explores how socially responsible corporations should 

conduct their business affairs. The course begins by laying out 

the general principles of corporate social responsibility, while 

identifying the parties, known as stakeholders, whose interests 

corporations ought to heed. Afterwards, the course proceeds 

through each of the stakeholders, analyzing the particular 

challenges each pose to the socially responsible corporation. At 

the end of the course, a framework for the comprehensive social 

evaluation of corporations is developed in the form of a social 

audit. 

Why have you chosen to study at Humber College this year Do 

you think that doing so will make you more employable and 

therefore increase your income Are you hoping to satisfy your 

intellectual curiosity or develop new skills Do you hope that 

these skills will help you to make a difference in the lives of 

others Or is school simply a good way to meet new friends and 

romantic partners 

If you answered ‗yes‘ to any of the above, you already have 

some ideas about ―the good life‖ –you have some thoughts, that 

is, on what sort of things make our lives as good as they can 

be. Rather than assuming that we already know what 

ingredients go into making ―the good life,‖ however, we will take 

a big step backwards in this course in order to study a broad 

range of thinkers as each attempts to find the key to the good 

life. For some, it will be found in the happiness of pleasurable 

experiences (Epicurus, Fischer, and Montaigne). For others, it 

will found in overcoming physical, psychological, or political 

obstacles to happiness (Marx, Freud, Sacks). For Rousseau, 

the good life consists in a tranquil celebration of nature; for 

Nietzsche and Emerson, in artistic individualism; and for Plato, 

in wisdom and knowledge. Our task will be to determine if any of 

these approaches –alone or in combination –can offer us any 

guidance as we ourselves seek to achieve ―the good life.‖ 





academic disciplines and focused on the theme of the 

imagination. Its main objectives are to develop students‘ critical 

skills and academic writing abilities by 1) encouraging analytical 

depth in textual analysis and 2) developing students‘ breadth of 


Upper 

or 

Lower 

Lower 

Course Title 

The Making of a 

Beautiful Mind 


understanding through a focus on the interrelatedness of the 

texts studied. These skills will be developed through lecture, 

class discussion, and a series of written essay assignments that 

will increase in complexity and evaluative weight as the term 

progresses. The principles of clear writing and reasoned 

argumentation will be emphasized in lectures and expected in 

all assignments. In the final essay and final exam, students will 

be expected to present a cumulative and synthetic 

understanding of all texts studied during the term. 

Borrowing from the University of Toronto‘s Rotman School of 

Management‘s integrative thinking approach to solving realworld 

challenges – the kinds of challenges students will most 

certainly encounter in their lives and careers – this course aims 

to produce clear writers, strong thinkers, and aspiring leaders 

who, when faced with these challenges and no appealing 

solutions, see it as an exciting opportunity to build a new 

solution. 

Engaging with a variety of readings, case studies, and models, 

students will realize that writing and thinking are inseparably 

related and that good thinking requires good writing. Students 

will be encouraged to consider their personal knowledge system 

as they explore their stance, beliefs, and mental models through 

self‐reflection and analysis exercises. 

As a writing intensive course with a strong emphasis on 

expository, analytical, creative, and argumentative skills, this 

course will involve a number of in‐class and online writing 

activities and assignments that may take the form of group 

discussion and collaborative writing, essays, critical analyses, 

and journal responses. The course will culminate in a final group 

presentation that tackles and attempts to resolve a wicked realworld 

problem. 

Lower The Wireless Web This course is for non-specialists who would like to get an 

overview of some of the current technologies and standards 

used in the wireless field. Emphasis will be on terminology, 

scale of different networks, types of wireless networks, 

applications used on wireless networks, and the advantages 

and disadvantages of wireless networks. 

Lower 

Theories of Beauty 


PHIL 405 

Beauty is mesmerizing. It captures our attention, fuels our 

imagination and leads us to risk our money, our time, our 

energy, our values, and even on occasion, our lives in its 

pursuit. Yet despite its influence and power, we rarely sit back 

and consider the nature of beauty. What is beauty Where is it 

to be found And why is it so captivating To a great extent, 

beauty remains to us a mystery. 

This course explores the answers to these questions offered by 


Upper 

or 

Lower 

Upper 

Lower 

Course Title 

Trauma and 

Memory in 

Literature 

ENGL 201 

Understanding 

Mass 

Communication 

SOCI 203 


central figures in the history of aesthetics including Plato, Kant, 

Tolstoy, Bell, Benjamin, Danto and Bourdieu. In the course of 

this investigation students consider how beauty is constructed, 

how it is appreciated and why it is of such importance to us. 

What is the purpose or goal of creating a work of art How do 

artists transform their ideas of/about beauty onto a canvas or 

into a poem How do they judge the success or failure of their 

own works Is beauty really in the eye of the beholder How 

do we judge works of art How do we address difference and 

diversity in the interpretation of artworks Reflecting on these 

issues, students apply the theoretical ideas/concepts developed 

in the lectures and readings to works of art from the fields of fine 

art, music, film, architecture and literature. 

―The term ‗trauma fiction‘ represents a paradox or contradiction: 

if trauma comprises an event or experience which overwhelms 

the individual and resists language or representation, how then 

can it be made into a narrative, made into fiction‖ from Anne 

Whitehead‘s Trauma Fiction. 

Telling stories is one of the main ways in which we make sense 

of our experiences. But what happens when experience is so 

harrowing that it overpowers the emotions and cannot be 

encompassed by the mind What kind of stories can contain, 

explain and perhaps even transcend horrors that overwhelm 

human consciousness In this course we will read a range of 

fictional responses to trauma and hysteria and think about the 

relationship between narrative and memory. Can fiction provide 

what novelist Pat Barker calls ―regeneration‖—the recovery of 

psychic and emotional wholeness in the wake of shattering 

events 

This course will lead students through an investigation of the 

impact of mass media on culture; specifically Canadian culture. 

The role of mass communication in society will be examined in 

terms of its theoretical and practical applications. The 

transmission and transformation of mass media content will be 

discussed in terms of political and corporate interests, 

behavioural dynamics, national and international concerns, 

advertising and marketing agendas and technological 

implications. An emphasis on Canadian cultural goods such as 

television, radio, film, print media and the Internet will lay the 

groundwork for an extensive discussion on the overall impact of 

mass media on a national and global scale particularly the US 

and Europe. 

The role of mass communications in socialisation, the formation 

of public opinion, critical journalism, democracy and social 

change will also be investigated. 

Upper Visual The Visual Communications course provides students with the 


Upper 

or 

Lower 

Course Title 



experience of analyzing the visual artefacts of our contemporary 

culture. Students use the resulting knowledge in designing their 

own visual creations. They examine both static and dynamic 

imagery (advertisements, photographs, films, television 

programs and interactive media), as they broaden their 

understanding of the underlying principles of "massaging 

images" in our electronic age. 

Upper War and Morality The past century has seen a shocking increase in the power – 

and perhaps even the willingness – that human beings have to 

destroy each other. Two world wars, the targeting of civilians 

with atomic bombs, the development of even more deadly 

nuclear weapons, countless revolutions, military coups, civil 

wars, and the rise of international terrorism all testify to the 

continuing use of violence and war as means to achieve political 

ends. This tendency is even found in calls for ―humanitarian 

wars‖ that would be fought for the preservation of human rights 

and the protection of vulnerable populations. 

In light of the pervasiveness of war in many regions around the 

world today, it is important to critically examine the issue of how 

military force might be used for ―moral reasons.‖ This course will 

explore the possibilities of waging a moral war (if this is indeed 

possible) by applying various perspectives from political theory 

and philosophy to case studies. 

Lower Web Development This course addresses the creation of usable and accessible 

websites and how to achieve these objectives. It focuses on 

methods of integrating various forms of information (text, 

graphics, animation, sound and video) on to a website and 

analyzes the advantages of each of those methods. Students 

evaluate the integration of multimedia components as used in 

graphical user interfaces (GUI). Students are introduced to 

interactive programming on the web and build a web application 

using HTML, CSS, and scripting languages. 


D5.2 Undergraduate Course Schedule 2 

Year and 

Semester 

Year One 

Semester 

1 

Semester 

2 

Year Two 

Semester 

3 

Course Title 


Analysis 1 


Psychology 





Total 

Core 

Course 

Credit 

Hours 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Course Pre-requisites 

and Co-Prerequisites 

Highest Qualification 

earned (or required of 

faculty to be hired) 

and, only where 

applicable, highest 

qualifications in 

progress 

3 M.A./Ph.D./Ed.D.* 

3 Ph.D. 

3 M.A./M.Ed.* 

3 M.A./M.Ed.* 

Breadth Elective 3 Ph.D. 


Approaches 1 

Developmental 


Diagnosis 

Developmental 

Psychology 

Quantitative Research 

Methods 

3 M.A./M.Ed.* 

3 M.A./Ph.D./Ed.D.* 

3 Ph.D. 

3 Ph.D. (math and 

physics) 

Ph.D. (Math) 

M.A. (Applied Math – 

Statistics) 

Master of Mathematics 

(Statistics) 

M.S. (Mathematics) 

Ph.D. (applied 

mathematics) 

M.S. (applied statistics) 

Ph.D. 

M.Sc. 



Assessment 


Analysis 2 


Disorders 

Ethics and 


3 Applied Behaviour 

Analysis 1 

3 Applied Behaviour 

Analysis 1 

3 Developmental 


Diagnosis 

3 Ph.D. 

M.A./M.Ed.* 


M.A./Ph.D./Ed.D.* 

M.A.; MADS 


Year and 

Semester 

Semester 

4 

Year 

Three 

Semester 

5 

Semester 

6 

Year Four 

Semester 

7 

Course Title 


Approaches 2 

Mental Health Across 

the Lifespan 


Methods 

Total 

Core 

Course 

Credit 

Hours 

Total 

Non- 

Core 

Course 

Credit 

Hours 



3 Cognitive Behavioural 

Approaches 1 

3 Ph.D. 

3 Quantitative Research 

Methods 




Pharmacology 







progress 

M.A./M.Ed.* 

3 MScN 

Ph.D. (adult education) 

Ph.D. (social and 

political thought) 

M.A. (developmental 

and cognitive 

processes) 

Ph.D. 

M.Ed. 

Aging and Dementia 3 M.A./MScN 

Family Dynamics 3 M.A./M.Ed.* 

Research in 


3 Quantitative Research 

Methods 


Methods 

Ph.D. 

Breadth Elective 3 Dependent on Selection Ph.D. 


Counselling 


Approaches 2 


Ph.D. 

Addictions 3 Ph.D.* 


Collaboration 

3 M.A./M.Ed.* 




Project 1 


Counselling 

3 Ph.D. 


Approaches 2 


Psychometrics 3 Quantitative Research 

Methods 

Ph.D. 

Ph.D. 

Organizational 3 Ph.D./Ed.D.* 


Year and 

Semester 

Semester 

8 

Course Title 

Behaviour 

Total 

Core 

Course 

Credit 

Hours 

Total 

Non- 

Core 

Course 

Credit 

Hours 





Project 2 



Issues in Behavioural 

Psychology 

3 Senior Level Thesis 

Project 1 







progress 

Ph.D. 

3 Ph.D. 

3 Ph.D. 

Consultation Skills 3 M.A./M.Ed.* 


Subtotal Course Credit Hours 90 30 

Total Program Credit Hours 120 

*Humber‘s policy for degree level courses is to assign faculty holding a minimum of a master‘s level degree in the 

field of study or related field. However, for the indicated courses, current Humber faculty members are proposed who 

hold either Ed.D.‘s or M.Ed‘s in Adult Education. All of the Ed.D.‘s and one of the M.Ed.‘s faculty members have 

taught as part of Humber‘s Child and Youth Care degree. Their unique backgrounds and academic experience make 

them acceptable as exceptions to Humber‘s policy. Please see Section F for the signed exception from Humber‘s 

President. 


D5.2.1 Non- Core Electives (Course Schedule 2) 

Lower versus Upper Level Course Characteristics 

• All lower level courses are foundation courses. 

• All upper level courses require that students have completed one lower level breadth 

course in at least two of the three breadth categories as a prerequisite. 

• Students are required to complete one upper level breadth courses in at least two of the 

three breadth categories. 

Course Title 

20 th Century 

Fashion 

Abnormal 

Psychology 

ACWR1004 - 

Approaches to 

Literature 

Behaviour 

Change for 

Healthy Living 

and Personal 

Growth 

Business 

Presentations 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 

3 Lower M.A. 

Highest Qualification earned 

(or required of faculty to be 

hired) and, only where 


qualifications in progress 

M.B.A. 

3 Lower Ph.D. (Psychology) 

Ph.D (Psychology) 

Ph.D.(Psychology) 

3 Lower 

3 Lower Master‘s & Ph.D.(Sport and 

Exercise Psychology) 

3 Lower M.B.A. 

M.B.A. 

LLM 

Business Law 3 Lower LLM 

LLM 

Restrictions 

Fashion Management 

Criminal Justice, Nursing, Child 

& Youth Care, Bachelor of 


None 

None 

B.Comm. Degrees 

ECON 402 

Business and 

Politics 

AWCR 1002 – 

Business Society 

POLS 202 - 

Canada and the 

World: Trade, 

Diplomacy and 

War 

SOCI 202 

Canadian 

Families: Past, 

Present and 

Future 

LLM (PhD in progress) 

LLM 

3 Lower MBA (business Administration 

PhD (social and political 

thought) 

3 Lower 

3 Lower MA (History) 

PhD (History) 

3 Lower PhD (Sociology in Education) 

PhD(Sociology) 

Successful completion of any 

two lower level breadth courses 

or letter of permission. 

TBD 

Bachelor of Behavioural 


SOCI 405 3 Upper PhD (Sociology) Successful completion of any 


Course Title 

City Life 

Cross Cultural 

Communication 

Cultural 

Psychology 

POLS 204 - 

Democracy and 

Dictatorship 

PSYC 402 

Developmental 

Psychology 

ENGL 106 

Ecology, Nature 

and Society 

Economic Boom 

& Bust: 

Capitalism In 

Question 

Gender, Culture & 

Power 

Global 

International 

Politics 

Human Growth 

and Development 

POLS 201 

Human Security 

and World 

Disorder 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






PhD (Sociology) 

MA (sociology) 

3 Lower M.B.A. (IT) 

M.Sc. (business science) 

M.A. 

3 Upper PhD 

PhD 

PhD 

3 Lower M.A. 

Ph.D. (Social & Political 

Thought) 

3 Lower PhD (Psychology) 

MA (Psychology) 

PhD (Psychology) 

3 Lower PhD (English) 

PhD (English) 

3 Upper PhD 

M.B.A. 

PhD 

3 Lower MA 

PhD 

PhD 

3 Lower Ph.D. (Social & Political 

Thought) 

M.A. 

Ph.D. 

3 Lower MES (Pediatric Ergonomics) 

Ph.D. (Child Development) 

M.Sc. (Family) 

3 Lower PhD (Social and Political 

Thought) 

MA (Philosophy) 

PhD(Social and Political 

Thought) 

Human Sexuality 3 Lower Ph.D. (Psychology) 

Ph.D. (Psychology) 

Ph.D. (Psychology) 

ACWR 1005 

Individuals and 

Communities 


PhD (English) 

Restrictions 



TBD 

None 

None 






None 

None 

None 

Bachelor Child & Youth Care 

Child & Youth Care, 



Introduction to 3 Lower Ph.D.(Criminology) Criminal Justice, Paralegal 

None 

TBD 

None 


Course Title 

Canadian Justice 

System 


Criminology 

Introductory 

Accounting 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






Ph.D. (Higher Ed) 

M.Sc..(Criminal Justice) 

Ph.D.(Political Science) 

M.A. (Criminology) 

Ph.D. (student faculty of social 

work) 

3 Lower Ph.D., (Sociology) 

Ph.D. (Criminology) 

Ph.D. (Higher Ed) 

M.Sc. (Criminal Justice) 

Ph.D. (Political Science) 

M.A. (Criminology) 

3 Lower Ph.D. (economics) 

CMA 

M.B.A. 

M.Acc. 

M.B.A. (financial management) 

Restrictions 

Paralegal 

Criminal Justice 

B. Comm. Degrees 

POLS 200 


Politics 

PSYC 200 


Psychology 

POLS 410 

Leadership 

Leaders Through 

Time 

3 Lower PhD (Social and Political 

Thought) 

MA(Political Science) 

MA(history) 


thought) 

3 Lower PhD (developmental process 

psychology) 

MA (Psychology) 


None 



3 Lower MBA (Business Administration) Successful completion of any 



3 Lower Ph.D. (Economics) 

Ph.D. (management) 

Ph.D. (business) 

Ph.D. (economics) 

Marketing 3 Lower Ph.D. (international marketing) 

M.B.A. 

Ph.D. (management) 

None 

Bachelor of Digital 


Material Culture 3 Lower PhD 

PhD 

PhD 

Microeconomics 3 Lower Ph.D. (economics) 

None 

B.Comm. Degrees 

PhD 

Ph.D. (economics) 


Course Title 

ECON 200 

Money, Markets 

and Democracy 

Online Social 

Networks 

PSYC 404 

Personality 

Psychology 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






3 Lower MBA (business Administration 


thought) 

3 Upper PhD 

M.A. 

PhD 

3 Upper PhD (psychology) 

PhD (psychology) 

PhD (psychology) 

Restrictions 

None 





or letter of permission 

Philosophy of Law 3 Lower L.L.M. (PhD in progress) Paralegal, Criminal Justice 

POLS 250 

Power 

POLS 451 

Power: The 

Question of 

Legitimation 

ANTH 200 – 


Anthropology 

SOC 201 


Sociology 

3 Lower MA (Philosophy) 

PhD (Political Theory) 

PhD (Social and Political 

Thought) 

PhD (Philosophy) 

3 Upper MA (Philosophy) 


Thought) 

None 

3 Lower PhD (anthropology) None 

3 Lower PhD (Sociology) 






None 


PhD (Sociology in Education) 

Race and Gender 3 Upper Ph.D. 

Ph.D 

None 

Role of Media in 

Society 

Social and Digital 

Media 

Social 

Entrepreneurship 

Sport & 

Performance 

Psychology 

PSYC 403 


3 Lower Ph.D. 

M.A. 

3 Lower Ph.D. 

M.A. (politics and international 

affairs) 

3 Upper Ph.D. 

M.A. 

Bachelor of Journalism 





None 

3 Lower Ph.D. (Sport Psychology) None 

3 Lower MA (Psychology) 

PhD(Psychology) 





Course Title 

SOCI 401 


Consumption 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






3 Upper PhD (Sociology) 

MA (Sociology) 


PhD (Sociology in Education) 

Restrictions 




SOCI 200 


Health 

SOCI 204 

Sociology of the 

Everyday 

Survey of 

Emerging Media 

SOCI 402 

Technology and 

Social Change 

POLS 212 

The Corporation 

& Society 

AWCR 1003 

The Imagination – 

Self and Society 

The Making of a 

Beautiful Mind 

The Underground 

Economy 

SOCI 203 – 

Understanding 

Mass 

Communication 

Visual 

Communication 

POLS 401 -War 

and Morality 

HIST 401 - Adolf 

Hitler and the 

Rise and Fall of 

Nazi Germany 

3 Lower PhD (sociology) 

PhD (sociology) 

PhD (sociology) 


3 Lower PhD (Sociology) 


3 Lower M.A. (English language and 

literature) 

Ph.D. 

3 Upper PhD (Sociology) 

MA(Sociology) 

PhD(Communications and 

Culture) 

3 Lower MBA (Business Administration) 


Thought) 


Thought) 


PhD (English) 

PhDEnglish) 

3 Lower M.A. 

M.B.A. 

3 Lower M.B.A. 

PhD 

Masters (Economics) 

3 Lower PhD(Communication and 

Culture) 

3 Upper M.A. (English language and 

literature) 

Ph.D. 

3 Upper PhD (social and political 

thought) 

3 Upper MA (History) 

Ph.D. (History) 

ENGL 202 3 Lower PhD (English) 

None 

None 



None 

None 

None 

TBD 

None 





TBD 

TBD 


Course Title 

Betrayal in 

Contemporary 

Fiction 

PHIL 409 

Brainstorm: Ideas 

and Arguments 

PHIL 413 - 

Business and 

Professional 

Ethics: Your 

Money and… 

HIST 200 

Canadian 

Studies: The 

Challenge Ahead 

HUMA 406 

Desire and 

Discontent 

PHIL 203 

Ethics and Moral 

Theory 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






PhD (English) 

3 Lower PhD, (Social & Political 

Thought) 




3 Upper PhD (philosophy) TBD 

3 Lower MA History 

MA History 

3 Upper MA (Philosophy) 


thought) 

3 Lower PhD (Philosophy) 



Thought) 

PhD (theology) 


thought) 

PhD (philosophy) 

MA (comparative literature) 


Existentialism 3 Upper PhD 

PhD 

PhD 

HUMA 200 

Film: Styles, 

Narratives and 

Techniques of the 

Moving Image 

3 Lower MA (comparative literature) 

PhD (Culture and 

Communications) 

PhD (Communication and 

Culture) 

Restrictions 

None 




None 

None 



HUMA 408 

Good and Evil 

Great 

Performances in 

Jazz 

3 Upper PhD (Social and Political 

Thought) 

PhD (Religious Studies) 

3 Upper Ph.D. 

M.A. 

M. Music 

M.M. 




Music 

History of 3 Upper Ph.D. Music 


Course Title 

Canadian Music 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 

History of Jazz 3 Lower Ph.D. 

M.A. 

M. Music 

M.M. 

History of Popular 

Music 

History of 

Technology 

HIST 201 

Hitler and Stalin: 

Architects of Evil 

PHIL 404 

How is Society 

Possible 

Conflict, 

Cooperation & 

Social Theory 


Advertising 

HIST 402 - Josef 

Stalin: Red Tsar 

of the USSR 

HUMA 413 

Justice: A 

Philosophical and 

Literary Approach 

PHIL 402 

Knowing and 

Believing: 

Epistemology 

PHIL 205 -Love 

and Sex: 

Philosophical 

Perspectives 

ENG 403 

Love Stories 

Music in 

Contemporary 

Society 

HUMA 203 - 

Music, Meaning 

and Values 






Restrictions 

Music 

3 Lower Ph.D. Music 

3 Lower Ph.D. 

Ph.D 

M.Ed. 

3 Lower MA History 


MA (comparative literature) 

3 Lower Ph.D. 

M.A. (advertising design) 

M.A. 

3 Upper MA (History) 

Ph.D. (History) 


3 Upper PhD (Philosophy) 



TBD 

3 Lower MA (philosophy) TBD 


PhD (English) 

3 Lower M. Music Education 

Ph.D. 

Ph.D. 

3 Lower Ph.D. 

Ph.D. 




Bachelor of Creative 

Advertising 



POLS 411 Business and 

Politics 







Music 

Music 


Course Title 

PHIL 412 

People, Mind and 

Body: Selfish 

Thoughts 

HUMA 407 

Popular Culture: 

An 

Interdisciplinary 

Approach 

HIST 202 - 

Prohibition 

Religion in 

Society 

Religions of the 

World 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 






3 Lower PhD (philosophy) 

3 Lower PhD (sociology) 

PhD (Culture and 

Communications) 

PhD (Communication and 

Culture) 

3 Lower Ph.D. (History) 

Ph.D. 

3 Upper Ph.D. 

Ph.D. (Philosophy) 

Ph.D.(Theology) 

3 Lower Ph.D. (Philosophy) 

Ph.D. 

Ph.D. (Theology) 

Remix Culture 3 Lower PhD 

MA 

HUMA 405 - 

Shakespeare and 

Film 

PHIL 201 

The Good Life: A 

Philosophic 

Investigation 

PHIL 405 

Theories of 

Beauty 

ENGL 201 

Trauma and 

Memory in 

Literature 

SCIE 200 

Astronomy: 

Discovering our 

Place in the 

Universe 

Business 

Information 

Systems 

Electronic 

Fundamentals 

Evolution: 

Unraveling Life‘s 

Mysteries 


PhD (English) 

Restrictions 




None 

None 

None 

None 

TBD 

3 Lower PhD (Philosophy) None 




3 Upper PhD (English) 

PhD(English) 

3 Lower MSc. (Astronomy) 

PhD (theoretical physics) 

3 Lower M.Sc. (advanced computing) 

Ph.D. (computer science) 

M.A. 

3 Lower Ph.D. 

Ph.D. 

3 Lower M.Sc. 

PhD 




None 

B. Comm. Degrees 

None 

None 


Course Title 

Fundamentals of 

Digital Electronics 

SCIE 202 


Environmental 

Studies 


Human Body 

Total 

Non- 

Core 

Course 

Credit 

Hours 

Level 

3 Lower Ph.D. 

Ph.D. 






Restrictions 

None 

3 Lower PhD (biology) None 

3 Lower Ph.D. (Animal Physiology and 

Genetics) 

PhD (Philosophy in Biology) 

PhD (medical sciences) 

Microbiology 3 Lower PhD (medical sciences) 

PhD. (Animal Physiology and 

Genetics) 

PhD (Philosophy in Biology) 

Performance 

Enhancing Drugs 

Popular Diets & 

Metabolism 

MGT. 354 - 

Project 

Management 


Pseudoscience 

SCIE 203 - 

Science Matters: 


Sciences 

SCIE 403 

Scientific 

Achievements 

3 Lower PhD 

PhD 

3 Lower Ph.D. (Human Metabolism) 

Ph.D. (Physiology) 

3 Lower M.Eng. (mechanical & industrial 

engineering), DBA candidate, 

P.Eng., PMP 

M.B.A. (IT) 

3 Lower PhD 

M.Sc 

Bachelor of Nursing 

Bachelor of Nursing 

None 

None 

TBD 

None 

3 Lower PhD (theoretical physics) TBD 

3 Upper PhD (theoretical physics) 

MSc (Astronomy) 

Strange Science 3 Upper PhD 

M.Sc 




The Body During 

Normal and 

Extreme 

Conditions 

The Wireless 

Web 

Web 

Development 

3 Lower Ph.D. (Physiology) 

Ph.D. (Human Metabolism) 

Ph.D. (Physiology) 

Ph.D.(philosophy) 

3 Lower Ph.D. 

M.A.Sc. 

Ph.D. 

3 Lower M.Sc. (advanced computing) 

M.B.A. 

None 






D6 

Work Experience Required for Degree Completion 

D6.1 Program Structure 

Year September January April 

Semester 1 Semester 2 Semester 3 

Year One On-campus studies On-campus studies Vacation 

Year Two On-campus studies On-campus studies Vacation 

Year Three On-campus studies On-campus studies Paid or Unpaid fulltime 

work term 

Year Four On-campus studies On-campus studies GRADUATION 

Paid/Unpaid full-time work term = __14___ consecutive weeks 

D6.2 Nature of Work Placement 

Students will participate in one mandatory 14-week work term. The placement may be in a 

social service, community, educational or health agency or organization where they will have an 

opportunity to work in the behavioural science field. During their work placement, students may 

have a variety of responsibilities including clinical assessments, research based work, working 

directly with vulnerable populations, as well as, supporting health care workers, educators, 

and/or social science professionals. Students will have an opportunity to identify a specific area 

of interest for their work placement. Similar to the placement of students in Humber‘s 

Developmental Services Worker diploma program, it is expected that not all of these positions 

will be paid positions. In the employer needs assessment survey conducted for this proposal, it 

was found that the majority of organizations would provide more unpaid placements than paid. 

Every effort will be made to assist students to find paid work placements; however, there will be 

unpaid work opportunities which will be more appealing to some students depending on their 

career interests and the work that is available. Humber has a history of successfully finding 

quality work placements for students in its social and community services programs. It is 

anticipated that many of the employers who provided placements in the past will provide 

opportunities for degree students. In addition, all but two of the employers who returned the 

needs assessment survey indicated an interest in accepting students for a work placement. 

Based on the experience in the School, it is not expected that there will be any difficulties finding 

both paid and unpaid work for the students. The School currently places 100% of its diploma 

students. 

D6.3 Support for Work Experience 

Students will be supported by a placement advisor from the School of Social and Community 

Services. Currently the placement advisor provides tools and resources for securing placements 

and will continue to do so for students in the proposed program. Each year, the school 

establishes new employer contacts, permitting students to be better informed about the field‘s 

functions, needs and career opportunities. Students are responsible for identifying the nature of 

their work experience, setting up an interview with the industry partner and discussing and 


agreeing to the job functions and proposed learning outcomes from the job experience, and 

gaining faculty approval. This process prepares students for real life job search skills. 

Students are also required to take a non-credit one-hour course, Professional Practice, in the 

first semester of the third year of the degree program (see attached course outline). In this 

course, students complete a job/work placement search and document the process through a 

series of assignments. This allows them to practice the skills required in self-assessment, 

resume and cover letter preparation, Internet and telephone research, job interviews and 

networking. Guest speakers from program related industries are invited to speak on employer 

expectations, the industry environment and potential career opportunities. 



School of Community and Social Services 

Year 3 Semester 1 

Course Outline 

Course Name: 

Pre-requisite(s): 

Co-requisite(s): 

Course Restrictions: 

Professional Practice 

None 

None 

N/A 

Credit Value: 0 

Hours of Instruction: 14 

% of course that will be delivered 

on line: 

Minimum qualifications required to 

facilitate/supervise course: 

0% 

Degree in Behavioural Science or related field, 

and experience in career advising 

Faculty Name / Credentials: 

Note: Non Credit Professional Practice courses have been previously assessed and approved 

as part of Humber’s degree programs. 

1.0 Course Description 

This course provides students with the skills and knowledge necessary to prepare for a 

work placement in today‘s challenging employment environment. Preparation for the 

work placement includes job search techniques and discussion of such issues as 

employer expectations, organizational policies, professionalism and self management. 

The need for career planning, lifelong learning and interpersonal communication skills is 

also discussed. 

Students conduct a self-assessment of their personality and skills and perform 

organizational research. Students prepare covering letters and resumes, create their 

own database of potential employers within the field, and practice their interview skills in 

mock interviews and by conducting information interviews. Guest speakers from the 

child and youth care field provide students with a range of perspectives on current and 

future trends. 


2.0 Course Learning Outcomes 

Upon completion of this course, students will be able to: 

1. Develop a personal career plan by identifying areas of interest, preferences, values, 

strengths, weaknesses, aptitudes, and transferable skills. 

2. Develop future employment contacts through networking and information interviews 

and develop a database of potential employers in the field. 

3. Prepare a professional resume and cover letter targeted to a specific employer, 

organization and position. 

4. Complete the components of a job search (research labour market and employers, 

network, make cold calls, follow-up on applications submitted). 

5. Role play in a mock job interview situation. 

6. Demonstrate time management skills and professional behaviour with respect to 

punctuality, attendance and appropriate attire. 

3.0 Methods of Instruction/Delivery Format 

• Lectures, seminars, workshops, guest speakers and on-line learning. 

• Role plays 

• Course notes, resources, assignments and job postings are available on-line 

(Blackboard), allowing students to access information and communicate with the 

facilitator and each other, outside regularly scheduled class hours. 

4.0 ReferenceTexts and Supplies 

Breidenbach, Dr. Monica E., Career Development: Life and Career Strategies and 

Technologies, Prentice Hall, 2001. 

Bolles, Richard Nelson, What Color Is Your Parachute 2008: A Practical Manual for 

Job-hunters and Career Changes, Sept 4, 2007. 

Tieger, Paul D., Barron Tieger, Barbara, The Personality Type Tool Kit, 

PersonalityType.com, West Hartford, CT 06119, 2001. 

Recommended: 

Current related literature, related websites, career directories. 

5.0 Evaluation 

TypeFocus Assignment (self-assessment) 10 

Draft resume and cover letter 10 

Research assignment 20 

Final resume and cover letter 10 

Information interview 10 


Mock interview 20 

Employer database 20 

Total 100 

6.0 Course Schedule 

Weeks Topics Readings/Assignments 

1 Work placement orientation 

Outline of the job search and 

career development process 

Blackboard notes 

2 Self-assessment Blackboard notes 

3 Marketing Tools 

Resumes and cover letters 

Portfolios 

4 Self assessment 

Guest speaker 

5 Marketing Tools 

Resumes and cover letters 

Portfolios 

6 Occupation and organizational 

research 

7 Occupation and organizational 

research 

8 Networking 

Building and expanding 

employment contacts 

9 Interviewing 

Process and questions 

Guest speaker 


Draft resume and cover 

letter (10%) 


TypeFocus Assignment 

(10%) 


Final resume and cover 

letter (10%) 


Labour market conditions 

Job related websites: 

HRSDC, worklink, 

workopolis, association 

websites 


Research assignment 

(20%) 


Employer database (20%) 


10 Conduct information interview Blackboard notes 

Information interview 

assignment (10%) 


11 Videotape mock interviews 

12 Critique mock interviews 

13 Critique mock interviews Mock interview (20%) 

14 Work placement report guidelines 

(expectations of student and 

employer) 

Handouts 

7.0 Classroom Requirements 

The Humber ―A‖ Standard Electronic Classroom 


D6.4 Work Experience Outcomes 

Work Experience Outcomes 

Describe the organizational and operational 

functions of their workplace. 

How work experience puts into practice the 

program outcomes 

During their work experience, students may 

perform some or all of the following types of 

tasks which support achievement of program 

outcomes: 

Observe, record and evaluate existing 

conditions, behaviours and decisions made 

within the field and/or organization noting the 

organizational hierarchy and reporting 

structures. 

Supports program learning outcomes: 1, 2, 3, 

4, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 

19 

Demonstrate and evaluate the components of 

professionalism at work. 

Adhere to company conduct, dress code and 

communication styles. Follow protocols with 

respect to schedules and the roles of the 

various employees and teams. 

Supports program learning outcomes: 2, 15, 

16, 17, 18, 19 

Synthesize the many facets of the discipline‘s 

decision-making, planning and problem 

solving. 

Function in a workplace setting by working 

effectively both individually and as a member 

of a team. Participate in broad level decisions 

by being a member of a departmental team or 

work group recording the processes of the 

discipline. 


7, 8, 9, 10, 11, 12, 14, 15, 17 

Solve problems, make decisions and evaluate 

the outcomes of decisions. 

Research and analyze data and make 

recommendations. Identify and analyze the 

needs and goals of the discipline. Assess 

resources and limitations in a decision making 

context. Assist in formulating plans and 

concepts to satisfy a particular need or 

strategy. Assess strategies used. 


8, 9, 10, 11, 12, 13, 14, 15, 16 

Communicate clearly, concisely and correctly 

as appropriate to the requirements of the 

position. 

Participate in meetings. Meet with clients. 

Communicate with managers, supervisors, 

team colleagues, employees. Assist with 

presentations. Communicate information, 





interpretations, conclusions and 

recommendations to all parties involved. 

Prepare memos, letters, e-mail or other written 

documentation. 


5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 17, 18 

Manage the use of time and other resources 

effectively, to attain work goals within 

established timelines. 

Assist in the preparation of schedules, 

adhering to deadlines and timeframes and 

monitoring progress. Adjust timeframes if 

necessary or redesign work assignments to 

meet deadlines. Complete assigned work on 

schedule 


9, 10, 11, 12, 13, 14, 15, 17, 18 

Demonstrate improvement after receiving 

constructive feedback and take responsibility 

for own actions and decisions. 

Solicit and respond to supervisor feedback on 

performance. Refine work output in line with 

internal managerial and external client 

feedback. 

Supports program learning outcomes: 12, 15, 

16, 17, 18, 19 

Interact with others in groups or teams in ways 

that contribute to effective working 

relationships and the achievement of mutual 

goals. 

Meet with managers/supervisors to determine 

organizational relationships, department 

functionality and decision-making processes. 

Participate in and contribute to team meetings. 

Collaborate with accounting and other 

organizational functions to enhance mutual 

relationships. 


13, 17 

Employ current techniques, methods, 

technologies and tools supporting the 

profession while observing generally accepted 

working practices. 

Articulate ideas and information 

comprehensibly in oral and written forms. 

Use tools, techniques, technologies, software, 

Internet, etc. to facilitate work requirements, 

test concepts and articulate recommendations. 


4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 

18 

Recognize the importance of the discipline‘s 

practices, program management, schedules 

and deadlines. Prepare effective written 

documentation as required and make clear 





and achievable program suggestions 

accordingly. 


4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 

18 

Apply, consolidate and extend learning in 

different contextual frameworks and situations. 

Apply learning from program to contribute to 

the discipline‘s changes and challenges on the 

job. 


4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 

18, 19 

Generate ideas, concepts, proposals, 

solutions or arguments independently and/or 

collaboratively in response to new challenges 

or opportunities. 

Conduct research, analyze and prepare 

reports, proposals and recommendations. 

Assist in the planning, programming, and 

facilitation strategies with individuals and 

groups. Interact with the professional team to 

achieve goals. 


4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 

18, 19 

Methods of Evaluating Student During Placement 

All on-the-job performance will be evaluated as follows: 

A letter of agreement outlining types of work and expected outcomes will be agreed upon by the 

employer, student and Humber. 

The employer will (using a format provided by Humber): 

review the agreed upon outcomes and the records maintained by the student and evaluate 

the student‘s performance against each of those outcomes, providing specific examples of 

tasks the student performed related to each objective and a rating of how well he/she 

performed them; 

complete a checklist evaluating basic characteristics such as punctuality, willingness to take 

on different tasks, contribution to the team, etc.; and 

provide an overall rating using a scale provided by Humber which highlights the student‘s 

strengths and weaknesses. 

The student will prepare a journal on the work experience to include: 

a summary of major job responsibilities; 

a summary of agreed upon work outcomes and an analysis of the extent to which each 

outcome was accomplished; 


a record of job tasks completed during the work experience and an assessment of how they 

contributed to achieving the learning outcomes; 

an assessment of classroom learning used to complete job-related tasks during the work 

experience; 

a list of new learning acquired on the job; 

a discussion of problems encountered on the job and how they were resolved; 

a self-assessment of performance on the job based on the agreed upon work outcomes; and 

identification of personal strengths and competency areas needing additional development 

in the final year of study. 

Both employer and student reports will be reviewed by college staff and a final grade will be 

assigned. 

Each student will be assigned an advisor for their work term. The advisor will be the student‘s 

point of contact for the work experience. The advisor will monitor the student during the work 

term. In addition to discussing expectations and performance with the student, the advisor 

holds similar discussions with the employer. The advisor serves as a mediator in the event of 

problems with the work experience and ensures that the experience is meaningful and at an 

appropriate level. 


D7 

Program of Study 

D7.1 Program Map Bachelor of Behavioural Science 

Sem 


Approaches 

Special 

Populations 

Core Courses 

Psychology Research Methods Ethics and 


Non-Core 

Courses 

Breadth 

Electives 

F (1) 


Analysis 1 


Psychology 



Elective 1 



W (2) 

F (3) 

W (4) 


Approaches 1 


Assessment 


Analysis 2 


Approaches 2 

Developmental 


Diagnosis 


Disorders 

Developmental 

Psychology 

Mental Health 

Across the Lifespan 

Quantitative 


Qualitative 


Ethics and 


Elective 2 

Elective 3 

Elective 4 

Elective 5 

F (5) 


Pharmacology 

Aging and Dementia Family Dynamics Research in 


Elective 6 

W (6) 


Counselling 

Addictions 


Collaboration 

Elective 7 

Elective 8 

S 

F (7) 

W (8) 


Project 1 


Counselling 


Project 2 

WORK PLACEMENT – Mandatory 14 week internship (no academic credit) 

Psychometrics 


Behaviour 



Issues in 


Psychology 

Elective 9 

Consultation Skills Elective 10 

Bachelor of Behavioural Science Section B, Page 138

D7.2 Non-Core Courses – Breadth Electives 

The Humber Breadth Task Force has recently received and reviewed 39 new breadth courses 

for future delivery. These courses and the CV‘s of the proposed instructors were included in this 

submission for the Bachelor of Applied Technology (Industrial Design) Consent Renewal. 

CV‘s for faculty responsible for delivery of existing non-core courses have been submitted in a 

previous submission and are on file with PEQAB. 

Note: Those marked “R” are restricted, and not available to Bachelor of Behavioural Science 

students. 

Society, Culture and Commerce 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20 th Century Fashion 

Abnormal Psychology “R” 

Approaches to Literature 

Behaviour Change for Healthy Living and Personal Growth 

Business Presentations 

Business Law 

Business and Politics 

Business Society 

Canada and the World: Trade, Diplomacy and War 

Canadian Families: Past, Present and Future “R” 

City Life 

Cross Cultural Communication 

Cultural Psychology 

Democracy and Dictatorship 

Developmental Psychology “R” 

Ecology, Nature and Society 

Economic Boom & Bust: Capitalism In Question 

Gender, Culture & Power 

Global International Politics 

Human Growth and Development “R” 

Human Security and World Disorder 

Human Sexuality 

Individuals and Communities 

Introduction to Canadian Justice System 

Introduction to Criminology 

Introductory Accounting 

Introduction to Politics 

Introduction to Psychology “R” 

Leadership 

Leaders Through Time 

Marketing 

Material Culture 

Microeconomics 

Money, Markets and Democracy 

Bachelor of Behavioural Science Section B, Page 139

Online Social Networks 

Personality Psychology 

Philosophy of Law 

Power 

Power: The Question of Legitimation 

Principles of Anthropology 

Principles of Sociology 

Race and Gender 

Role of Media in Society 

Social and Digital Media 

Social Entrepreneurship 

Sport & Performance Psychology 


Sociology of Consumption 

Sociology of Health 

Sociology of the Everyday 

Survey of Emerging Media 

Technology and Social Change 

The Corporation & Society 

The Imagination – Self and Society 

The Making of a Beautiful Mind 

The Underground Economy 

Understanding Mass Communication 

Visual Communication 

War and Morality 

Arts and Humanities 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Adolf Hitler and the Rise and Fall of Nazi Germany 

Betrayal in Contemporary Fiction 

Brainstorm: Ideas and Arguments 

Business and Professional Ethics: Your Money and… 

Canadian Studies: The Challenge Ahead 

Desire and Discontent 

Ethics and Moral Theory 

Existentialism 

Film: Styles, Narratives and Techniques of the Moving Image 

Good and Evil 

Great Performances in Jazz 

History of Canadian Music 

History of Jazz 

History of Popular Music 

History of Technology 

Hitler and Stalin: Architects of Evil 

How is Society Possible Conflict, Cooperation & Social Theory 

Introduction to Advertising 

Josef Stalin: Red Tsar of the USSR 

Justice: A Philosophical and Literary Approach 


Knowing and Believing: Epistemology 

Love and Sex: Philosophical Perspectives 

Love Stories 

Music in Contemporary Society 

Music, Meaning and Values 

People, Mind and Body: Selfish Thoughts 

Popular Culture: An Interdisciplinary Approach 

Prohibition 

Religion in Society 

Religions of the World 

Remix Culture 

Shakespeare and Film 

The Good Life: A Philosophic Investigation 

Theories of Beauty 

Trauma and Memory in Literature 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Astronomy: Discovering our Place in the Universe 

Business Information Systems 

Electronic Fundamentals 

Evolution: Unraveling Life‘s Mysteries 

Fundamentals of Digital Electronics 

Introduction to Environmental Studies 

Introduction to the Human Body 

Microbiology 

Performance Enhancing Drugs 

Popular Diets & Metabolism 

Project Management 

Science and Pseudoscience 

Science Matters: Introduction to the Sciences 

Scientific Achievements 

Strange Science 

The Body During Normal and Extreme Conditions 

The Wireless Web 

Web Development 


D7.2 Core Courses 

Course Development and External Review 

In order to ensure that a baccalaureate standard has been attained in each course and across 

the program, the program framework and courses were: 

benchmarked against similar programs and courses in Canada and other jurisdictions, 

developed by faculty members who are familiar with university level study in the field of 

practice, 

reviewed and approved by the program Advisory Committee which include members who 

are currently professors (Dr. George Anthanassakos, Professor Finance, Ben Graham Chair 

in Value Investing & Director, Richard Ivey School of Business, The University of Western 

Ontario; and Dr. Peter Carr, Director, M.M.Sc. Management of Technology Online, 

Department of Management Sciences, University of Waterloo) 

developed in consultation with Humber‘s Planning and Development office which takes the 

lead on the development of all of Humber‘s degree level programs and manages the 

approval process, and 

Course Outline Submission Requirements 

The outlines have been developed in conformity with the Board‘s course outline content 

requirements as follows: 

The Board appreciates the curriculum planning challenge presented by programs that have not been 

offered previously. The Board recognizes that once the program is running, the information required 

below is likely to change, especially in the upper-year courses, to reflect the current state of knowledge in 

the field. Nevertheless, the Board wishes to see how the course would be structured if the applicant 

offered the course today. 

With respect to the course content, the Board specifies that each outline should include: 

Course Title: 

Year and Semester: 

• course/subject description 

• method(s) of instruction 

• a content outline by topic 

• length in actual contact hours 

• method(s) and frequency of evaluation of student performance (e.g., assignments, 

presentations, term papers, exams) 

• resources to be purchased/provided by students (e.g., course kits, equipment, 

software) 

• textbook requirements (for new programs, indicate illustrative textbooks and 

other course materials) 

• learning outcomes 

• a list of the faculty qualified to teach the course and/or statement “faculty to be 

hired” 

• faculty qualifications required to teach/supervise the course (include academic 

credentials and professional experience) 

• classroom and equipment requirements 


D7.2.1 Classroom and Equipment Requirements 

The program will be delivered at the Humber Lakeshore campus. Humber has sufficient 

classroom space at the Lakeshore Campus to accommodate 4,800 students. 

The Humber “A” Standard Electronic Classroom Facility 

Where course outlines refer to The Humber “A” Standard Electronic Classroom facility under the 

―classroom and equipment requirements‖ section of the course outlines, these classrooms 

contain the following equipment: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Crestron Touch Panel w/ standard user interface GUI 

Crestron lighting control with Crestron wall switch, plus lighting ―scene‖ selection via the 

touch panel 

HD 16x10 projector (Humber standard) 

9‘ to 10‘ electric projection screen (controllable via the touch panel) 

Dell PC (latest Humber standard) with 19‖ monitor (16x10) 

BluRay player 

Audio amplifier 

4+ ceiling speakers (depending on room size) 

Wall mounted ―program speakers‖ (in addition to the ceiling speakers) in tiered 

classrooms 

Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the 

podium 

Data jack and electrical outlet on the podium 

Tech Help phone 

―e-control‖ for remote login to the room AV system (for technical assistance) 

Connection to Crestron ―Room View‖ which monitors the status of the room AV (what‘s 

―on‖, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures, 

etc.) 

Media Services is the central group at Humber responsible for the equipment installation and 

maintenance in these rooms. This group is also able to electronically obtain status checks (room 

and equipment operation) and usage data (percentage of time equipment has been used) from 

these rooms. 

Counselling Labs 

There are four Counselling Labs in the School of Social and Community Services that provide 

students with an opportunity to practice their counselling skills in an environment equipped with 

state of the art technology. Students can engage in role plays while being taped by cameras 

installed within each of the labs. The role plays can be streamed live to any classroom within the 

building, so that students within the class can view the role play as it is happening. Student 

counselling assignments can be completed in the labs – enabling students to leave a session 

with a DVD recording of the counselling exercise for the purpose of reflection or evaluation. 


D7.2.2 Degree Level Standards and Learning Outcomes 

The development of course outlines were guided by the Ontario Qualifications Framework to 

ensure that learning outcomes were aligned with the undergraduate honours degree level 

standards. All learning activities, readings and evaluation methods were designed to facilitate 

the achievement of these learning outcomes. Each course outline includes a section entitled 

―Learning Outcomes‖ under which specific course outcomes are listed following the sequence 

laid out in the Ontario Qualifications Framework, with one or more specific outcomes directed 

towards each standard, namely: depth and breadth of knowledge, knowledge of methodologies, 

application of knowledge, communication skills, awareness of limits of knowledge, and 

professional capacity / autonomy. 


D7.2.3 

Identification of Previously Assessed Core Course Outlines 

Core Course Title Previously Assessed Program in Which 

Previously Assessed 

Applied Behaviour Analysis 1 

Introduction to Psychology Yes Bachelor of Child & 

Youth Care 

Communications of Behavioural Science 




Diagnosis 

Developmental Psychology Yes Bachelor of Child & 

Youth Care 

Quantitative Research Methods Yes Bachelor of Child & 

Youth Care 


No 

No 

No 

No 

No 

No 






No 

No 

No 

No 

No 

Qualitative Research Methods Yes Bachelor of Child & 

Youth Care 


No 


No 

Family Dynamics Yes Bachelor of Child & 

Youth Care 


No 


Addictions 


Senior Level Thesis Project 1 


No 

No 

No 

No 

No 


Psychometrics 


Core Course Title Previously Assessed Program in Which 






No 

No 

No 

No 

No 

No 


D7.4 Online and Hybrid Core Course Offerings 

Humber intends to offer several of the Bachelor of Behavioural Science degree core courses 

online or in hybrid form in the future. The list below details the specific courses that are intended 

to be offered in various formats in the future. Additionally, Humber has already been granted 

consent to offer non-core breadth courses online or in hybrid formats. 

Core Course Online Offering Hybrid Offering 


• 

Introduction to Psychology • • 

Developmental Disabilities and Dual Diagnosis • • 


• 


• 


• 

Autism Spectrum Disorders • • 


• 

Mental Health Across the Lifespan • • 

Qualitative Research Methods • • 

Behavioural Pharmacology • • 


• 


• 

Research in Behavioural Science • • 

Addictions • • 


• 


• 

Psychometrics • • 

Organizational Behaviour • • 


• 


• 


• 


D7.5 Identification of Previously Assessed Non-Core Courses 

Non-Core Course Title 

There are no new breadth courses for this submission. 



D8 

Bridging Courses 

D8.1 Bridging Course Descriptions 

Not applicable to this submission 

D8.2 Bridging Course Outlines 

Not applicable to this submission 


D9 

Gap Analysis – Diploma to Degree Transfer 

D9.1 Summary of Gaps 

It is anticipated that some graduates from two year social and community services diploma 

programs will be interested in transferring into the Bachelor of Behavioural Science. 

Humber‘s methodology for identifying and bridging the learning gaps that inevitably exist 

between parallel diploma and degree programs has been well documented in its earlier 

submissions for degree level study. Following this established practice, the Bachelor of 

Behavioural Science program learning outcomes were compared to the MTCU program 

standards of related two year diploma programs. Outlined below are the degree and diploma 

learning outcomes, skill and knowledge gaps, and a summary of the learning required to bridge 

those gaps. 

Gaps Identified 

Graduates of two year Developmental Services Worker diploma program will have studied the 

various functional areas of applied behaviour analysis, many psychology courses, and work with 

special populations addressed in the first two years of the degree. Gaps tend to be found in 

knowledge of cognitive behavioural approaches, advanced counselling skills, research methods 

and the level of analytical skills to analyze and evaluate behavioural science problems with the 

expected depth of criticism and rigour of degree-level education, as well as in depth and breadth 

of knowledge in the specialization. 

Transfer students will receive block transfer for 25% of the courses in the degree (two 

semesters). The gap will be remediated by having graduates complete an additional six 

semesters of degree-level study, with the emphasis on courses in the specialization. Any gaps 

in depth and breadth of study will be addressed in the completion of two cognitive behaviour 

analysis courses and the senior courses in the final two years of the degree in combination with 

the learning experiences, volume of reading and the nature of assignments associated with the 

degree level courses. This transfer would fall within the Port Hope Accord, which allows for 

transfer of 40% of degree-level credit for a 4-year degree program from a completed 2 year 

diploma (see table below). 

Note that while the comparisons were made with the MTCU program 

standards for a Developmental Services Worker diploma and the degree 

program outcomes, specific transfer recommendations have been included for 

students transferring from the 2-year diploma offered at Humber. Graduates of 

the diploma from other Colleges may not have sufficient non-core breadth 

courses for transfer and/or may be asked to complete additional “reach back” 

courses and thus would have to complete additional courses to meet the 

degree requirements. 

Graduates of the two-year Social Service Worker or the Community and Justice Services 

diploma programs will have a basic understanding of some functional areas of working with 

special populations, and counselling and psychology courses sufficient to receive block transfer 

for one semester of degree-level study. Gaps are found in some functional areas such as 

applied behaviour analysis and cognitive behavioural approaches, knowledge of statistics and 

research methods, the level of analytical skills to analyze and evaluate the field of behavioural 


science with the expected depth of criticism and rigour of degree level education, as well as in 

depth and breadth of knowledge in the specialization. 

Transfer students from the two-year Social Service Worker or the Community and Justice 

Services diploma program will receive block transfer for 12.5% of the courses in the degree 

(one semester). The gap will be remediated by having graduates complete an additional seven 

semesters of degree-level study, with the emphasis on courses in the specialization. Any gaps 

in depth and breadth of study will be addressed in one year and one semester of lower-level 

courses and the completion of senior courses in the final two years of the degree in combination 

with the learning experiences, volume of reading and the nature of assignments associated with 

the degree level courses. This transfer would fall within the Port Hope Accord, which allows for 

transfer of 40% of degree-level credit for a 4-year degree program from a completed 2-year 

diploma (see table below). 

Note that while the comparisons were made with the MTCU program standards 

for Social Service Worker and Community and Justice Services diplomas and 

the degree program outcomes, specific transfer recommendations have been 

included for students transferring from the 2-year diplomas offered at Humber. 

Graduates of those diplomas from other Colleges may not have sufficient noncore 

breadth courses for transfer and/or may be asked to complete additional 

“reach back” courses and thus would have to complete additional courses to 

meet the degree requirements. 

In summary, the Port Hope Accord allows for: 

• Transfer of 65% of degree-level credit for a 4-year degree program from a completed 3-year 

diploma. For a degree with 120 credits/40 courses, this means a maximum transfer of 78 

credits/26 courses. 

• Transfer of 40% of degree level credit for a 4-year degree program from a completed 2-year 

diploma program. For a degree with 120 credits/40 courses, this means a maximum transfer 

of 48 credits/16 courses. 

In the case of this gap analysis: 

Students who have successfully completed a 2-year Developmental Services Worker 

diploma program with a GPA of 75% or above may be granted a maximum block credit 

of 10 out of 40 courses (core and non-core). 

Students who have successfully completed a two-year Community and Justice Services 

or Social Service Worker diploma program with a GPA of 75% or above may be granted 

a maximum block credit of 5 out of 40 courses (core and non-core). 

1 Otherwise qualified graduates of the above diploma programs who exhibit a greater gap in 

either breadth or professional core courses may be required to take additional coursework to 

complete requirements for graduation from the degree. 


Non-Core Courses: 

Humber graduates of the two year Social and Community Services diplomas will have taken 

one general education course (Humanities) and 2 general education elective courses (College 

writing courses). If graduates of the diploma program have met the 75% grade requirement, 

they will receive credit for 3 breadth courses towards the degree. 

Humber graduates of the two year diploma will have taken one designated general education 

course and 2 general education elective courses. If graduates of the diploma program have met 

the 75% grade requirement, they will receive credit for 3 breadth courses towards the degree. 

Non-Core Requirements for Transfer Students: 

In the case of Humber transfer students, students who have completed the two year Social and 

Community Services diploma programs will have completed three non-core courses (provided 

they achieve a 75% average in each course). 

Bachelor of 


Science Non-Core 

Requirements 

Non-core elective 1 

Non-core elective 

2 

Non-core Elective 3 

Developmental 

Services Worker, Social 

Service Worker, 

Community and Justice 

Services Diploma-Level 

Courses which meet the 

criteria for approved 

baccalaureate level 

credit transfer 

Humanities completed at 

75% 

General education 

elective completed at 

75% 

General education 

elective completed at 

75% 

Additional Degree Level 

Transfer Students 

Non-Core Requirements 

Explanation of 

Non-Core Credit 

Meets requirements for a 

non-core course 





Non-core Elective 4 Degree breadth elective Completed in second 

year of degree 

Non-core Elective 5 Degree breadth elective Completed in second 

year of degree 

Non-core Elective 6 Degree breadth elective Completed in third year of 

degree 

Non-core Elective 7 Degree breadth elective Completed in third year of 

degree 

Non-core elective 8 Degree breadth elective Completed in third year of 

degree 

Non-core elective 9 Degree breadth elective Completed in fourth year 

of degree 

Non-core elective Degree breadth elective Completed in fourth year 


10 of degree 

Total: 10 

The 10 non-core degree 

level course requirement 

is met through 3 transfer 

courses from diploma 

studies and the 

completion of 7 degree 

level non-core electives 


D9.2 Gap Analysis 

Note: comparisons were made with the MTCU program standards for Developmental Services 

Worker, Social Service Worker, and Community and Justice Services diploma programs. 

Graduates of the DSW diploma from other Colleges may not have sufficient non-core courses 

for transfer and/or may be asked to complete additional “reach back” core courses. 

D9.2.1 Developmental Services Worker Diploma to Bachelor of Behavioural Science 

Degree Program 

Level Learning 

Outcomes 

Developmental 


MCU 51641 

Gap Analysis 

Remediation of Gap 

1. Critically review 

and utilize 

research and 

evidence in 

behavioural 

assessment, 

intervention and 

education. 

1. Provide support to 

persons with 

disabilities which 

facilitates personal 

growth and 

empowerment in 

ways which 

respects their 

dignity, autonomy, 

and decisionmaking 

capacity. 

2. Facilitate the 

development of 

skills of everyday 

life. 

3. Support the 

promotion and 

maintenance of 

health and wellbeing. 

4. Promote the 


inclusive 

communities. 

Diploma students are 

introduced to these 

concepts but a gap 

exists in the depth 

required. 

This gap will be 

addressed in 3 rd and 

4 th year degree 

courses. Specifically 

Research in 





2. Analyze and 

review current 

theories, 

treatment options, 

and professional 

practices in 



general 

psychology. 


persons with 


facilitates 

personal growth 

and 


ways which 




capacity. 


promotion and 

Graduates of the 

diploma will have 

achieved this learning 

outcome. 

No significant gap 

exists. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 






inclusive 

communities. 

3. Examine and 

explain the 

application of 


Science with 

specific special 

populations. 

4. Design, 

implement and 

present single 



persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 


persons with 


facilitates 


and 


ways which 




capacity. 






exists in the study of 


Approaches 1 & 2 

and the application of 

ABA & CBT to special 

populations including 


and Addictions. 





required. 

The gap will be 

addressed in all 3 rd and 



Cognitive 




Addictions 




courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 



life. 


promotion and 





inclusive 

communities. 

5. Research, 

analyze and 

interpret 

qualitative and 

quantitative 

information in 


Science within the 

wider context of 

clinical 

psychology and 

pharmacology. 

6. Apply theories 

and best practices 

for individual and 

group counselling 

in a behavioural 

context. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 


persons with 


facilitates 


and 


ways which 







required. 





required. 


addressed in all of the 

3 rd and 4 th year degree 

courses. 




courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 



capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 

responsible, and 

professional 

behaviour and 

attitudes. 

7. Integrate and 

deliver 

behavioural 

services within a 

wide range of 

community 

settings including 

social, health and 

educational. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

Diploma students 

have a solid 

foundation of these 

concepts where ABA 

is concerned but a 

gap exists in terms of 

the study of cognitive 

behavioural 

approaches. 


addressed in Cognitive 



courses and all special 

populations courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


competent, 



behaviour and 

attitudes. 

8. Design, conduct 

and analyze 

behavioural and 

cognitive 

behavioural 

assessments. 

9. Propose, design, 

write and 

evaluate, utilizing 

behavioural 

measures, 


cognitive 

behavioural 

interventions for a 

variety of client 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


persons with 


facilitates 


and 


ways which 




introduced to the 

concepts of applied 

behaviour analysis 

but a gap exists in the 

study of cognitive 

behavioural 

approaches and 

assessments. 





required and study of 

cognitive behavioural 

approaches and 

interventions. 




Approaches 1 & 2. 




Approaches 1 & 2 and 

all 3 rd and 4 th year 

degree courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


groups. 


capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 

10. Plan, co-facilitate 

and evaluate 

cognitive 

behavioural 

groups. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

Significant gap exists. 




Approaches 1 & 2 and 




Counselling 

Individual 


Counselling 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


competent, 



behaviour and 

attitudes. 

11. Design and 

deliver 

educational 

material using a 

variety of modes, 

utilizing principles 

of adult education 

and knowledge 

translation. 

12. Write 

professional-style 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 

6. Identify and use 

personal 

development 

resources and 

activities which 

promote 


growth. 


persons with 










Issues in 


Psychology 






Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


reports, behaviour 

assessment and 

intervention plans, 

and educational 

materials. 

13. Teach mediators 

to implement 


intervention plans. 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 



required. 



courses. 











Outcomes 

Developmental 


MCU 51641 

Gap Analysis 






inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


personal 

development 

resources and 


promote 


growth. 

14. Explain and teach 

behavioural 

concepts using 

accessible 

language and/or 

terminology 

depending on the 

needs of the 

learner, 

colleague, client 

or other 

stakeholder. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 





required. 




courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


competent, 



behaviour and 

attitudes. 

15. Deliver 


services 

according to 

ethical guidelines 

within the scope 

of practice. 

16. Acknowledge the 

limits of 


field of 

behavioural 

science through 


practices and 

academic writing. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


persons with 


facilitates 


and 


ways which 







required. 





required. 




courses. 




courses. 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 



capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


personal 

development 

resources and 


promote 


growth. 

17. Work 

collaboratively 

within an interprofessional 

team 

to deliver 

behavioural 

services to a 

variety of clients. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 

Although graduates of 

the diploma have a 

solid grounding in 

collaborative working 

relationships, a gap 

exists in indepth study 

of interprofessional 

collaboration. 






Collaboration 




Outcomes 

Developmental 


MCU 51641 

Gap Analysis 






inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 

18. Practice 

leadership and 

adult education 

principles to 

contribute to the 


the field of 

behavioural 

science and 

organizational 

development. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


personal 

development 

A gap exists as it 

relates to the required 

leadership skills. 





Senior Level 

Thesis Project 1 & 

2 



Issues in 


Psychology 





Outcomes 

Developmental 


MCU 51641 

Gap Analysis 


resources and 


promote 


growth. 

19. Manage and 

direct own 

continuous 

learning, pursuing 

opportunities for 

constant renewal 

of skills, 

knowledge and 

attitudes. 


persons with 


facilitates 


and 


ways which 




capacity. 




life. 


promotion and 





inclusive 

communities. 

5. Display 

competent, 



behaviour and 

attitudes. 


personal 

development 

resources and 


promote 


growth. 





required. 




courses. 


D9.2.2 Social Service Worker Diploma to Bachelor of Behavioural Science 



Outcomes 


and utilize 

research and 

evidence in 

behavioural 

assessment, 


education. 



theories, 



practices in 



general 

psychology. 

Social Service 

Worker 

MCU 50721 

Gap Analysis 


Significant gap exists. Significant gap exists. The gap will be 

addressed in all 

courses throughout 

the degree. 

Specifically 

Applied 


Analysis 1& 2 

Cognitive 



Senior Level 


2 

1. Develop and 

maintain 


relationships which 

adhere to 

professional, legal, 

and ethical 

standards aligned 

to social service 

work. 

2. Identify strengths, 

resources, and 

challenges of 

individuals, 

families, groups, 

and communities 

to assist them in 

achieving their 

goals. 

3. Recognize diverse 

needs and 

experiences of 

individuals, 

groups, families, 


to promote 

accessible and 

responsive 

programs and 

services. 



addressed in all 

courses throughout 

the degree. 

Specifically 

Applied 


Analysis 1& 2 

Cognitive 



Group 


Counselling 

Individual 


Counselling 

Senior Level 


2 




Outcomes 


Worker 

MCU 50721 

Gap Analysis 


4. Identify current 

social policy, 

relevant 

legislation, and 

political, social, 

and/or economic 

systems and their 

impacts on service 

delivery. 

5. Advocate for 

appropriate access 

to resources to 

assist individuals, 


and communities. 


maintain positive 

working 

relationships with 

colleagues, 

supervisors, and 

community 

partners. 

7. Develop strategies 

and plans that lead 

to the promotion of 

self-care, 

improved job 

performance, and 

enhanced work 


8. Integrate social 

group work and 

group facilitation 

skills across a 


environments, 

supporting growth 

and development 

of individuals, 

families, and 

communities. 

9. Work in 

communities to 

advocate for 

change strategies 

that promote social 




Outcomes 


Worker 

MCU 50721 

Gap Analysis 


and economic 

justice and 

challenge patterns 

of oppression and 

discrimination. 


explain the 





populations. 

4. Design, 

implement and 


maintain 


relationships which 

adhere to 

professional, legal, 

and ethical 



work. 




individuals, 





goals. 

3. Recognize diverse 

needs and 


individuals, 



to promote 


responsive 

programs and 

services. 



relevant 





impacts on service 

delivery. 


maintain 



concepts regarding 

working with various 

special populations 

but a gap exists in the 

specific study of ABA 

& CBT. 




addressed in Applied 

Behaviour Analysis 1 

& 2, Cognitive 


Approaches 1 & 2, 

and all of the 3 rd and 


courses. 






Outcomes 


Worker 

MCU 50721 

Gap Analysis 





relationships 

which adhere to 

professional, 

legal, and ethical 



work. 




individuals, 





goals. 

3. Recognize 

diverse needs and 


individuals, 



to promote 


responsive 

programs and 

services. 



relevant 





impacts on 

service delivery. 


appropriate 

access to 

resources to 




7. Develop 

strategies and 

plans that lead to 



required. 

3 rd and 4 th year 





Outcomes 


Worker 

MCU 50721 

Gap Analysis 


the promotion of 

self-care, 

improved job 


enhanced work 


5. Research, 

analyze and 

interpret 


quantitative 





clinical 


pharmacology. 








individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 



relevant 





impacts on 



appropriate 

access to 

resources to 





maintain 


relationships 












Outcomes 


Worker 

MCU 50721 

Gap Analysis 



context. 


deliver 

behavioural 



community 



educational. 






work. 




individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 






environments, 




families, and 

communities. 


maintain 


relationships 






work. 

required. 





required. 








Outcomes 


Worker 

MCU 50721 

Gap Analysis 





individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 



relevant 





impacts on 



appropriate 

access to 

resources to 






working 


colleagues, 


community 

partners. 

7. Develop 






Outcomes 


and analyze 


cognitive 

behavioural 

assessments. 


write and 


behavioural 

measures, 


cognitive 

behavioural 




Worker 

MCU 50721 


self-care, 

improved job 


enhanced work 







environments, 




families, and 

communities. 

9. Work in 


advocate for 


that promote 

social and 

economic justice 

and challenge 

patterns of 

oppression and 


Gap Analysis 



addressed in courses 

throughout the degree 

specifically in Applied 

Behaviour Analysis 1 

& 2 and Cognitive 


Approaches 1 & 2. 


maintain 


relationships 






work. 




Outcomes 

groups. 


and evaluate 

cognitive 

behavioural 

groups. 


deliver 

educational 



Worker 

MCU 50721 




individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 

7. Develop 




self-care, 

improved job 


enhanced work 


Gap Analysis 



addressed in 



and in all of the 3 rd & 

4 th degree courses. 

Specifically 

Group 


Counselling 

Individual 


Counselling 


maintain 


relationships 












Outcomes 


Worker 

MCU 50721 

Gap Analysis 





and knowledge 

translation. 






work. 




individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 



relevant 





impacts on 



appropriate 

access to 

resources to 






working 


colleagues, 

required. 




Outcomes 


Worker 

MCU 50721 

Gap Analysis 



community 

partners. 

7. Develop 




self-care, 

improved job 


enhanced work 







environments, 




families, and 

communities. 

9. Work in 


advocate for 


that promote 

social and 


and challenge 




12. Write 






materials. 


maintain 


relationships 






work. 






addressed in courses 

throughout the 

degree. Specifically 


Analysis 1 & 2 

Cognitive 






Outcomes 


Worker 

MCU 50721 

Gap Analysis 


individuals, 





goals. 

3. Recognize 



individuals, 



to promote 


responsive 

programs and 

services. 


appropriate 

access to 

resources to 





to implement 








environments, 




families, and 

communities. 







Behaviour 

Analysis 



behavioural 


accessible 


terminology 



learner, 


or other 






environments, 




families, and 

communities. 







Behaviour 

Analysis 

 

 


Senior Level 


2 




Outcomes 


Worker 

MCU 50721 

Gap Analysis 


stakeholder. 

15. Deliver 


services 

according to 





maintain 


relationships 






work. 



addressed in the 

degree course 

entitled Ethics & 

Professionalism and 







behavioural 



practices and 



maintain 


relationships 






work. 



addressed throughout 

the four years of 


17. Work 



team 

to deliver 

behavioural 

services to a 




working 


colleagues, 


community 

partners. 






environments, 




families, and 

communities. 


introduced to this 

concept but a gap 


required and the 

specific study of 

interprofessional 



addressed in 


Collaboration and all 



18. Practice 



principles to 



appropriate 

access to 

resources to 




addressed in all 3 rd 

and 4 th year degree 

courses. 




Outcomes 


Worker 

MCU 50721 

Gap Analysis 




behavioural 

science and 


development. 


direct own 

continuous 








working 


colleagues, 


community 

partners. 

7. Develop 




self-care, 

improved job 


enhanced work 







environments, 




families, and 

communities. 

9. Work in 


advocate for 


that promote 

social and 


and challenge 





maintain 


relationships 






the four years of 





Outcomes 


Worker 

MCU 50721 

Gap Analysis 



knowledge and 

attitudes. 




work. 



working 


colleagues, 


community 

partners. 

7. Develop 




self-care, 

improved job 


enhanced work 


D9.2.3 Community and Justice Services Diploma to Bachelor of Behavioural Science 



Outcomes 

Community and 


MCU 50705 

Gap Analysis 



and utilize 

research and 

evidence in 

behavioural 

assessment, 


education. 

3. Intervene with 

clients, 

individually and in 

groups, in order 

to address and 

manage problems 

and to facilitate 

constructive 

behaviour 

change. 

4. Observe, monitor, 

record, and 

assess client 

behaviour 

accurately, and 

respond 

appropriately in 

compliance with 

legal and 





required. 



the four year degree 

courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 



requirements. 

5. Assist in the 

prevention and 

resolution of 

conflict, crisis, 

and emergency 

situations using 

methods 

consistent with 

legal 

requirements and 


policy. 

6. Establish and 

maintain 

constructive 


clients, staff, 

professionals, 

and the 

community. 

7. Participate in 

program planning, 

implementation, 

assessment, and 

evaluation to 

meet the needs of 

clients, staff, and 

administration 

within the 


environment. 

8. Apply knowledge 

of social sciences 

concepts when 

interacting with 


professionals, 

and the public. 



theories, 



practices in 


1. Work and 

communicate in a 

manner consistent 

with professional 

ethics and 

practice, a respect 

for self, others, 




all four years of the 


Specifically 





Outcomes 

Community and 


MCU 50705 

Gap Analysis 



general 

psychology. 

and relevant law 

and legislation. 


clients, 


groups, in order to 

address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 




conflict, crisis, and 

emergency 


methods 


legal 



policy. 


maintain 

constructive 



professionals, and 

the community. 





evaluation to meet 

 


Cognitive 






Outcomes 

Community and 


MCU 50705 

Gap Analysis 


the needs of 



within the 


environment. 



concepts when 




the public. 


explain the 





populations. 

1. Work and 




ethics and 






clients, 



address and 



constructive 

behaviour 

change. 


maintain 

constructive 







concepts when 




the public. 





required and specific 

study of ABA & CBT 

as applied to work 

with special 

populations. 





Specifically 



Cognitive 



Special 

Populations 

stream of studies 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 


4. Design, 

implement and 



5. Research, 

analyze and 

interpret 


quantitative 





clinical 


pharmacology. 


clients, 



address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 









within the 


environment. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 


















Outcomes 

Community and 


MCU 50705 

Gap Analysis 






within the 


environment. 



concepts when 




the public. 






context. 

1. Work and 




ethics and 






clients, 



address and 



constructive 

behaviour 

change. 


maintain 

constructive 







concepts when 




the public. 





required. 




courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 



deliver 

behavioural 



community 



educational. 

1. Work and 




ethics and 






clients, 



address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 




conflict, crisis, and 

emergency 


methods 


legal 



policy. 


maintain 

constructive 







required. 




courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 












within the 


environment. 



concepts when 




the public. 


and analyze 


cognitive 

behavioural 

assessments. 


clients, 



address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 











required. 




courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 




within the 


environment. 


write and 


behavioural 

measures, 


cognitive 

behavioural 



groups. 


and evaluate 


clients, 



address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 









within the 


environment. 



concepts when 




the public. 


clients, 





required. 





courses. 






Outcomes 

Community and 


MCU 50705 

Gap Analysis 


cognitive 

behavioural 

groups. 


deliver 

educational 





and knowledge 

translation. 



address and 



constructive 

behaviour 

change. 


record, and 

assess client 

behaviour 


respond 



legal and 


requirements. 









within the 


environment. 



concepts when 




the public. 

1. Work and 




ethics and 










required. 



Specifically 

Cognitive 



Group 


Counselling 

Individual 


Counselling 




courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 









within the 


environment. 



concepts when 




the public. 

12. Write 






materials. 


to implement 

1. Work and 




ethics and 













within the 


environment. 



concepts when 




the public. 

1. Work and 








Specifically 



Cognitive 




Assessment 






Outcomes 

Community and 


MCU 50705 

Gap Analysis 





behavioural 


accessible 


terminology 



learner, 


or other 

stakeholder. 



ethics and 













within the 


environment. 



concepts when 




the public. 

1. Work and 




ethics and 













within the 


environment. 






Specifically 


Behaviour 

Analysis 

Issues in 


Psychology 





Specifically 


Behaviour 

Analysis 

Issues in 


Psychology 





Outcomes 

Community and 


MCU 50705 

Gap Analysis 


concepts when 




the public. 

15. Deliver 


services 

according to 




1. Work and 




ethics and 







concepts when 




the public. 





required. 




courses. 





behavioural 



practices and 


17. Work 



team 

to deliver 

behavioural 

services to a 


1. Work and 




ethics and 







concepts when 




the public. 


maintain 

constructive 












required. 





Specifically 

Senior Level 


2 

Issues in 


Psychology 




courses. 




Outcomes 

Community and 


MCU 50705 

Gap Analysis 








within the 


environment. 



concepts when 




the public. 

18. Practice 



principles to 




behavioural 

science and 


development. 


direct own 

continuous 





knowledge and 

attitudes. 

1. Work and 




ethics and 







concepts when 




the public. 



concepts when 




the public. 






required. 





Specifically 

Senior Level 


2 


Behaviour 

Analysis 

Issues in 


Psychology 




courses. 


SECTION E: PROGRAM DELIVERY 

Humber ensures the quality of degree program delivery through a number of practices, 

processes and strategies. These include: 

1. Formal processes for the development and review of new programs by institutional 

committees and councils, program advisory committees and the Board of Governors. 

2. Formal processes for course development, course outline review and curriculum changes 

3. Annual Review of Student Satisfaction Data 

4. Additional mechanisms such as: 

Review of student feedback data 

Faculty development and review process 

A formal program review process 

Annual assessments and upgrading of college facilities and program specific resources. 

These mechanisms are described further in the following sections. 

1. The Development of New Programs 

At Humber, program quality starts with the development of new programs. New program 

ideas for degrees are initially reviewed by the Vice President Academic, the Academic 

Deans and the Associate Vice President of Planning and Development. The first step in 

the development of a new degree program is to address a number of key variables 

which are then further researched and analyzed as needed for the development of the 

full submission. These include a review of the: 

1. Background, Program Description and Rationale: 

Title and description of the program (What type of program is it How does it fit 

with other programs What opportunities exist for students to experience 

industrial placements, field placements and/or cooperative education) 

The identification of occupations toward which the program is directed 

The identification of relevant licensing and regulatory requirements 

An analysis of the strategic fit of the new program (How is the proposed program 

relevant to Humber‟s mission and goals and specific school mandate. What 

impact will this program have on other current Humber programs How does it 

complement other program areas Will it overlap with any other Humber program 

areas What adjustments are needed in other programs offered by the school in 

order to accommodate the new program (e.g., decreases in enrolment, program 

rationalization) 

Target Market (Define the target market and rationale. What type of student is 

likely to enrol in the program (e.g., high school graduates, college/university 

graduates, those already employed, international students). Where are they 

likely to come from (e.g., GTA, outside GTA) 

2. Market Research and Competitive Analysis: 

Labour Demand - What are the economic trends in the industry What is the 

level of employer demand for this program What job opportunities exist for 

graduates 

Student Interest - What is the level of student or graduate (if appropriate) interest 

in the proposed program Include KPI student related employment data (relative 

Bachelor of Behavioural Science Section E, Page 1

comparison) if appropriate (program similar). Establish enrolment estimate for 

start-up and steady state. 

Analysis of Competition - How does the program compare with those offered by 

other colleges and Ontario universities (particularly in the GTA) 

The development of the program proposal includes an analysis of the Humber‟s capacity 

to deliver the program which involves assessments of: 

 

 

 

 

Human Resource Requirements - Identify the human resources needed to complete 

the development and implementation of the program. Will the program rely on 

existing faculty or will there be new hires Does the school have the faculty 

members with the appropriate academic and professional credentials to develop and 

deliver the program If not, what will be required 

Physical Resource Requirements - What new physical resources, facilities and 

equipment (if any) are required to deliver the program (including renovations, lab and 

office space, installation, capital costs such as new equipment, furniture) Is there 

current space for the program Are space improvements required How will space 

for the program be accommodated 

Library Resources Required - What library resources are available and/or need to be 

purchased to support the new program 

Financial Requirements - A cash flow statement for 6 years that includes all of the 

revenue that is available and needed and all of the costs of the program. The 

statement addresses a number of questions listed here. What is the proposed 

funding model What external partnerships exist to help support the program and the 

effect of these partnerships on program costs What are the specific start up costs 

((estimated program development costs (e.g., faculty release time), library costs, 

capital costs (furniture, new lab, equipment), renovations, installation costs, 

marketing costs)) What are the estimated delivery costs (faculty, technicians salary 

and benefits) for each year What are the operating expenses (e.g., lab supplies, 

new software, chemicals) What are the direct administrative costs (includes direct 

support costs) What is the level of risk (sunk costs) How will start-up be funded 

(by the School from current revenues or other sources) 

The development of the degree submission is managed by the Planning and 

Development office whose staff members work with faculty and admin representatives 

from the academic schools and program advisory committees to prepare those 

submissions. 

2. A formal process for the review of new programs by institutional committees and 

councils, program advisory committees and the Board of Governors. 

Institutional Operations and Advisory Committees 

New programs are reviewed by the following operations committees and councils: 

The Vice President Academic and the Deans 

The Vice Presidents‟ Operations Committee 

The Academic Operations Committee 

Degree Council 

The Academic Council of the College 

The Board of Governors 


New programs are reviewed at both the conceptual stage as well at the proposal stage. 

At the conceptual stage for degree programs, the discussion normally addresses the 

following: 

 

 

 

 

Program description 

An analysis of why Humber wants to offer the degree program (How does it fit with 

the College Mission, strengths of the College and School, and College and School 

strategic plans What are the indications that there is an economic and educational 

need for such a program) 

An analysis of how the proposed degree program will affect any related diploma 

program(s) as well an evaluation of the relationship of the proposed degree program 

to programs in other Schools 

The identification of when is the proposal expected to be ready and when the 

program is likely to be offered. 

Once a program proposal has been prepared, executive summaries are prepared for 

review by the Academic Council and the Board of Governors. These summaries 

include: 

 

 

 

 

 

 

 

 

 

Program description 

Credential to be awarded 

Strategic fit analysis 

Evidence of need 

Competitive analysis 

Entrance requirements 

Academic course schedule 

Target market analysis 

Costs 

In addition the Board of Governors requires confirmation that the program has passed 

through all of the approval stages and that it is satisfied with the projected enrolment and 

student satisfaction rates. Formal approval of the program by the Board is required 

before programs may be submitted to the Minister for referral to PEQAB for review. 

Additional Advisory Committees & Reviews 

New programs and courses are reviewed by program advisory committees and 

licensing, professional or regulatory groups. Advisory committees play a vital role in the 

development of the new program. Every program (or cluster of programs) has an active 

voluntary Advisory Committee of 8 to 12 members. Membership reflects both the private 

and public sector and includes representatives from companies, trade and professional 

associations, accreditation bodies, government and program graduates in the same or 

related program areas. In the case of degrees every effort is made to have university 

academics join the advisory committees or provide some level of external consultation. 

Advisory Committees help to ensure that the curriculum is both current and relevant. 

Desk Reviews by University Academics 

In addition to the input from advisory committees, at the development stage the degree 

curriculum is normally sent out for a desk review by a university faculty member in a 


elated field of study. This independent review is to help assure that the program is at 

the degree level, is comprehensive in depth and scope and relevant to the field of study. 

Degree Council 

Formed in 2002, Humber‟s Degree Council also reviews new degree plans and the 

progress of existing degrees. The majority of the Council members are faculty members 

from across the eight academic schools who teach in the degree programs offered 

directly by Humber and/or in partnership with the University of New Brunswick and the 

University of Guelph. 

The Council serves in an advisory capacity to the office of the Vice President, Academic 

by reviewing and advising on new program ideas and degrees including those to be 

offered in partnership with other postsecondary institutions. 

3. Formal Processes for Course Development, Course Outline Review and 

Curriculum Changes 

Course Development & Course Review: 

The Degree Council and the Planning and Development Office are kept up to date with 

respect to the development and the delivery of the courses for the programs. For 

PEQAB applications, the academic Dean or his/her designate is responsible for ensuring 

that the courses are delivered as per the degree submission. Any program changes 

beyond changes which are permitted during the period of consent, must be documented 

and submitted to the Minister for consideration. 

Every year, program coordinators and faculty members review the degree program 

courses to ensure that the most up to date textbooks and course materials are included 

in the delivery of each of the courses as well as to ensure that the delivery method and 

evaluation strategies are achieving the desired results. Detailed plans and schedules 

are developed annually for the renewal and upgrading of program related resources 

such as library, computers, classrooms, labs and equipment. 

Any changes beyond the requirements set by the Ministry require that the school notify 

the Planning and Development Office. No curriculum changes for any program in the 

college can be entered into the registration system without approval from the academic 

school and the Planning and Development Office. . 

Each program has an active Advisory Committee that is composed of practitioners and 

other academics and the faculty members and Associate Dean responsible for the 

program consult with the committees in the twice yearly meetings. 

Advisory committee members are also contacted in between meetings with regular 

emails and phone discussions to discuss program-related matters as needed. 

Student Feedback 

Student Feedback Questionnaires 


All students complete student feedback questionnaires in all of their courses. The 

Student Feedback Questionnaire developed for classroom and/or lab-based instruction 

focuses on the quality of instruction, including perceptions about whether or not: 

 

 

 

 

 

 

 

 

 

 

 

the professor was prepared for classes; 

instructional material was presented in a clear manner; 

the pace set for the course was appropriate; 

the professor helped student think critically about topics; 

a variety of teaching methods were used; 

students were treated with courtesy; 

the professor provided clear explanation about how student work would be 

evaluated; 

useful feedback was provided about student progress in the course; 

the professor was available for consultation outside of the classroom; 

the professor managed student classroom behaviour well; 

assignments were returned within a reasonable time. 

The Student Feedback Questionnaire also asks students to rate their own effort in the 

course and for feedback about what they liked most about the course, and how it might 

be improved. In addition, up to three (3) professor-generated questions may be added, 

specific to a particular course or course section. These items are not to be used for other 

types of research unrelated to the course itself. 

The data from student feedback questionnaires is compiled and the information is 

returned to the professor in both aggregate and individual form. School heads and key 

senior managers receive also receive feedback in aggregate form. Should the data 

reveal areas for improvement in teaching approaches, these are discussed with the 

individual professor. Each year the Vice President, Academic and the academic 

managers of each school review faculty whose performance falls short of college 

expectations, discuss development plans, and consider other interventions. 

Student Feedback and the Humber Engagement and Learning Profile (HELP) 

Key to informing strategies around student success and retention is the effective 

collection and reporting of student data. As a key institutional initiative, Humber 

administers the Humber Engagement and Learning Profile (HELP) survey to incoming 

certificate, diploma and degree students during Weeks 3 and 4 of the Fall semester. 

The survey asks first-semester students about their preparation for college, their 

educational and career goals, early opinions about their program and Humber generally, 

and to identify particularly student support services they may use. 

The objective is to find out more about new students in order to provide some “early 

warning signs” with respect to characteristics that best-practice research suggests may 

mean they are at risk of leaving their program early. 

Student Feedback and the Key Performance Indicator Survey Data 

Each year the student satisfaction data from the key performance indicator surveys is 

reviewed. Program satisfaction is analyzed across schools, across the college and 

across the system. Humber reviews its degrees against other degrees to determine the 


drivers of satisfaction. In addition, student success is measured course by course 

across the degree programs as are enrolment and financial projections. The Associate 

Vice President of Planning and Development reviews this data with the Vice President 

Academic and the Academic Dean responsible for each degree area. 

National Survey of Student Engagement (NSSE) 

For the past two years, Humber has participated in the National Survey of Student 

Engagement. NSSE was established in 2000 with a grant from the PEW Charitable 

Trusts and sponsored by the Carnegie Foundation for the Advancement of Teaching. 

Since its inception nearly 1,400 baccalaureate-granting colleges and universities have 

participated in NSSE. 

The survey is currently available in paper and Web versions. Humber opted for the Web 

version to make the survey truly voluntary and to avoid taking class time away from 

instruction. In 2009, the average institutional response rate was 36% and Humber‟s 

response rate in 2010 was 37%. 

Humber‟s results compare favourably with those of the 22 Canadian institutions 

participating in NSSE in 2010. Humber scored at or above the Canadian mean on each 

of the five benchmarks (see below). 

National Survey of Student Engagement 

Executive Snapshot 2010 

Benchmarks of Effective Educational Practice 

To represent the multi-dimensional nature of student engagement, NSSE developed five 

indicators of effective educational practice. These “benchmarks” are created from clusters of 

NSSE questions that best represent these practices. 

The table below summarizes key benchmark results for your institution and institutions in your 

selected comparison group. The „+‟ symbol indicates that your institution‟s score is higher than 

the respective comparison group (p

Comparison Group 

Humber 

Class 

inside and outside the classroom Senior 41 + 

Enriching Educational Experiences (EEE) 

Do your students take advantage of 

complementary learning opportunities 

Supportive Campus Environment (SCE) 

Do your students feel the institution is 

committed to their success 

Comparison Group Institutions: 

First-Year 

Senior 

First-Year 

Senior 

National Survey of Student Engagement 

NSSE 2010 Selected Comparison Groups 

Ambrose University College 

Brandon University 

Brescia University College 

Capilano University 

Grant MacEwan University 

King‟s University College at the University of Western Ontario 

Kwantlen Polytechnic University 

Mount Royal University 

Quest University Canada 

Simon Fraser University 

Thompson Rivers University 

Trent University 

Trinity Western University 

Tyndale University College and Seminary 

Université d‟Ottawa/University of Ottawa 

Université de Hearst 

Université de Sherbrooke 

University of New Brunswick – Fredericton 

University of the Fraser Valley 

University of Victoria 

University of Winnipeg, The 

Vancouver Island University 

Other mechanisms which contribute to the quality of program delivery include 

Humber‟s faculty development and review process (See electronic policies file) 

A formal program review process (See electronic policies file) 

25 

37 

62 

56 

Canada 

+ 


Online Learning 

Humber‟s policies and practices relating to online learning have been reviewed and approved as 

a separate submission to the Minister and PEQAB. The policies on file with PEQAB are current. 


SECTION F: CAPACITY TO DELIVER 

Evidence of Humber‟s capacity to offer degree-level programming: 

Humber‟s vision is excellence in polytechnic education and it has been developing the 

programming and resources to make this vision a reality. 

Humber has been offering degree-level education since 2001. Humber‟s experience with 

degree delivery began with the launch of the collaborative nursing program in conjunction with 

the University of New Brunswick in September 2001. This four-year B.N. program is delivered 

by Humber faculty using UNB‟s curriculum. The following year saw the launch of the University 

of Guelph-Humber. In partnership with the University of Guelph, Humber offers integrated 4- 

year honours degree/diploma programs in Business, Early Childhood, Family & Community 

Social Services, Justice Studies, Kinesiology, Media Studies and Psychology. Development 

and delivery of the programs is shared between the two institutions. 

Humber received its first consent to offer degrees in 2002 and launched its first three degrees in 

September 2003. It currently offers the following degrees: 

Degree 

B.A.A. (Paralegal Studies) May 2002 

B.Com (eBusiness Marketing) May 2002 

Date of First Consent 

B.A.T. (Industrial Design) September 2003 

B.C.A. - Bachelor of Creative Advertising December 2004 

B.I.D. - Bachelor of Interior Design March 2005 

B.Mus - Bachelor of Music March 2005 

B.Com (Hospitality & Tourism Management) March 2005 

B.Com (Human Resources Management) February 2007 

B.Com (Fashion Management) February 2007 

B.Com (International Business) February 2007 

B.A.A. (Film and Media Production) June 2008 

B.A.A. (Criminal Justice) September 2008 

B.Com (Accounting) August 2010 

B.C.Y.C. - Bachelor of Child and Youth Care August 2010 

B.P.R. - Bachelor of Public Relations August 2010 

B.Journ - Bachelor of Journalism November 2010 

B.I.D. - Bachelor of International Development October 2011 

B.Com (Finance) April 2012 

B.Com (Management Studies) April 2012 

Bachelor of Behavioural Science Section F, Page 1

B.Com (Marketing) April 2012 

B.Com (Supply Chain Management) April 2012 

The first graduating class from Humber degrees occurred in 2007. Since then graduates of 

Humber degrees have found success both in the workplace and in continuing their education. 

Graduates have been accepted for entrance into law school and into graduate programs both 

here and abroad. For example, some of our graduates have been accepted into masters 

programs at York University, Vancouver Island University, Queensland University of Technology 

(Australia), UMEA University (Sweden), George Washington University, The B.Ed. program at 

York and law at University of Windsor, Bond University (Australia), University of British 

Columbia, University of Leicester (England), University of Birmingham (England), Thomas M. 

Cooley Law School (USA), University of London (England) 

Over the last 10 years, Humber has undertaken numerous initiatives to enhance the resources 

to support degree delivery, including: 

Faculty – Humber recognizes the importance of increasing the number of faculty with terminal 

credentials as degrees are planned and implemented. Since 2002, Humber has hired 68 faculty 

with Ph.D.s. In planning for each new degree, the School prepares a detailed faculty plan which 

identifies current faculty with credentials in the discipline, as well as the need for any new hires 

and a recruitment plan is developed. Since launching its first degree in 2008, The School of 

Social and Community Services has hired 11 faculty members with Ph.D.s and two faculty are 

currently considered A.B.D.s. In addition, two current faculty members have completed their 

doctorates since the first degree launched. 

Scholarship – Humber recognizes the importance of having faculty engage in a level of 

scholarship and research or creative activity to ensure their currency in the field. Humber is 

committed to providing opportunities for faculty to attend conferences, present papers, and 

produce some scholarly work and encourages faculty members to identify and pursue such 

activities. 

In 2009, Humber introduced a new position, Dean of Research, to advance the research 

agenda at the college. For Humber, research is a fundamental element for: 

 

 

 

 

Enriching the Humber experience for our students by providing direct and indirect 

benefits including differentiating and enhancing academic programming 

Enhancing the teaching, learning, and scholarship capabilities of Humber‟s faculty, 

including fostering teaching, advancing disciplinary knowledge, and promoting 

interdisciplinary activities 

Fostering Humber‟s polytechnic vision, agenda, and goals, including key priorities in 

Humber‟s Strategic Plan 2008-2013, Business Plan 2009-2010 and Institutional 

Research Plan 

Facilitating positive economic development outcomes for Ontario and beyond through 

applied innovation and research and development 

Humber Research reflects the tradition of building on Humber strengths as well as the 

institution‟s commitment to innovation and excellence. It reflects Humber‟s desire to meet the 

challenges of a changing post-secondary landscape within a limited-resource context that 

emphasizes highly effective educational experiences for its learners. The quality of its students, 


faculty, staff, and research-related infrastructure provides a strong basis for Humber‟s evolving 

research enterprise that will position the institute as a leader in applied innovation and research 

within Canada. 

Library Collections – To support the requirements of degree students and faculty, Humber has 

invested $7,564,730 in expanding library collections over the past 12 years. Working in 

collaboration with faculty, the librarians identify key new resources. 

The Lakeshore Library was renovated and now has more capacity to handle larger print 

collections. There are also more student computers and increased study space. The total 

square footage is 15,580. Student seating now totals 219. Student computers number 30, and 

there is wireless Internet capacity throughout the Library. Lakeshore's newer features include 

three individual DVD/video viewing stations, five group study rooms (all five have computers, 

three have high-end computer/multimedia equipment), an adaptive technology room, and a 

multipurpose library instruction/quiet study room. The Library is open seven days a week during 

the fall and winter semesters. 

Facilities - Humber is committed to providing quality facilities to our students and continues to 

acquire new property, renovate and build. The Humber Lakeshore campus, which houses most 

of Humber‟s degrees, has undergone significant expansion and classroom facilities have been 

enhanced. Some recent examples include the following: 

 

 

 

 

 

conversion of a Mercedes dealership (3120 Lake Shore Blvd. W) into the Centre for 

Justice Leadership. This facility contains classrooms, a forensic studio and simulated 

crime scenes, including a mock crime scene apartment. As well there are mock interview 

rooms complete with an overhead viewing theatre to allow an entire class to observe 

and critique interviews. 

recent long term lease (99 years) and conversion of the Lions Hockey Arena. This ten 

million dollar plus renovation produced the Humber Arts and Media Studios, the new 

home for Creative and Performing Arts programs including Theatre, Comedy, and Acting 

for Film and T.V. Specialty facilities include rehearsal studios, a comedy cabaret, prop 

and scene building shops, and a 100 seat Black Box Theatre. This facility also houses 

two new film studios (2,600 square feet each) for the new degree program in Film and 

Media Production. As well, a gymnasium to be shared with the community provides 

additional recreational space for students. 

purchase of a building at the corner of Lake Shore Blvd. and Kipling Avenue which was 

renovated to house the Fashion Institute, a key component of the Fashion Management 

degree. This two storey structure includes a 66 seat classroom, 36 seat computer lab, 

display areas and display windows, a meeting room, student lounge and faculty offices. 

purchase of the Medical Arts Building at 3170 Lake Shore Blvd. W. This building has 

some long term leases, and these tenants are being relocated to the ground floor freeing 

the upper two floors for academic use. For fall, 2011 a play therapy lab for the Child and 

Youth Care degree will be constructed. As other degrees are added, this building will 

house a variety of special purpose labs and studios. 

building L on the East campus is now fully operational having opened in fall, 2011 and 

replaces a smaller older building which housed programs relocated to the Humber Arts 

and Media Studios. This four-storey, 100,000 square foot building represents an 

investment in excess of $55 million. In addition to specialized academic space, this 

building provides extensive formal and informal space for study and student interaction. 

The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a 


learning commons providing quiet study, group study and informal space for over 150 

students at any given time. In addition, there is a 2,500 square foot community room for 

special events. The second floor is a cafeteria/lounge and study area with a capacity of 

330 seats. (This facility replaces the cafeteria in Building H allowing this space to be 

repurposed for classrooms and labs.) The third floor houses eight classrooms ranging in 

size from 35 to 80 seats. Two 46 seat PC labs and one 46 seat MAC lab will also be 

located here. A number of the classrooms have been built so that they can be easily 

converted to computer labs as needs shift. The fourth floor contains two editing suites 

and a digital media centre primarily for media related degree programs. As well, there 

are faculty offices and a meeting room. 

In the period 2007 to Fall, 2011 the college had invested over $80 million in construction 

projects at the Lakeshore campus and continues to source properties in the area to meet the 

needs of this growing, complex campus. 

Humber is committed to providing the space for the proposed Bachelor of Digital 

Communications program at the Lakeshore Campus beginning with available existing space 

and moving into additional studios, labs and teaching spaces as the campus facilities grow in 

the future. 


F1 

LEARNING AND PHYSICAL RESOURCES 

F1.1 LIBRARY RESOURCES 


Number of Holdings (print) 

On-site Library Core curriculum: 

Resources relevant 

to degree program # of books (print) 

area 

(L) = 5,098 (N) = 13,162 

# of print journal subscriptions 

L = 0 

Number of Holdings (online) 

Core curriculum: 

# of books (online) = 5,335 

# of journal subscriptions (fulltext) 

(online) = 59 

# of databases = 6 

Other Library 

Access 

Interlibrary Loan support 

Direct Borrowers Agreement 

I. Library Support for the Degree Program 

Humber Library has a core book collection to support the Bachelor of Behavioural Science 

Degree. 

Humber Library has 115,769 print books in its collection, 87,465 at the North campus 

and 28,304 at the Lakeshore campus. Within this larger collection, the Library has a core 

book collection that supports the Bachelor of Behavioural Science Degree. 

Appendix A identifies the current book holdings, both print and ebooks, available to 

curriculum. This document shows Humber‟s holdings by call number range, and 

campus location in order to identify the strengths of the book collection as well as to 

identify potential gaps. 

Overall, Humber‟s book collection is generally strong in the core subject areas that cover 

Behavioural Science. There are, however, still some call number ranges that could be 

augmented in order to provide a greater depth of resources for some areas. 

Specifically, having reviewed the course descriptions for this degree, a number of 

recommended book titles are not in the library‟s collection. 

Based on 2012 book prices, the average cost of a book is $80.00. In order to address 

the collection issues noted above and to update the collection on an annual basis, the 

following book budget is recommended: 

Core and general Behavioural Science subjects – one-time budget to address collection 

gaps $8,000 

(100 books $80, per book) 

Core subjects – annual commitment to continually update collection $4,000 (allocated as 

follows: $4,000 print and ebooks; the costs of journals and databases are absorbed by 

other budgets/programs) 


II. Books (Electronic) 

In addition to print books, the Library purchases ebooks. Access to ebooks is through 

our library catalogue, or through EBSCO host‟s Audiobook and eBook Collection. 

III. Periodicals. Print and Electronic 

The Library has access to over 29,925 eJournals and 334 are print subscriptions. The print 

subscriptions are divided between the two campuses: North Campus holds 218 and 

Lakeshore Campus has 116. Full text e-journals are part of some of the electronic 

database subscriptions. 

Many of the readings from the recommended periodicals are available through our online 

databases, and can be embedded into Humber‟s online WebCT courses. Please see 

Appendix B. 

Appendix B 

Core electronic journals available through Humber‟s collection 

Addiction 

Administration and Policy in Mental Health 

American Journal of Drug and Alcohol Abuse 

American Journal of Geriatric Psychiatry 

American Journal of Psychiatry 

American Psychologist 

Annals of Family Medicine 

Australian Prescriber 

Behavior Analysis in Practice (limited access) 

Behavior Analyst Today 

Behavior Modification 

Behavior Therapy 

Behavioral Disorders 

Behavioral Interventions 

Behaviour Research and Therapy 

British Journal of Psychiatry 

Child Abuse & Neglect 

Child and Adolescent Mental Health 

Child and Adolescent Psychiatry and Mental Health 

Clinical Psychology: Science and Practice – Wiley 

Clinical Psychology Review 

Cognitive and Behavioral Practice 

Depression and Anxiety (one year embargo) 

Employee Responsibilities and Rights Journal 

European Journal of Psychological Assessment 

Exceptional Children 

Focus on Autism and other Developmental Disabilities 

Health and Social Care in the Community 

Implementation Science 

Journal of Applied Behavior Analysis 

Journal of Applied Research in Intellectual Disabilities 

Journal of Child and Family studies 


Journal of Clinical Psychology 

Journal of Cognitive Psychotherapy (2005 – 2011) 

Journal of Cognitive Psychotherapy: an International Quarterly 

Journal of Consulting and Clinical Psychology 

Journal of the Canadian Academy of Child and Adolescent Psychiatry 

Journal of Evaluation in clinical Practice 

Journal of Humanistic Psychology 

Journal of Interprofessional Care (JIC) 

Journal of Organizational Behavior Management 

Journal of Positive Behavior Interventions 

Journal of Substance Abuse Treatment 

Mental Retardation and Developmental Disabilities Research Reviews (1995 – 2007) 

Molecular Psychiatry 

New Directions for Evaluation 

Nonprofit Management & Leadership 

OD Practitioner 

Pediatrics – no access to current material 

Post Graduate Medicine 

Psychiatric Times 

Psychiatry Research 

Psychology of Addictive Behavior 

Research in Autism Spectrum Disorders 

Research in Developmental Disabilities 

Social Work in Mental Health 

The Behavior Analyst 

Topics in Early childhood Special Education 

World Journal of Pediatrics 

IV. Electronic Databases 

The Library currently subscribes to over 121 electronic databases. 

Core databases for Behavioural Sciences include: 

 

Academic Search Complete (EBSCO host) 

This is a comprehensive multi-disciplinary database with more than 3000 

journal titles. Coverage includes business, social sciences, music, 

humanities, general academic, general science, and education. 

 

 

Key Thinkers in Psychology (Credo Reference) 

PsyArticles (EBSCO host) 

From the American Psychological Association (APA), this database is a 

definitive source of full-text, peer-reviewed scholarly and scientific articles 

in psychology. 

 

Sage Premier 


SAGE Premier includes leading international peer-reviewed journals, 

including high-impact research titles published on behalf of over 245 

scholarly and professional societies. Interdisciplinary coverage for subjects 

in the humanities, social sciences, science, technology, medicine and 

many more. 

 

Science Direct 

This database includes the Health & Life Sciences and Social & 

Behavioural Sciences. 

 

SocINDEX (EBSCO host) 

A comprehensive high quality sociology database that features more than 

1.9 million records. It includes full text coverage of journal articles, 

textbooks, monographs, and conference papers. The extensive scope and 

content of this database provide users with a wealth of extremely useful 

information encompassing the broad spectrum of sociology. 

Library Services 

The Lakeshore Library was renovated and now has more capacity to handle larger print 

collections. There are also more student computers and increased study space. The 

total square footage is 15,580. Student seating now totals 219. Student computers 

number 30, and there is wireless Internet capacity throughout the Library. Lakeshore's 

newer features include three individual DVD/video viewing stations, five group study 

rooms (all five have computers, three have high-end computer/multimedia equipment), 

an adaptive technology room, and a multipurpose library instruction/quiet study room. 

The Library is open seven days a week during the fall and winter semesters. 

In 2011, the Lakeshore Commons was officially opened. This building is the hub of the 

Lakeshore campus and has room for 2,000 students. The building provides access to 

five study rooms, computers, printers, photocopies, and library research help. 

Library staff are available to provide circulation, support (in-person, by phone, email or 

web chat), and class instruction (upon faculty request). Intercampus loan services 

(resource sharing among Humber's three campuses) and interlibrary loan services 

(resource sharing with external libraries) are provided to Humber students and faculty to 

directly borrow library materials from any Ontario community college library. 

Reference and research support for Humber students is available at two service points - 

the Reference Desk in the Lakeshore Library, and the Inquiry Desk in the Lakeshore 

Learning Commons in the L building. 

The Library's content-rich website (http://library.humber.ca) provides both on-campus 

and remote access to the Library's catalogue and various online resources such as 

electronic journals and databases. 


Additionally, a number of technology enhanced services have been introduced in the last 

three years, including virtual reference chat, and streamed video. The library maintains a 

blog newsletter, a Twitter and Facebook account. 

The Library is also taking part in AskON, a real-time chat reference service staffed 

collectively by participating academic and public libraries in Ontario. At the time of this 

assessment, 12 colleges were offering the service, which provides students with 

reference assistance even when they are not in the Library. 

Submitted by: 

1 November 2012 

Humber Library collection statistics 

Books (print): 

eBooks 

Journals (print): 

eJournals 

87,465 (N) + 28,304 (L) = 115,769 print book volumes 

48,026 eBooks 

218 (N) + 116 (L) = 334 print journal subscriptions 

29,925 online journal subscriptions 

Databases: 121 

DVDs/Videos: 4,526 (N) + 1,298(L) = 5,824 items 


Appendix A: Core Curriculum for Bachelor of Behavioural Science 

LC Range Subject Areas Courses Holdings Holdings Holdings 

Lake North E-Books 

BF 1 - 209 Psychology Mental Health Across the Lifespan 74 549 428 

BF 199 

Behaviorisms 

Applied Behaviour Analysis 1; Applied 

Behaviour Analysis 2; Special Topics in 

Behaviour Analysis; Issues in Behavioural 

Psychology 0 11 20 

BF 636 - 637 

Applied Psychology 

Individual Behavioral Counseling; 

Consultation Skills 162 434 29 

BF 713 Developmental psychology Developmental Psychology 36 64 36 

BJ 1 - 1725 

Ethics 

Mental Health Across the Lifespan; 

Addictions; Ethics and Professionalism 52 537 123 

HA 29 - 32 

Statistics 

Qualitative Research Methods; 

Quantitative Research Methods; Research 

in Behavioural Science; Psychometrics; 

Senior Level Theses Project 1 & 2 8 74 41 

HD58.7-58.95 

Organizational Behaviour, 

changes and effectiveness Organizational Behaviour 60 236 52 

HF 5717 - 5734.7 Business Communication Communications for Behavioural Science 79 209 55 

HM 711 - 806 

Groups and Organizations 

Counselling and Facilitation Skills; Group 

Behavioural Counselling; Interprofessioal 

Collaboration; Consultation Skills 10 99 3 

HM 811 - 821 

Deviant behaviour. Social 

deviance Addictions 12 31 102 

HQ503-1064 The family. Marriage. Home Family Dynamics 412 1,967 536 


Appendix A: Core Curriculum for Bachelor of Behavioural Science 

LC Range Subject Areas Courses Holdings Holdings Holdings 

Lake North E-Books 

HQ 1061 - 1064 

Aged. Gerontology, (Social 

aspects) Aging & Dementia 27 222 202 

HV 1 - 9960 

Social Pathology, Social and 

public welfare, criminology Addictions 2,730 4,142 2,233 

HV 1551 - 3024 People with disabilities 


Diagnosis 205 235 6 

LB 1050.9 - 1091 Educational psychology 0 154 15 

QP 1- 981 Physiology 71 856 165 

RB 1 -214 Pathology 5 198 128 

RC 435 - 571 

Psychiatry 

Aging & Dementia; Addictions; Cognitive 

Behavioural Approaches 1 & 2; 

Behavioural Assessment 611 1,417 510 

RC 512 - 528 

Psychoses 

Mental Health Across the Lifespan; 

Autism Spectrum Disorders 55 138 34 

RC 554 - 569.5 

Personality disorders. Behavior 

problems. Including sexual 

problems, drug abuse, suicide, 

child abuse Addictions 136 221 100 

RC 569.7 - 571 

Mental Retardation. 

Developmental disabilities 


Diagnosis 25 17 73 

RJ 409 - 507 

Mental disorders, Child 

psychiatry Autism Spectrum Disorders 307 548 34 

RZ 400 - 408 Mental healing Aging & Dementia 0 22 202 

RM 1 - 950 Therapeutics / Pharmacology Behavioural Pharmacology 21 781 208 

TOTAL 5,098 13,162 5,335 


F1.2 COMPUTER RESOURCES 

Across the college, Humber students have access to more than 2400 computers in both open 

access (e-link) labs and computer labs, many of which are available for student use when 

classes are not scheduled. 

Wireless services are available across the college in classrooms, public areas, and offices. The 

wireless network allows faculty, staff, students, and visitors Internet and network resources such 

as email and the web from many different on campus locations without having to plug in a 

network cable. Humber offers both a secure and an open public wireless network service. 

• HumberSecure is a secure wireless network service that connects to the Internet using 

WPA2 (Wi-Fi Protected Access 2). WPA2 encrypts data before it is transmitted over the 

wireless network. HumberSecure is available to Humber faculty, students, and staff with 

an active HCnet username and password. 

• HumberPublic is an open, unsecured, wireless network service. It does not encrypt data. 

Therefore, information sent across the wireless network using HumberPublic is "in the 

clear." 

Students can print to select printers at North and Lakeshore through the wireless network. 

No special software or drivers are needed. Although designed for students, the service is also 

available for staff to use. Wireless printing supports both black and white and colour printing. 

Printers are located in all E-link labs and select Library locations. 

Software for Students 

Beginning in September 2010, students have access to select Microsoft software at no 

additional cost for use on their personal computers. Information Technology Services has 

partnered with the Humber Students' Federation to expand its licensing agreement with 

Microsoft. The following software is covered by the agreement: 

• Windows 7 

• Office 2007 Pro 

• Office for Mac 2008 

Office Pro includes Word, Excel, Access, PowerPoint, Outlook, and Publisher. 

Open Access Labs 

E-link computer labs (also known as Open Access Labs) are funded-in-part by HSF and are 

open to all students actively enrolled in courses. 

North Campus E-Link labs 

HSF partially funds the supplies to enable these labs to continue to operate with current 

technology. E-Link labs are open to all students and have both black and white and colour 

printing. 

H205 is the first and largest of the E-Link labs. It is located in the centre of the North Campus on 

the second floor just east of the main staircase. H205 has 110 computers and a group study 

area equipped with white boards. 

N205 features software for technical programs. It is located on the way to the catwalk 

connecting Humber to the University of Guelph-Humber. N205 has 37 computers and access to 

plotting printers. 


Lakeshore Campus E-Link labs 

HSF partially funds the supplies to enable these labs to continue to operate with current 

technology. E-Link labs are open to all students and have both black and white and colour 

printing. 

A240 has software musicians need. It is located in the centre of the A/B building on the second 

floor. A240 has 50 computers. Assistance is available across the hall from the Support Centre at 

A212. 

FB102 is an E-Link lab with access to poster-size and quality printing. It is located in the 

basement of F building. It has 46 computers. Assistance is available down the hall from the 

Support Centre in FB111. 

FB103 is an E-Link Mac lab with access to poster-size and quality printing. FB103 is next door 

and attached to FB102 in the basement of F building. It has 30 Mac computers. Assistance is 

available down the hall from the Support Centre in FB111. 

H205 is housed within HSF's quiet study hall. It is located at the north end of H-building on the 

second floor. It has computers and access to poster-size and quality printing. 

Computer Labs 

Computer labs are open to students actively enrolled in courses. There are 75 computer labs at 

the North Campus, plus an additional 15 that are located in the University of Guelph-Humber 

building, 42 at Lakeshore, 7 at the Centre for Trades and Technology and 2 at the Orangeville 

Campus. Some of these labs allow public access when classes are not scheduled. 


F1.3 Existing Classroom Space 

This degree will be delivered at the Lakeshore campus where just over 7,032 full-time students 

attend classes and 400 live in residence. The Lakeshore campus is currently home to a number 

of Humber‟s degree programs including: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bachelor of Applied Arts – Criminal Justice 

Bachelor of Applied Arts – Film and Media Production 

Bachelor of Applied Arts – Paralegal Studies 

Bachelor of Applied Technology – Industrial Design 

Bachelor of Child and Youth Care 

Bachelor of Commerce – Accounting 

Bachelor of Commerce – e-Business Marketing 

Bachelor of Commerce – Fashion Management 

Bachelor of Commerce – Finance 

Bachelor of Commerce – Hospitality and Tourism Management 

Bachelor of Commerce – Human Resources Management 

Bachelor of Commerce – International Business 

Bachelor of Commerce – Management Studies 

Bachelor of Commerce – Marketing 

Bachelor of Commerce – Supply Chain Management 

Bachelor of Creative Advertising 

Bachelor of Interior Design 

Bachelor of International Development 

Bachelor of Journalism 

Bachelor of Music 

Bachelor of Public Relations 

Lakeshore Classroom Space: 

With regard to dedicated classroom space, the School of Social and Community Services has 

access to classrooms and labs, accommodating class sizes of 30 to 60 students in addition to a 

counselling lab which accommodates 15 students. 

All classrooms at the Lakeshore campus are electronic classrooms which contain the following 

equipment: 

 

 

 

 

 

 

 

Crestron Touch Panel w/ standard user interface GUI 

Crestron lighting control with Crestron wall switch, plus lighting “scene” selection via the 

touch panel 

HD 16x10 projector (Humber standard) 

9‟ to 10‟ electric projection screen (controllable via the touch panel) 

Dell PC (latest Humber standard) with 19” monitor (16x10) 

BluRay player 

Audio amplifier 


4+ ceiling speakers (depending on room size) 

Wall mounted “program speakers” (in addition to the ceiling speakers) in tiered 

classrooms 

Auxiliary input: HDMI, VGA w/audio, and Composite RCA video w/audio located on the 

podium 

Data jack and electrical outlet on the podium 

Tech Help phone 

“e-control” for remote login to the room AV system (for technical assistance) 

Connection to Crestron “Room View” which monitors the status of the room AV (what‟s 

“on”, lighting scenes, sound levels, projector lamp life/filter life/internal temperatures, 

etc.) 

Media Services is the central group at Humber responsible for the equipment installation and 

maintenance in these rooms. This group is also able to electronically obtain status checks (room 

and equipment operation) and usage data (percentage of time equipment has been used) from 

these rooms. 


F1.4 SPECIALIZED LABS 

Counselling Labs 

There are four Counselling Labs in the School of Social and Community Services that provide 

students with an opportunity to practice their counselling skills in an environment equipped with 

state of the art technology. Students can engage in role plays while being taped by cameras 

installed within each of the labs. The role plays can be streamed live to any classroom within the 

building, so that students within the class can view the role play as it is happening. Student 

counselling assignments can be completed in the labs – enabling students to leave a session 

with a DVD recording of the counselling exercise for the purpose of reflection or evaluation. 


F2 RESOURCE RENEWAL AND UPGRADING 

Lakeshore Campus Development 

The federal Knowledge Infrastructure Program (KIP) is a $2-billion, two-year economic stimulus 

program to support infrastructure enhancement at postsecondary institutions across Canada 

while supporting job creation and strengthening the economy. The program will provide $800 

million to colleges and universities in Ontario. Through the Government of Ontario‟s 2009 

Budget, overall matching funds ($780 million) were invested by the province. This joint 

infrastructure funding initiative will modernize facilities and boost long-term research and skills 

training capacity at Ontario colleges and universities. The program responds directly to needs 

identified by the institutions, which were encouraged to submit deferred maintenance and 

revitalization projects. 

Humber has been awarded $35 million ($29.8 million from the province and $5.1 million from 

the federal government) for Lakeshore revitalization. The funding has been used to support 

three phases of work: completion of the Centre for Justice Leadership; repurposing of an 

existing sports complex for use as studios for the School of Creative and Performing Arts and 

School of Media Studies and Information Technology Programming; and the replacement of the 

existing Building L at Lakeshore Campus East. 

Building L, which opened in September 2011, is a four-storey, 100,000 square foot building 

costing in excess of $55 million. In addition to specialized academic space, this building 

provides extensive formal and informal space for study and student interaction. 

The first floor contains an art gallery, eight 65 seat tiered classrooms as well as a learning 

commons providing quiet study, group study and informal space for over 150 students at a time. 

In addition, there is a 2,500 square foot community room for special events. The second floor 

includes a cafeteria/lounge and study area with a capacity of 330. The third floor houses eight 

classrooms ranging in size from 35 to 80 seats. In addition, two 46 seat PC labs and one 46 

seat MAC lab are located here. A number of classrooms have been built so that they can be 

easily converted to computer labs as needs shift. There is also a conference room with 

moveable walls to create one or two meeting rooms. The fourth floor contains two editing suites 

and a digital media centre primarily for media related degree programs. Floors three and four 

also house some faculty office space. 

The KIP investment is an integral component of Humber‟s long term Lakeshore revitalization 

plans, and will improve existing facilities for a variety of programs and academic schools. 

Enrolment at the Lakeshore Campus has grown by 53% since 2005 and Humber is challenged 

with accommodating an additional 3,000 undergraduate degree spaces at Lakeshore over the 

next 5 years. 

The KIP funded Lakeshore revitalization projects will: 

Optimize classroom capacities and flexibility 

Contribute to the establishment of school identity and Centres of Excellence by 

clustering specialized facilities 

Repurpose existing facilities 

Create much-needed student individual and group study space. 


Humber Capital Planning and Development 

Annual resource planning and development is managed through a number of standing 

committees and funds. 

1. Capital New Start Fund – Managed by the Finance Department 

This is yearly set aside capital funds to cover new program start-up capital costs. 

2. College Equipment and Research Fund (CERF) – Managed by the Planning and 

Development Office. Funded by MTCU – approximately $800,000 per year. 

3. Annual Capital Fund (for equipment) – Managed through the VP Academic Office. For 

the last 3 years, Humber has set aside 4 million dollars to support requests from across 

the schools for funds for equipment renewal. 

4. Facility Renewal Fund – Managed by the Facility Planning Committee. For 2010-2011, 3 

million dollars was set aside for the renovation of facilities (classroom and labs). 

All plans and expenditures are approved by the Board of Governors. 

In addition, each academic school is responsible for conducting an annual review to assess 

needed capital items, renewal of resources, and the upgrading of equipment and supplies. 

Where resources are shared, such as labs and studio space, priority ranking is higher and costs 

are shared among programs. All items are itemized and prioritized by the associate deans and 

addressed in priority order. Much of the equipment is replaced on a cyclical basis (i.e., computer 

labs). A yearly curriculum review identifies new equipment/capital/space requirements that 

programs may have. 

Library Resources 

Humber has annual budget for library collections. In addition the library receives funds from the 

Humber Student Federation, the Office of the VP Academic and the Academic Schools. 

Humber is in partnership with the University of New Brunswick for the delivery of a nursing 

degree program. There is a separate collections budget for the nursing degree program. 

Similarly, there is a separate budget for the collections associated with the joint blended 

degree/diploma programs offered with the University of Guelph. 


F3 

SUPPORT SERVICES 

Student Services is committed to ensuring that the quality of student life at Humber is conducive 

to intellectual and personal growth and to the achievement of academic success. Student 

Services‟ departments provide advising, counseling and support services to assist all students 

to achieve their personal, academic and career goals. Qualified and trained staff members work 

directly with individual students and in partnership with faculty and others in contributing to 

student development. 

The functions in Student Services include: Alumni Services, Athletics and Recreation, Awards, 

Career Services, Chaplaincy, Counseling Services, Disability Services, Health Services, 

International Student Services, Orientation, Peer Services, Residence Life, Student 

Responsibilities and Rights and linkage with student government. 

Support Service 

Counseling Services 

Overview 

Academic Advising 

Career Counseling 

Personal Counseling 

Student/Graduate 

Employment 

Brief Description of Service 

Counseling Services assist a diverse community of students in 

functioning effectively as individuals and as learners. The primary 

function of Counseling is to provide students with services that optimize 

their psychological well-being by addressing their emotional, 

developmental and adjustment needs, thus enabling them to focus on 

their goals and to achieve academic success. The various domains of 

Counseling are Academic Advising, Academic Counseling, Career 

Counseling and Personal Counseling. 

Counselors assist students in accurately assessing their strengths, 

limitations and abilities in order to make academic decisions and plans 

that lead to the realization of their life/career goals. Further advisement 

involves assisting students in identifying and working through academic 

difficulties; teaching skills and strategies to enhance learning; and 

aiding students in research and locating resources to further their 

educational options and careers. 

Counselors assist students in formulating career goals by helping them 

to identify their interests, skills and aptitudes and by helping them to 

make the connection between themselves and the qualities and 

education/training necessary to be successful in their chosen career. 

Counseling Services offer confidential, professional counseling to help 

students deal with personal or psychological problems in order to foster 

personal and academic growth. Areas of expertise include: trauma, 

relationship issues, stress, anxiety, depression, sexual harassment, 

eating disorders, substance abuse and others. 

Career Services offer many different programs and services to assist 

students in their career planning and job search. The service is 

provided directly by staff on both a one-to-one and group basis and 

includes the use of appropriate technology. Programs and services 

include career and labour market information and resources, 

employment preparation tools and techniques (e.g., resume writing, 

interview practice and self-marketing tips), as well as a job posting and 



Services for 

International 

Students 

Services for 

Students with 

Disabilities 

Peer Tutoring 


referral services for part-time, summer and permanent employment. A 

Graduate Employment Plan provides a systematic service outreach to 

all graduating students through in class presentations, the distribution 

of a Grad Toolkit, and individual student follow-up, when requested. 

Service responses are matched to specific needs. Career Services coordinate 

the Work Study Program which assists approximately 900 

students in finding part-time jobs on campus. 

Over the past five years, there has been a significant increase in the 

number of International students studying at Humber. In order to meet 

the needs of our international students, four International Student 

Advisors (ISA‟s) assist the academic schools in their support of 

International Students. The goal is to work with program coordinators 

to support international students and positively influence retention. 

Each school has one student advisor assigned to them who will be their 

main contact within the International Centre for student support issues. 

Postsecondary education should be open to every student who is 

academically qualified. Humber‟s Services for Students with Disabilities 

work towards removing physical and educational barriers and 

encouraging healthy open communication among faculty, staff and 

students, regarding disabilities. 

To assist the Humber community with its shared commitment to an 

open, supportive learning environment, the Disability Services Office 

has produced a Policies and Procedures Manual on Disabilities. In 

addition, Disability Services staff work directly with students who have 

hearing, visual, learning, medical, physical or psychological disabilities 

and arrange accommodations that are intended to offset the effects of 

the student‟s particular disability. The goal is to assist students in 

functioning as independently as possible within the academic and 

social context of Humber. Services include assessment, disabilityrelated 

counseling and support, referral to community agencies, test 

invigilation, note takers, interpreters, computer assisted technology, 

learning strategy instruction, advocacy and help with accessing 

financial resources to cover the cost of equipment and services. 

Humber‟s Peer Tutoring program offers one-on-one assistance to any 

student who wants to improve his/her grades. Extra practice and review 

of previously taught material is provided by fellow students outside of 

regularly scheduled class time. Tutors are students who have 

demonstrated high levels of competence in the subject to be tutored 

and they have the necessary interpersonal skills to be effective tutors. 

Tutors receive specific training in teaching and group skills, and they 

are monitored and supported by Humber staff during their employment 

as tutors. Tutors also take on the role of mentors to the students that 

they work with and in this role they may identify other issues or 

concerns and either provide peer advice or refer to appropriate Humber 

services. 

Peer Tutors are available in all learning labs where they provide on-call 

support. 



Student Awards 

Alumni Services 

Athletics – 

Varsity/Intramural 


Humber hires and trains students to provide peer services in many 

different departments. There are peer Resume Assistants, peer Web 

Helpers, peer Lab Monitors, peer Guides/Ambassadors, peer Event 

Organizers, peer Advisors and others. 

The Awards Office, with the assistance of an Awards Committee, 

administers a large program of over 500 donor awards and over 600 

College awards that recognize and reward student achievement. The 

awards are presented at a series of evening celebration ceremonies in 

October/November each year attended by the donors, parents and 

friends of recipients, Humber staff, faculty and administrators. The 

awards are in the form of money, plaques and trophies and educational 

materials and equipment. Additionally, the Awards Office co-ordinates 

two events each year that recognize student creative talent with the 

Juried Art Show and student contribution to student life outside the 

classroom with the Student Appreciation Banquet. 

While still pursuing their diploma, degree or certificate studies, Humber 

students are introduced to the benefits of staying connected to the 

organization after graduation through an alumni affiliation. The Alumni 

Office offers the usual range of personal and business services, 

reunion events and publications as well as ongoing access to Humber 

facilities and services such as the Athletics Centre, the Library and the 

Career Centre for job search assistance. To further Humber‟s strategic 

priority of lifelong learning, an educational and career planning service 

for Alumni has been developed. The Career Advancement Service 

offers career coaching/counseling, testing and assessment, the 

development of a career and educational plan and the building of a 

lifelong learning portfolio. 

The Athletic Department offers a wide range of quality activities and 

programs to complement any student‟s leisure time and to maximize 

personal growth in the areas of fitness, recreation, 

varsity/intercollegiate, intramural, sports and instruction. There is 

something for everyone whatever the level of individual skill and 

interest. 

Varsity/Intercollegiate – for skilled and competitive student athletes 

dedicated to the pursuit of excellence, men‟s and women‟s programs 

are offered in basketball, volleyball, soccer, golf, cross country and 

badminton. Humber‟s varsity teams have a history of competing and 

winning at both the provincial and national level. 

Intramural Sports and Recreation – There is an organized program of 

male, female, co-ed and individual activities both of a friendly 

competitive nature and “just for fun” that includes basketball, volleyball, 

hockey, swimming, indoor soccer, badminton, squash and gymnasium 

activities. 

Fitness –Many students take advantage of fitness classes as well as 




pursuing personal training programs in the Athletic Centre. Jogging, 

walking and cycling are popular activities on Humber‟s extensive 

system of trails. 

Instruction – The Athletic Department offers a number of certificate 

programs in the areas of fitness leadership, outdoor education and 

coaching. In addition, the Athletic Department provides a range of 

student support and developmental services including: the Student 

Athletic Association, a peer leadership organization; the PASS program 

which provides academic advising and tutoring for student athletes; 

athletic scholarships, awards, recognition events and part-time jobs for 

approximately 100+ students in the Athletic and Recreation facility. 

Chaplaincy Services 

Health Services 

Residences 

Student Government 

The Chaplaincy Service exists to respond to the spiritual needs of 

students. Humber‟s chaplain is committed to an interfaith and 

intercultural ministry. All contact by appointment, telephone or email is 

confidential. An Interfaith Prayer Room is available for use by all 

students. 

Health Services provide the support and resources to enable students 

to address and solve health problems that may interfere with their 

ability to learn. Health Services encourage students to take 

responsibility for their own health and to adopt a healthy lifestyle that 

will improve their ability to learn. The nurse practitioner/manager, 

nurses and physicians of the Health Centre provide primary health care 

for the treatment of physical illness and the treatment of 

mental/emotional health. Health Services is also very involved in health 

education, sexual education and preventive medicine utilizing the 

medical staff and a trained student team of Peer Health Educators. 

Health Services provide a supervised clinical placement for one or 

more nursing students. 

Residence Life is a Student Services function within Humber‟s 

Residence. The role of Residence Life is to provide not only a 

convenient, secure living/learning community environment but to also 

provide highly trained staff and social and educational programs that 

are responsive to student needs and that support the personal and 

academic growth of students in residence. The Residence Life staff (a 

Residence Life Manager, three live-in Residence Life Coordinators and 

40 student Resident Assistants) are responsible for providing 

counseling, advising, extensive social and educational programming, 

room assignments, conduct monitoring/discipline and emergency 

response. Specific Humber Counselors are assigned to the residence 

to assist with peer training, counseling/advising and crisis intervention. 

The more than 20,500 full-time students at Humber are represented by 

the Humber Students‟ Federation (HSF) – the official student 

government elected by all full-time students every year. HSF represents 

the full-time students of Humber to the provincial and federal 

governments, Humber Administration, the Board of Governors and 




various Humber Committees, Task Forces and Councils as they arise. 

HSF provides a range of services and activities to enhance the campus 

life experience for students. 


F4 

FACULTY 

F4.1 Projected Cumulative Enrolment 

Method used to calculate cumulative enrolment: 

Year 

Retention 

Rate 

Year 1 Year 2 Year 3 Year 4 

2009/10 2010/11 2011/12 20012/13 

1 65 65 65 65 

2 85% 55 55 55 

3 88% 48 48 

4 86% 41 

Total 65 120 168 209 

F4.1.1 Ratio of Full Time Students/Faculty: 

Lecture/Classroom 65:1 

Counselling Lab 15:1 


F4.2 Faculty Plan 

The School of Social and Community Services has increased the number of faculty with 

terminal credentials since first beginning to offer degrees in 2008. However, additional faculty 

with appropriate doctorate credentials are necessary to be hired to meet the requirement to 

have a minimum of 50% of the core courses delivered by a faculty member holding a doctorate 

degree. The School has currently identified 1 full-time faculty member who holds a Ph.D. who 

could deliver core courses in this degree. 

In reviewing the faculty complement for the Bachelor of Behavioural Science degree, the School 

has identified the need to hire 4 additional faculty members with doctorates in the following 

areas: 

o One PhD in Psychology to be hired part-time for Fall 2014. 

o One PhD in Psychology with a specialization in ABA & CBT and Counselling; 

Assessment and knowledge of Test Development & Testing Principles; experience in 

Group Therapy. BCBA certification suggested. To be hired part-time for Fall 2015. 

o One PhD in Behavioural Science or equivalent with solid experience in qualitative and 

quantitative research methods to be hired for Fall 2016. 

o One PhD in Psychology or Behavioural Science or related field with a specialty in 

Individual Assessment and CBT to be hired for Fall 2017. 

1) Hiring Plans 

Faculty Recruitment and Development Plan 

Together, the Vice President, Academic, the Academic Deans and the Director of Human 

Resources develop human resource hiring and development plans for each of the academic 

Schools. From these plans, the number of faculty members to be hired is determined for all 

levels of study offered by the School. The recruitment of faculty with the requisite qualifications 

to teach at the degree level includes a national advertising strategy. Humber employs a number 

of strategies to search for faculty to teach in degree level programming. Briefly, the College: 

1. advertises positions in key industry publications as well as the Journal of Higher 

Education; 

2. advertises positions and networks with related associations; 

3. approaches American universities which have masters and doctoral programs in related 

areas to recruit graduates who might be interested in a teaching position at Humber; 

4. enters into discussions with local universities such as Guelph, University of Toronto, 

McMaster, Ryerson, York and others with related programs, to promote part-time 

teaching opportunities at Humber; 

5. enters into discussions with other Canadian universities regarding the recruitment of 

qualified faculty; 

6. assesses potential cross-appointments of other degree level faculty within the institution. 

For example, Humber has introduced baccalaureate degrees in Criminal Justice and 

Child and Youth Care. There are related courses in some of these programs, providing 

potential opportunities for the sharing of faculty across Schools. In addition, at the 

University of Guelph-Humber, faculty are selected from both Humber and Guelph to 

teach in the joint programs. It is not unusual for a Humber faculty member to teach 

degree level courses at both the University of Guelph-Humber and Humber. 


7. posts all positions internally at Humber, as is normal practice, and on Humber‟s website. 

These postings are also available to faculty at other colleges in Ontario. 

In addition to recruiting new faculty, as part of its commitment to professional development, 

Humber provides tuition assistance and sabbaticals for current faculty members who are 

committed to pursuing doctoral degrees in appropriate areas of study. 

Specific Hiring Plans for Core Courses: 

The hiring plan is divided into 4 sections: 

Section One – The table in the first section shows the proposed academic credential required of 

faculty teaching each of the core courses in the degree. 

Section Two – This section details the current Bachelor of Behavioural Science faculty 

complement, the number of sections to be delivered by faculty with doctorates and the 

anticipated number of new hires required. 

Section Three – In this section of the hiring plan, a sample plan has been created to show how 

this program could be delivered using existing resources. As well, the plan highlights where 

gaps occur and hiring is needed. This plan represents Humber‟s best projections for the 

program. 

Section Four – This section summarizes the anticipated results of faculty recruitment and 

development plans. 

SECTION ONE: 

Required Qualification by Core Course 

Humber is fully committed to having 50% of the courses delivered by a faculty member who 

holds a doctorate degree. The following chart identifies those courses where we propose to 

require a Ph.D. as the required credential. Humber does not currently meet this target, but 

proposes to achieve it no later than the fourth year of operation. 

Year and 

Semester 

Year One 

Course Title 

Highest Qualification earned (or 

required of faculty to be hired) and, only 

where applicable, highest qualifications 

in progress 

Semester 1 Applied Behaviour Analysis 1 MA or PhD (specialty in ABA) 

Semester 2 

Year Two 

Introduction to Psychology 


Diagnosis 




MA or PhD (specialty in ABA); BCBA 

suggested 


PhD (Statistics, Math) 


Year and 

Semester 

Course Title 

Highest Qualification earned (or 

required of faculty to be hired) and, only 

where applicable, highest qualifications 

in progress 

Semester 3 Applied Behaviour Analysis 2 MA or PhD (specialty in ABA) 

Ethics & Professionalism 

Semester 4 Mental Health Across the Lifespan PhD (Psychology) 

Year Three 


PhD (Psychology with specialty in 

Assessment and knowledge of Test 

Development & Testing Principles; 

experience in Group Therapy; specialty in 

ABA & CBT and Counselling); BCBA 

PhD (Statistics, Math) 

Semester 5 Research in Behavioural Science PhD (Behavioural Science or equivalent 

with solid experience in qualitative and 

quantitative research methods) 

Semester 6 Group Behavioural Counselling PhD (Psychology with specialty in 





Year Four 

Addictions 

MA or PhD (in human services discipline) 

Semester 7 Senior Level Thesis Project 1 PhD (Psychology; Behavioural Science or 

equivalent; specialty in Individual 

Assessment and CBT) 


Psychometrics 


PhD (Psychology; Behavioural Science or 








PhD (Education or Psychology) 

Semester 8 Senior Level Thesis Project 2 PhD (Psychology; Behavioural Science or 



Special Topics in Behaviour 

Analysis 


PhD (Psychology; Behavioural Science or 





Issues in Behavioural Psychology PhD (Psychology with specialty in 





SECTION FOUR: 

As a result of these plans, it is anticipated that: 

• For the first year of delivery, 5 out of 8 core courses (62.5%) will be delivered by a 

faculty member who holds a doctoral degree. 

• For the second year of delivery, 9 out of 15 core courses (60%) will be delivered by a 


• For the third year of delivery, 12 out of 22 (54.5%) core courses will be delivered by a 


• For the fourth year of delivery, 19 out of 30 core courses (63%) will be delivered by a 

faculty member who holds a doctoral degree.

F5 

CURRICULUM VITAE OF FACULTY ASSSIGNED TO THE DEGREE PROGRAM 

F5.1 Curriculum Vitae Release 

The college has on file and available for inspection, from all faculty and staff whose CVS are 

included in this submission, signatures that attest to the truthfulness and completeness of the 

information contained in their CV and agreeing to the inclusion of their curriculum vitae in any 

documents/web sites associated with the submission, review and final status of the program 

application. 


F5.4 Curriculum Vitae of Faculty Assigned to Deliver Non-Core Courses 

The Humber Breadth Task Force has recently received and reviewed 39 new breadth 

courses for future delivery. These courses and the CV‟s of the proposed instructors were 

included in the submission for the Bachelor of Applied Technology (Industrial Design) 

Consent Renewal. 

CVs for faculty responsible for delivery of existing non-core courses have been 

submitted in a previous submission and are on file with PEQAB. 

F5.4.1 Faculty Assigned to Deliver Non-Core Courses 

Non-Core Faculty Members 

There are no new non-core CVs submitted as part of 

this application. 

CV Previously Assessed 


SECTION G: CREDENTIAL RECOGNITION STANDARD 

G1 

Program Design and Credential Recognition 

The design of this program is expected to facilitate credit transfer to and credential recognition 

by other postsecondary institutions. This is based on the content and academic rigour of the 

program, the expertise of the faculty, and the fact that many courses offered by Humber are 

already recognized by universities in Canada, the United States, and Australia. 

Issues of transferability and equivalence of credit have been a focus of Humber’s attention in 

order to facilitate the mobility needs of its graduates. Efforts have been made to ensure that 

courses are commensurate with undergraduate instruction (both at the lower and upper levels) 

at other postsecondary institutions. For example, the curriculum designers have compared the 

proposed curriculum to other similar baccalaureate programs to ensure the curriculum is at a 

comparable level. A university professor from a related program at University of Toronto (Dr. 

Lana Stermac, Professor, Counselling Psychology Program, Department of Applied Psychology 

& Human Development) served as an advisory committee member and provided advice and 

feedback as the program was developed. In terms of the curriculum quality and currency, an 

outside qualified academic in the field, Dr. Maurice Feldman, Professor of Centre for Applied 

Disability Studies, Brock University, has thoroughly assessed the program (excepting non-core 

courses and previously reviewed core-courses) and the resulting outcome has been that the 

program meets expectations related to bachelor degree work in this field. He found that the 

program content is current and comprehensive for students interested in a behavioural science 

career and thought that one of the program’s greatest strengths is the applied aspect. His 

feedback has been considered by the development team, program administration, coordinators 

and faculty and at times, the curriculum has been amended where appropriate. Dr. Feldman’s 

formal review has been included in this submission (see Section Q). 

In addition, the breadth elective courses should, in most cases, be transferable. Many of 

Humber’s existing courses (for example, courses offered through the Liberal Arts and Science 

Division) have already been recognized as equivalent by universities such as the University of 

Guelph, the University of New Brunswick, York University and Thompson Rivers University, as 

well as various universities in the United States and Australia. 

Rigorous assessments have been built into each course of the Bachelor of Behavioural Science 

including examinations and a variety of assignments such as case studies, essays and research 

projects. These assessment strategies parallel degree course requirements in other jurisdictions 

and will provide graduates with samples of degree-level work to include in their applications to 

other postsecondary institutions. 

Bachelor of Behavioural Science Section G, Page 1

G2 

Consultation 

Post-Secondary Education Consultation and Credential Recognition 

Humber is committed to ensuring recognition of its degrees by other post-secondary institutions. 

As discussed above, throughout the design of the program, Humber staff consults with 

academics from other institutions to ensure the program is at a baccalaureate level and meets 

the requirements of the field of study. These efforts have helped to ensure that graduates have 

the depth and breadth of knowledge to be considered for advanced degrees and this is 

evidenced in the success of Humber graduates in applying to graduate and professional 

degrees. 

In 2007, the first students graduated from Humber degrees. Since then graduates of Humber’s 

degrees have found success both in the workplace and in continuing their education. 

Graduates have been accepted for entrance into law school and into graduate programs both 

here and abroad. For example, some of our graduates have been accepted into masters 

programs at York University, Vancouver Island University, Queensland University of Technology 

(Australia), UMEA University (Sweden), George Washington University, the B.Ed. program at 

York and law at University of Windsor, Bond University (Australia), University of British 

Columbia, University of Leicester (England), University of Birmingham (England), Thomas M. 

Cooley Law School (USA), and the University of London (England). 

With respect to Humber’s social and community service degrees specifically, Humber has 

formal transfer/articulation agreements with Griffith University (Australia). Under the terms of 

these agreements, graduates of Humber’s Bachelors of Applied Arts in Criminal Justice are 

considered for direct admission into their Master of Criminology and Criminal Justice program. 

Ontario universities, through a statement issued by the Council of Ontario Universities (see 

attached), have indicated they will consider graduates of college degree programs on an 

individual basis. 

Humber’s commitment to developing articulation and transfer credit arrangements with 

universities and university programs can be seen in the annual publication of the Humber 

College University Transfer Guide, available in print upon request and on the web at 

http://transferguide.humber.ca/. In addition over the years, Humber has developed several 

examples of innovative and extensive credit transfer/recognition arrangements with universities. 

They include: 

the University of Guelph-Humber which offers students an opportunity to earn 

both a diploma and a degree in four years; 

the General Education electives which have been approved by the York 

University Senate so that students receive credit for them at Humber and then 

credit for them at York University when they register at York. 

Humber continues to work with institutions both here and abroad to develop opportunities for its 

students. 

Employer Consultation 

In the development of this submission, Humber consulted the Advisory Committee and 

surveyed potential employers regarding the need for a baccalaureate program in Behavioural 

Science and to confirm recognition of the credential and program. Employers are willing to 

support the proposed degree in a number of ways including providing work placements, hiring 


graduates, acting as student mentors, and serving as guest lecturers. A summary of these 

employer commitments as well as letters of support follow. The Advisory Committee 

enthusiastically supported the introduction of a Bachelor of Behavioural Science. 

Association Consultation 

The Ontario Association for Behaviour Analysis (ONTABA) was contacted about the program to 

determine if they believed it was relevant to the profession and to see if they would support 

Humber’s application to offer this degree. The association contacted enthusiastically supported 

the introduction of a baccalaureate program in Behavioural Science. For detailed 

documentation, please see the attached letter of support in Section D2. 


G3 

Letters of Credential Recognition – Universities 

 

 

 

Council of Ontario Universities 

Brock University 

University of Toronto 



Monday, October 29, 2012 6:28:01 PM 

Dear Gail: 

Please find attached my review of the proposed BBS program. I enjoyed the opportunity to review what 

will be an ambitious and much needed program. I realized after completing the report that I may have 

gone beyond my mandate by commenting on the map. However, I could not adequately review some 

courses without addressing their sequence in the program. If you wish, I would be pleased to speak to 

you about my review once you have gone through it. 

I wish you and Humber all the best with this endeavour, and I look forward to one day seeing your BBS 

students being accepted into our Master in Applied Disability Studies/ABA program at Brock. 

Sincerely yours, 

Maurice 

__________________________________________________________________ 

Maurice Feldman, Ph.D., C.Psych., BCBA-D | Professor and Director 

Brock University | Centre for Applied Disability Studies | 

Niagara Region | 500 Glenridge Ave., St. Catharines, ON L2S 3A1 

http://www.brocku.ca/disabilitystudies 

tele 905 688 5550 x4894 | fax 905 378 5719 | email mfeldman@brocku.ca 



G4 

Letters of Credential Recognition from Organizations and Employers 

Letters of support have been received from the following organizations: 

 

 

 

 

 

Centre for Addiction and Mental Health 

Erinoakkids Centre for Treatment and Development 

Kinark Child and Family Services 

Peel Behavioural Services, The Credit Valley Hospital and Trillium Health Centre 

Toronto District School Board 



Record of Support 

I understand that Humber College Institute of Technology and Advanced Learning is planning to submit 

an application to the Ontario Ministry of Training, Colleges and Universities to offer a Bachelor of 

Behavioural Science beginning in 2014. 

This is to acknowledge that based on the information provided, my organization supports the 

development of the Bachelor of Behavioural Science program at Humber. 

Specifically, my organization would consider supporting the program in the following ways: (please check 

all that apply) 

o √ Provide a 14-week work placement opportunity for a 3 rd year student 

o Act as a student mentor 

o √ Hire graduates 

o √ Serve as a guest lecturer 

o Provide scholarships 

o Other ____________________________________________ 

Name_Pauline Eaton 

Title__Director, Autism Services 

Organization____Erinoakkids Centre for Treatment and Development 

Address___2695 North Sheridan Way Ste 120 Mississauga, ON 

Telephone number___905-855-2690 ext 4310 

email address peaton@erinoakkids.ca 

Signature____________________________________________________________________ 

Date____October 25, 2012 

Additional Comments____This will be valuable option for those interested in pursuing a career 

in this field. The challenge is ensuring those entering this type of educational commitment are 

fully aware of the field they are indeed pursuing – as it is unique and not for everyone. 



Record of Support 

I understand that Humber College Institute of Technology and Advanced Learning is planning to 

submit an application to the Ontario Ministry of Training, Colleges and Universities to offer a 

Bachelor of Behavioural Science beginning in 2014. 

This is to acknowledge that based on the information provided, my organization supports the 

development of the Bachelor of Behavioural Science program at Humber. 

Specifically, my organization would consider supporting the program in the following ways: 

(please check all that apply) 

X Provide a 14-week work placement opportunity for a 3 rd year student 

o Act as a student mentor 

X Hire graduates 

X Serve as a guest lecturer 

o Provide scholarships 

o Other ____________________________________________ 

Name 

Leanne Baldwin, M.A., BCBA 

Title_____Manager 

Organization Peel Behavioural Services, The Credit Valley Hospital and Trillium Health Centre 

Address 5770 Hurontario Street, Suite 101, Mississauga ON L5R 3G5 

Telephone number__ 905-712-4124 ext 225 

email address 

lbaldwin@thc.on.ca 

Signature____________________________________________________________________ 

Date____Nov. 7, 2012 

Additional Comments: I have reviewed the proposed curriculum and feel that it will provide 

excellent training in ABA and CBT with both the populations we serve and the settings we work 

in. 



G5 

Evidence of Employer Support 

Company 

Co-op 

Placement 

(indicate # 

of students) 

Hire 

Graduate 

Student 

Award or 

Bursaries 

Advisory 

Committee 

Guest 

Lecturer 

Mentor 

Letter of 

Support 

Other 

Centre for 

Addiction & Mental 

Health 

Child Development 

Institute 

• • • • • • 

• 

Erinoakkids • • • • • • 

Kerry’s Place 

Autism Services 

Kinark Child & 

Family Services/ 

Syl Apps Youth 

Centre 

Peel Behavioural 

Services, Credit 

Valley & Trillium 

Heath Centre 

Peel Halton 

Dufferin Acquired 

Brain Injury 

Services 

Roy McMurtry 

Youth Centre 

Toronto District 

School Board 

TPAS, Surry Place 

Centre 

Waypoint Centre 

for Mental Health 

Care 

West Park 

Healthcare Centre 

• • • • 

• • • • • 

• • • • • 

• • • • 

• • • 

• • 

• • 

• • • • 

• • • 


SECTION H: REGULATION AND ACCREDITATION 

Not applicable to this submission. 

Bachelor of Behavioural Science Section H, Page 1

SECTION I: PROGRAM EVALUATION 

Not applicable. 

Humber has previously submitted a program evaluation/review process that meets all of 

the Board’s benchmarks. 

See electronic policy file for Humber’s policy on program evaluation. 

Bachelor of Behavioural Science Section I, Page 1

SECTION J: NOMENCLATURE 

Until fall 2009, colleges were required to include the term “applied” in all of their degree titles. 

This followed a standard convention which included both the applied “faculty area” (Bachelor of 

“Applied” Arts, Technology Business, and Information Science etc.) and the specific subject 

area in brackets following the degree title. Changes to the Board’s nomenclature requirements 

have given the CAATs/ITALs greater choice when determining an appropriate degree title. 

More significantly, this change gives the colleges the opportunity to benchmark and align their 

degree offerings/curriculum with those more commonly found in the province to better reflect the 

nature of the degree and the discipline of study. The change also continues to respect that the 

degrees offered by the colleges are aligned with the definitions/requirements (e.g. normally 4 

years, 120 credits etc) of an honours baccalaureate degree in an applied area of study as 

determined by the PEQAB degree level framework and, by extension, the baccalaureate criteria 

published in the Canadian Degree Qualifications Framework. 

Historically, at many postsecondary institutions the degrees conferred by the institution were 

named after faculties or departments and given to students who “majored” in a specific 

subject/discipline area(s) associated with those departments. To date, Humber’s “academic 

schools” reflect areas of concentration and, while limited, begin to parallel some of the 

established conventions in the relationship between faculty and degree area of study found in 

Ontario universities. The degrees currently offered by Humber can be clustered into several 

main academic/faculty areas: 1) Arts, Design and Media; 2) Humanities, Literature, and Social 

Science; 3) Business and Commerce; 4) Science and Technology; 5) Health; and 6) 

Multidisciplinary. These areas are supported by the Humber Academic Schools which also 

support the delivery of interdisciplinary degrees. 

Main Academic/Faculty Area 

Arts, Design and Media 

Humanities, Literature and Social Science 

Business and Commerce 


Health 

Interdisciplinary/Multidisciplinary 

Humber Schools 

Applied Technology – Design Programs 

Creative and Performing Arts 

Media Studies & IT 

Liberal Arts and Science* 

Social and Community Services 

Liberal Arts and Science 

Business 

Hospitality Recreation and Tourism 


Applied Technology 

Health Sciences 


Health Sciences 

Hospitality, Recreation and Tourism 


All Schools 

Notes: 

To date, the Liberal Arts and Science School has provided the majority of non-core breadth 

electives for all of the academic areas and degrees in addition to specific core courses as 

needed. Humber currently has before PEQAB a submission which reflects a change to this 

strategy. All academic areas have been given the opportunity to submit breadth course 

Bachelor of Behavioural Science Section J, Page 1

proposals. 

Humber’s programs relating to legal studies are located in the Business School. 

The degrees which have been created at Humber: 

reflect the academic expertise found in the Schools and have been based on the 

program areas of strength not only at the diploma level, but also at the graduate level of 

study. (Humber offers 32 graduate certificates to baccalaureate degree holders); 

demonstrate varying levels of collaboration between the schools to develop and deliver 

curriculum; 

have formed a good foundation for Humber’s degree development strategy. By design, 

they reflect the PEQAB requirement for a maximum of 80% in the core area of study and 

a minimum of 20% breadth; and 

have specific characteristics which distinguish them from the degrees offered by Ontario 

universities without jeopardizing the intent/focus of study or the potential for credit 

recognition. 

As Humber moves forward with its applications for new degree programs and consent renewal 

for existing degrees, the initial “applied” nomenclature will be reviewed for each of its existing 

programs. 

The proposed nomenclature for the proposed Humber degree is Bachelor of Behavioural 

Science, following the PEQAB benchmark for naming the bachelors credential to denote the 

subject of study. This nomenclature is recognizable in North America, Australia and Europe with 

precedents in the many post-secondary institutions. 

The nomenclature for a degree should convey accurate information about the degree level, the 

nature of the degree and the discipline of study. In selecting a nomenclature for the Bachelor of 

Behavioural Science degree, Humber considered: 

- whether the name clearly conveys the focus of the degree; 

- whether the degree meets the degree-level standards expected of a program in 

behavioural science; 

- the orientation of the degree in terms of approach and preparation of students 

Of the many Ontario models for framing the types of credentials, Humber’s Board of Governors 

has agreed that the nomenclature Bachelor of Subject is the most appropriate from for a 

number of its degree offerings. Such titles clearly convey the intense applied focus of the 

degree; acknowledge that its graduates have studied with the expected academic rigour of 

bachelor’s level program; and that the program’s orientation is differentiated from those 

commonly associated with universities’ research-based offerings. Examples include the 

Bachelor of Child and Youth Care, Bachelor of Journalism and Bachelor of Public Relations. 

The proposed Bachelor of Behavioural Science is consistent with this nomenclature convention, 

and will continue to facilitate public recognition of Humber’s degree qualifications. 

The Bachelor of Behavioural Science degree nomenclature reflects both the field of study and 

the nature of the discipline. Humber’s social and community services degrees, including the 

behavioural science degree, consist of 120 credits, including 10 core courses which address the 

fundamental and advanced approaches to behavioural science including courses on applied 

behaviour analysis and cognitive behavioural approaches, 5 courses in specific special 

populations, 6 psychology courses, 3 research methods courses, 6 courses in ethics and 


professionalism, and 10 breadth electives. They have been designed to be similar to Bachelor 

degrees with regard to professional outcomes and to meet the Board’s Baccalaureate/Bachelor 

Honours Degree Standard, as outlined in the Ontario Credentials Framework. They are 

academically rigorous and designed to develop students’ capacities to analyze, formulate, judge 

and solve challenging behavioural science problems. 

The Bachelor of Behavioural Science degree will prepare students for entry into an occupational 

field of practice by incorporating into the degree a reciprocal relationship between theory and 

practice. There is a substantial use of case studies to provide students the opportunity to 

develop and demonstrate these skills. Students are expected to address increasingly 

challenging behavioural science problems and exhibit more sophisticated and complex levels of 

analysis as they move into upper level courses. This aligns directly with the approach taken at 

other institutions for the delivery of Bachelor degrees. In addition, the work experience and the 

Senior Level Thesis Project, provide hands-on experience in the field. 

All Humber degrees prepare students for advanced level study, as well as for entry into a 

profession. The degrees are not terminal degrees and this provides the opportunity for students 

to apply to graduate schools. Evidence of this is provided in this submission in the form of 

credential recognition from other educational institutions in Canada and the U.S. which have 

agreed to consider graduates for admission to Masters-level programs. 

The degree title and the courses are all aligned with the postsecondary conventions and the 

Board’s nomenclature standard. Given that Humber’s degree meets the same degree level 

standards and covers similar content areas to other behavioural science degrees, the 

nomenclature Bachelor of Behavioural Science provides clarity and truthfulness as to the nature 

and level of the degree and the field of study. Furthermore, our credit recognition experience in 

degree delivery to date has shown us that unless our students graduate with a recognizable 

degree credential, they face considerable barriers in their attempts to apply for graduate studies 

in Ontario universities. 


SECTION K: ACADEMIC FREEDOM AND INTEGRITY 


Humber has previously submitted policies on academic freedom and integrity that meet all of 

the Board’s benchmarks. 

See electronic policy file for Humber’s policies on academic freedom and integrity. 

Bachelor of Behavioural Science Section K, Page 1

SECTION L: STUDENT PROTECTION 


Humber has previously submitted a student protection policy that meets all of the Board’s 

benchmarks. 

See electronic policy file for Humber’s policy on student protection. 

Bachelor of Behavioural Science Section L, Page 1

SECTION M: ECONOMIC NEED 

The need to develop a Bachelor of Behavioural Science degree was based on an analysis of 

the field, student interest, employer support, current program offerings and several other factors. 

These included: 

1. An assessment of the field and resulting educational and training requirements. These 

were assessed to be far more complex in scope and depth compared with the skills and 

knowledge addressed in diploma programs. 

2. The recognition of the growing trend in behavioural science for the highest paid jobs to 

continue to be filled by those with degrees. 

3. An analysis of other programs offered by other Ontario postsecondary degree granting 

institutions and the conclusion that while there are no behavioural science programs 

offered by Ontario universities there is an opportunity to offer a broad and contemporary 

program specialty in behavioural science with emphasis on Applied Behaviour Analysis, 

Cognitive Behavioural Therapy, and Interprofessional Collaboration. 

4. The acknowledgement that the current diploma in Developmental Services Worker 

offered by Humber attracts students who already have requirements for degree level 

admission. 

5. The opportunity to build on a program area of strength of the college. 

6. Employer and Advisory Committee support for the program. 

This section of the application is an examination of the economic need for the program, which 

has been evaluated from a number of perspectives. Data was gathered through a number of 

mechanisms including a literature review, a search of related websites and surveys of 

employers and students. The appendix includes not only an analysis of the trends and data, but 

also indicates how the program curriculum was developed in response to the findings. A 

detailed list of the organizations and the type of support each offered can be found in Section G 

of this submission. 

1.0 Overview of the Behavioural Science Field 

The term behavioural science encompasses a diverse and far-ranging field which includes 

multiple disciplines that “explore the activities of and interactions among organisms in the 

natural world. It involves the systematic analysis and investigation of human and animal 

behavior through controlled and naturalistic observation, and disciplined scientific 

experimentation. It attempts to accomplish legitimate, objective conclusions through rigorous 

formulations and observation” (Wikipedia, 2012). The disciplines of study may include 

psychology, neuropsychology, and cognitive science. 

This degree focusses on the specific area of behavioural science which is strongly grounded in 

the research and application of applied behaviour analysis and cognitive behavioural 

approaches as applied to a wide range of individuals throughout the lifespan including people 

with autism, developmental disabilities and dual diagnosis, addictions and those with dementia 

and aging issues. Behaviour Analysis has achieved mainstream attention through the 

application of principles of behaviour to children with autism. In Ontario, some postsecondary 

educational programs have developed and adapted curriculum to educate and train students in 

this field. Behavioural Science has wider application and the potential to contribute and develop 

in many ways in addition to autism. A degree level program with opportunities for students to 

pursue this field in diverse ways is needed. Humber‟s Ad-Hoc Advisory Committee have 

Bachelor of Behavioural Science Section M, Page 1

ecommended a broader application that includes CBT, interprofessional collaborations (IPC), 

knowledge translation, and adult education which is greatly reflected in this degree. 

Behavioural Science professionals have the knowledge and skills to creatively utilize, apply and 

communicate, an empirically-based, behavioural framework. They work within a variety of 

interprofessional settings, with a variety of client groups, across the lifespan. These 

professionals adhere to strict ethical practices in the integration of behavioral theory and 

practice in the design, implementation and evaluation of all aspects of multi-dimensional 

assessment and intervention. Behavioural Science professionals have the knowledge and skills 

in applied behaviour analysis and cognitive behaviour approaches and are eligible for 

certification with the Behaviour Analyst Certification Board (BACB) as a Board Certified 

Assistant Behaviour Analyst (BCaBA). 

In addition to their clinical and educative work, Behavioural Science professionals also facilitate 

the future utilization and dissemination of Behavioural Science through mediation, counselling, 

and consultation work, as well as, academic research and writing, in various settings for social, 

health and mental health benefits. 

Professionals in this field are informed collaborators within interprofessional (IPC) contexts and 

contribute to the dissemination of the principles and practice of behavioural science within their 

scope of practice. They use a scientist–practitioner model of practice and effectively 

communicate, orally and in writing, to individuals, teams and in groups. The Behavioural 

Science professional practices in clinical and educational settings and has skills in group 

facilitation and mediator training applying knowledge and skills across all age groups, in settings 

such as schools, residential facilities, family homes, health and mental health care facilities, and 

the community. Professionals possess knowledge and selective experience in working with 

individuals with autism, developmental disabilities, mental health issues, addictions, dementia, 

and aging issues. 

Need for a Behavioural Science Degree 

The rationale for the Bachelor of Behavioural Science program is evident in the research 

conducted for this program. All of the Behavioural Science issues discussed above will all be 

addressed by the program. There is both an economic need and a social need for highly 

educated Behavioural Science professionals in the current Ontario landscape. It is evident 

through the secondary research that follows that both the provincial and federal governments 

recognize the critical and imminent economic and social needs and are prepared to contribute 

economically to those varied needs. 

The Ontario Behavioural Support Systems Project has been recently launched and is the first of 

its kind in Canada. The project aims at enabling individuals to live in their homes longer and 

remain out of long-term care facilities for as long as possible. Additionally, it is aimed at 

reducing the use of medication and restraints for patients who are already institutionalized (The 

Globe & Mail, 2011). The number of seniors in Ontario is projected to increase by 43% over the 

next decade (Ontario‟s Action Plan to Transform Health Care News Release, 2012). Hundreds 

of new health care professionals will be recruited to long-term care homes and community 

settings across Ontario (Local Health Integration Network, 2012). 

As part of the Behavioural Supports Ontario program, there are various projects including the 

Aging at Home Strategy where the province of Ontario invested $702 million. This funding will 


filter through Ontario‟s 14 Local Health Integration Networks (LHINs) and will positively impact 

the work of Behavioural Science professionals (Heaman Communication Services, 2012). 

In 2011, Ontario‟s Health Ministry stated that they would be hiring 700 health-care workers 

specially training in how to recognize and deal with behavioural issues in dementia patients as 

part of a new program to provide better care for aggressive and „difficult‟ patients with 

Alzheimer‟s disease and other neurological disorders (The Globe & Mail, 2011). Professionals 

questioned whether the province would find enough qualified professionals as the training is 

rarely offered (The Globe & Mail, 2011). 

The Alzheimer Knowledge Exchange Resource Centre states that over 65% of long-term care 

residents have dementia of mental health issues (The Alzheimer Knowledge Exchange 

Resource Centre, 2012). Mental health issues greatly affect not only this group of individuals but 

also the general population where mental health conditions, particularly anxiety and depression, 

are the fastest rising causes of workplace disability. It is estimated that mental health disorders 

cost the Canadian economy approximately $53 billion annually (Banff International Conferences 

on Behavioural Science, 2012). There is a strong link between mental health and addiction 

issues where approximately 20% of people with a mental disorder have a co-occurring 

substance use problem, and one in ten Canadians 15 years of age and over report symptoms 

consistent with alcohol or illicit drug dependence (Centre for Addiction and Mental Health, 

2012). As such, since 2003 the Ontario government as increased funding to community mental 

health services by 80% and there has been a 49% increase in funding towards addiction 

programs (Ontario Health News Release, 2011). 

Ontario is not only aiming to improve mental health supports for adults but also children and 

families. In 2011, the government released a comprehensive mental health and addictions 

strategy aimed at providing high-quality services for 50,000 children and youth including early 

identification and support, and helping vulnerable kids with unique needs. The government of 

Ontario will invest $257 million over the next three years (Ontario Health News Release, 2011). 

2.0 Employment Outlook 

This proposed program has been designed to provide students with the necessary skills, 

knowledge and resilience to work in the diverse field of behavioural science. The program 

includes fundamental competencies in Applied Behaviour Analysis, Cognitive Behavioural 

Approaches, counselling skills, research skills and interprofessional collaboration to ground 

them in advanced skills required to work successfully as professionals who counsel, assess, 

and facilitate individuals and groups throughout the entire lifespan who experience various 

issues including mental health issues, autism, developmental disabilities, dual diagnosis, 

addictions, and aging and dementia. 

In analyzing the labour market, the development team has consulted with faculty members in 

Canadian educational institutions as well as administrators of community organizations in the 

field of behavioural science and they have agreed that the proposed program reflects the 

elements deemed crutial in the current field and those required to advance the field. 

Primary research conducted by Humber‟s Planning and Development office and the School for 

Social and Community Services (Humber Institute Employer Needs Assessment, March 2012) 

confirmed that employers in Ontario consider a degree to be a plus when making hiring 

decisions (86% of survey respondents). A survey of respondents from organizations and 

institutions shows that jobs are going to individuals who have a range of behavioural science 


skills including behavioural assessment, behaviour analysis, behavioural management, 

knowledge of evidence-based practices and programming, cognitive behaviour counselling, 

team work, professional communication, and knowledge of special populations including 

individuals with autism and developmental disabilities. These professionals are prepared to take 

on roles such as case facilitators, behaviour therapists, mental health workers, youth workers, 

addictions workers, autism instructor therapists, and/or serve as workers in a variety of social 

service settings with vulnerable populations. 

Primary research conducted also confirms that Ontario employers are finding it somewhat 

difficult to hire qualified behavioural science professionals (Humber Institute Employer Needs 

Assessment, March 23, 2012). This lack of qualified professionals is likely to increase 

significantly as the need for staff and managers in health, education, and social and community 

services continue to rise (HRSDC Looking-Ahead: A 10-Year Outlook for the Canadian Labour 

Market (2006–2015) Report, October 2006). 

Given the significant trends and changes within the field of Behavioural Science, combined with 

the fact that many community organizations and institutions currently hire individuals with 

degrees and will increasingly be looking for individuals with skills in behavioural science, the 

School of Social and Community Services at Humber concluded that the addition of a 

baccalaureate degree in this area would provide the opportunity to address the depth, breadth 

and complexity of knowledge and skills required in the field. 

Secondary research sources also indicate that: 

o Community and Social Service Workers‟ employment prospects are considered good 

over the next five years and professionals educated in mental health issues, 

substance abuse issues and aging and dementia are particularly in required 

(Employment Ontario Job Futures). 

o The health-related occupations has become one of the fastest growing and indemand 

career fields in the world (The Toronto Star, November 11, 2011). 

o The Ontario Ministry of Health and Long-Term Care has invested $40 million in 

Behavioural Supports Ontario which works with individuals with behaviour issues 

associated with dementia, mental illness, addictions and other neurological 

conditions (Alzheimer Knowledge Exchange Resource Centre). 

o Mental health is the number one cause of disability in Canada (Centre for Addiction 

and Mental Health Stats). 

It may be concluded that there is a high degree of employer support for this program and a 

willingness to provide entry-level jobs for graduates. 

3.0 Employer Support 

In addition to reviewing trends in the field with respect to the educational requirements of people 

employed in the field, the Planning and Development Office normally conducts primary research 

as a part of the program needs assessment and obtains an initial list of employers who are 

interested in supporting the program. In addition, the School responsible for the program 

creates an Ad-Hoc program Advisory Committee by contacting organizations who have 

indicated an interest in the program or related programs at the college. In the case of the 

Bachelor of Behavioural Science, there was no difficulty finding employers to serve as Advisory 

Committee members. 


In the winter of 2012, Ontario organizations (with a concentration in the GTA) were contacted 

and invited to complete an online employment survey aimed at deepening our knowledge base 

regarding the employment opportunities for Behavioural Science professionals. A number of 

large organizations responded to our survey providing employment information for Behavioural 

Science professionals in large scale organizations including the educational school boards, 

mental health and rehabilitation hospitals, and community service providers. The respondents 

represented governmental, non-governmental, and public organizations. 

Overall, when asked to rate the job opportunities for graduates with baccalaureate degrees in 

behavioural science, the majority of respondents were optimistic in this regard with most rating 

the opportunities for work from excellent to fair (80% of respondents). Respondents indicated a 

strong hiring potential for those qualified employment seekers in the next 3 years. 

A detailed list of the organizations, quality of support offered, and records of support are 

detailed in Section G. 

4.0 Student Demand 

A recent survey of Humber College‟s Developmental Services Worker diploma, Child and Youth 

Worker diploma, and Social Service Worker diploma students provided strong indicators of 

support for the proposed program. 81% of the diploma students surveyed indicated that they 

believe that offering the degree is a good idea. If the option of a Bachelor of Behavioural 

Science degree had been available, 89% of the respondants would have chosen the degree 

program. 91% of diploma student respondants would be interested in definitely or maybe 

considering pursuing degree completion opportunities. 74% of the students surveyed cited their 

belief that completion of this degree program would improve their employment prospects over a 

diploma (Humber College ITAL Student Survey, 2012). According to Humber statistics, 78% of 

the current 206 students enrolled in the Developmental Services Worker diploma program fulfill 

the admission requirements for the proposed degree program (Humber Office of the Registrar, 

2012). 

The introduction of degrees into the CAAT system has resulted in an increase in the number of 

Humber students who are interested in completing a degree as part of their postsecondary 

plans. In the fall student survey referenced above, the Humber Planning and Development 

office discovered that over 90% of respondents indicated that they would be interested in 

eventually completing a baccalaureate degree in behavioural science (Humber College ITAL 

Student Survey, 2012). 

While there is no way of knowing with certainty how program interest would translate into actual 

program admissions, the survey numbers do indicate that this is an attractive credential for 

students the School currently attracts. 

5.0 Conclusion 

After a review of the need for a Bachelor of Behavioural Science program, Humber determined 

it was valuable to add it to its postsecondary offerings because: 

 

 

The behavioural science field is growing and actively seeking employees with the 

knowledge and skills learned in the program. 

The one comparable degree program in Ontario are in high demand, with hundreds of 

qualified applicants turned away. 


Related programs at Humber are very popular and many students entering these 

programs already possess the qualifications for degree level admission. 

The Bachelor of Behavioural Science degree program would provide opportunities for 

Developmental Services Worker, Social Service Worker, Community & Justice Services, 

and other related diploma graduates to complete a degree. 

Bibliography and References: 

Banff International Conferences on Behavioural Science. (2012). Banff XLV: Psychological 

Health in the Workplace. Retrieved October 17, 2012 from www.banffbehavsci.ubc.ca. 

Behavioural Sciences. (2012). Wikipedia. Retrieved November 13, 2012 from 

http://en.wikipedia.org/wiki/Behavioural_sciences. 

Behavioural Supports Ontario. (2012). Local Health Integration Network. Retrieved October 16, 

2012 from www.lhns.on.ca. 

Elash, Anita. (2011). Ontario to expand help for aggressive dementia patients. The Globe & 

Mail. July 19, 2011. Retrieved October 23, 2012 from 

http://www.theglobeandmail.com/life/health-and-fitness/ontario-to-expand-help-for-aggressivedementia-patients/article587353/ 

Goddard, John. (2011). Where the jobs will be. The Star. Retrieved October 16, 2012 from 

www.thestar.com/printarticle/1085290. 

Heaman Communication Services. (2012). Ontario to invest $700 million in Aging at Home 

program. Retrieved October 16, 2012 from www.heamancommunication.ca. 

Humber College ITAL. (2012). Bachelor of Behavioural Science Employer Needs Assessment. 

Research collected March 2012. 

Humber College ITAL. (2012). Bachelor of Behavioural Science Student & Alumni Needs 

Assessment. Research collected April 2012. 

Humber College ITAL. (2012). Developmental Services Worker Ontario College Diploma 

Statistics. Office of the Registrar. 

Mental Health and Addiction Statistics. (2012). Centre for Addiction and Mental Health. 

Retrieved October 16, 2012 from www.camh.ca/en/hospital/about_camh/newsroom. 

Ontario Ministry of Health and Long-Term Care. (2011). Improving Mental Health Suports for 

Ontario Kids and Families News Release. Retrieved October 16, 2012 from 

www.health.gov.on.ca/en/news/release/2011/jun. 

Ontario Ministry of Health and Long-Term Care. (2012). Ontario’s Action Plan to Transform 

Health Care News Release. Retrieved October 16, 2012 from 

www.health.gov.on.ca/en/news/release/2012/jan. 

The Alzheimer Knowledge Exchange Resource Centre. (2012). BSO – Readiness for Change. 

Retrieved October 16, 2012 from www.akersourcecentre.org. 


SECTION N: DUPLICATION 

Introduction 

Canadian postsecondary institutions have responded to the educational needs of people 

interested in or currently employed in the behavioural science field by developing and offering a 

range of diplomas, certificates, and degrees. Some of the programs provide a broad approach 

to behavioural science, and some programs offer students the opportunity to develop 

specialized skills in specific areas of practice. There are obvious similarities amongst the 

programs since they all deal with behavioural science in some fashion. 

N1 

Similar/Related College Programs 

In this section of the comparative summary, programs offered by Ontario colleges have been 

clustered by credential and duration. The college analysis starts with the related degrees offered 

in the CAAT system. This is followed by an examination of three-year Ontario College Advanced 

Diplomas, two-year Ontario College Diplomas, and Ontario College Graduate Certificates in 

similar or related fields. Included in each cluster is a summary of the definition and general 

characteristics of each credential as defined by the College Credentials Framework (see 

complete copy of Credentials Framework in Section O3). These defining characteristics help to 

differentiate the credential levels, thus highlighting the primary differences between the 

baccalaureate degree level study in Behavioural Science, and college diploma, advanced 

diploma and graduate certificates in Behavioural Science program areas. Information about the 

programs was drawn from each institution’s website. 

A. Degree programs 

Degrees with an applied focus such as these meet the degree-level standard established by the 

Postsecondary Education Quality Assessment Board. 

Institution: St. Lawrence College 

Program Name and Credential: Bachelor of Applied Arts (Behavioural Psychology) 

Program Description: The program is based on a behavioural framework which has been 

scientifically demonstrated to be effective in developing life skills with a wide range of clients in 

institutional and community settings. The behavioural approach increases the client’s desirable 

behaviours through teaching, practice and encouragement. 

Similarities and Differences: 

Similarities: Courses in applied behaviour analysis and cognitive behavioural approaches 

Differences: Humber offers courses in interprofessional collaboration, counselling, 

facilitation and consultation skills. 

B. Three-Year Ontario College Advanced Diplomas 

For general Characteristics as defined by the Ontario Colleges of Applied Arts and Technology 

Credentials Framework see Appendix O3. 

Bachelor of Behavioural Science Section N, Page 1

These diplomas meet the provincial requirements for Ontario College Advanced Diplomas, but 

not degree-level study. These requirements include: 

Vocational learning outcomes, breadth and depth of knowledge and skills as specified by 

provincial standards for advanced diplomas, but not the same as the degree-level 

standards; 

Fundamental generic employability skills as defined for college diplomas and advanced 

diplomas; 

3-5 general education courses but not necessarily of increasing complexity as specified 

for degree-level study; and 

Admission requirements as established in Regulations and Minister’s Binding Policy 

Directives, but not equivalent to degree-level admission requirements. 

Institutions: George Brown, St. Lawrence 

Program Name and Credential: Behavioural Science Technology 

Program Description: This program provides students with an opportunity to study applied 

behaviour analysis and behavioural intervention. The themes in the program include: 

behavioural theory and application, program development, scientific method, ethics and 

professionalism, diversity and general education with an emphasis on practical application in 

the field. Practicum and course work is often related to Autism and developmental disabilities. 


Similarities: Courses in applied behaviour analysis and ethics and professionalism. 

Differences: Humber’s degree offers a broader study with courses including cognitive 

behavioural approaches, interprofessional collaboration, and issues in behavioural sciences. 

C. Two-Year Ontario College Diplomas in Related Fields 

These diplomas meet the provincial requirements for Ontario College Diplomas, but not degreelevel 

study. These requirements include: 


provincial standards for college diplomas, but not the same as the degree-level 

standards; 

Fundamental generic employability skills as defined for college diplomas and advanced 

diplomas; 

3-5 general education courses but not necessarily of increasing complexity as specified 

for degree-level study; and 

Admission requirements as established in Regulations and Minister’s Binding Policy 

Directives, but not equivalent to degree-level admission requirements. 

Institutions: Humber, Algonquin, Centennial, Confederation, Fanshawe, Fleming, Georgian, 

Lambton, Loyalist, Northern, St. Clair 

Program Name and Credential: Developmental Services Worker 

Program Description: This program teaches students the skills to effectively promote the 

physical, mental and emotional health of individuals with special needs. Studies include human 

development, types of developmental disabilities and the range of available community support 

services for this population, intervention techniques, person-centered planning, abnormal 


psychology/dual diagnosis, basic pharmacology, supporting people with the autism, 

augmentative forms of communication, and effective responses to people who have been 

abused. Senior courses include developing skills in building interpersonal relationships and 

counselling. 


Similarities: Courses in applied behaviour analysis and counselling. 

Differences: Humber’s degree offers more indepth and advanced study of ABA and offers a 

broader study with courses including cognitive behavioural approaches, interprofessional 

collaboration, and issues in behavioural sciences. 

D. Ontario College Graduate Certificates 

These certificates meet the provincial requirements for Ontario College Graduate Certificates, 

but not degree-level study. These requirements include: 


provincial standards for Ontario College Graduate Certificates. The intent is to provide a 

complex understanding/greater depth in a narrow range of skills; 

Fundamental generic employability skills not required but locally determined; 

General education courses not required but locally determined; and 

Admission requirements necessitate possession of an Ontario College Diploma, Ontario 

College Advanced Diploma or University Degree, as established in Regulations and 

Minister’s Binding Policy Directives. 

Institutions: Humber 

Program Name and Credential: Behavioural Science 

Program Description: Graduates of this program are prepared for roles as behaviour 

technicians, technologists, consultants or therapists, depending upon previous academic 

background. All of these professionals will acquire enhanced skills to support individuals with 

challenging behaviours. This includes people who have developmental disabilities, dual 

diagnosis, autism, and other complex needs. The curriculum teaches skills with respect to 

behaviour program development and evaluation, such as observing behaviours, recording data, 

reporting, implementing behavioural techniques and strategies and participating as a team 

member. 



Differences: Humber’s degree offers more indepth and advanced study of ABA and offers a 

broader study with courses including cognitive behavioural approaches, interprofessional 

collaboration, research, and issues in behavioural sciences. 

Institutions: Algonquin, Fanshawe, George Brown, Lambton, Mohawk, Niagara, St. Clair 

Program Name and Credential: Autism & Behavioural Science 

Program Description: This program focuses on autism spectrum disorders and therapies, 

mainly Intensive Behavioural Intervention (IBI), for application within the children’s sector. You 

will gain practical experiences working with families and treatment teams. 




Differences: Humber’s degree offers a broader study with courses including cognitive 

behavioural approaches, interprofessional collaboration, research, and issues in behavioural 

sciences for individuals with many issues throughout the lifespan. Graduates are equipped 

to work in the autism field but also addictions, mental health, and issues of aging and 

dementia. 

Institutions: Durham, Georgian 

Program Name and Credential: Addictions and Mental Health 

Program Description: Designed for students with previous, relevant education, this highly 

specialized program was developed in consultation with recognized experts in the fields of 

addiction and mental health. It is consistent with the competencies required by the College of 

Registered Psychotherapists and Registered Mental Health Therapists of Ontario 

(CRPRMHTO) and delivered by experienced and skilled practitioners from the field. 


Similarities: Courses in counselling, addictions, and working with families. 

Differences: Humber’s degree offers a indepth and broader field of study in applied 

behaviour analysis, cognitive behavioural approaches, interprofessional collaboration, 

research, and issues in behavioural sciences for individuals with many issues throughout 

the lifespan. Graduates are equipped to work in the addictions and mental health fields but 

also work with individuals with different issues including autism and dementia. 

The College has on file and available upon request the research undertaken to complete this 

section. 


N2 

Similar/Related University Programs 

There is only one Ontario university program which bears resemblance to the proposed 

program (Brock University & St. Lawrence College Collaborative Program) and one which has a 

slight affinity (University of Windsor). 

Note: Information about the programs was drawn from each university’s website. 

Institution: Brock University & St. Lawrence College Collaborative Program 

Program Name & Credential: BA & Behavioural Science Technology diploma 

Program Description: Students earn both a twenty-credit BA degree from Brock University and 

a diploma in Behavioural Science Technology from St. Lawrence College in four years. This 

program is designed to include both theoretical and practical knowledge that provide students 

with a variety of career and post-graduate opportunities. 


Similarities: There is indepth study into applied behaviour analysis and psychology. 

Differences: This program focuses greatly on applied behaviour analysis as a therapeutic 

approach to people with autism, acquired brain injury, and addictions while Humber’s 

degree explores cognitive and behavioural analysis as therapeutic approaches. 

Institution: Bellevue University, New York 

Program Name & Credential: Bachelor of Science (Behavioural Science) 

Program Description: The foundation of this degree includes the major concepts and theories 

of psychology, sociology, and counseling, with an emphasis on helping the student deepen a 

reflective understanding of self, diverse clients, and service providing agencies. This Behavioral 

Science degree program in combination with a course in descriptive statistics fully prepares 

graduates for the M.A. in Human Services or Master's in Clinical Counseling degrees. 


Similarities: Courses in the human services field, counselling, and interpersonal 


Differences: Humber offers courses in behavioural pharmacology, psychometrics and 

indepth research courses. 

Institution: Canadian University College, Alberta 

Program Name & Credential: BA in Behavioural Science 

Program Description: This program is an interdisciplinary program encompassing the fields of 

psychology and sociology. Additional cognate courses are in the areas of Anthropology, Social 

work, and Ethics. The program is designed to equip graduates to function within the rapidly 

changing field of mental health care or the areas of government and business which require 

behavioural science skills, such as a personnel department. 



Similarities: Courses in the psychology and sociology field. 


interprofessional collaboration. 

Institution: Booth University College, Winnipeg (associated with The Salvation Army) 

Program Name & Credential: Bachelor of Arts (Behavioural Science) 

Program Description: This program combines both psychology and sociology. The integration 

of these separate areas of study gives students the advantage of viewing the human condition 

from multiple perspectives. From the psychological perspective, students examine intrapersonal 

aspects of human behavior from the structure and development of personality to what 

constitutes a mental disorder. From the sociological perspective, students examine how people 

are shaped by social behaviour from the effects of globalization and social institutions to the 

interaction between small groups and the socialization of the self. Students of the Behavioral 

Sciences program gain a unique perspective of the human condition, incorporating an 

understanding of the person as an individual and social agent in society. 


Similarities: Both programs explore courses in the psychology and sociology field and have 

a strong research foundation. 


interprofessional collaboration. The program at Booth University is more focused on 

graduates working in the human resources field. 

Institution: University of Windsor 

Program Name & Credential: BSc in Behaviour, Cognition & Neuroscience (BCN) 

Program Description: This program combines the biological aspects of psychology and 

biology relating to the brain and behaviour. Interdisciplinary and designed for students 

interested in undergraduate research in the life/behavioural sciences. Involves directed, 

research-based courses with one or more faculty members. 


Similarities: Both programs explore courses in psychology and have a strong research 

foundation. 

Differences: Humber offers indepth courses in cognitive behavioural psychology, 

psychometrics and interprofessional collaboration. The program at Windsor entails courses 

in the life science and biology. 

The College has on file and available upon request the research undertaken to complete this 

section. 


SECTION O: OPTIONAL MATERIAL 

O1 

Humber Overview 

Established in 1967, Humber is one of Canada’s leading educational institutions, offering 

postsecondary certificates and diplomas, apprenticeship education, as well as specialized 

bachelor’s degree programs. In addition, Humber offers distinctive programs for university and 

college graduates. Its mandate is to provide a comprehensive and balanced mix of educational 

programs and services, which assist students and corporate clients to identify and pursue 

educational, career and life goals. Located in Toronto, Humber receives more than 56,000 

applications annually; more than any other Ontario college. In Fall 2012, Humber enrolled 

24,384 full-time students and had 56,000 part-time registrations. Humber also provides 

customized corporate training through business-to-business partnerships to thousands of 

employees annually. Over 90 per cent of Humber students find employment within six months of 

graduating. 

In February 2003, Humber received a new designation as an Institute of Technology and 

Advanced Learning, which builds upon the strategic direction that was embarked on several 

years ago. Humber will continue to provide a comprehensive range of programming including 

apprenticeships, certificates, advanced diplomas, diplomas and graduate certificates. The 

designation allows Humber to further expand its offerings to meet changing skill requirements 

and provide up to 15% of its programming in degree programs. In September 2003, Humber’s 

first three honours bachelor degree programs with an applied focus were launched in Bachelor 

of Applied Arts (Paralegal), Bachelor of Applied Business (Electronic Business) and Bachelor of 

Applied Technology (Industrial Design). Since that time, the following degrees have been 

approved: 

Degree 

B.A.A. (Paralegal Studies) May 2002 

B.Com (eBusiness Marketing) May 2002 

Date of First Consent 

B.A.T. (Industrial Design) September 2003 

B.C.A. - Bachelor of Creative Advertising December 2004 

B.I.D. - Bachelor of Interior Design March 2005 

B.Mus - Bachelor of Music March 2005 

B.Com (Hospitality & Tourism Management) March 2005 

B.Com (Human Resources Management) February 2007 

B.Com (Fashion Management) February 2007 

B.Com (International Business) February 2007 

B.A.A. (Film and Media Production) June 2008 

B.A.A. (Criminal Justice) September 2008 

B.Com (Accounting) August 2010 

Bachelor of Behavioural Science Section O, Page 1

B.C.Y.C. - Bachelor of Child and Youth Care August 2010 

B.P.R. - Bachelor of Public Relations August 2010 

B.Journ - Bachelor of Journalism November 2010 

B.I.D. - Bachelor of International Development October 2011 

B.Com (Finance) April 2012 

B.Com (Management Studies) April 2012 

B.Com (Marketing) April 2012 

B.Com (Supply Chain Management) April 2012 

Over the years Humber has embarked on a number of innovative partnerships with other 

postsecondary institutions to increase access to degree completion for our students. Some 

examples of these include: 

• The University of Guelph–Humber, which opened its campus in the fall of 2003, offering 

a unique blend of integrated diplomas and honours degrees in four years of full time 

study 

• A Bachelor of Nursing degree at Humber in partnership with the University of New 

Brunswick 

• A York University Senate approved transfer agreement for a number of Humber general 

education courses 

• Formal transfer agreements with Ontario and other Canadian and international 

universities 

Humber has a number of unique areas of specialization that provide services for niche markets. 

They provide a wide array of learning services for employers and individuals, many of which are 

fee-for-service offerings. These include: 

• Centre for Employee Benefits 

• Sailing and Powerboating Centre 

• Transportation Training Centre 

• Digital Imaging Training Centre 

• Humber School for Writers 

• Ontario Post-Production Training Centre 

• IT Certification Centre 

• The Language Centre 

• Project Management Centre 

• Five Community Job Search/Career Planning Services 

Humber International Centre 

As a strong supporter of International involvement and multicultural values, Humber is 

committed to being a good neighbour in a global sense. Since 1968, Humber has engaged in 

international partnerships and activities, aiming to develop infrastructure to support technical 

and vocational education overseas, and to create new opportunities for staff development. Over 

the years these partnerships have included educational activities in countries such as 

Bangladesh, Barbados, Botswana, Brunei, China, Egypt, Grenada, Guyana, India, Indonesia, 


Kenya, Lesotho, Malaysia, the Philippines, Singapore, South Africa, St. Vincent, Swaziland, 

Taiwan, Tanzania, Thailand, Ukraine, and Zimbabwe. From its inception, some 40 years ago, 

Humber has prided itself on quality services, programming, academic processes, continuous 

improvement and a global mission. 

Humber has a number of successful partnerships with universities and colleges abroad in which 

students study at both Humber and at the overseas institution. These partnerships include The 

Humber-Ningbo Program in International Business Administration, Administration and The 

Humber – National Kaohsiung Hospitality Program, all aimed at uniting efforts between Humber 

and students abroad to ensure quality education for in-demand careers and an introduction to 

Canadian life and values before studying at Humber. 

Humber also has over 25 years’ experience in the development and delivery of international 

development projects around the world. This work is built on principles of global citizenship, 

equity, reciprocity, responsiveness, accountability and sustainability. 

Over the last fifteen years Humber has worked with partner institutions primarily in Africa and 

Asia. Among the many Humber projects are: Bhutan: Management Development Program 

(MDP), Tanzania: Rural Microfinance Management Project, Bangladesh: Women 

Entrepreneurship Development Project and Botswana: E-Learning Capacity Building Project. 

Vision 

Humber – excellence in polytechnic education. 


Humber Mission 

Humber develops broadly educated, highly skilled and adaptable citizens who significantly 

contribute to the educational, economic and social development of their communities. We 

accomplish this by: 

• preparing learners for careers through a comprehensive choice of educational 

credentials in a broad range of programming; 

• developing informed and engaged citizens through an applied and liberal education; 

• enabling organizations to enhance their effectiveness through customized training and 

lifelong learning opportunities; and 

• supporting our local communities through outreach activities. 

Humber Values 

Excellence… by maintaining high academic standards and emphasizing quality academic 

programming and services 

Learner Focus… by placing students at the centre of all decisions 

Innovation… by anticipating changes in global society and the workplace and responding with 

creative and flexible learning approaches 

Respect... by acknowledging the dignity and contribution of each individual in our diverse 

community through fair, ethical and courteous actions and communications 

Goals 

1.0 Lifelong Learning – Provide a high quality learning experience through a variety of 

options and pathways that students and clients choose throughout their lives. 

Today’s increasingly competitive and changing global marketplace makes it imperative 

for Humber to become a learning community that learners choose throughout their lives. 

Their decision will be based on Humber’s competence and reputation for best meeting 

the needs of learners and clients. Humber will be known for its learning-first approach 

and the quality of its programs and services. 

2.0 Learner Centered – Cultivate an organizational culture in which policies, programs, 

practices and personnel place learning as the top priority. 

Over the last few years, Humber has taken action to increase the level of learner and 

learning-centered activities, thereby enhancing learner success, improving institutional 

effectiveness, reinforcing values and behaviours consistent with a lifelong learning 

culture and ensuring a commitment to staff development and recruitment. This journey is 

ongoing and fundamental to our future success. 

3.0 Enabling Employees – Enhance the skill levels of Humber employees to reach their 

personal potential and meet the changing learning and service needs of Humber’s 

students and clients. 

For Humber to find and respond effectively to current and potential markets, all 

employees must understand and assimilate the vision. This goal challenges all 


employees to participate actively in developing their own learning plans and accessing 

appropriate professional development to remain current and to prepare for future roles. It 

also challenges the Humber community to provide all employees with the tools they need 

to do the best job possible and to recognize and appreciate employees for their 

contribution. 

4.0 Market Responsiveness – Position Humber to anticipate, assess and respond to learning 

needs to reflect changing workplace needs in select Canadian and global markets. 

Humber must respond faster to shifts in traditional markets including the development of 

new initiatives in select Canadian and global markets. To maintain its position as a leader 

in education and training, strategic partnerships and alliances are essential to infuse new 

ideas and promote growth. Humber must continue to align its strengths in program 

delivery in conjunction with the marketplace. Programs and services need to keep pace 

with the rapidly changing job market for full time students and to meet the continuous 

learning needs of these students, part time learners, and our corporate clients. Each 

employee carries the responsibility for being Humber’s “eyes and ears”. Research 

practices and information systems need to be developed to track market intelligence that 

employees gather. Employees and partners must keep market responsiveness in their 

thinking, and all planning decisions must be based on a Humber-wide marketing plan. 

5.0 Financial Sustainability – Create a financial environment that will support high quality 

learning and service experiences. 

Government funding cuts and caps have eroded our traditional revenue base. At the 

same time, changes in learning modes present new costs and offer new revenue 

opportunities. These factors affect the financial planning framework and necessitate the 

evolution of financial processes at Humber, as well as the alignment of organization 

policies to support new initiatives. 

Humber Code of Ethics 

Humber Institute of Technology and Advanced Learning has established principles and values 

governing the conduct of all Humber employees which honour and promote the preservation 

and protection of fundamental freedoms and human rights. Humber’s Code of Ethics stresses 

the importance of fairness, honesty, professional integrity, respect, and trust, and the Code 

spells out, in detail, what is expected of employees in relation to each of these principles. 

The Code of Ethics forms an integral part of Humber’s quality assurance system in that it sets 

out the principles, and some of the practices, against which performance is measured through 

the Operational Review and Program Review Self-Assessment Reports. 

The Code of Ethics outlines the principles and values that guide the conduct of all Humber 

employees and honours the preservation and protection of fundamental human rights. 

Underlying the code is a belief that each employee has the right to dignity and respect. By 

supporting and abiding by this Code, the employees of Humber will demonstrate by their 

behaviour that they have concern for the fundamental rights and freedoms of students, other 

employees, and the community at large. 

We support the following principles: 

Fairness – In our relationships with others, we strive to be fair and just in our decisions and 

actions. To provide fair and just treatment, we carefully weigh the circumstances and variables 


linked with any decisions and make the best attempt to be consistent and equitable in the 

application of our principles. 

Honesty – We can achieve an open working and learning environment when we feel secure 

enough to provide honest commentary about the operation and management of the 

organization. From our work in the classroom to the delivery of administrative and support 

services, we strive to encourage a climate of honesty, which serves the interests of the 

institution and protects the well being of all individuals. 

Professional Integrity – In educating students, we strive to act in their best interests. As a 

community dedicated to providing education, we demonstrate professional integrity and 

exemplary behaviour in all that we do in and for Humber. 

Respect – We demonstrate a high regard for the rights and opinions of others. It is our 

responsibility to establish a climate of mutual respect; to protect the rights and freedoms of 

others; and to be discreet in dealing with confidential matters. 

Trust – A healthy organization is built on trust. The development of trust relies on our ability to 

recognize threats to the psychological and/or physical safety of others and to eliminate those 

threats by treating others equitably, fairly, and in a non-exploitive manner. We strive to provide a 

secure learning and work environment. 

Generic/Employability Skills 

Generic/employability skills form a critical component across the curriculum in Humber College 

programs, and their inclusion stresses Humber’s commitment to a learning culture that fosters 

critical thinking, communication skills, and cultural and social understanding in our learners. 

Humber recognizes the part that generic skills play in fostering social inclusion and good 

citizenship, and Humber’s staff, faculty, and administration take this role seriously. 

In the mid-1990’s, Humber set up the Generic/Employability Skills Task Force to identify, and 

then implement across the institution, a set of identifiable and measurable core generic skills. 

These are abilities, attitudes and behaviours that employers look for in recruits and often 

develop through training programs for current employees. These skills are developed in school 

and through a variety of life experiences outside of school. The concept of generic/employability 

skills originated with educators, especially those working on programs specifically designed to 

facilitate finding, keeping, and progressing in a career. Generic skills are often defined as 

transferable, “preparatory or foundational” skills upon which a person builds job specific and 

lifelong learning skills. 

Historically, assessment for the purpose of employment has consisted of general ability and 

personal skills assessment tests supplemented by job-specific assessments. Recently, that has 

changed with ever increasing numbers of employers testing foundational skills before hiring. 

This trend underlines the importance of developing generic skills in our graduates. The best 

results in developing these skills seem to be achieved when generic skills are integrated with 

academic and vocational skills training, forming a set of foundational, employability skills. 

In the past few years, Humber has made a concerted effort to ensure that generic skills are 

included on course outlines and that professors and program coordinators track where they are 

introduced, reinforced, and assessed. Humber’s list of Generic Skills is as follows: 


Communication Skills - the skills that allow human beings to respond to written and oral 

instructions; to communicate ideas and concepts in written and oral forms; to write assignments 

and reports; to respond to questions and documentation. 

Personal Skills – the skills that help people understand how to manage their lives. They include 

effective resource management, working in time frames, an ability to meet deadlines, 

appropriate stress management strategies, and the feeling and demonstration of self-confidence 

and self-directedness. These skills are especially helpful in the workplace and in effective career 

development strategies. 

Interpersonal Skills – the skills that help human beings adjust to life in society and with others. 

They include the ability to recognize diversity and individual differences; to accept responsibility 

for one’s actions in groups; to lead a group effectively; to evaluate the behaviour of others and 

provide constructive feedback; and more. 

Thinking Skills – the skills that allow people to reason, to use logic, to hypothesize, to rationalize 

and understand, to conceptualize, to contemplate, to invent, and to create. 

Mathematics Skills – the skills that allow people to cope confidently with the mathematical 

demands of adult life. They allow people to perform various tasks such as managing finances, 

estimating amounts, verifying discounts, reading graphs and charts, and making reliable 

judgments on the information presented. 

Computer Skills – the skills needed to use electronic technology devices including computer 

software programs, the Internet, e-mail, and more. Humber’s generic skill set was accepted in 

its entirety by the University of Guelph in the development of courses for all joint programs. 


O2 

School Overview 

The School of Social and Community Services is one of eight academic schools at Humber 

College. Offering programs on all three Humber campuses, the school offers six full-time postsecondary 

diploma programs and two degrees to approximately 2600 students. The diploma 

programs are: 

 

 

 

 

 

 

Police Foundations Program 

Child and Youth Worker Program (regular and accelerated) 

Social Service Worker 

Developmental Service Worker (regular and accelerated) 

Community and Justice Service Worker 

Protection, Security and Investigation. 

The degree programs are: 

 

 

Bachelor of Child and Youth Care 

Bachelor of Applied Arts in Criminal Justice 

In addition, the School offers the Pre-Service Firefighter full-time certificate, as endorsed by the 

Ontario Fire Marshalls Office. 

In addition to traditional program delivery modes, many of the programs are offered on a parttime 

basis or in an online format. 

The School of Social and Community Services is also involved in providing programming at the 

University of Guelph-Humber. The Police Foundations and the Community and Justice Services 

diplomas are offered within the Honours Bachelor of Applied Science (Justice Studies) and the 

Social Service Worker diploma is offered within the Honours Bachelor of Applied Science 

(Family and Community Social Services). 

Part-time programming in the School of Social and Community Services is extensive. The 

following part-time programs are currently being offered: 

 

 

 

 

 

 

 

 

 

 

 

 

Behaviour Science: An Application of Technology 

Advanced Client-Directed Case Management 

Advanced Crisis Intervention and Counselling 

Ontario Graduate Certificate in Forensic Practice 

Psychosocial Rehabilitation in Mental Health 

Municipal Bylaw Certificate 

Gerontology Graduate Certificate 

Border and Immigration Services Certificate 

Private Investigation Certificate 

Transformative Community Justice Certificate 

Settlement Counsellor Certificate 

Emergency and Risk Management Certificate 

In addition the School provides customized training and education to agencies and institutions in 

the sectors that we serve. Examples of these agencies that include: Go Transit, Toronto District 

School Board, Christian Horizons, Dufferin County Association for Community Living, 


Bombardier, Jamestown Coalition, Ontario Association of College and University Administrators 

to name a few. 

The School has initiated a number of learning partnerships with various organizations including 

the Ontario Provincial Police, the Toronto Police Service, the Law Foundation of Ontario and the 

Association of Black Law Enforcement Officers. There are hundreds of partnerships with 

community agencies which offer field placement opportunities to students which emphasize the 

commitment to field placement providing students with an applied learning experience, 

supported by faculty. 

Each of the full-time and part-time programs in the School has an Advisory Committee to advise 

the program faculty on curriculum, placement opportunities and trends in the field. The Advisory 

Committees for each program meet between and one and three times per year. 

The School of Social and Community Services is committed to empowering students to become 

positive agents for social change, providing them with the skills and tools they require through 

academics and experiential training. It is the School’s belief that the students continually live up 

to the school slogan by “making a difference”. 


O3 Ontario Colleges of Applied Arts and Technology – Credentials Framework (02/03) 

1. SCOPE OF 

CURRICULUM 

OUTCOMES: 

BREADTH AND 

DEPTH 

1.1 Complexity 


Knowledge 

and 

Vocational 

Outcomes 

Non-Credit 

Locally 

Determined 

Certificate 

Complexity of 

knowledge may 

focus on preparing 

graduates to begin 

postsecondary 

studies or may 

focus on targeted 

vocationally 

specific skills. 


Certificate 

Meets all specific 

vocational learning 

outcomes as defined 

by provincial 

program standards, 

where these exist. 

Breadth, depth, and 

complexity of 

knowledge would 

prepare graduates to 

perform in a range of 

varied activities or 

knowledge 

application situations 

where the range of 

contexts in which the 

choice of actions 

required is usually 

clear, and there is 

limited complexity in 

the range of options 

to be applied. 

Complexity of 

knowledge prepares 

graduate for further 

postsecondary 

studies. 


Diploma 




by provincial 





knowledge cover the 

planning and 

initiation of 

alternative 

approaches to skill 

and knowledge 

application across a 

broad range of 

technical and/or 

administrative 

requirements, 

coordination, and 

evaluation. 


Advanced Diploma 




by provincial 



Breadth, depth and 


knowledge involve 

analysis, diagnosis, 

design, planning, 

execution, and 

evaluation across a 

broad range of 

technical and/or 

management 

functions. 

Opportunities may 

exist for new / 

additional 

applications of 

technical, creative, or 

conceptual 

knowledge to 

practical and/or real 

world situations. 


Graduate Certificate 




by provincial 





knowledge would 

enhance the ability of 

graduates to perform 

a more specialized 

range of activities, 

most of which would 

be complex or nonroutine. 

Leadership 

and guidance may be 

involved when 

organizing self or 

others as well as 

contributing to 

technical solutions of 

a non-routine or 

contingency nature. 

Applied Degree 

Degree level 

standards are 

established by the 

Postsecondary 

Education Quality 

Assessment Board 

(PEQAB) under 

the authority of the 

Post-secondary 

Education Choice 

and Excellence 

Act, 2000. 


Non-Credit 

Certificate 


Certificate 

Performance of a 

prescribed range of 

functions involving 

known routines and 

procedures and some 

accountability for the 

quality of outcomes. 


Diploma 


range of skills, with 

associated 

knowledge, showing 

substantial depth in 

some areas where 

judgment is required 

in the planning and 

selecting of 

appropriate 

equipment, services, 

or techniques for self 

and others. 




significant range of 

skills associated with 

fundamental 

principles and 

complex techniques 

across a wide and 

often unpredictable 

variety of contexts in 

relation to either 

varied or highly 

specific functions. 

Contributions to the 

development of a 

broad plan, budget, or 

strategy are involved, 

as is accountability 

for self and others in 

achieving the 

outcomes for a team. 




prescribed range of 

skilled operations that 

includes the 

requirement to 

evaluate and analyze 

current practices, 

develop new criteria, 

and may include the 

provision of some 


guidance to others in 

the application and 

planning of skills. 


Applications may 

include some 

complex or nonroutine 

activities 

involving individual 

responsibility or 

autonomy and/or 

collaboration with 

others as part of a 

group or team. 

Applications involve 

participation in the 


strategic initiatives, 

as well as personal 

responsibility and 

autonomy in 

performing complex 

technical operations 

or organizing others. 

It may include 

participation in 

teams, including 

teams concerned with 

planning and 

evaluation functions. 

Group or team 

coordination may be 

involved. 

Applications of skill 

and knowledge 

involve significant 

judgment in the 

planning, design, and 

technical leadership 

and / or guidance 

functions related to 

products, services 

operations, or 

procedures. 

Applications may 

involve some 

complex or nonroutine 

activities 

involving individual 

responsibility or 

autonomy and/or 


guidance for others as 

part of a team or 

group. 


Non-Credit 

Certificate 


Certificate 


Diploma 






The degree of 

emphasis on breadth 

as against depth of 

knowledge and skills 

may vary, with most 

weighting placed on 

depth. 

The qualification may 

involve broadening 

the skills of 

individuals already 

gained in a 

postsecondary 

program of 

instruction, or 

developing vocational 

knowledge and skills 

in a new professional 

area. 

 

Portions of the above section are reproduced by kind permission of the Australian 

Qualifications Framework Advisory Board to the Ministerial Council on Education, 

Employment, Training and Youth Affairs, Australia 


Non-Credit 

Certificate 


Certificate 


Diploma 






1.2 Generic 

Employability 

Skills 

Locally 

Determined 

Graduates have 

achieved the 

fundamental, 

personal 

management, and 

teamwork skills to 

get, keep, and 

progress in a job-ofchoice, 

or to enter 

further postsecondary 

studies. There is an 

appropriate depth of 

achievement, 

consistent with the 

Generic 

Employability Skills 

learning outcomes, 

identified for this 

level of credential 

(i.e., the current 

generic skills learning 

outcomes for 

certificate programs). 

Graduates have achieved the fundamental, 

personal management, and teamwork skills to 

get, keep, and progress in a job-of-choice. 

There is an appropriate depth of achievement, 

consistent with the Generic Employability 

Skills learning outcomes, identified for these 

levels of credentials (i.e., the current generic 

skills learning outcomes for diploma 

programs). 

Locally Determined 


1.3 General 

Education 

Non-Credit 

Certificate 

Locally 

Determined 


Certificate 

Locally determined, 

however it is 

desirable that 

graduates at this 

level will have been 

engaged in learning 

that incorporates 

some breadth beyond 

the vocational field 

of study, especially 

in programs of 

instruction intended 

to lead to further 

postsecondary study 

in a related field. 


Diploma 



Consistent with the General Education Policy 

for colleges of applied arts and technology, 

graduates have been engaged in learning that 

exposes them to at least one discipline outside 

their main field of study, and increases their 

awareness of the society and culture in which 

they live and work. This will typically 

involve students taking 3 – 5 courses (or the 

equivalent) designed discretely from 

vocational learning opportunities. This 

learning would normally be delivered using a 

combination of required and elective 

processes. 



Locally Determined 


2. TYPICAL 

DURATION FOR 

COMPLETION 

Specific design, delivery, and duration of curriculum is locally determined, and may vary amongst programs and 

disciplines, recognizing that some colleges may use a system other than hours (e.g., credits) to determine program 

completion. 

It is understood that there may be a range of hours that will apply to the achievement of program learning outcomes 

leading to any particular credential. 

1. This framework outlines the typical duration of a program at this level for students entering with the 

minimum admission requirements. 


Non-Credit 

Certificate 


Certificate 


Diploma 






Locally 

Determined 

Typically the 

duration to achieve 

this credential is 2 

academic semesters 

or approximately 600 

- 700 instructional 

hours or equivalent. 

Typically the 




or approximately 

1200 - 1400 

instructional hours or 

equivalent. 

Typically the 




or approximately 

1800 - 2100 

instructional hours or 

equivalent. 

Typically the 




or approximately 600 

- 700 instructional 

hours or equivalent. 

3. ADMISSION 

REQUIREMENT 

S 

Locally 

Determined 

Locally 

Determined 

Admission requirements are established in Regulations and Minister’s 

Binding Policy Directives. 


Diploma, 


Advanced Diploma, 

Degree, 

Or 

Equivalent 

4. NAME OF 

CREDENTIAL 

Locally 

Determined, 

excluding the use 

of the words 

contained in any 

provincially 

approved 

credential titles. 

May use such 

terminology as 

Attestation, 

Award, Statement, 

etc. 

Certificate 

Certificat 


Certificate 

Certificat d’études 

collégiales de 

l’Ontario 


Diploma 

Diplôme d’études 


l’Ontario 



Diplôme d’études 


l’Ontario – niveau 

avancé 



Certificat postdiplôme 

de l’Ontario 


SECTION P: POLICIES 

Humber submitted an electronic policy file as part of a previous submission. The policies on file 

with PEQAB are current. 

Bachelor of Behavioural Science Section P, Page 1

Bachelor of Behavioural Science - Postsecondary Education Quality ...

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